TY - JOUR
T1 - Integrating Critical Consciousness and Technology in Entrepreneurship Career Development With Diverse Community College Students
AU - Cadenas, Germán A.
AU - Cantú, Elizabeth Angélica
AU - Spence, Tameka
AU - Ruth, Alissa
N1 - Funding Information:
The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: Silicon Valley Community Foundation 2016-154100 (4012).
PY - 2020/4/1
Y1 - 2020/4/1
N2 - The United States faces shortages of professionals in science, technology, engineering, and math enterprises, which are complicated by underrepresented minorities facing systemic barriers to their educational and career success. Addressing this, we used social cognitive career theory and critical consciousness to create a program named Poder (Spanish for “to be able to” and “power”). We analyzed interviews from 36 diverse community college students who experienced this 5-week program, which included mentoring and seed funding opportunities as they designed ventures addressing societal problems. Initial findings highlighted themes on how students developed and integrated critical consciousness, entrepreneurship self-efficacy, and technological understanding during Poder. Students displayed high expectations for entrepreneurship careers that leveraged technology to promote social change, as well as high expectations to persist through graduation and/or transfer to a 4-year university.
AB - The United States faces shortages of professionals in science, technology, engineering, and math enterprises, which are complicated by underrepresented minorities facing systemic barriers to their educational and career success. Addressing this, we used social cognitive career theory and critical consciousness to create a program named Poder (Spanish for “to be able to” and “power”). We analyzed interviews from 36 diverse community college students who experienced this 5-week program, which included mentoring and seed funding opportunities as they designed ventures addressing societal problems. Initial findings highlighted themes on how students developed and integrated critical consciousness, entrepreneurship self-efficacy, and technological understanding during Poder. Students displayed high expectations for entrepreneurship careers that leveraged technology to promote social change, as well as high expectations to persist through graduation and/or transfer to a 4-year university.
KW - critical consciousness
KW - entrepreneurship
KW - social cognitive career theory
KW - underrepresented minorities
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U2 - 10.1177/0894845318793968
DO - 10.1177/0894845318793968
M3 - Article
AN - SCOPUS:85052608003
SN - 0894-8453
VL - 47
SP - 162
EP - 176
JO - Journal of Career Development
JF - Journal of Career Development
IS - 2
ER -