Degree Type
Honors Capstone Project
Date of Submission
Spring 5-1-2011
Capstone Advisor
William Coplin
Honors Reader
Ansley Erickson
Capstone Major
Public Administration
Capstone College
Citizenship and Public Affairs
Audio/Visual Component
no
Capstone Prize Winner
no
Won Capstone Funding
no
Honors Categories
Social Sciences
Subject Categories
Education Policy | Public Affairs, Public Policy and Public Administration
Abstract
This Capstone Project discusses high school students’ knowledge of careers and non-college post-secondary options. The problem this project addresses is the fact that many high school students lack adequate knowledge of careers and non-college post-secondary options, and therefore they often make poor decisions regarding their post-secondary plans.
The methodology used was research, observations, and personal communication. I conducted inductive research because I felt that my information of high school vocational education was too narrow and I wanted to broaden my knowledge to see what the trend is across the country, what the causes of the aforementioned problem are, and what attempts are being made nationwide to reform high school education and solve this problem. When researching this, I searched for evidence of students’ lack of knowledge about careers; this evidence came from researchers, education administrators – including teachers, principals, and superintendents – authors, and economists I used past surveys, educational reports, and books that further explained this problem, its causes, and its consequences. I sought out experimental programs and models that high schools across the country were using to reform the education system in an effort to solve this problem.
For the observational component, I observed one classroom in the College and Career Program at the Brooklyn Generation high school for 7 hours per day for 5 days per week for one month. I taught one class for 5 hours for one day per class for a total of 15 hours. I distributed evaluations to approximately 50 students upon completion of my lesson plan. I kept a journal in which I recorded my observations, the class’s daily activities, the students’ opinions of the class, the teachers’ opinions of the students, and the teachers’ plans and goals for the class.
I had personal communication with approximately five Syracuse University students about their high schools for 3 hours weekly in the 3CSkills class at Syracuse University. During this time, I also participated in discussions regarding the skills necessary for success in college and careers and the work that high schools can do to introduce students to these skills and to careers.
The argument I make in this project is that students lack adequate knowledge of careers and non-college post-secondary options due to the following five reasons: 1) the historic tension between vocational education and traditional academic education; 2) the standards movement; 3) the college-for-all mentality; 4) the institutional factors of American high schools; and 5) the psychology of adolescents. Vocational education refers to high school education that either prepares students for careers or makes them knowledgeable about careers. Career exploration programs, which I refer to throughout the thesis, are defined as high school programs that allow students to explore various careers.
The above problem has led to a high college dropout rate and low attainment rates for certificates and post-secondary degrees in the U.S., and increased high school dropout rates.
In conclusion, the abovementioned problem is a significant and national one that affects students, schools, and the country as a whole. There are many schools and national organizations striving to reform high school education by incorporating career exploration programs but there is still much work that needs to be done in order to adequately teach students about careers and prepare them for the world after high school.
Recommended Citation
Stein, Mariel, "High School Students’ Knowledge of Careers and Non-College Post-Secondary Options" (2011). Renée Crown University Honors Thesis Projects - All. 293.
https://surface.syr.edu/honors_capstone/293
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