Collaborative School Experience for College and Career Readiness of Secondary School Students in Rural Pakistan

Abstract

The present mixed-method research was conducted to identify and explore the combination of local stakeholders’ perceptions of collaborative school experience in relation to secondary school students’ college and career readiness in rural Pakistan, as well as to investigate the local stakeholders’ recommendations for college and career readiness built realistically on their needs, priorities and resources. The concurrent parallel mixed-method research design was preferred to collect two sets of data (quantitative and qualitative) in a single phase, though separately but concurrently. The research population consisted of secondary school level students and teachers. The research context was rural public secondary school level, Punjab, Pakistan. The research sample was identified on the basis of convenient sampling. The sample for quantitative study consisted of approximately 403 students and 72 teachers (of secondary educational level). Only complete data was retained for analysis. The qualitative data from 10 teachers’ interviews and 11 students’ interviews was considered for analysis. Research data was collected using Urdu versions (translated, adapted and validated in the same study) of original CAYCI School experience survey for teachers and high school students, semi structured one-to-one interviews by using interview guide made by the researcher. Quantitative data was analyzed by using software SPSS, descriptive statistics (frequency, mean, standard deviation) and inferential statistics (correlation, t-test, ANOVA), whereas thematic analysis was carried out for qualitative data. The quantitative data findings indicated that academic motivation was related to college and career readiness on the basis of both student and teacher perceptions. The student data indicated that parental engagement/ support, student safety, support for learning, family/ community connections, peer relationship, extra-curricular activities, physical exercise, student gender, academic achievement, subject group, parental occupation and education, school size, and principal retention was related to CCR. The student data also showed ambiguity and incongruence between future subject choice and career aspiration. Whereas, the teacher data indicated that learning support system (at school), family history of mental health and behavioral problems, and community services and support was related to CCR. The qualitative results revealed that student academic motivation was limited to pursue traditional major careers; those with lower career aspiration and expectation, and low career self-efficacy showed increased inclination to local career trends or opportunities. The other challenges included limited career role models within the community, unstable life circumstances, limited parental aspirations, cultural constraints, limited career guidance, discrimination in guiding behavior; rurality as negative stigma, lack of urgency mindset, systemic and structural barriers, ineffective pedagogical approaches, and under resourced location. As, the data yielded significant resuts with respect to family, and learning support system; the present study can be extended in future research by exploring perceptions of parents and principals. Considering the needs and recommendations spotlighted in the present study, an intervention based longitudinal study can also be conducted in future on the basis of designing college and career readiness program. Based on the results of study, career counsellors, policy makers, and curriculum development experts can work with stakeholders in the local rural context; by doing so, they can focus on broader academic and non-academic needs to better prepare secondary school students for successful transition to college and beyond