Highlights the impact of the achievement gap related to career readiness

1. Career Readiness among
Black Students:
An Open Discussion and Call to Action!
Dr. George Taylor, CPC, SPHR, SHRM-SCP
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2. What is Career Readiness?
Open Discussion and Ice-Breaker
What is career readiness and why is it especially important to the
black community?
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3. Career Readiness Defined
and Context Assumptions
Career readiness refers to the level of preparedness of
postsecondary education students to enter the job market.
For our purposes, career tech, colleges, and universities are the
institutions that facilitate and contribute to academic and career
readiness.
Career readiness is viewed in the context of a career pathway
that provides KSAOs as well as job placement. Graduation is
inherent in the discussion yet not sufficient in itself for career
readiness and placement.
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4. Career Readiness Challenges
African American males lag all major demographic groups in
terms of career readiness and academic achievement.
African American females have made gains yet still lag their
White counterparts in the areas of career readiness and
academic achievement.
52% of AAs graduate from high schools compared to 78% of
Whites; 46% of AA males enroll as fulltime undergraduate
students compared to 51% of Whites. AA females have mitigated
the enrollment gap over time.
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5. Career Readiness Challenges: Starts in K-12
Significant academic achievement gaps among AAs compared to
other demographic groups occur as early as 4th grade, once again
especially among males.
African Americans, especially males, are also most likely to be
assigned to special education classes, drop out prior to high
school graduation, and most be likely will be classified as
illiterate.
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6. Career Readiness Problem
Houston, we have a problem!
If college degree and certificate programs lead to careers that
have a positive impact on QOL and are viewed as part of the
solution to reduce poverty and close wealth gaps, this has
significant implications.
Housing . . . Health . . . Crime . . . Generational Wealth!
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7. Drivers of Problem
AA students often don’t’ see themselves in the classroom.
AA students feel powerless against the forces of
microaggressions, and overt and covert forms of oppression.
AA, especially AA males, are disproportionately affected the
most by negative stereotypes in media.
CLASSROOM GAPS SPILL OVER TO CAREER READINESS GAPS!
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8. Implications: Why This Matters
There is considerable evidence that a relationship exists between
lack of career readiness and crime.
There is considerable evidence that a relationship exists between
lack of career readiness and incarceration rates.
There is considerable evidence that a relationship exists between
lack of career readiness and long-term unemployment.
IOW: THIS IS A BIG DEAL!
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9. Bounding the Problem
Open Discussion
Given this context where do the academic and business
communities fall short as it pertains to people of color, more
specifically AA males and females?
What roles do society and media have in reinforcing career
readiness gaps?
Point: ”With the changing labor market and a more globalized
economy, a far great number of jobs require a postsecondary
credential” (Bryant, 2015).”
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10. What Can We Do: Academic Strategies
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Before intervention strategies that seek to impact academic and
career gaps, we must first understand.
Address feeling of belonginess, loneliness, and powerlessness
From there we must address the institutions that impact the
psychological well-being and sense of safety among AA students
Address institution climate in institutions that contribute to barriers
developing between academic readiness and career readiness that often
cause a gap in creating a shared culture
Initiate and continue efforts that work to create shared understanding
among faculty members, staff, and executive leadership within education
institutions

11. What Can We Do: Academic Strategies
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Next, we consider needed changes in instruction design and
delivery
Assume leadership (formal and informal) in a way that promotes a wider
range of pedagogical practices that connect with AA male students.
Maintain pulse on climate
Maintain a sense of connectedness through ongoing climate surveys and
and focus groups that seek to impact a more inclusive and welcoming
environment.
Promote faculty-student partnerships through formal and informal
mentoring and coaching.
Leverage student and professional associations that provide opportunities
post graduation or career development/career tech programs.

12. What Can We Do: Community Leaders
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Maintain involvement in school boards and community
organizations that influence school district and postsecondary
education.
Look for partnerships with school districts and post secondary
institutions that address the holistic needs of students - i.e.,
health and hygiene, food pantries, and after school support for
tutoring and play-learn.

13. What Can We Do: Community Leaders
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Work to start scholarships and grants – individually or through
community groups and our organizations.
Starting community groups that focus on key gaps such as
teaching soft skills (i.e. working in teams, communication,
collaboration).

14. What Can We Do: Talented 10th
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Discussion Question
What else can we do?

15. Imagine a World
If we were to collective execute the strategies we discussed,
what gains do you think could be made in the short and long-
terms?
How could this impact our communities?
What legacy could we leave?
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16. Next Steps
Report-out/Share an initiative or action you would not mind
reporting back-on over the course of the next year.
Share what issues we need to revisit.
Thank You!!
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