Collaborating with Black first-generation African youth for local career interventions
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Recent job market trends show growth in attainment of educational opportunities for Black adults (Bureau of Labor Statistics; BLS, 2018). While this would typically be associated with higher levels of earning, there are still existing pay disparities for Black workers and other racial groups (BLS, 2018, Gould, 2020). Many researchers in vocational psychology have looked at the career journeys of marginalized individuals (e.g., Duffy, Blustein, Diemer, & Autin, 2016; Fouad & Kantamneni, 2013; Gottfredson, 1996; Lent, Brown, & Hackett, 1994, 2000). The purpose of this study is to contribute the voices and advocacy of Black youth, a group of individuals directly involved by disparities in career outcomes. Participatory action research (PAR; Maguire, 1987; McIntyre, 2000) endeavors to collaborate with participants for solutions and take mutually agree upon action. The study was conducted over ten months and at this time, youth have begun to make observations about their context as being an important part of career decisions (Background as a Factor), how each school system has differing access to resources and policies (Separate and Kind of Equal-ish) and speaking to the school board committee about class curriculum and possible new resources (Making Their Impact). The current study provides a glimpse into how a more interactive research methodology may help create meaningful changes as the psychology field endeavors to strengthen career attainment for all students, including talented Black youth. Research and policy implications are discussed.
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Ph. D.