For first-year students, this dissertation would not have been possible without your contribution. The findings of the research showed that family and community influenced first-year students belonging to rural communities in their career decision making.
Background of the study
In the post-apartheid era, many black Africans still lack access to career development facilities, particularly individuals living in rural communities (Mkhize, 2005). The researcher also sought to investigate the role of LO in career decision-making among youth belonging to rural communities.
Research problem
The researcher sought to explore and understand the various factors and conditions that play a role in the career decisions of individuals belonging to rural communities. The current study aimed to explore and understand the unique career development and career decision-making needs of Black South African youth from rural communities of KwaZulu-Natal.
Rationale for the study
The narrative approach to career development and career counseling is used in this study's exploration of the career needs and experiences of black South African youth. There is therefore a need for an in-depth understanding of socio-cultural, contextual and educational factors that influence career development and career decisions among rural youth.
Research aim and objectives
Research questions
Who and/or what facilitated career decision-making processes in the career narratives of UKZN students coming from rural KwaZulu-Natal communities. What strategies are used by UKZN students from rural KwaZulu-Natal communities to facilitate their career decision-making processes.
Operational terms
What career guidance services were reported by UKZN students from rural KwaZulu-Natal communities when they were in secondary school.
Overview of dissertation
Introduction
The shift in the understanding of career
In the modern era (18th-20th centuries), the understanding of calling or jobs evolved from context- and gender-based to vocation. The shift from the modern era to the postmodern era brought about a change in the labor market and the understanding of vocation or work (Watson & Kuit, 2007).
The trait-and-factor approaches and postmodern approaches in career development and
- Frank Parsons’ (1909) three-stage model of vocational decision-making
- John Holland’s theory of vocational choice
- Donald Super’s (1980) life span, life-space approach to career development
- Postmodern approaches to career development and career decision-making
Super (1980) highlights the role of contextual factors in the process of career development and career decision making. Patton and McMahon (2006b) also looked at the role of chance in the process of career development and career decision making.
Conceptual framework
The framework allowed for individuality in the process of exploring and understanding career decision making in the students without limitations compared to trait and factor approaches (Nel, 2006). In the present study, the researcher attempted to understand the role of socio-environmental factors in the process of career decision-making for the students, focusing more specifically on the role of family and community.
Studies in career development and career decision-making
The context and contextual factors of rural communities have an impact on career development and career decision-making among young people belonging to the communities (Ali & Saunders, 2006; Ball, 2009). These factors have an impact on career development and career aspirations for belonging to rural communities.
Career development and career decision-making research in South Africa
These have an impact on career decisions of the youth belonging to the rural areas. Family, community and culture play a central role in the process of career development and career decisions for young people from previously disadvantaged backgrounds.
Conclusion
There is a need for Afrocentric approaches to career development and career decision-making that emphasize the values and experiences of Black Africans in career decision-making (Mazama, 2001). There is a call for career development and career decision-making to be viewed from the perspective of black Africans (Mazama, 2001).
Introduction
Research paradigm
By using the interpretive paradigm, the researcher also understood that the students' experiences would not be the same; they are subjective and deeply embedded in the lived experiences of individuals (Terre Blanche, et al., 2006).
Research aim and questions
Research questions
Research design
In the current study, the researcher chose to use the narrative approach because it allows the researcher to understand career development and career decision-making from the perspective of youth from rural communities. Specifically, the researcher obtained permission in May 2016 from the gatekeeper (University of KwaZulu-Natal Registrar) to approach first-year students from the University of KwaZulu-Natal (Pietermaritzburg campus) to participate in the study (see first Appendix 2 porter approval letter).
Sampling
Recruitment process
The researcher requested permission from UKZN gatekeepers to recruit participants in lecture halls. The researcher obtained verbal permission from residence hall residents to recruit students in the residence halls where first-year students lived as residents.
Sample size
Data collection
The focus group discussions
The researcher then handed out the information sheet with the consent form (see Consent and information form appendix 11a) to the participants. The researcher proceeded to the consent form and audio recording consent with the participants (same as consent and information sheet Appendix 11).
Individual interview
Data analysis
- Step 1: Familiarisation
- Step 2: Identifying a thematic framework
- Step 3: Indexing
- Step 4: Charting
- Step 5: Mapping and interpretation
The researcher used a combination of framework analysis (Ritchie & Spencer, 1994) and narrative analysis (Polkinghorne, 2003) to analyze the data. In order to become familiar with the data, the researcher was involved in the process of transcribing and translating the data.
Data collection limitations
In the study, the researcher analyzed the stories according to the themes developed in the analysis. The data in the findings section were presented in relation to the key objectives of the study.
Trustworthiness, dependability and transferability
Trustworthiness
Dependability
According to Long and Johnson (2000), reliability is a measure of the consistency of the data or results produced by the study overtime. This had a good impact on the reliability of the results, but affected the reliability of the study.
Transferability
Reliability also refers to the degree to which the results of the study would be similar if conducted in a similar context with similar individuals (Mouton, 2005) or by another researcher. To ensure that the reliability of the study was met, the researcher provided a detailed description of the data collection and analysis process of the study.
