Running Head: A SCHOOL COUNSELOR’S GUIDE TO CAREER EDUCATION 1

A School Counselor’s Guide to Career Education for Elementary and Middle School Students

Sarah Davis, Ashley Bennetone, Simone Diggs, Kendra Sorenson, and Amanda Brown

University of North Carolina at Chapel Hill

A SCHOOL COUNSELOR’S GUIDE TO CAREER EDUCATION

Abstract

Career education is beneficial for students in many ways. Not only does it relate education to

career pathways, but it also enhances student engagement in the classroom and increases their

academic performance. Additionally, career education promotes childhood identity, world

awareness, and skill building. Utilizing a career assessment to create and implement a career

program could help children make connections between the classroom and future occupations,

which would lead to a decrease in student dropout rates and an increase in academic

achievement. The purpose of this paper is to both further highlight the benefit of career education

and offer suggestions as to how one might utilize career needs assessments to help develop these

aforementioned education programs.

Keywords: career education, needs assessment, elementary school, middle school, school

counseling

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A SCHOOL COUNSELOR’S GUIDE TO CAREER EDUCATION

Rationale

According to the American School Counselor Association (ASCA), a major role within

the school counseling profession is to promote student development in the career, academic, and

social domains (ASCA National Model). Therefore, enhancing career education is a crucial part

of this role. According to previous research, increasing career education (or increasing student

knowledge of future career options and opportunities) accomplishes three main tasks: it

decreases student dropout rates, increases academic achievement, and allows students to become

more aware of themselves and the world around them (Orthner, Jones-Sanpei, Akos, & Rose

2013; Palladino Schultheiss, Palma, & Manzi 2005).

First, students who are able to see how their education connects to their future goals are

more likely to succeed in school and eventually graduate from high school (Orthner, Jones-

Sanpei, Akos, & Rose 2013, p. 28). Contrarily, the absence of a clear connection between

education and future careers leads to a decrease in classroom engagement and an increased

probability of high school dropout. Research demonstrates that dropout prevention is not the sole

responsibility of high school teachers and staff. In fact, student disengagement begins as early as

the elementary level (Orthner, Jones-Sanpei, Akos, & Rose 2013; Ting et al 2012; Schultheiss,

Palma, & Manzi, 2005). Students who drop out of high school have reportedly been disengaged

from school as early as the third grade (cited in Schultheiss, Palma, & Manzi).

Secondly, career education positively affects student achievement. Ting et al (2012)

measured the student knowledge and skill in science and science careers of approximately 128

students who participated in a year-longyearlong career education program. Results after three

years of the program’s implementation showed a consistent rise in the students’ perception of

science content knowledge as well as science careers. A meta-analysis of sixty-seven studies also

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demonstrated that career education has a positive effect on academic achievement (Evan &

Burck, 1992).

Lastly, initial attitudes about career life are formed during childhood (cited in

Schultheiss, Palma, & Manzi, 2005). Middle school, in particular, is a critical period in which

children are most influenced by their surrounding peers, environments, and mentors (Palladino

Schultheiss, Palma, & Manzi 2005; Jordan 2006). Additionally, children at the elementary and

middle school level are in the midst of developing an identity and learning about their interests

both in and out of the classroom (Orthner, Jones-Sanpei, Akos, & Rose 2013; Palladino

Schultheiss, Palma, & Manzi 2005). As a result, schools should be well equipped in knowing

what career education is, what types of career educational programs exist, and how best to

implement them within their academic curricula.

Elements of an Effective Career Education Program

Although a myriad of practical suggestions for an effective career curriculum exists,

Super (1990) clearly breaks down essential elements of a career education program. These

programs should: increase a child’s curiosity; allow the child to explore the aforementioned

inquisitions; provide information and resources to acquire more information; introduce

meaningful role models whom the students can connect with the careers; encourage exploration

of one’s personal interests; give the child a sense of control over his/her own life; teach the child

of how one’s past and present can influence the future; show the child the complex ways (s)he

relates to the world around him/her; and demonstrate the importance of planning (Palladino

Schultheiss, Palma, & Manzi 2005).

Multicultural Considerations

At risk students. Adequate career knowledge is especially beneficial to at-risk students.

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Career camps have been developed to teach children skills, help children plan their futures, as

well as decrease juvenile crime and teenage pregnancies. More importantly, these activities allow

at-risk children to broaden their views on the world – their own lives in particular (Jordan, 2006).

Targeting at-risk students will have a great impact on both the individual and the

country. Allowing disadvantaged students to be left behind will create a loss in our country’s

potential twenty-first century workers (Ting et al., 2012, p. 85).

Gender. Boys and girls experience many differences in the career exploration process.

For instance, girls tend to undergo occupational foreclosure at a younger age than boys (cited in

Schultheiss, Palma, & Manzi, 2005). Additionally, researchers noted a difference in the types of

careers boys and girls waere drawn to in the 4th through 8th grades. Girls awere drawn to more

“artistic, social, and conventional interests” while boys haved an affinity towards more realistic

and investigative careers (Schultheiss, Palma, & Manzi, 2005, p. 248).

