Toward a Theory of Latino Male Occupational Identity Development

The Role of School Experiences

Bibliographic Data

ID18960880
AuthorsRaúl Chávez (0000-0001-5895-020X), Raúl Bueno Chávez (University of California, Berkeley, corresponding author)
Year2019
Volume19
Issue4
Pages313-329
Publication date2019-10-02
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueIdentity (JOURNAL)
Journal identifiersISSN: 1528-3488 • E-ISSN: 1532-706X
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/15283488.2019.1681272
OpenAlexW2981647674
LanguageEN
Citations received3
References cited27

Young Latino males fare poorly in various measures of occupational outcomes compared to their peers. Identity development theory proposes that occupational outcomes are extensions of identity, and that school is a special context for the development of work skills, principles, and diligence. Given that Latino males have some of the worst educational outcomes of any US demographic group, understanding how school experiences shape their occupational identity development is critical to understanding their occupational outcomes. The study utilized a qualitative design to retrospectively explore the occupational identity development experiences in school of 20 young adult Latino males. Interviews were conducted using semistructured interviewing techniques. The study followed a constructivist grounded theory approach to generate a theory of how school experiences help shape occupational identity that also explains the divergence along working-class and white-collar occupational outcomes. Sixteen codes emerged from the data that, together, posit that the extent to which the participants felt academically adequate in school determined whether they accepted or rejected the school context in their occupational identity development, which in turn shaped their commitment to attending college after high school. The emergent theory is discussed to propose a more well-rounded theory into the occupational identity development of Latino males

Developmental psychology · Grounded theory · Qualitative research · Sociology · Career Development and Diversity · Higher Education and Employability · Higher Education Research Studies · Psychology · Social Psychology

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