ERIC Identifier: ED475388
Publication Date: 2003-06-00
Author: Marcos, Kathleen
Source: ERIC Clearinghouse on Counseling and Student Services
Greensboro NC.
Gearing-Up for Career Awareness: Profile of a Middle School Career
Program. ERIC/CASS Digest.
THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC
RATIONALE
Throughout the last decade, researchers have recommended
that career exploration and awareness begin before high school, when
students have already made major decisions about courses (Castellano
et. al, 2002; Fouad, 1995; O'Brien, et. al, 1999; Toepfer Jr., C.F.,
1994). In many cases, students passively follow career paths simply
by not choosing from their high school classes the courses needed
for technical or other careers. To encourage students to make
informed decisions, middle schools must introduce career awareness,
such as the concept that success in most careers requires education
and training (Fouad, 1995). As the National Alliance of Business
recommended in its 1999 publication Preparing Young People for
Tomorrow's Workplace, "Middle school is an ideal age at which to
expose students to the challenging world of work" (p.5).
In their
article Broadening Career Horizons for Students in At-Risk
Environments, O'Brien et al. (1999) state that "Few middle schools
adequately address the career development of students in at-risk
environments despite evidence to indicate that interventions can
enhance academic performance, facilitate high school completion, and
encourage postsecondary education" (p.216). Because students who
drop out of high school often begin to disconnect in middle school
or earlier, interventions that give the school experience focus and
meaning are critical (Castellano et al., 2002).
Elements of
successful career awareness programs have been described in numerous
publications (Kerka, 2000; Maddy-Bernstein, 1997; Toepfer, 1997;
Toepfer, 1994). Interest inventories and aptitude tests, field
trips, Career Days, and community partnerships are among the tools
that can increase students' awareness of their own interests and
help them learn about a wide variety of occupations (Hogan, 1995).
As students gain understanding of the preparation needed for
specific careers, they may begin to consider the role that
postsecondary education and training could play in their
futures.
This article describes how Glasgow Middle School in
Fairfax County, Virginia has been implementing these recommendations
with funding from a US Department of Education GEAR-UP (Gaining
Early Awareness and Readiness for Undergraduate Programs) grant.
GEAR-UP Glasgow's career education model is based on reviews of the
literature and consultation with the Fairfax County Public
Schools (FCPS) Career Connections office.
THE GEAR-UP GLASGOW
PROGRAM
The US Department of Education GEAR-UP program aims to
increase the number of low-income students prepared to enter
postsecondary education (U.S. Department of Education, 2002).
Glasgow has a large population of at-risk students, including many
English language learners. Approximately 70% of students receive
free or reduced lunch. At Glasgow, GEAR-UP sponsors summer and
after-school programs, tutoring, and other activities. A key
component of the program focuses on career awareness. Since April
2001, GEAR-UP has funded a full-time Career Center Specialist, and
has purchased computers, software, and print resources. Key elements
of the initiative are described below.
CAREER INVENTORY
SOFTWARE
All 6th, 7th , and 8th graders complete computer-based
interest inventories. Career inventories help students articulate
their interests and identify matching careers. Working with these
self-assessment tools is an important early step in career awareness
made possible through the availability of a mobile computer lab with
20 wireless laptops. The Career Center Specialist brings the lab to
students in their classrooms and conducts the lesson during
regularly scheduled classes. Glasgow uses CX Online and Choices
software from Bridges, Inc. The programs prompt students to answer
questions about their interests, then offers career ideas. Next,
students research one occupation to determine the training and
education required and the salary range. Use of the software occurs
in the context of a lesson describing education options (two-year
college, four-year college, advanced degree, military training,
apprenticeships, and other on-the-job training) and an explanation
that postsecondary education is available and affordable for
all.
Articulated lesson plans from Career Connections Across the
Curriculum for Middle School Students (Fairfax County Public
Schools, 2001) have been implemented at each grade level. Additional
units have also been developed as needed. For 6th graders,
activities include general discussions and completion of the CX
Online Career Finder inventory, followed by research on specific
careers. Seventh graders complete personal timelines and
occupational family trees. Eighth graders have worked on electronic
budgeting programs; given themselves "performance evaluations";
viewed videos about work habits; and learned how to search for
part-time jobs. Both 7th and 8th grade classes have researched jobs
using online newspaper classified ads at www.washingtonpost.com,
www.nytimes.com, and other sites.
