Equity-Based Career Development and Postsecondary Transitions

An American Imperative

Edited by:
Erik M. Hines, Florida State University
Laura Owen, American University

A volume in the series: Contemporary Perspectives on Access, Equity, and Achievement. Editor(s): Chance W. Lewis, University of North Carolina at Charlotte.

Former First Lady, Michelle Obama believes that every individual should have some type postsecondary education or training beyond high school to achieve economic and personal success (Reach Higher Initiative, Make Better Room, 2019). Educational attainment (e.g., a high school diploma, college degree, or postsecondary training) provides career opportunities for advancement into leadership positions and benefits such as health insurance and retirement (Heckman, 2000). Additionally, an individual with a college degree can make over one million dollars more over a lifetime in salary than someone with a high school diploma (Carnevale, Cheah, & Hanson, 2015). Acquiring a college degree can lead to employment opportunities and is considered an asset in the U.S. economy (Washington, 2010). However, certain populations encounter barriers to attaining an education, particularly a postsecondary education, leading to a disparity in receiving the aforementioned benefits. Some of these populations include African American students, LGBTQ students, and students with disabilities. There is a dearth of information and research on providing guidance on implementation, research, and best practices in equity-based career development, college readiness, and successful postsecondary transitions for minoritized, at risk, or vulnerable populations.

The editors of this volume intend to invite authors with research and practice expertise around various student populations in preparing them for college and career readiness as well as postsecondary transitions. This book will be the first of its kind to discuss career development and postsecondary transitions from an access and equity perspective. Further, this text serves as a call to action to ensure the United States’s most vulnerable populations has an opportunity to successfully transition into multiple postsecondary options after high school.

Foreword, James L. Moore, III. Chapter One: Advocating for School Counselors’ Role in Students’ Career Development and Postsecondary Transitions, Mary Edwin and Diandra Prescod. Chapter Two: Using Data and Accountability Strategies to Close Achievement and Opportunity Gaps in College and Career Readiness, Anita Young and Illeana Gonzalez. Chapter Three: School Counselors as Leaders: Best Practices for Developing Postsecondary Readiness Programming, Erin Mason, Carla Cheatham, Beth Gilfillan, Bobby Gueh, Brent Henderson and Adrianne Robertson. Chapter Four: Preparing Students for Uncertain Futures and the Role of College Knowledge / Student Preferences for College and Career Information. Tim Poynton and Laura Owen. Chapter Five: Using School-Family-Community Partnerships to enhance Career Development and Postsecondary Transitions for Students of Color, Mary Edwin, Letoya Haynes-Thoby and Julia Bryan. Chapter Six: Factors Impacting Postsecondary Transitions for African American Students, Erik M. Hines, Mia R. Hines, Bobbi-Jo Wathen and Paul Singleton, II Chapter Seven: Preparing Latinx Students for Postsecondary Opportunities, Adrian Huerta. Chapter Eight: School Psychologist and School Counselor Collaboration to Support the College and Career Readiness of Immigrant and Refugee Youth, Desiree Vega, Marie Tanaka, César Villalobos and Jaclyn Wolf. Chapter Nine: Facilitating Career and College Readiness for Students with Disabilities, Amy Milsom and Allyson Murphy. Chapter Ten: Career Development and Postsecondary Readiness with Gifted Students, Renae D. Mayes. Chapter Eleven: Considerations in preparing LGBTQ students for Postsecondary Transitions through Career Development, Christian D. Chan Chapter Twelve: College and Career Readiness for Athletes, Paul C. Harris. Chapter Thirteen: Examining the Psychosocial and Postsecondary Needs of Students Who Identify as First Generation, Jonique Childs. Chapter Fourteen: Assisting K-12 Students in Identifying a Major, Vocation, or Job Through Exploration of Fit, Gifts, and Talents, Clifford H. Mack, Laura J. Cohen and Randi J. Schietz. Chapter Fifteen: Equity Based Career Development as an Integral Component of a Comprehensive School Counseling Program, Julie Cerrito. Chapter Sixteen: A High School STEAM Academy’s Approach to Prepare Low-Income African American Students to be Future Ready, Edward Fletcher. Epilogue, Cheryl C. Holcomb-McCoy.