99 TAFCS Research Journal 9(1), 2022 concept in human development which encompasses education and career domains. When this concept is applied to career development objectives, the value of career awareness, exploration, readiness, and maintenance strategies extending from secondary school through postsecondary education is further emphasized. In postsecondary institutions, career development across the life cycle is often reflected in the shift of Career Services offices toward greater collaboration and integration with Alumni Relations offices (Dey & Cruzvergara, 2014; NACE, 2016; NACE, 2018). Additionally, the National Association of Colleges and Employers’ Professional Standards for College & University Career Services states that a major objective for CS professionals is to “encourage lifelong learning and prepare students [to] …manage their careers over a lifetime” (NACE, 2019, p. 9). Not only are CS professionals expected to help prepare students for their future, but they are also challenged to “encourage students to take advantage of career services as early as possible in their academic programs” (p. 10). In most cases, this translates to targeting first- and second-year college students. However, some Career Services offices are reaching students before they begin college. While leading a college career services office, the first author and her team members provided numerous presentations to high school Upward Bound students and incoming first-year students participating in the university’s summer bridge program. At least twice, they even hosted high school student interns through the Upward Bound Program. They also collaborated with colleagues across campus to host local high school juniors and seniors as part of the San Antonio Chamber of Commerce’s SA Works Job Shadow Day (see Goodman, 2017, for more details). These are a few examples of postsecondary engagement with secondary school students in the context of career development. However, the possibilities further expand
100 TAFCS Research Journal 9(1), 2022 when key secondary and postsecondary stakeholders establish and commit to a formal alliance that includes local employers, industry partners, and internal collaborators. Internal Collaboration with School and Campus Partners As FCS educators explore the potential for an alliance with CS professionals, they must ensure that their internal partnerships are well established. Ideal internal partners include school counselors, principals, and other school staff. Many of these individuals already have student career development responsibilities that can be easily shared (Marland, 1972). “There are a number of ways in which every school principal, teacher, counselor and other professional staff member can make a significant contribution to the career awareness and preparation of students” (Marland, 1972, p. 204). Although Marland made this observation 50 years ago, it remains true today. Together, these individuals can strengthen school connections with industry and expand their knowledge of career opportunities available to their students. In this manner, they help facilitate career development and competence among their students (Marland, 1972; StantonSalazar, 2011). Furthermore, according to Advance CTE and the American School Counselor Association, secondary schools need to: (a) identify and scale opportunities for secondary school counselors and postsecondary counselors/career advisers to share best practices and resources (New Skills for Youth, 2018, p. 26); (b) ensure that career advising and development is a school- and community-wide effort, with effective coordination between school counselors and school administration and active participation from classroom instructors and community organizations (p. 3);
101 TAFCS Research Journal 9(1), 2022 (c) explore partnerships between secondary and postsecondary systems and institutions to both gather more data on existing strategies and implement new strategies as appropriate, including collaborating with postsecondary student success teams to incorporate career advising and development strategies (p.3); and (d) examine and improve current career advising and development strategies so that they are all part of one broad, cohesive strategy designed to guide all learners effectively to the careers of their choice (p. 3). These recommendations should be approached as a team effort to draw upon the experiences, relationships, knowledge, skills, and availability of different professionals in the school (Alexander & Miller, 2017; Marland, 1972; New Skills for Youth, 2018). These schoolwide teams can then be expanded to include postsecondary partners. In postsecondary institutions, CS professionals often collaborate with colleagues across campus and off campus to support student career development (Byrd-White, 2019; Johnson, 2019; Rosario, 2013). This collaboration is a standard of practice in the profession (NACE, 2019). As with FCS educators, these alliances expand capacity, reach, and resources to support student career awareness, exploration, preparation, and maintenance. Common campus partners include faculty, student affairs professionals, college administrators, and alumni relations staff. However, postsecondary institutions still need to fully embrace a campus-wide approach that sets career preparation as an institutional priority supported by curricular, co-curricular, and extracurricular efforts and outcomes (Cruzvergara et al., 2018; Dey & Cruzvergara, 2014). Additionally, many opportunities remain for CS professionals to partner with secondary schools to maximize and streamline career development and employer engagement efforts.
