Career choice is frequently framed as an individual, rational decision based on interests and labor market outcomes. However, for many students, career decisions are deeply determined by place attachment (emotional bonds to geographic locations) and identity attachment (connections to family, culture, community, and social roles). Students may choose careers that allow them to remain close to home or return to their community, contribute to their cultural, racial, or regional group, maintain family responsibilities or community roles, and preserve a sense of belonging and continuity of identity. This phenomenon is especially salient among students from immigrant families, first-generation backgrounds, and students with caregiving responsibilities. This study is grounded in Place Attachment Theory, Social Identity Theory, and Social Cognitive Career Theory, which together emphasize that career decisions are determined by environmental context, identity, and perceived affordances. The purpose of this study is to examine how attachment and identity influence college students’ career choices, career aspirations, and perceived career constraints or opportunities. This research will use both qualitative and quantitative methods to assess the strength of place, identity attachment, and career decision-making factors, while exploring lived experiences and meaning-making processes. The findings from this study will contribute to the literature on how college students rethink dominant narratives equating success with leaving one’s community, as well as improve career advising practices that embrace students’ place-based values.

Authors:
Lystra Huggins, Medgar Evers College, United States

About the Presenter(s)
Dr. Lystra Huggins is an Associate Professor in the Freshman Year Program at Medgar Evers College, CUNY. She teaches Freshman Seminar 101 and 102 courses and is currently the Co-Director of the Center for Teaching and Learning Excellence.

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