scholarly journals An investigation of African-American women's prestige domain interests and choice goals using Social Cognitive Career Theory

2014 ◽  
Vol 84 (3) ◽  
pp. 273-282 ◽  
Author(s):  
Taneisha S. Scheuermann ◽  
David M. Tokar ◽  
Rosalie J. Hall
Keyword(s):  
African American ◽  
Social Cognitive Career Theory ◽  
Social Cognitive ◽  
Career Theory ◽  
Choice Goals ◽  
Social Cognitive Career

scholarly journals An Examination of the Applicability of Social Cognitive Career Theory for African American College Students

2016 ◽  
Vol 25 (1) ◽  
pp. 75-92 ◽  
Author(s):  
Josephine Dickinson ◽  
Matthew D. Abrams ◽  
David M. Tokar
Keyword(s):  
College Students ◽  
African American ◽  
Self Efficacy ◽  
Social Cognitive Career Theory ◽  
Social Cognitive ◽  
Outcome Expectations ◽  
African American College Students ◽  
Verbal Persuasion ◽  
Choice Goals ◽  
Social Cognitive Career

The purpose of the present study is to extend the literature on social cognitive career theory (SCCT) by examining (a) the applicability of SCCT for African Americans with constructs defined in terms of Holland’s realistic, investigative, artistic, social, enterprising, and conventional (RIASEC) themes and (b) the role of specific learning experiences (performance accomplishments, vicarious learning, and verbal persuasion) in the formation of corresponding self-efficacy and outcome expectations. Structural equation modeling (SEM) results based on a sample of 208 African American college students revealed support for hypothesized relations of self-efficacy with outcome expectations, self-efficacy and outcome expectations with interests and choice goals, and interests with choice goals for all six RIASEC themes. Results revealed partial support for the hypothesized relations of learning experiences with self-efficacy and outcome expectations. Finally, results indicated limited support for the hypothesis that verbal persuasion would be a stronger positive predictor of self-efficacy and outcome expectations than would performance accomplishments and vicarious learning. These findings offer preliminary support for the applicability of SCCT in explaining African American college students’ RIASEC-based interest development and career choice goals. Implications of the findings for career counseling interventions and future research are discussed.

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