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Life and career trajectories are becoming ever more unpredictable in modern liquid societies. As a result, a new paradigm, implicit within the constructivist and narrative methods for career intervention, is currently emerging. The constructs of identity, adaptability, intentionality, and narratability contribute to the formulation of a new model for comprehending vocational behavior, namely, career construction theory. Guidance throughout life is important to strengthen attention/support for pupils at all times in their lives and not only at critical moments. The personal, academic and career goals of the life design and the perception of family support of the immigrant pupils of compulsory secondary school need to be studied in order to guide them properly. The research aims to analyze: a) the academic and career options of the immigrant pupils at the end of compulsory secondary education, b) the academic expectations that they perceive in their parents, c) the goals which they prioritize in their life design and d) the differences in their decisions, perceived family support and the goals of their life design according to area of origin. The sample in the research work consisted of 803 immigrant students enrolled in secondary schools in the Canary Islands (Spain). We designed ad hoc the Academic- Employment Guidance Questionnaire to collect the data. The results show that: 1) Europeans and Latin Americans perceive more family support, prioritize academic goals and base their career choices on their interests and job opportunities; 2) Africans perceive less family support, prioritize career goals and base their career choice based on the ease and lower economic cost of the studies. The implications of socio-cultural factors in shaping the life design of immigrant students are discussed. Guidance programs should address the decision-making processes from an intercultural and socio-economic perspective which would favor a critical review of the life design
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