자료유형  

 학위논문

Control Number  

0017160340

International Standard Book Number  

9798382241418

Dewey Decimal Classification Number  

378

Main Entry-Personal Name  

Buford, Melanie V.

Publication, Distribution, etc. (Imprint  

[S.l.] : University of Minnesota., 2024

Publication, Distribution, etc. (Imprint  

Ann Arbor : ProQuest Dissertations & Theses, 2024

Physical Description  

338 p.

General Note  

Source: Dissertations Abstracts International, Volume: 85-10, Section: A.

General Note  

Advisor: Stebleton, Michael J.

Dissertation Note  

Thesis (Ph.D.)--University of Minnesota, 2024.

Summary, Etc.  

요약American colleges and universities seek to provide education and opportunity to their students, and to support a more informed and equitable society. Career education offices in higher education spaces face increasing pressure to lead life and career preparation efforts for a diverse student body. At the same time, as a result of European colonization and its modern structural remnants, significant racial wealth inequality persists around the world and in the United States. Professional associations, such as the National Career Development Association and the National Association of Colleges and Employers, have called on career education offices to address equity in their practice, and to strengthen career engagement and outcomes for marginalized, underrepresented, BIPOC (Black, Indigenous, People of Color), first-generation, and limited-income students. Though some research has been conducted on social justice efforts in career services offices around the world, limited scholarly attention has been paid to racial equity.Using a qualitative case study framework, this study sought to demystify beliefs and assumptions about race, racism, and career which shape the practice of equity in career education units. Three aspects of this topic were explored: definitions of equity and racial equity; beliefs, narratives, and assumptions about race, racism, and career; and institutional factors which support equity work in career education units. Two theoretical frameworks were drawn upon in analyzing the data: Color-Blind Racial Ideology (CBRI) and Actor-Network Theory (ANT). Findings suggested that aspects of CBRI may be embedded in the beliefs and assumptions about racial equity in career education, and that non-human actors - such as data platforms and career frameworks - inform understandings of the role of race, racism, and equity in career education. Implications and recommendations for research, policy, and practice are discussed.

Subject Added Entry-Topical Term  

Higher education.

Subject Added Entry-Topical Term  

Vocational education.

Subject Added Entry-Topical Term  

Black studies.

Subject Added Entry-Topical Term  

Educational sociology.

Index Term-Uncontrolled  

Antiracism

Index Term-Uncontrolled  

Career counseling

Index Term-Uncontrolled  

Career services

Index Term-Uncontrolled  

Future of work

Index Term-Uncontrolled  

Life design

Index Term-Uncontrolled  

Racial equity

Added Entry-Corporate Name  

University of Minnesota Organizational Leadership Policy and Development

Host Item Entry  

Dissertations Abstracts International. 85-10A.

Electronic Location and Access  

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Control Number  

joongbu:657494