ERIC Number: EJ1409781
Record Type: Journal
Publication Date: 2024
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0363-4523
EISSN: EISSN-1479-5795
Available Date: N/A
Paradoxical Career Sensemaking among Emerging Adults
Communication Education, v73 n1 p7-28 2024
Emerging adults, who are late millennials and Gen Z members, question the worth of higher education, especially in preparation for volatile labor markets, careers, and other precarities. We analyzed emerging adults' sensemaking about this education-career-precarity mix through the constitutive lens of paradox using the applied tensional approach. We identified two main paradoxes centering around feelings of education and career security and vulnerability: (a) students' beliefs about educational attainment as leading directly to career success (golden ticket) that coexist with understandings that there are no guarantees; and (b) feelings of isolation in the self-managed career ("it's all up to me") that share space with desires for social networks but as educational products established by others and consistent with student-as-consumer and neoliberal ideologies. In demystifying these paradoxes, we advocate more-than approaches that position tensions as opportunities, incorporate both career development and critical communication pedagogy, and transcend through quality control interventions.
Descriptors: Young Adults, College Graduates, Career Development, Educational Attitudes, Career Readiness, Outcomes of Education, Educational Objectives, Educational Attainment, Neoliberalism, Logical Thinking, Philosophy
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A