Abstract
This qualitative study explores the career–life experiences of foreign-born immigrant women pursuing undergraduate degrees. Two conceptual frameworks guided this study: life role salience and systems theory framework. We interviewed 18 women studying at a regional comprehensive university in the Pacific Northwest region of the United States. Two categories emerged from our analysis, which used constructivist grounded theory methods: (a) managing multiple roles, expectations, and options and (b) mediating the contexts that influence career–life decisions. Each category is organized by two subcategories. Our findings led to two theoretical propositions as well as suggestions for career development practitioners and implications for practice, policy, and research.
Original language | English (US) |
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Pages (from-to) | 410-427 |
Number of pages | 18 |
Journal | Journal of Career Development |
Volume | 46 |
Issue number | 4 |
DOIs | |
State | Published - Aug 1 2019 |
Bibliographical note
Publisher Copyright:© Curators of the University of Missouri 2018.
Keywords
- career–life planning
- college students
- foreign-born immigrant
- systems theory
- women