Cultivating Career Readiness: A Mixed Methods Analysis of Latinx Students in Agricultural Colleges

Abstract

Latinx degree attainment and career development are essential for maintaining a competitive U.S. workforce, yet Latinx students remain underrepresented in agricultural related fields. As the labor market increasingly values both technical and interpersonal skills, this dissertation explores how Latinx students in agricultural colleges at Hispanic-Serving Institutions (HSIs) perceive their career readiness using NACE competencies, guided by Community Cultural Wealth (CCW) and Career Human Agency Theory (CHAT). Using an explanatory sequential mixed methods approach, this multi-case study draws from questionnaires and semi-structured interviews with Latinx students and career services staff. Quantitative data reveal that many Latinx students are first-generation (71.96%), are Pell Grant eligible (65.42%), and come from immigrant family backgrounds (62.60%). Students identify professionalism (M=4.69), teamwork (M=4.63), and technology (M=4.42) as their strongest competencies, while career development (M=4.01), critical thinking (M=4.13), and communication (M= 4.17) rank lowest. Regression analysis shows paid internships do not significantly predict career readiness, highlighting the need for more intentional career development programming. Qualitative data deepen these insights, showing students often turn to faculty, staff, and family for career support first before utilizing career center services. Many pursue community-centered careers, motivated by personal and familial challenges. However, unclear career pathways and systemic barriers lead some to question or change their goals. This study underscores the need for culturally responsive career services that reflect Latinx students’ lived experiences and leverage their existing cultural strengths. Findings inform institutional strategies to embed career development within academic environments and better support historically underrepresented students, ultimately contributing to more equitable workforce outcomes.