Are defined by the OECD (n.d.) as individuals who were either born outside of the U.S. or have at least one parent who was born outside of the U.S. For the purposes of this paper, first-generation immigrant students are those that were, themselves, born outside of the U.S. with at least one parent who were foreign-born. Likewise, second-generation students are those who were born in the U.S. and have at least one parent who was foreign-born.
Published in Chapter:
STEM-Related Career Development of Immigrant and International College Students at an Historically Black University
Marie S. Hammond (Tennessee State University, USA), Amy B. Berman (Southern Arizona VA Health Care System, USA), Andrew M. Reid (Tennessee State University, USA), Michael O. Oyeteju (Tennessee State University, USA), and Matthew Kettelhake (University of North Dakota, USA)
Copyright: © 2021
|Pages: 30
DOI: 10.4018/978-1-7998-5811-9.ch002
Abstract
Post-secondary education serves as a transition between secondary education and the world of work for many individuals, including visiting international students and immigrants. These latter groups are present on campuses in the U.S. bringing varying goals and beliefs. However, little research or practice could be found to address the potential career development needs of this group. This chapter explores the role of gender, academic major, and familial influences on a sample of immigrant and international students' career development (n = 125). Participants completed STEM-specific measures of career interest and commitment. Data were analyzed for differences between Immigrant and International students, genders, and institution type, finding significant differences on four career development measures. Significant differences were also found between groups on three of the six contextual factors, and on comparisons to other diverse samples.