Document Type


Date of Degree

Fall 2013

Degree Name

PhD (Doctor of Philosophy)

Degree In

Psychological and Quantitative Foundations

First Advisor

Ali, Saba

First Committee Member

Duys, David

Second Committee Member

Ehly, Stewart

Third Committee Member

Liu, William M

Fourth Committee Member

Yarbrough, Don


A critical psychology perspective (Prilleltensky and Nelson, 2002) advocates for research that focuses on social change, the mutual participation of community stakeholders, and the empowerment of those served. The current study applies this critical psychology perspective to career education programming in a multiculturally diverse rural high school.

This manuscript illustrates the collaborative development, implementation, and evaluation of the "Project HOPE" career education program. Case study methodology is used to examine the effects of the program congruent with a critical psychology paradigm. Social Cognitive Career Theory (Lent, Brown, & Hackett, 1994; 2000) variables of math/science self-efficacy, vocational skills self-efficacy, math/science outcome expectations and intentions, and math/science interests among rural eighth grade middle school students were examined via a pre and post-test design. Additionally, focus group and student evaluation data provide information on how the collaborative development and implementation was experienced.


Critical Psychology, Social Cognitive Career Theory


viii, 112 pages


Includes bibliographical references (pages 103-108).


Copyright 2013 Tina D. Hoffman