Graduate Theses and Dissertations (2019 - present)

Date of Award

5-2026

Document Type

Dissertation

Degree Name

Ph.D.

Department

Instructional Design and Development

Committee Chair

James P. Van Haneghan, Ph. D.

Abstract

This qualitative case study served as a needs assessment to examine how students, parents, and educators perceived and influenced career development within a contemporary high school context, with particular attention to Generation Alpha as its oldest members entered secondary education. To contextualize the study, research on prior generations and evolving career trajectories was reviewed to better understand the shifting landscape shaping this cohort's development. The study was grounded in Social Cognitive Career Theory (SCCT; Lent et al., 1994) and informed by a values-based perspective of purpose, examining the interaction between individual beliefs, contextual influences, and emerging career pathways. Data were collected through interviews and focus groups with seven 9 th- and 10 th-grade students attending private, faith-based academies in northwest Florida, along with their parents and educators. Parent participants were college-educated and had prior experience navigating postsecondary decisions with older children. Four educators also participated. Data were analyzed using thematic analysis. Findings revealed that career development is a complex, socially embedded process shaped by personal values, disrupted developmental experiences, and economic considerations. Five key themes emerged: (1 ) the centrality of meaning, purpose, and calling; (2 ) the lasting impact of eOVID-19 on self-efficacy, emotional development, and academic behaviors; (3 ) increasing pragmatism in the evaluation of postsecondary pathways, including openness to alternatives to four-year college; (4 ) gaps in foundational career readiness skills; and (5 ) the critical role of parents and educators as contextual supports within an interconnected ecosystem of influence. Although not an original focus, the rapid emergence of artificial intelligence (AI) surfaced as an important contextual factor. While not a primary theme, its growing presence highlights a significant influence likely to shape the future career landscape for Generation Alpha. Across findings, a consistent need for alignment emerged-between students' internal experiences and external expectations, between purpose and practicality, and among key stakeholders. Interpreted through an seer framework, results emphasized the importance of self-efficacy, outcome expectations, and contextual support, while also extending the theory by highlighting the role of anxiety and values-based meaning making in career decision-making. Overall, findings suggest that effective career development requires a holistic, collaborative approach that addresses emotional barriers, builds foundational skills, validates multiple pathways, and actively engages parents and educators. By responding to these needs, schools can better support students in developing both the competencies and confidence necessary to pursue meaningful and sustainable life pathways.

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