Postsecondary experiences of career academy students: A narrative inquiry of lived experience
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Using the framework of Schlossberg’s Theory of Transition, this research is designed to investigate the lived experiences of university students who graduated from a high school career academy model. Junior and senior university students were interviewed using a narrative inquiry methodology to learn if the career academy impacted them as they moved in, moved through, and moved out of their university experience. Much of the research centered around career academy students at the university level has been quantitative in nature. This research study used a qualitative approach to understand the transitional experiences of the student and to make implications to the university regarding programming to support a student who transitioned from a career academy model as well as to help the high school reflect on best practices to prepare students for the moving in transitional stage. The four participants contributed to the findings through their reflections of their lived experiences on the college campus. Each student provided data through interview meetings. Their unique experiences provided insight on transitional stages. The conclusions and implications shared from this data can assist those who are interested in transitional stages experienced by a career academy student as they progress through higher education.
Thesis (Ed.D.)-- Wichita State University, College of Education, Dept. of Counseling, Educational Leadership, Educational and School Psychology