INTEGRATION OF CAREER EDUCATION
INTO THE CURRICULUM
To help them connect the subjects they study
to the workplace, students learn about careers in areas such as
science, math, social studies, foreign language, art, and music. A
typical lesson begins with a brainstorming activity in which
students suggest careers in the subject area. Next, the Career
Specialist makes additional suggestions and describes the education
and training needed for various careers. Lessons conclude with
students researching one or more careers. For example, working
with 7th grade social studies teachers, the Career Specialist
developed a lesson that tied into study of 19th and early 20th
century entrepreneurs. Students learned about jobs during that time
period, then learned how employment has evolved, concluding the
lesson by researching a modern-day job requiring the use of
technology.
CAREER DAY
GEAR-UP Glasgow organized and
implemented Career Days in November 2001 and October 2002, bringing
almost 150 speakers from businesses, organizations, government
agencies, and the local community to speak to approximately 1,200
students. In small groups, students heard three speakers discuss
their work, their education levels, and the experiences that led
them to choose their careers. Groups have been small enough to allow
speakers to share personal experiences and entertain questions.
Among the speakers were airline pilots, information technology
specialists, lawyers, nurses, a congressman, a meteorologist,
veterinarians, artists, sports professionals, journalists,
restaurant managers, and construction workers. Career Day was fully
supported by teachers, who introduced the speakers and remained in
classrooms. Several teachers and counselors also shared their work
experiences. CAREER ASSEMBLIES
Further building on the idea
that adult role models motivate students to achieve, GEAR-UP Glasgow
holds career assemblies to bring to school professionals who
describe their work and education. Speakers discuss the experiences
that inspired them or obstacles they overcame. For example, a
theater director discussed his experiences as an immigrant from Cuba
who became a successful professional in the US. He spoke to two
groups in English and to another-a group of recent Latino
immigrants-in Spanish, encouraging all to work hard and go to
college. Other professionals who met with Glasgow students included
police officers, marketing specialists, engineers, accountants, a
Washington Redskins Coach, and a TV news reporter. COMMUNITY
PARTNERSHIPS
One particularly fruitful partnership with a local
hospital resulted in a "Groundhog Job Shadow" experience for the
students. Participants visited the Cardiac Critical Care, maternity,
and pediatric units. Another result of this relationship has been
Glasgow's participation in a summer nursing camp. GEAR-UP encourages
attendance by promoting the camp to students and parents. The
experience offers opportunities to observe patient care and surgery.
Students learn to take vital signs and understand what they mean.
Nursing camp gives young people a clear picture of the
profession. COLLEGE PLANNING WORKSHOP
In 2002 and again in
2003, the Career Center has sponsored workshops to help parents plan
and save for college. GEAR-UP organized the workshops, provided
speakers (in English and Spanish), provided an interpreter for
Arabic-speaking families, and offered dozens of handouts. The
speakers described postsecondary options; explained the concept of
expected family financial contribution to college costs; and
discussed scholarships. Parents were given valuable planning
information years before they would have otherwise received it. To
ensure that all Glasgow parents had access to these resources,
program staff mailed families key handouts and a summary of the
discussion in English and Spanish. COLLEGE VISIT
During both
full years of the grant, 7th grade students at Glasgow have visited
the campus of George Mason University in Fairfax, Virginia to tour
classrooms, learn about student life, and eat lunch with college
students. By helping middle school students visualize the college
experience, GEAR-UP Glasgow helps them see themselves as college
bound. The experiences have left many students considering a future
that includes postsecondary education. WEB SITE
Web
pages (www.fcps.edu/GlasgowMS/career) provide information for
parents and the community about the mission of the GEAR-UP Career
Center and provide links to FCPS and national resources on careers
and college. Students can also link to the CX Online program to
continue career exploration at home. CONCLUSIION
To help our
many at-risk students relate academic achievement to success at
work, GEAR-UP Glasgow has implemented recommendations made by career
education experts. Students have responded enthusiastically to the
initiatives undertaken thus far, completing career inventory
programs; learning about careers in subject areas; attending Career
Days and assemblies; job shadowing; visiting colleges; and using
career resources at the school Web site. Through mailings and
workshops, GEAR-UP Glasgow also reaches out to the parents who are
such a critical part of its mission. Many resources exist to help
middle schools implement these and other programs. While financial
considerations may limit the size and scope of the initiatives
undertaken, career awareness experiences are essential for students
to learn the skills they need to succeed in the 21st
century.
