EXAMINING A BROAD ARRAY OF SOCIAL SUPPORTS FOR CAREER ASPIRATIONS IN FIRST-GENERATION HIGH SCHOOL STUDENTS

First-generation students (FGS) face unique challenges in career development. This study surveyed 471 ethnically diverse high school students to examine career plans, social supports, career resources, and STEM motivation between FGS and continuing-generation students (CGS). The findings indicated that FGS and CGS reported similar sources about career awareness sources, except for community connections, which FGS reported hearing from less, which was also true for Hispanic students, many of whom identified as FGS in this sample. Both groups demonstrated comparable utilization of career resources and similar levels of STEM motivation when engaging with these resources, challenging deficit-based assumptions. This study emphasizes the need for equitable career resource access and the dismantling of systemic barriers like underfunded schools and limited social capital. Future research should investigate the quality and effectiveness of specific career resources, the influence of community social capital on career aspirations, and address the limitations inherent in the cross-sectional design. INDEX WORDS: : First-Generation Students (FGS), STEM Motivation, Career Development, Social Supports, Career Resources