Featured Publications
Here you can explore some of the already published manuscripts produced by the CCRS team.
Hammond, M.S., Berman, A.B., Reid, A.M., Oyeteju M., & Kettelhake, M. (2020). STEM-related career development of Immigrant and International college students at an Historically Black University. In J. Keengwe & K. Kungu (Eds.), Handbook of Research on Immigrant Career Development Practices. Hershey, PA: IGI Global.
ABSTRACT
Post-secondary education serves as a transition between secondary education and the world of work for many individuals, including visiting international students and immigrants. These latter groups are present on campuses in the U.S. bringing varying goals and beliefs. However, little research or practice could be found to address the potential career development needs of this group. This chapter explores the role of gender, academic major, and familial influences on a sample of immigrant and international students' career development (n = 125). Participants completed STEM-specific measures of career interest and commitment. Data were analyzed for differences between Immigrant and International students, genders, and institution type, finding significant differences on four career development measures. Significant differences were also found between groups on three of the six contextual factors, and on comparisons to other diverse samples.
Smith, C. K., Young-Seigler, A. C., Martin, E. D., Capretto, J. J., & Hammond, M. S. (2021). Retaining Underrepresented Students in Biology: Outcomes of a Culturally Responsive Intervention on Perceptions of Supports and Barriers. Journal of Women and Minorities in Science and Engineering, 27(6), 1-20.
ABSTRACT
Career development provides avenues for educators to help shape academic interests, career goals and expectations, and facilitate the development of relevant skills (Lent et al., 2005). Despite literature suggesting benefits from incorporating student values into STEM course content to make lessons personally meaningful (Harackiewicz et al., 2014; Vincent et al., 2012; Jones and Larke, 2003), formal career development interventions are often lacking, replaced by individual advising and mentoring (Byars-Winston et al., 2011). This study utilizes a culturally responsive intervention with the aim of improving retention of underrepresented biology students. Students' perceptions of supports and barriers (measured by SCSBS, Lent et al., 2003; and SESBS, Lent et al., 2005) were examined before and after the intervention. Results indicate significant differences between pre- and post-test scores in the intervention group. This may suggest a change in insight, which could lead to the establishment of more realistic expectations, thus increasing student retention.
McKoy, T.L., Beane, C.D., Oyeteju, M.O., Hammond, M.S., & Hargrove, S.K. (2020). Persistence of African American Females in Engineering: The Mathematics Identity Factor. Urban Education Research & Policy Annuals (UERPA), 7(1), 68-79.
ABSTRACT
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To continue as global science and technological leaders, the United States is motivated to create a diverse, engineering workforce. One way of diversifying the engineering workforce is to address the disparity of women engineers. Although concerted efforts to improve retention rates of women in engineering are ongoing, women have earned only 5.6% of all undergraduate engineering degrees, with only 1% attributed to African American women (NSF, 2015b). African American women are commonly included in racial or gender-focused studies on persistence; however, few studies assess the effect of multiple identities to persistence. This exploratory study examined the relationship of persistence, measured by intent to persist, to multiple identities (social, professional, and racial) of African American
female engineering students. Forward regression analyses were conducted and results indicated that the participant’s mathematical identities were more salient to them than their racial or gender identities. Also, the values these women placed on being an engineer and belonging to the group were principal aspects of their professional identity. Additionally, negative affect and stereotype threat were found significant predictors of intent to persist
Johnson, K.A., Broyles, T.W., & Hammond, M.S. (2018). Career intervention effects on Agricultural students’ career development at an 1890 Land-Grant Institution. NACTA Journal, 62(2), 135-141.
ABSTRACT
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Social cognitive career theory (SCCT), which is the framework this study and intervention is based on, states that academic interests are developed from beliefs of self-efficacy and outcome expectations and that these two factors should be considered when conducting career counseling and interventions (Brown and Lent, 1996). Currently there is a gap in the literature focusing on African American agricultural students and career development variables. Data was collected and analyzed. Demographics show that the majority of the sample were African American underclassman females who were not first-generation college students. A correlational analysis was conducted between the variables of Science, Technology, Engineering, and Mathematics (STEM) interests, STEM self-efficacy, personal barriers, social supports, technology interests, coping efficacy, and ethnic identity. Our results show low to medium significant correlations between some of the variables. Additionally, a paired samples t-test was conducted to determine differences between pre- and post-test scores following either a control or intervention module; results suggest that supports and technology interests were significantly and negatively impacted from pre- to post-test.
Hammond, M.S. (2017). Differences in career development among First-Year students: A proposed typology for intervention planning. Journal of the First-Year Experience & Students in Transition, 29(2) 45-64.
ABSTRACT
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Most universities provide career development services to their students. Research on the effectiveness of these services in promoting retention and graduation is minimal and focused on global outcomes rather than differences among participants. Research to date suggests that between three and nine clusters (groups) of individuals would benefit from customized career development interventions (Brown & Krane, 2000). This study uses multiple measures to examine and organize the range of career decision-making strengths and challenges of first-year college students. The findings indicate that eight clusters of first-year students with discrete patterns of strengths and challenges can be identified. Moreover, while academic, affective, career, gender, and personality variables significantly distinguished the clusters, age, race/ethnicity, and socioeconomic status did not. Understanding the range of differences among first-year students will facilitate increased sophistication in program planning and research to enhance student retention and graduation.
Hammond, M.S., Lockman, J., & Boling, T. (2010). A test of the tripartite model of career indecision of Brown & Krane for African Americans incorporating Emotional Intelligence and positive affect. Journal of Career Assessment, 18(2), 161-176. DOI: 10. 117/10690727209354201
ABSTRACT
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Brown and Krane have posited a tripartite model of career indecision, which includes three higher order factors: negative affect, poor vocational identity development, and lack of career information. The purpose of this study was to examine the adequacy of their tripartite model of career indecision for African American students, considering that the samples used in the meta-analysis of Brown and Krane were predominantly Caucasian. With regard to recent research suggesting the importance of emotional intelligence for career development, this study also examined the presence and degree of relationship among positive affect, emotional intelligence, and the three factors in the model of Brown and Krane. A total of 171 participants from a Historically Black University completed a packet of career diagnostic assessments that included a measure of emotional intelligence. Factor analysis suggested that five factors (career self-efficacy, career-related emotional maturity, information needs, vocational identity development, and career decisional status) could be extracted to represent the constructs related to career decision making for African American students. Implications for career counseling are discussed with regard to viewing positive affect and emotional intelligence as an integral factor in the career decision-making process.