In his ELP Dissertation Brief, Ifeanyi Onyejiji underscores how career confidence linked to academic performance for students of color.
As a former school counselor, Ifeanyi Onyejiji understands and supports the push for students to learn core academic subjects, such as English, mathematics, and science. He believes educational equity requires an intense focus on academic learning for low-income students of color, and student success in core content areas is critical to college readiness and career opportunities.
But as he worked with students, Onyejiji came to wonder if maybe for them, understanding and believing in the ‘why’ of studying specific academic subjects was as important as what they were learning.
“Sometimes the connection to why this stuff is relevant is very important to students. It can help if students believe, ‘I’m going to use this to go to college, or maybe to one day have this career.’ The belief that ‘I need this subject to do that,’ can be a great connection to the materials and also increase intrinsic motivation,” Onyejiji says.
As a student in the UCLA School of Education and Information Studies Educational Leadership Program, Onyejiji drew on his thinking about the importance of ‘why’ to forge his dissertation and earn his doctoral degree. His research, summarized in a recent Educational Leadership Program dissertation brief, posits that career confidence is linked to academic performance for low-income students of color.
Onyejiji’s research examined the relationship between career self-efficacy, career aspirations, and school performance for high school students from low-income communities of color. Researchers define self-efficacy as an individual’s belief in their capacity to act in the ways necessary to reach specific goals.
For the study, Onyejiji surveyed 145 ninth and tenth-grade students attending a charter high school in Southern California. Two staff members at the school also participated in semi-structured interviews.
The results showed positive associations between career self-efficacy and academic performance for high school students from low-income communities of color—particularly for boys. And, in certain cases, students’ career aspirations can be connected to academic performance.
Key among the findings:
Students’ career confidence and aspirations are linked to their academic performance: Confidence in their ability to find occupational information is positively correlated with their GPA. There is more evidence of a connection between career self-efficacy and academic performance for boys, and there is a connection between career aspirations and academic performance.
School staff believe that career exploration provides students with purpose: In interviews, staff said they saw a clear purpose and rationale for career exploration programming and believed instruction in core academic content alone is not sufficient to address the challenges facing their students.
“My study focused on career self-efficacy. I believe it’s an important element of school. The research shows that students who are intrinsically motivated, perform better,” Onyejiji says. “We as educators need not separate the idea of academic preparation from the things that motivate students to care about academic preparation. Instead, they should be emphasized, just as we emphasize core content.”
Onyejiji believes students need help building those connections and developing that intrinsic motivation, especially Black and Brown students from low-income backgrounds.
“We know there are disparities in achievement, and there are disparities in communities. For example, some students don’t know any engineers and have no reason to know how or why to become an engineer. They’re not getting that information at home or in their community, so the school should be helping them with that.
“And so, I would ask every school, every educator, every school district, what are you doing to help students become intrinsically motivated?”
Onyejiji’s research brief offers educators recommendations to help make that happen. He urges education leaders to support career self-efficacy and soft-skill development, implement specific programming for boys, and incorporate career counseling and encouragement into graduation requirements.
Onyejiji also believes that programming that promotes career self-efficacy should be required, and he suggests policymakers establish career self-efficacy as a standard for K–12 schooling.
Since earning his doctorate from the UCLA Educational Leadership Program in 2023, Onyejiji has worked as an educational consultant delivering workshops that help students of color from low-income backgrounds prepare for college and that train teachers in the use of inclusive student-centered teaching practices. He has also started a new company developing curriculum promoting college readiness—this work draws on his research on the need to motivate students and expands on the ideas to include career exploration.
“The UCLA Educational Leadership Program was a great opportunity for me to expand my knowledge, expertise, and capabilities so I can be a better advocate for this issue. It gave me a spark and helped me to sharpen my toolbox for what I want to do.“
“Everything I’m doing now, it’s all about inclusivity, it’s all about engaging and motivating students. Once a student has that intrinsic motivation, they’re different, they require less touch. Even if they don’t know something, they’ll figure it out because they have that confidence.”