ABSTRACT

Vocational or career development is a specific aspect of general human development (Tolbert, 1980) and has been defined as a lifelong learning process by which individuals form and integrate their work values and identities (Peterson & Gonzalez, 2000). Beginning in elementary school, “self-awareness provides the foundation for processing career information” (Niles & Harris-Bowlsbey, 2002, p. 257). Throughout their school years, youths engage in the processes of developing self-awareness, learning how to set and evaluate goals, and making educational decisions with significant relevance for their future work and life roles (National Occupational Information Coordinating Committee [NOICC], 1992). The degree to which individuals learn to effectively negotiate vocational development processes has been linked to educational and occupational achievement outcomes (Arbona, 2000; Lapan, Gysbers, & Petroski, 2001; Whiston, Sexton, & Lasoff, 1998). Facilitating these processes through career counseling and psychoeducational interventions can benefit all students and, in particular, culturally and linguistically diverse (CLD) youths who may be at risk for low academic achievement.