The school-to-work transition: Adjustment challenges of the forgotten half.

By D. Blustein, C. Juntunen, Roger L. Worthington. 2000

103 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/9dc95bc9cf2bfd697250667553f32aa6a851af1c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

1. M. Kenny
2. E. McWhirter
3. J. Metheny
4. Xiongyi Liu
5. D. Blustein
6. J. Perry
7. Y. Pabian
8. R. Haase

Citations in the corpus

• Achievement Motivation among Urban Adolescents: Work Hope, Autonomy Support, and Achievement-Related Beliefs. (2010, background): “Given the large body of research suggesting that interest and motivation in learning is critical to school engagement and learning (Covington, 2000; Wigfield & Eccles, 2000), the promise of work-based learning lies in its potential to promote student interest and readiness to learn (Blustein et al.,”
• Voices of the Forgotten Half: The Role of Social Class in the School-to-Work Transition. (2002, background): “As such, this study intends to explore the role of work in a sample of young adults from the poor and the working class, who have essentially been the “forgotten half” in the career development arena (Blustein, 2001; Blustein et al., 2000; William T. Grant Foundation Commission on Work, Family, and ”
• Transition to Employment: Role of the Family in Career Development (2007, background): “Second, although liw SES can ofi:en limit career aspirations and outcomes (Blustein et al., 2000) in these cases, family ecponomic instability sparked a desire in many of the youth to "be different" than their parents.”
• Vocational Hope and Vocational Identity: Urban Adolescents’ Career Development (2007, background): “Blustein, Juntunen, and Worthington (2000) noted the central role social class plays in determining access to the “building blocks” (such as quality vocational guidance) of vocational identity and connection to the world of work among poor and workingclass youth.”
• An Emancipatory Communitarian Approach to Vocational Development Theory, Research, and Practice (2005, background): “For vocational psychology, one of the most pertinent and growing areas of systematic theory and research is the school-to-work movement, which has focused on the struggles of non-college-bound youth (Blustein et al., 2000).”
• School Engagement as a Mediator of Academic Performance Among Urban Youth: The Role of Career Preparation, Parental Career Support, and Teacher Support (2010, background): “More specifically, urban youth may not be as inclined as their advantaged counterparts to become significantly more autonomous in the STW transition as they enter high school and are promoted because they do not tend to intrinsically and immediately internalize the connection between school success ”
• Future aspirations of urban adolescents: a person‐in‐context model (2004, background): “As Blustein et al. (2000) argued, ‘One of the key ingredients in predicting favorable [career] outcomes is access to the educational and occupational opportunity structure’ (p. 459).”
• Setting the Stage: Career Development and the Student Engagement Process (2006, background): “Despite this evidence in support of career education, theoretically driven research has not yet examined the central conceptual premise that school motivation and engagement are linked to an understanding of the importance of school for future career success (Blustein et al., 2000; Lapan, 2004; Solb”