An exploration of barriers faced by Black South African youth’s career development.

Abstract

This study is exploratory in nature and aimed to look at career development in the South African context. Most theories of career development which are being utilised in the South African context are Westernised in their origins and are not applicable to the unique South African milieu. This study particularly explored career development amongst historically disadvantaged people in the South Africa who have not completed their secondary schooling (for an array of reasons). The purpose of this study was to receive an insight to the career development in schools; the various influences on career development; and possible career interventions for the given population due to their circumstances. The study was conducted from a qualitative paradigm and was informed by the Systems Theory Framework of career development (STF). Data was collected by the use of a focus group and semi-structure individual interviews with nine participants who are Black and have not completed their secondary education. Presented in the results is the inadequacy of career guidance in schools. Furthermore, as there were numerous factors which impacted on career development, this illustrated the complexity of career development and the insufficiency of the individualised Western theories of career development. Lastly, proposed career interventions were exemplified as the purpose of this study is to be used as a vehicle for future career interventions. It can be concluded that better career interventions need to be implemented at schools by looking at the individual in context through utilizing more holistic theories of career development as opposed to individualised theories which are not applicable in the South African setting. This has implications for career interventions which could possibly be exercised in schools in South Africa.