Date of Award

6-2024

Document Type

Dissertation

Selected Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Degree Name

Doctor of Education (Ed.D.) in Educational Leadership for Diverse Learning Communities

Department

Education

School

School of Education and Human Services

Abstract

This quantitative study examined undergraduate students’ perceptions of career readiness. In the post-COVID employment landscape, a greater need exists to examine how students perceive their skills and preparedness to enter the workforce. Specifically, the study explored ways participants engaged with the career services and examined factors within diverse student demographics such as race, ethnicity, socioeconomic status, and first-generation college status for potential impact on their perceptions of career readiness. The research was guided by the National Association of Colleges and Employers (NACE, 2023) Career Readiness Competencies of career and self-development, communication, equity and inclusion, professionalism, teamwork, and technological proficiency, as well as Bourdieu’s theory of capital (1986). The study utilized a quantitative cross-sectional survey design to gather online data from 106 graduating seniors at a small, private suburban university in the New York metro area. Descriptive and inferential statistics were conducted to test the research hypotheses. The results showed a significant difference in the utilization of career services, with many students only using the services during their senior year. They indicated that GPA was the only factor that was significantly related to the undergraduate students’ perceptions of career readiness. Although other demographic characteristics were not significant factors, they were further discussed in the context of Bourdieu’s theory of cultural capital to address the discrepancies. Recommendations from this study include the need for early and continuous engagement with career services to increase career readiness skills while emphasizing the need for individualized services to support the needs of the diverse backgrounds and experiences of the student population. This study integrated theoretical insights with practical competencies to recommend higher education institutions to develop inclusive and effective career readiness initiatives.

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