Journal of Career Development
Volume 46, Issue 4, 2019, Pages 410-427

Experiences of Foreign-Born Immigrant, Undergraduate Women at a U.S. Institution and Influences on Career–Life Planning (Article)

Stebleton M.J.* , Diamond K.K. , Rost-Banik C.
  • a University of Minnesota–Twin Cities, Minneapolis, MN, United States
  • b University of Minnesota–Twin Cities, Minneapolis, MN, United States
  • c University of Minnesota–Twin Cities, Minneapolis, MN, United States

Abstract

This qualitative study explores the career–life experiences of foreign-born immigrant women pursuing undergraduate degrees. Two conceptual frameworks guided this study: life role salience and systems theory framework. We interviewed 18 women studying at a regional comprehensive university in the Pacific Northwest region of the United States. Two categories emerged from our analysis, which used constructivist grounded theory methods: (a) managing multiple roles, expectations, and options and (b) mediating the contexts that influence career–life decisions. Each category is organized by two subcategories. Our findings led to two theoretical propositions as well as suggestions for career development practitioners and implications for practice, policy, and research. © Curators of the University of Missouri 2018.

Author Keywords

Systems theory Women foreign-born immigrant career–life planning College students

Index Keywords

[No Keywords available]
Link
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85044718333&doi=10.1177%2f0894845318763924&partnerID=40&md5=422ae404d51aaf68b7408f17a2605331
DOI: 10.1177/0894845318763924
ISSN: 08948453
Cited by: 1
Original Language: English