Ethical considerations
- Collaborative partnership
- Social value
- Scientific validity
- Fair selection of participants
- Favourable risk/benefit ratio
- Independent ethics review
- Informed consent
- Ongoing respect for participants or study community
The researcher relied heavily on the cooperation of the research participants in researching the topic. The second principle focuses on the value of the research study to the research participants or the community (Wassenaar, 2006).
Reflexivity
My gender as a researcher influenced the data collection phase of the study. During the design and conceptualization phase of the study, I was careful to use the word 'factor' to describe the challenges and different circumstances that young people in rural communities face when deciding on a career path.
Conclusion
In the data analysis process, I used the framework analysis process by Ritchie and Spencer (1994), this enabled exploration of the data beyond the preconceived notions I had about the data. The data analysis phase and presentation of findings were thorough, extensive and iterative ensuring that the findings are a true representation of the data.
Introduction
Participants’ demographics
Background/context
For example, Nana mentioned in the interview that there is no library in her community. For Duncan, there is no nearest library available within the community he belongs to and the nearest town.
Theme 1: Family
The factors mentioned by the participants were also supposed to be obstacles and caused obstacles in the process of career development and career decision-making of the participants. One of the participants said that her parents chose a career path for her based on the desire for a certain qualification in the family.
Theme 2: Context bound factors
Role models
One interviewee mentioned that having positive role models in his community had a positive effect on young people. People in rural communities are not happy about your success or your family's success.
Stigma in the communities about University/ University students
In the interviews and FGDs, role models within local communities were expressed as a contributing factor to career aspirations and career exposure in rural areas. When you go to university you come back with HIV/AIDS, it's still there in society.
School based factors
In the interviews and FGDs, the participants were asked about career guidance received at school. The participants expressed that no vocational guidance is offered at school, except for a section on vocational education which is covered in the Life Orientation (LE) subject.
Theme 3: Personal Factors
Theme 4: School to University transition
They [university staff] don't explain to you what subjects you have to take if you want to be this and that. They just tell you to choose a certain module, they don't care where that module will take you.
Conclusion
I said no, I don't understand and they said it's fine, you have to see an academic advisor…she helped me a lot (Nana). And you realize you don't know a computer and you don't know how to work on a computer (Duncan, FGD_1).
Introduction
The factors found in the literature review as key influencers of career decisions were family, lack of resources in the community and schools, poverty in the community and family, finances and lack of positive role models in the community. The findings of the study indicate that the students belonging to rural communities of KwaZulu-Natal are affected and influenced by similar contextual factors as other students in different contexts; but these factors differ in the intensity of the role of context in career decision-making.
What career decision-making factors are emphasised in the career narratives of UKZN
The students did have their own career dreams and aspirations, but these were considered less important in the career decision-making process. The need to provide for family financially emerged as an important consideration in the career decision-making stories of the students.
What career guidance services were reportedly received by UKZN students from rural
However, students in the study expressed that LO did not adequately expose them to the world of work or equip them with the skills to make career decisions. Some students in the study mentioned that the LO did not cover the careers section in their schools.
Who and/or what facilitated the careerdecision-making processes in the career narratives
I found it interesting the important role the university staff, especially the counseling center staff, had in facilitating the career decision process for the rural students. In the study, the students mentioned positive role models within the community as people with influence in the career decision process.
What strategies were used by UKZN students coming from rural KwaZulu-Natal
There is a need for positive role models within rural communities to encourage youth in career development and career decision making. There is a need for career development and career education services in schools and communities to facilitate the career decision-making process for students belonging to rural communities.
Modern era understanding of career versus postmodern era understanding of career in
The students in the study depended on making good subject choices as their strategy in the career decision-making process. The use of modern era and postmodern era definitions of careers pose limitations in exploring and understanding career development and career decision-making in youth belonging to rural communities.
Conclusion
As can be seen from the results, family, community and cultural background play a central role in career development and career decision-making for the students belonging to the rural areas. Theories and approaches embedded in African values of community and interconnectedness (Mkhize, 2004) are needed to understand career development and career decisions of rural individuals.
Introduction
Summary of dissertation
By using postmodern theories and approaches to career development and career decision-making, the researcher was able to gain a deep understanding of career decision-making in rural communities. However, the researcher is of the opinion that there is a need for new theories and approaches that are indigenous to African people to understand career decision-making in rural communities.
Conclusions on findings
Although postmodern theories and approaches to career development and career decision-making recognize the role of context in career decision-making, these theories and approaches are still individually focused on the career decision-making process. In summary, there is a need to develop indigenous career theories based on African values of communalism and interconnectedness (Mkhize, 2004) that incorporate family processes and culture in career decision-making.
Strengths and limitations
In the icebreaker, the students had to write and share their career decision-making stories with the rest of the group. In the FGDs, the researcher also shared her own story of career decision-making with the participants to improve rapport and trust.
Recommendations for future research
The research study was dominated by female participants, with only two of the ten participants being male. The results of the study may well include a gender bias. NS: uhm...there are others I do now that I did in high school. S: okay...so there's a link there.
Turnitin report
Permission letter from UKZN gatekeepers
Permission letter from ethics board
Amended permission letter from UKZN gatekeepers
Amended permission letter from ethics board
Poster
Permission from Economics lecturer
Permission from Chemistry lecturer
Approval letter from Psychology lecturer
Leaflet
Focus group discussion guide
Example of participant’s career story
Individual interview guide
Permission letter from Child and Family Centre
