04/01/2026

Imagining Futures & Early Access: Supporting Career Development for Younger Students of Color

By Kimberly Sakil

Career readiness must begin long before high school to assist students in preparing for an ever-changing work world. For example, most of the jobs today’s students will hold in 2030 have not yet been created (21stCenturyEd, 2024). Elementary and middle school are prime developmental windows where students are forming their self‑concept, discovering what they enjoy and beginning to imagine who they might become. Super’s Developmental Theory emphasizes that children at this age are building the early structures of career identity, even if they do not realize it (National Career Development Association, 2023). As career practitioners focused on career readiness, it is important to create experiences that spark curiosity, connect learning to real‑world possibilities and affirm students’ cultural identities. For students of color, early career development is essential—it broadens their exposure, challenges limiting narratives and helps them see their strengths reflected in a variety of future pathways. Investing in students early can lay the groundwork for them to explore, dream and make informed choices as they grow.

The Importance of Early Career Development for Younger Students of Color

A growing body of research shows that elementary and middle school are pivotal periods for shaping career identity and self-concept. Super’s Developmental Theory identifies childhood through adolescence as the “Growth Stage,” when students begin forming the foundations of their future career choices (Maley, 2025). During this stage, exposure to diverse and meaningful career experiences helps children connect their interests, strength and identities to the broader world (Maley, 2025).  Exposing younger students of color to these early experiences can deepen academic engagement by helping students understand the purpose behind their learning.

By middle school, students are ready for deeper exploration. Wong (2022) noted that career exploration at this age strengthens students’ understanding of how they fit into the world of work, improves their attitudes toward future possibilities, and motivates them to persist toward long‑term goals. When students of color can imagine themselves in a wide range of careers, they are more likely to stay engaged, challenge themselves academically and make informed decisions about their pathways.

Barriers Affecting Students of Color

Despite the benefits and importance of early career development for younger grades, students of color often encounter systemic barriers that limit access to high‑quality, identity‑affirming career exploration. Some barriers include:

• Limited representation across many fields—particularly STEM—can narrow students’ perceptions of what is possible. Without role models who look like them, students may internalize the belief that certain careers are out of reach (Warren, 2025).
• Stereotype threat and the myth of low aspirations continue to distort how educators interpret the dreams of Black and Brown children. Turner (2020) found that students of color often hold ambitious career goals, but adults misinterpret their aspirations due to racialized assumptions.
• Unequal access to enrichment opportunities, including extracurricular programs, advanced coursework. and community‑based learning, further widens opportunity gaps (Jeffrey & Jimenez, 2021). Students must be prepared for them long before they reach high school (Jeffrey & Jiminez, 2021).
   

Research‑Based Interventions That Support Younger Students of Color

Addressing these barriers requires intentional, culturally responsive approaches that affirm identity and expand opportunity.

With career practitioners integrating career awareness into early grades, students can be exposed to a wide range of possibilities and see themselves reflected in diverse fields and futures. Scholars and practitioners have identified some strategies that effectively support younger students of color in imagining and preparing for their futures.

• Listen deeply to students. Turner (2020) emphasized that children’s career dreams are rich, complex, and deeply connected to their lived experiences. Adults must create space for students to articulate their aspirations without judgment.
• Build identity‑affirming career experiences. Grimmett (2006) and Rutledge & Gnilka (2022) highlighted the importance of frameworks that honor racial identity, community values, and students’ lived realities.
• Strengthen family and community relationships. Families and communities hold deep cultural knowledge and play a critical role in shaping students’ aspirations (Jeffrey & Jimenez, 2021; Grimmett, 2006). More research should be conducted on the role of families and community cultural wealth in shaping early career identity.
• Prioritize representation in curriculum, programming, and mentorship so students can see themselves reflected in a wide range of careers (Warren, 2025). More exposure to industries beyond STEM is needed like the arts, entrepreneurship, design and fashion as examples.
   

Connecting Research to Practice

Early career development for students of color is ultimately about belonging, possibility and care. It is about ensuring that children see themselves reflected in the world of work and feel supported by adults who believe in their futures. Career practitioners have the privilege and responsibility to create those moments of affirmation—moments that families may want for their children but may not always have the time, tools or networks to provide. By grounding the work in culturally responsive practices and joyful exploration, practitioners can help young people build the skills, confidence and self-knowledge they deserve.

Early career development for all students, particularly younger students of color is not simply about preparing them for future jobs—it is about affirming their identities and ensuring they have the support and resources to pursue futures that reflect their dreams. As the world of work continues to evolve, early, culturally responsive career development will remain essential to building equitable pathways for the next generation.

References

21stCenturyEd. (2024). The future of work: Preparing students for careers that don’t exist yet.  https://21stcenturyed.com/the-future-of-work-preparing-students-for-careers-that-dont-exist-yet/  

Grimmett, M. A. (2006, September 1). Early career development of African American boys. Career Convergence Web Magazine. https://www.ncda.org/aws/NCDA/pt/sd/news_article/5233/_self/CC_layout_details/false 

Jeffrey, A., & Jimenez, L. (2021, April 22). Preparing students of color for the future workforce: Lessons from communities in Indiana and New Mexico. Center for American Progress. https://www.americanprogress.org/article/preparing-students-color-future-workforce/ 

Maley, J. (2025, September 1). Resources to aid in career awareness for K–5 students. Career Convergence Web Magazine. https://www.ncda.org/aws/NCDA/pt/sd/news_article/600793/_self/CC_layout_details/false 

National Career Development Association. (2023). Facilitating career development training program: Student manual (5th ed.).

Rutledge, M. L., & Gnilka, P. B. (2022). Breaking down barriers: A culturally responsive career development intervention with racially minoritized girls of color. Journal of College Access, 7(2), 1–23. https://files.eric.ed.gov/fulltext/EJ1345713.pdf 

Turner, J. D. (2020). Freedom to aspire: Black children’s career dreams and the myth of low aspirations. Race Ethnicity and Education, 26(6), 811–829. https://doi.org/10.1080/13613324.2020.1718074 

Warren, C. (2025, October 25). Council post: Closing the gap: Why equity In STEM education is urgent for students of color. Forbes. https://www.forbes.com/councils/forbesnonprofitcouncil/2025/10/23/closing-the-gap-why-equity-in-stem-education-is-urgent-for-students-of-color/ 

Wong, R. (2022, March 1). Why career exploration matters for middle school students. Career Convergence Web Magazine. https://www.ncda.org/aws/NCDA/pt/sd/news_article/424263/_self/CC_layout_details/false 

Kimberly Sakil has over twenty-five years’ experience working in administrative positions in higher education, other non-profit and insurance industries. She has worked at Temple University for twenty years, and is currently Associate Director, Graduate Programs at the Fox School of Business. She earned her Master’s in Education from Temple University’s College of Education and Human Development. Kimberly can be reached at kimsakil@comcast.net