ALAS: An Intervention to Promote Career Development Among Latina/o Immigrant High School Students

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Abstract

This article describes the rationale, development, delivery, and evaluation strategy of a pilot career intervention program for immigrant Latina/o high school students: Advocating for Latina/o Achievement in School. This innovative intervention aims to prevent dropout and to promote academic success and college and career readiness through a combination of academic support and enhancing critical consciousness. Shorter term goals include increasing school-related self-efficacy expectations, school connectedness, school engagement, and critical consciousness. We describe the theoretical and empirical basis for the intervention components, and how they attend to dimensions of immigrant Latina/o students’ career development. We describe program logistics, outcomes, strengths, challenges, and lessons learned from delivering the intervention. We highlight unique features of the program and suggest its relevance to career education efforts in other school and national contexts in which immigrant students face racism and inequities.

Citation

Relevant Evidence Summaries

The evidence was reviewed and included in the following summaries: 

What works to help students in immigrant and refugee families complete secondary education?

There is some moderate evidence that trusted adult support increases academic achievement. Three articles highlight the importance of support from a trusted adult on academic achievement. Two suggestive studies focus on parental support, while another impact evaluation focuses on trusted adults. Students who had the support of their parents or trusted adults were more academically…

About this study

AGE: Adolescents and/or Youth

DIRECTION OF EVIDENCE: Positive impact

FULL TEXT AVAILABILITY: Paid

HOST COUNTRY: United States

HOST COUNTRY INCOME: High

INTERVENTION DURATION: Unspecified

INTERVENTION: Career intervention program

OUTCOME AREA: Youth Programs

REGION OF ORIGIN OF PARTICIPANT(S): Multiple Regions

STRENGTH OF EVIDENCE: Suggestive

TYPE OF STUDY: Suggestive evidence

YEAR PUBLISHED: 2019

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