Career development assessment of at-risk students : implications for a dropout prevention model

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Harriett Leigh Enzor (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
W. Larry Osborne

Abstract: Career development of at-risk and non-at-risk students was assessed using the Career Development Inventory (Thompson & Lindeman, 1981), The Salience Inventory (Nevill & Super, 1986a) and The Values Scale (Nevill & Super, 1986b) to provide recommendations for dropout prevention programs. Super's Career Development Assessment Model was used as a framework to investigate career development in relation to socioeconomic status, race, gender, role commitment and values of at-risk students compared to non-at-risk students. The total sample size was 93 participants. For the at-risk group, there were 13 ninth-graders and 20 10th-graders from Gillespie Park Education Center, an alternative school for at-risk students in Greensboro, North Carolina, including 13 black females, 14 black males, three white females and three white males. The majority of these students ranked from below average to low socioeconomic status. Sixty non-at-risk 10th-graders were randomly selected from the four Greensboro public high schools, including 19 black females, 11 black males, 16 white females, 12 white males, one Asian female and one East Indian male. The majority of these students ranked from average to high in socioeconomic status. Both groups averaged in ages from 15 to 16.

Additional Information

Language: English
Date: 1991
Dropout behavior, Prediction of
High school students
Career development

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