102 TAFCS Research Journal 9(1), 2022 Building Social Capital When discussing the Career, Community, and Family Connections national standard for FCS, Way (2008) described social capital as “non-economic resources that are gained by an individual (or community) as a result of the relationships that the person or community has” (p. 24). The concept of aiding students in building social capital is paramount to the career development of adolescents and emerging adults (de Janasz, & Forret, 2008; Greenbank, 2009; Hardie, 2015; Siebert, 2001; Stanton-Salazar, 2011; Way, 2008). Way spoke of how these “noneconomic” resources could improve access to economic resources and monetary benefits (p. 54). de Janasz & Forret (2008) highlighted the role of social capital in student access to job search assistance, transfer of career information, increased industry knowledge, and guidance in gaining relevant job skills. These are all important factors in career planning and decision-making. FCS and CS professionals are strategically positioned to help students build their social capital beyond their family and school networks. By doing so, they help decrease the compounding disadvantage experienced by working-class students who have significantly smaller networks to draw from to support their career development (Greenbank, 2009; Hardie, 2015; Stanton-Salazar, 2011). FCS and CS professionals can guide students through the process of expanding the size of their social network, fortifying their connections, and understanding the resources and information available through their networks, which are important factors in building social capital (Forret, 2006). Furthermore, they can do this strategically by collaborating to streamline the process of employer engagement and student career development. Engaging Employers How many schools can an employer organization actively engage with before their resources of time, money, and personnel are overextended? This threat of overextension can be
103 TAFCS Research Journal 9(1), 2022 minimized through collaboration and consolidation to reduce competing demands for employer resources. The next part of this paper presents practical ways this can be accomplished through a structured alliance between FCS, Career Services, and local employers. Employer Development Partnering FCS and CS professionals need to have a strategic plan that outlines the shared objectives that will guide their alliance. One approach is to identify a continuum of career development phases that can be followed in secondary and postsecondary schools. For example, Linked Learning (2012) promotes a model that includes awareness, exploration, preparation, and training. Each of these components could be shared objectives for collaborating FCS and CS professionals because they are adaptable and relevant at both academic levels. FCS educators are tasked with creating extended learning opportunities for students that reflect FCS educational standards. Some specific tasks include: introducing career choices, demonstrating employability skills, and applying effective communication skills. As a Family and Consumer Sciences educator, the second author partnered with several industry leaders to create opportunities for students to gain knowledge of potential career choices while developing professional skills through a Family and Consumer Sciences Advisory Committee. The advisory committee provided invaluable support and opportunities for students by offering direct access to industry leaders. Many factors contribute to the career trajectory of students. An advisory committee’s inclusion of CS professionals can be a significant opportunity to contribute to a student’s career preparedness. An advisory committee is one of many ways to engage employers. This committee consisting of employer, student, parent, and community representatives could provide diverse perspectives, valuable insights, and increased social capital. There are many approaches to
104 TAFCS Research Journal 9(1), 2022 establishing and maintaining an active advisory committee. The National Association of Colleges & Employers (NACE), Advance CTE, the New Jersey Department of Education’s Office of Career Readiness, and Texas CTE are just a few organizations that provide online resources about advisory groups. However, there are also other ways to strengthen and maintain employer partnerships. When deciding which organizations to target for partnership, collaborators should consider the collective group of employers already accessible through direct contacts and school and campus partners. An appropriate next step is to develop a recruitment plan that aligns with the strategic plan. A plan for recruiting employers and industry partners can be developed using resources available through NACEweb, Advance CTE, and the Association for Career and Technical Education (ACTE). Once a strategic plan has been approved and a comprehensive list of target employers has been developed, best practices shared through the aforementioned resources should be explored to identify the next steps for networking and employer development initiatives. The advantages and disadvantages of different approaches should be considered to determine which combination of activities will work best for school and employer representatives. During her position as career services director, the first author took many approaches to engaging employers, including an appreciation lunch, networking receptions with students and faculty, office visits to meet with employer representatives, phone calls, and email correspondences. These activities were just a few of their approaches to developing and maintaining quality relationships with employers. It is important to recognize that many employers do not have one employee whose sole responsibility is to engage with secondary school and postsecondary school professionals, particularly if the employer is a small- to mid-size organization. Streamlining employer
105 TAFCS Research Journal 9(1), 2022 engagement can be particularly ideal for employer representatives seeking to balance the school and campus relations part of their job with other, more pressing responsibilities. Instead of balancing competing schedules between FCS educators and CS professionals, joint events or a comprehensive calendar of events can simplify their scheduling process. For example, the San Antonio Colleges and Universities Career Centers Association (SACUCCA) is an organization of 14 colleges and universities in San Antonio, Texas. Employers repeatedly expressed appreciation for the comprehensive calendar of events managed through their website. This online resource simplified their recruitment and outreach planning by preventing them from having to directly communicate with 14 different campuses to coordinate participation in different programs and events. It also allowed small schools to promote their programs in conjunction with larger schools, raising their visibility with employers. Recruitment Policies, Procedures, and Ethical Standards Another aspect of employer engagement that should be streamlined is policies, procedures, and standards. There are many stipulations and guidelines that frame employer engagement with students and school representatives. These range from ethical standards (e.g., NACE Professional Standards, ACTE Code of Ethics), to laws and legislation (e.g., The Family Educational Rights and Privacy Act, Equal Pay Act, Civil Rights Act, Americans With Disabilities Act), to a myriad of codes of conduct and policies and procedures across different schools and campuses. Having all this information in one location – whether in HTML, pdf, or print form – would enable employers to navigate the varying agreement terms more easily. Learning Through Student-Employer Connections The literature on career-related applied learning experiences such as work-based learning (WBL) and extended learning opportunities (ELO) vary on many points with exception to two
