An Examination of the Occupational Engagement of First-Generation College Students and the Predictive Nature of Career Courses

Abstract

The purpose of this study is to examine occupational engagement among first-generation as compared to continuing-generation college students who enrolled in different types of career courses at a single institution of higher education. In performing the study, the relationship between participation in these career courses and the occupational engagement of first-generation college students (FGCS) was analyzed. This was determined by reviewing the results of pre and post-test Occupational Engagement Scale – Student (OES-S) scores that were completed by student participants in college career courses at the University of Kansas, a large public institution in the Midwest. The occupational engagement of FGCS was examined controlling for gender, race/ethnicity, and college grade level (e.g. sophomore, junior). A total of 958 pre and post-test OES-S scores were analyzed. These came from five different career courses over the span of five terms (spring 2017, summer 2017, fall 2017, spring 2018, and summer 2018). The study found no significant difference in OES-S scores between first-generation and continuing-generation students. The study did find a relationship between increased grade level and increased OES-S scores. The study found a significant difference (increase) between pre and post-test OES-S scores for each of the course for all students participating. This demonstrates the positive value of these career courses in improving the occupational engagement of students. However, only two of the courses showed significantly improved OES-S scores for first-generation students specifically. Controlling for first-generation status, gender, grade level, and race/ethnicity, no career course showed a significant relationship between the difference between pre and post-test OES-S scores and the predictor variables.