Experiences of Foreign-Born Immigrant, Undergraduate Women at a U.S. Institution and Influences on Career–Life Planning

Michael J Stebleton, Kate K. Diamond, Colleen Rost-Banik

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

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 languageEnglish (US)
Pages (from-to)410-427
Number of pages18
JournalJournal of Career Development
Volume46
Issue number4
DOIs
StatePublished - Aug 1 2019

Keywords

  • career–life planning
  • college students
  • foreign-born immigrant
  • systems theory
  • women

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