Focus of Needs Assessment

Based on the above rationale, the needs assessments will focus on answering the

question: how much do students know about the careers that interest them? At the elementary

level, the needs assessment will ask students to answer questions about their own career path and

identify different professions by name. The middle school assessment will assess how much

students know about career planning and the careers that interest them. The results of these

assessments will inform counselors about of how much students know about career exploration

and possible future careers.

Needs Assessment Plan

To get a better sense of career education in a particular school, it is crucial that school

counselors administer level-appropriate needs assessments of whatto identify what students

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already know about careers and what programs could best benefit them in enhancing this

knowledge. When implementing a program to address the career needs of students, it is also

important that the school addressesThe school should, then, address the specified needs

presented through the assessment to ensure the programs are as beneficial as possible. as many

of the above concepts as possible in order to allow the child to receive maximum benefit.

Intended Population

For the purposes of this paper, the intended population of the needs assessments is on

elementary and middle school students. Due to the fact that students benefit the most from career

education at an early age, tackling the problem before high school can be critical in preventing

student dropout rates and increasing their academic performances (Ting et al 2012). Career

exploration in elementary and middle schools will provide the foundation for career development

on which post-secondary educators can build.

Protecting Human Rights

This needs assessment will be administered confidentially. Before completing the

questionnaire, the students will be informed that their names will not be included on the surveys

to protect their identities. Therefore, they should be as honest as possible when completing the

survey. The only information that will be included on the survey is the student’s grade level and

the teacher’s name. This will allow for differentiation as we determine the needs of each of the

various classrooms.

Career Needs Assessment Implementation

Demographics

Shepard Middle School. Shepard Middle School (SMS) is a middle school consisting of

just over 500 students from grades 6-8 in Durham, North Carolina. The demographic makeup of

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SMS is approximately 85% African American, 10% Hispanic, and 5% Other. It has otherwise

been noted that the percentage of at-risk students at SMS is on the higher end of the scale.

Therefore, career knowledge can play a crucial role for the development of these students in

particular.

Smith Middle School. Smith Middle School houses around 850 students in Chapel Hill,

North Carolina. The demographics of these 6th-8th grade students consists of about 48% White,

22% Asian, 18% Black, and 11% Hispanic. Smith is a high achieving middle school with 90% of

students at grade level. Career education can play an important role as these students begin to

understand the importance and impact of their academic performance.

Carrington Middle School. Carrington Middle School (CMS) is a middle school in

Durham, North Carolina. The student population is about 1240 with 72 full time teachers. The

demographic makeup of Carrington is 49% African American, 27% Caucasian, 18% Hispanic,

and 6% Other. CMS is Title 1 eligible with 59% of students receiving free or reduced lunch. At

CMS there is a significant achievement gap between the students of low socioeconomic status

(SES) and the students from higher SES families. An intervention will begin this academic

school year that targets at-risk youth who have lower grade point averages but are not failing.

The members of this intervention group are also the students who frequent the administrative and

counseling offices because of discipline concerns. The career needs assessment will be given to

this group of students in an attempt to help them to begin to think about their future career

choices as well as make steps in order to realize those ambitions. It is also very important for

these students to be able to see the connection between their personal and academic decisions

and how that may impact their career goals. The intervention team would ultimately want these

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students to understand how school success and academic achievement enhance future career and

vocational opportunities.

Sycamore Creek Elementary Sycamore Creek is a high achieving school that ranked

higher than 97.5% of North Carolina elementary schools in overall achievement. The student

body is 80.7% White, 6.1% African American, 5.5% Hispanic, 2.6% Asian, 0.4% American

Indian, and 4.6% Other. Most of the children come from high socioeconomic status families, as

reflected by the schools low, 6% free and reduced lunch population. The majority of the

students’ parents have a college education or higher. Because their parents are in well-respected,

high paying careers, students are exposed to career education at an early age, giving them a

unique advantage. It is common to hear the students at Sycamore Creek express interest in

specific colleges and careers. Furthermore, the students attend an annual Career Day, held at

their school.

Forest View Elementary School. Forest View Elementary School is a Title 1 school

located in Durham, North CarolinaC. With approximately 669 students, this kindergarten

through fifth grade school has a high level of diversityis very diverse. More specifically, it

includes White (32.3%), Hispanic (34.5%), African American (22.4%), Asian (6.7%), and Multi-

racial (3%) students. Not only does the student body represent approximately twenty-five

different countries, but the students at Forest View also vary greatly in socioeconomic status as

well. In fact, 51.5% of the students receive free or reduced lunch. The goal of addressing career

education is to give all students the opportunity to discuss their goals and future careers, which

will hopefully help close the gap in the school. The differences amongst the students are also

displayed in the large achievement gap in the school. Incorporating career education within the

guidance curriculum will be essential in closing the gaps. This will ensure all students are getting

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the opportunity to discuss their futures and goals regardless of what differences may be occurring

away from school.