REFERENCES
Castellano, M., Stringfield, S. and Stone,
J.R., III. (March 2002). Helping disadvanted youth succeed in
school: Second year findings from a longitudinal study of CTE-based
whole-school reforms. Columbus, OH: National Dissemination Center
for Career and Technical Education. Fairfax County Public
Schools. (April 2001). Career connections across the curriculum for
middle school students: Career Activities for Grades 6-8. Fairfax,
Virginia: Author.
Fouad, N.A. (May/June 1995). Career linking: An
intervention to promote math and science career awareness. Journal
of Counseling and Development, 73. Alexandria, VA: American
Counseling Association.
Hogan, C.C. (April 1995). Career
awareness: Successful strategies that work. NASSP Bulletin 79 (570).
Reston, VA: National Association of Secondary School
Principals.
Kerka, S. (2000). Middle school career education and
development. Practice Application Brief No. 9. Columbus, OH: ERIC
Clearinghouse on Adult, Career, and Vocational
Education.
Maddy-Bernstein, C., Dare, D.E. (1997). Career Guidance
for Elementary and Middle School Students. Office of Student
Services' Brief, 9(1). Berkeley, CA: National Center for Research in
Vocational Education.
National Alliance of Business. (1999).
Learning To Succeed. Preparing Young People for Tomorrow's
Workplace. Washington, DC: Author.
O'Brien, K.M., Dukstein, R.D.,
Jackson, S.L., Tomlinson, M.J., and Kamatuka, N.A. (March 1999).
Broadening career horizons for students in at-risk environments. The
Career Development Quarterly, 47. Alexandria, VA: National Career
Development Association.
Toepfer, C.F., Jr. (1997). Winning ways:
Best practices in work-based learning. Ann Arbor, MI: Tech
Directions Books/Prakken Publications.
Toepfer, C.F., Jr. (January
1994). Vocational/career/occupational education at the middle level:
What is appropriate for young adolescents? Middle School Journal,
25 (3). Columbus, OH: National Middle School Association.
U.S.
Department of Education. (2002). GEAR-UP: Right choices for youth.
GEAR-UP home page at http://www.ed.gov/gearup.
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Kathleen
Marcos is a Career Center Specialist at Glasgow Middle School,
Fairfax County (Virginia) Public Schools.
ERIC Digest are in the
public domain and may be freely reproduced and disseminated. This
publication was funded by the U.S. Department of Education, Office
of Educational Research and Improvement, Contract No. ED-99-CO-0014.
Opinions expressed in this report do not necessarily reflect the
positions of the U.S. Department of Education, or ERIC/CASS
Title: Gearing-Up for Career Awareness: Profile of a Middle School Career
Program. ERIC/CASS Digest.
Document Type: Information Analyses---ERIC Information Analysis Products (IAPs) (071); Information Analyses---ERIC Digests (Selected) in Full Text (073);
Available From: ERIC Counseling and Student Services Clearinghouse, University of
North Carolina at Greensboro, 201 Ferguson Building, P.O. Box 26171,
Greensboro, NC 27402-6171. Tel: 336-334-4114; Tel:
800-414-9769 (Toll Free); Fax: 336-334-4116; e-mail:
[email protected]; Web site: http://ericcass.uncg.edu.
Descriptors: Career Awareness, Career Exploration, Decision Making, Middle
School Students, Middle Schools, Program Descriptions, Program
Implementation
Identifiers: ERIC Digests, Virginia (Fairfax County)
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