A qualitative study of youth apprenticeship program participants
Reich, Lynn Susan
MetadataShow full item record
As students, teachers, administrators, parents, businesses, and the community express interest in the work place as a viable learning environment for youth, additional knowledge is needed to guide youth apprenticeship programs and improve the effectiveness of school-to-work initiatives. Participants of programs involving transition from high school to post-secondary education and/or to the world of work can provide valuable insights for educators, businesses, and other involved in such programs. Examining student experiences and gathering information from the students’ perspectives will assist program stakeholders and planners to design and modify programs to provide greater effectiveness in programs linking education and work. Accordingly, the purpose of this study was to explore and illuminate the experiences and opinions of students who have participated in a high school youth apprenticeship program. Qualitative research techniques using a case study design were utilized to obtain rich descriptions from personal interviews with twenty student participants who graduated from high school in a mid-sized school system in northeast Georgia during the years 1997 - 2001. Data analysis followed a constant comparative approach. Line by line coding and the use of identifying descriptors assisted in the organization and reduction of data that sought to answer guiding research questions. The overarching theme of empowerment emerged along with the following categories and subcategories: 1) Supportive relationships with others (peers, adults), 2) Educational empowerment (high school experiences, post-secondary experiences), 3) Career empowerment (career goals, work behaviors, career opportunities), and 4) Self-empowerment (self-confidence, self-development, selfesteem). It was concluded that supportive, meaningful relationships with others (mentors, caring adults, peers, the youth apprenticeship coordinator) who provided support, encouragement, and guidance were important and contributed to student successes. Students placed high value on YAP’s hands-on, real world, life experiences and were able to make more relevant and sound career and post-secondary educational choices. Program participants acquired general and specific work place competencies and skills that enabled them to obtain entry and advanced level part and full-time jobs. Students expressed increased sense of responsibility, confidence, self-esteem, and had more motivation to set and attain higher academic as well as career goals.
Showing items related by title, author, creator and subject.
Zhao, Zhe (uga, 2014-08)Program debugging is a process to locate and fix the bugs or defects responsible for a symptom violation in a computer program, thus making it behave as expected. Pair programming is a methodology in which two programmers ...
University of Georgia. College of Education. School of Health and Human Performance. Dept. of Physical Education and Sport Studies. (uga, 1999)
University of Georgia. College of Education. School of Professional Studies. Dept. of Special Education. (uga, 1999)