An investigation of contextual factors and dispositional characteristics in the career development of Hmong American and caucasian American college students: a comparison study using a social cognitive career theory perspective.

Abstract

This study investigated race/ethnic and sex comparisons among 182 Hmong American and 198 Caucasian American college students in regards to specific career development variables. Hmong American college students reported more perceived educational and career barriers and fewer resources (e.g., career decision-making self-efficacy, family support) than did Caucasian American college students. Caucasian American female college students reported more perceived educational and career barriers and less career decision-making self-efficacy than did their male counterparts. Contrary to expectations, Hmong American female college students reported more role model support than did their male counterparts. These results suggest that relations among career variables are likely to vary by sex and race/ethnic group membership, which supports the need to investigate these relations among different minority groups.