106 TAFCS Research Journal 9(1), 2022 consistent aspects – they should involve an employer or industry partner in some form, and they should contribute to career exploration and preparation (Griffin et al., 2018; Imperatore & Hyslop, 2018; Lee, n.d). Whether an FCS educator or CS professional is hosting a career speaker, coordinating an employer site visit, managing an internship program, or facilitating a virtual employer panel – these two aspects are essential. When seeking to engage employers to partner on career-related applied learning experiences, FCS and CS professionals can jointly coordinate their communication, scheduling, and programming to consolidate and maximize their efforts while minimizing the demand on employers. For example, an FCS educator and a CS professional could collaborate to bring a federal Pathways representative to their community for scheduled information sessions at 2-3 partner schools/campuses. The information sessions would involve an overview of government careers and their summer internship program which is open to high school students, college students, and recent graduates (OPM, n.d.). The FCS and CS professionals could coordinate the logistics and marketing details to simplify the process and maximize the employer representative’s time in the community or region. Students would benefit from the career knowledge and employer connections made through this collaboration. Many virtual, school-based, or employer-based career activities, programs, and initiatives such as this can be coordinated through strategic FCS-CS alliances. As an FCS educator, the second author understood the importance of partnering with community organizations to assist our students in becoming aware of and prepared for the workforce. In her experience, the relationship between students and their community greatly impacted reciprocity and student [career] self-efficacy. For example, she often partnered with the Center for Collegiate Recovery Communities and the Couple, Marriage, and Family Therapy program at a local university to give students college exposure and career-related experience.
107 TAFCS Research Journal 9(1), 2022 These interactions happened once in the fall and once in the spring. Faculty participated as guest speakers in her Counseling and Mental Health classes in the fall. In the spring, she took the students on a field trip to the local university, where they toured both programs and listened to faculty/student testimonies. This cycle continued each school year with a new group of students. While the students received college and career exposure and guidance, the experience could have been extended through collaboration with the university’s Career Services center. Understanding the importance of creating learning opportunities that reflect FCS educational standards is paramount. Career Services could serve as a conduit to meeting these standards in all FCS courses. The Role of FCS Educator Preparation Programs in Creating CS Alliances University FCS Educator Preparation Programs (EPPs) are well positioned to foster alliances by introducing their students through EPP coursework to the career services resources available through postsecondary institutions. The third author has taught in an FCS EPP course titled Career Preparation, which is a course designed to prepare future FCS educators for their roles in teaching career exploration and preparation as well as facilitating and supervising CTE program expectations such as work-based learning, student practicum experiences, and creation of business advisory boards. Throughout the course, various resources are included, such as speakers, testing, and services from the university’s Career Services Center (CSC). These speakers provide opportunities for future teachers to make connections and learn more about the services available to them as students in the EPP. Services have included personal strengths and career development testing, resume preparation, job interview simulations, and teacher career fairs. By experiencing these services directly in their courses, future FCS educators are
108 TAFCS Research Journal 9(1), 2022 developing networks of CS professionals who may assist them with partnerships in their secondary school programs. To reinforce these connections, teacher educators in the EPP must help their students reflect on their interactions and learning experiences with the campus CSC. They should encourage their students to partner with postsecondary CS professionals during student teaching and in their future classrooms. Most secondary schools have provider agreements with community colleges to provide dual-credit course offerings. These institutions can be the starting point for CS networks to support secondary FCS students. Student teachers could have an assignment to partner with a CS professional while teaching. The prior section in this article provides some examples for engagement. An assignment during student teaching focused on creating CS partnerships will help future educators know how to foster these relationships in their FCS programs. Further, CS professionals should be invited to serve on business advisory boards of postsecondary FCS programs. Postsecondary FCS educators teaching career development content in their EPPs should also consider providing professional development for secondary school FCS educators who may have missed coursework on career preparation and facilitation of CS alliances in their EPPs. Conclusion Although there are many reasons to investigate the opportunities that exist through a career development and employer engagement-focused FCS-CS alliance, there are also challenges to consider, such as accommodating employers that prefer to work exclusively with one academic level as opposed to both the secondary and the postsecondary schools. Another challenge is determining when to combine initiatives and when to maintain a distinct separation. Geographic constraints and employer availability are also possible issues to navigate
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