How Undergraduate Students Think about Higher Education and Prepare for Employment

This study explores of how university students understand the relationship between a liberal arts undergraduate degree and becoming employment-ready. The study employs a phenomenological approach. Surveys and interviews of students were conducted on the Faculty of Arts and Science students at the St...

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Bibliographic Details
Main Author: Chindalo, Pannel
Other Authors: Bascia, Nina
Language:en_ca
Published: 2010
Subjects:
Online Access:http://hdl.handle.net/1807/26413
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spelling ndltd-TORONTO-oai-tspace.library.utoronto.ca-1807-264132013-04-19T19:54:42ZHow Undergraduate Students Think about Higher Education and Prepare for EmploymentChindalo, PannelHigher EducationEmploymentCultural capitalEconomic capitalSocial capitalHabitusUniversity fieldsymbolic powerMinoritesOccupational decisionStudent experiencespreparing for employment0745051407000344This study explores of how university students understand the relationship between a liberal arts undergraduate degree and becoming employment-ready. The study employs a phenomenological approach. Surveys and interviews of students were conducted on the Faculty of Arts and Science students at the St. George Campus of the University of Toronto. Supplementary data were obtained from National Survey of Student Engagement. By employing Bourdieu‟s theory of practice (especially with regard to capital, habitus and field), the study reveals how students went about preparing for the labour market differed by their social class, immigration status and race. Students‟ abilities to secure skill-enhancing extracurricular activities and maintaining high GPA scores appeared related to their cultural capital. Most racialized first generation students experienced levels of difficulties in securing skill-enhancing extracurricular skill activities and maintaining high GPAs, which affected their employment readiness, clarity about occupational direction and their entry to graduate studies. New immigrant students were least aware of the extracurricular activities needed to prepare for employment. The study concludes that most liberal arts undergraduate students are not ready for employment at the completion of their studies and that social class and race may be related to their ability to make themselves employment-readyBascia, Nina2010-112011-02-28T20:32:36ZNO_RESTRICTION2011-02-28T20:32:36Z2011-02-28T20:32:36ZThesishttp://hdl.handle.net/1807/26413en_ca
collection NDLTD
language en_ca
sources NDLTD
topic Higher Education
Employment
Cultural capital
Economic capital
Social capital
Habitus
University field
symbolic power
Minorites
Occupational decision
Student experiences
preparing for employment
0745
0514
0700
0344
spellingShingle Higher Education
Employment
Cultural capital
Economic capital
Social capital
Habitus
University field
symbolic power
Minorites
Occupational decision
Student experiences
preparing for employment
0745
0514
0700
0344
Chindalo, Pannel
How Undergraduate Students Think about Higher Education and Prepare for Employment
description This study explores of how university students understand the relationship between a liberal arts undergraduate degree and becoming employment-ready. The study employs a phenomenological approach. Surveys and interviews of students were conducted on the Faculty of Arts and Science students at the St. George Campus of the University of Toronto. Supplementary data were obtained from National Survey of Student Engagement. By employing Bourdieu‟s theory of practice (especially with regard to capital, habitus and field), the study reveals how students went about preparing for the labour market differed by their social class, immigration status and race. Students‟ abilities to secure skill-enhancing extracurricular activities and maintaining high GPA scores appeared related to their cultural capital. Most racialized first generation students experienced levels of difficulties in securing skill-enhancing extracurricular skill activities and maintaining high GPAs, which affected their employment readiness, clarity about occupational direction and their entry to graduate studies. New immigrant students were least aware of the extracurricular activities needed to prepare for employment. The study concludes that most liberal arts undergraduate students are not ready for employment at the completion of their studies and that social class and race may be related to their ability to make themselves employment-ready
author2 Bascia, Nina
author_facet Bascia, Nina
Chindalo, Pannel
author Chindalo, Pannel
author_sort Chindalo, Pannel
title How Undergraduate Students Think about Higher Education and Prepare for Employment
title_short How Undergraduate Students Think about Higher Education and Prepare for Employment
title_full How Undergraduate Students Think about Higher Education and Prepare for Employment
title_fullStr How Undergraduate Students Think about Higher Education and Prepare for Employment
title_full_unstemmed How Undergraduate Students Think about Higher Education and Prepare for Employment
title_sort how undergraduate students think about higher education and prepare for employment
publishDate 2010
url http://hdl.handle.net/1807/26413
work_keys_str_mv AT chindalopannel howundergraduatestudentsthinkabouthighereducationandprepareforemployment
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