Integrating Culturally Responsive Group Work in Schools to Foster the Development of Career Aspirations among Marginalized Youth

Abstract

Marginalized youth face many barriers in the development of career aspirations, despite the fact that career development training is a crucial part of school curricula and ethical mandates. This article provides a conceptual framework for the role of culturally responsive small-group work in promoting the development of career goals among students, especially marginalized youth. Small-group work serves as an effective approach for the facilitation of social well-being, social connectedness, and self-motivation as important aspects of career development. The authors conclude with key recommendations for improving the effectiveness of research on culturally responsive small-group work in schools.

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