Sampling and Instrumentation

Shepard Middle School. Due to the fact that school engagement in middle school

declines significantly, the career needs assessment will be administered to all sixth-grade

students at SMS (Orthner, Jones-Sanpei, Akos, & Rose 2013). To accomplish this, the SMS

school counselors will administer paper needs assessments in all of the sixth-grade core 1

classes. Students will be required to complete the assessment and hand it back to their core 1

teachers who will then return all assessments to the counseling department.

Smith Middle School. Smith Middle School has divided each grade into three teams: a,

b, and c. One homeroom class from each team in each grade will be randomly selected to

participate in the needs assessment. This will total 180-200 students taking the needs assessment.

These assessments will be done on paper and pencil, as Smith Middle School does not have

access to a full computer lab. The counseling intern will remain present while the students

complete the needs assessment so that any questions can be answered.

Carrington Middle School. “My Brother’s/Sister’s Keeper” meets during the GIFT

period on Friday mornings. The career needs assessment will be a survey on paper and given

during the first club meeting to all participants. The surveys will be anonymous. The population

for this needs assessment will be taken from a group of 8th grade boys and girls at CMS who

have been selected to join the club “My Brother’s/Sister’s Keeper” based on need for academic

and behavioral intervention.

Forest View Elementary School (1st) and Sycamore Creek (5th). Forest View and

Sycamore Elementary Schools include classroom guidance lessons as part of their specials’

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rotation. Therefore, we will administer this needs assessment to all respective students on their

week of guidance. After the completion of a lesson unrelated to career exploration, the students

will receive this worksheet and will have approximately five minutes to complete it. To ensure

the students understand what is being asked of them, the Forest View Elementary intern will read

the assessment aloud, while Sycamore’s intern will be available for questions. Doing so ensures

that any incorrect answers are due to lack of knowledge rather than reading deficits.

References

ASCA national model: A framework for school counseling programs (3rd ed.). (2012).

Alexandria VA: American School Counselor Association.

Evan, J.H., & Burck, H.D. (1992). The effects of career education interventions on academic

achievement: A meta-analysis. Journal of Counseling & Development, 71, 63-68.

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Jordan, A. (2006). Career Exploration for At-Risk Students. Techniques: Connecting Education

and Careers, 81(3), 20-21.

Orthner, D., Jones-Sanpei, H., Akos, P., & Rose, R. (2013). Improving Middle School Student

Engagement Through Career-Relevant Instruction in the Core Curriculum. The Journal

of Educational Research, 106, 27-38.

Palladino Schultheiss, D. E., Palma, T., & Manzi A. (2005). Career Development in Middle

Childhood: A Qualitative Inquiry. The Career Development Quarterly, 53, 246-262.

Snyder, D., & Jackson, S. (2006). Systematic, Systemic and Motivating: The K-12 Career

Development Process. Techniques: Connecting Education and Careers, 81(3), 22-26.

Tink, S.R., Leung, Y.F., Stewart, K., Smith, A.C., Roberts, G.L., & Dees, S. (2012). A

Preliminary Study of Career Education in Middle School. Journal of Career and

Technical Education, 27(2), 84-97.

Wichowski, Chester P., Kormanik, G., & Evans, C. (2008). Pennsylvania’s Career Support

Tools: An Asset to Students, Parents, the Workplace and the Economy.  Techniques:

Connecting Education and Careers, 83(7), 39-42.

Appendices

Middle School Needs Assessment (Shepard, Smith, and Carrington)

Grade: ________________ Teacher: __________________

On a scale form 1 – 5, how much do you know about planning for a career?1 (I know nothing!) 2       3       4       5 (I know a lot!)

Do you have any idea what you want to do as a career?

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YesNo

How much do you know about the tasks or duties of the careers that interest you?1 (I know nothing!) 2       3       4       5 (I know a lot!)

How much do you know about the education needed for the careers that interest you?1 (I know nothing!) 2       3       4       5 (I know a lot!)

Please let us know if there is anything else you’d like to know about careers:

Sycamore Creek Elementary Needs Assessment

5th grade Teacher:

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1. I think about what I want to be when I grow up. Always Sometimes Never

2. I learn about careers at school. Always Sometimes Never

3. Learning about careers is important. Always Sometimes Never

4. I can name things I am good at. Always Sometimes Never

5. I can describe 3 careers. Always Sometimes Never

6. I am interested in learning more about careers. Always Sometimes Never

7. I look forward to Career Day. Always Sometimes Never

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Forest View Elementary Needs Assessment Teacher ___________________________1. I know what I want to be when I grow up.

Yes Maybe No

2. I think school will help me become what I want when I grow up.

Yes Maybe No

3. I can name at least 3 things I am good at.

Yes Maybe No

4. Match the picture with the name of the career.

Veterinarian Lumberjack

Doctor Accountant

Tailor Computer

Programmer

Author Chemist