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The democratization of access to higher education has enabled social mobility, allowing sociocultural change in context of previous inequality. Programs that seek to equalize access opportunities also have the task of accompanying students in exploring career pathways, so the concept of wellbeing emerges as it contemplates the meaning of life and the achievement of goals and functioning in society. The study’s objective was to describe the wellbeing expectations of students in the process of defining their career path, coming from vulnerable contexts, and participating in a transition support program. Qualitative research was conducted with vocational logs of 596 students and semi-structured interviews with five students 2 years after the first Log. Finding, before graduating from secondary education, a majority of defined and diffuse pathways (on average 87.7% and 10% respectively), in which students associate ideas of wellbeing such as “achieving dreams”, “having a stable job” and “earning my own money” according to how clear their life project is. Concluding that the expansion of access opportunities and the strengthening of programs that accompany exploration and definition of career pathways allow the imagination of social mobility, and the generation of wellbeing expectations associated with new life plans in historically disadvantaged sociocultural contexts.

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Career Pathways and Subjective Wellbeing Perceived by Vulnerable Backgrounds Students

  • 章节

  • 发表日期：

    2025年

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  • Daniela García-Pérgola,
  • Paz Céspedes-Cárdenas,
  • Carlos Caro-Navarrete,
  • Nadia Calderón-Santibáñez,
  • Patricio Olate-Roa

摘要

The democratization of access to higher education has enabled social mobility, allowing sociocultural change in context of previous inequality. Programs that seek to equalize access opportunities also have the task of accompanying students in exploring career pathways, so the concept of wellbeing emerges as it contemplates the meaning of life and the achievement of goals and functioning in society. The study’s objective was to describe the wellbeing expectations of students in the process of defining their career path, coming from vulnerable contexts, and participating in a transition support program. Qualitative research was conducted with vocational logs of 596 students and semi-structured interviews with five students 2 years after the first Log. Finding, before graduating from secondary education, a majority of defined and diffuse pathways (on average 87.7% and 10% respectively), in which students associate ideas of wellbeing such as “achieving dreams”, “having a stable job” and “earning my own money” according to how clear their life project is. Concluding that the expansion of access opportunities and the strengthening of programs that accompany exploration and definition of career pathways allow the imagination of social mobility, and the generation of wellbeing expectations associated with new life plans in historically disadvantaged sociocultural contexts.