Abstract
Using a positive youth development (PYD) framework, a qualitative content analysis was conducted on 181 future career autobiographies (FCAs) from diverse middle and high school students in a high-poverty school district. Results indicate that more career development interventions are needed when working with diverse youth. The authors provide implications for school and career counselors working with diverse children and adolescents.
Disclosure Statement
No potential conflicts of interest were reported by the authors.