Career-Related Success-Learning Experiences of Academically Underachieving Urban Middle School Students

摘要

Evidence has supported the effectiveness of educational and psychosocial interventions that include strengths and promote the competence enhancement of schoolchildren. Nevertheless, students in low-income, culturally diverse urban schools who are academically underachieving may be the least likely but most in need to experience feedback about their strengths and potential competence for academic and career development. In the context of providing a preventative career exploration intervention, this instrumental case study of eight low-income Hispanic and Black urban middle school students identified as academically underachieving explored how four theoretically based types of success-learning experiences were associated with their evolving career-related interests and ability beliefs.