11/01/2026

Using Social Cognitive Career Theory to Empower Black, Indigenous, and People of Color High School Students

By Melissa Mallory & Linda J. M. Holloway

Career development is a critical component of adolescent growth. While some students benefit from strong social networks, career role models, and access to educational opportunities, many Black, Indigenous, and People of Color (BIPOC) students face challenges that can complicate their career journeys. Systemic barriers, limited exposure to professional role models, and socioeconomic factors may restrict opportunities and influence how students view their potential. These challenges can contribute to uncertainty about postsecondary options and differences between students’ educational aspirations and expectations (Flores et al., 2008). Without intentional support, students may underestimate their abilities or limit their aspirations based on perceived obstacles. Such students “are at risk for dropping out of school, being retained a grade, suspended or expelled from school, and being among those who are bullied” (Evans & Sejuit 2021, p. 183). To combat these challenges, culturally responsive career counseling can be essential to helping BIPOC students explore career options, build confidence, and achieve their goals (Gibbons & Borders, 2010). Specifically, Social Cognitive Career Theory (SCCT) encourages career professionals to recognize existing strengths while addressing the barriers that may restrict opportunity (Lent et al., 1994, 2000).

Overview of Social Cognitive Career Theory

Social Cognitive Career Theory (SCCT), developed by Lent, Brown, and Hackett (1994), emphasizes three primary factors influencing career development: self-efficacy beliefs, outcome expectations, and personal goals. Unlike traditional career theories that focus primarily on interests or personality characteristics, SCCT recognizes that environmental supports and barriers significantly influence career development. This distinction is particularly important when working with BIPOC whose career opportunities may be shaped by social, cultural, and economic factors.

SCCT provides a strong foundation for understanding the interaction between individual strengths and environmental influences. It considers multicultural differences and focuses on building students’ confidence. SCCT is particularly relevant for career development with diverse student populations. It acknowledges that students' beliefs about their abilities influence their willingness to explore careers, pursue educational opportunities, and persist through challenges. SCCT also recognizes that exposure to role models, mentorship, and supportive environments can enhance career development outcomes. By applying SCCT-informed interventions, career professionals can help students build confidence, expand opportunities, and develop meaningful career pathways (Lent et al., 1994, 2000).

SCCT is especially useful when working with BIPOC students, because it encourages career professionals to consider both students’ confidence in their abilities and the opportunities or barriers within their environments. Career guidance can therefore focus not only on what students hope to achieve but also on the support and resources they need to pursue those goals (Lent et al., 2000).

Applying SCCT With BIPOC High School Students

When working with BIPOC students, it is important for career professionals to employ culturally responsive approaches that recognize both strengths and barriers. Some key strategies include:

• Foster career self-efficacy, or a student's belief in their ability to make and implement career decisions (Bandura, 1997; Gibbons & Borders, 2010; Lent et al., 1994, 2000). Students with stronger self-efficacy are more likely to pursue educational and occupational goals despite challenges. Career professionals can strengthen self-efficacy through career exploration activities, experiential learning opportunities, and goal-setting exercises that allow students to experience success and build confidence.
• Encourage identity exploration. Help students benefit from opportunities to examine how culture, family values, community experiences, and personal strengths influence their career interests and aspirations (Savickas, 2013; Vernon, 2019; Lent et al., 2000). Encouraging reflection on these factors can help students develop career goals that are both meaningful and attainable.
• Connect students with BIPOC professionals through mentorship programs, career panels, and networking opportunities. These connections can broaden students’ perceptions of what is possible (Gibbons & Borders, 2010). Exposure to individuals who share similar background can increase motivation, expand career awareness, and provide practical guidance for navigating educational and professional pathways. Within the SCCT framework, these experiences can strengthen students' self-efficacy and shape their expectations about future career opportunities.
• Engage in advocacy. While mentorship and inspiration are valuable, students often need access to tangible resources and opportunities. Also, career professionals can help bridge this gap by connecting students with scholarships, internships, community programs, workforce development initiatives, and other supports that promote educational and career advancement.
• Facilitate family engagement. Many parents and guardians strongly support their children’s success but may be unfamiliar with college admissions processes, financial aid systems, or career planning resources. Involving families in career discussions and providing clear information about postsecondary pathways can strengthen support systems and improve student outcomes.

Moving BIPOC Youth Forward

Social Cognitive Career Theory plays a vital role in supporting BIPOC high school students as they navigate educational and occupational decisions. Many students face barriers related to socioeconomic status, representation, and access to career information, making culturally responsive interventions essential. Through culturally responsive strategies such as mentorship, identity exploration, family engagement, and advocacy, school counselors and career professionals can help students make informed decisions and take meaningful steps toward their futures. Ultimately, effective career counseling is not simply about selecting an occupation. It is about helping young people recognize their strengths, expand their choices, and gain access to opportunities that support their success. When counselors pair encouragement with intentional action, BIPOC students are better positioned not only to imagine a future but also to pursue it.

References

Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.

Evans, K. M., & Sejuit, A. (2021). Gaining cultural competence in career counseling. National Career Development Association. https://www.ncda.org/aws/NCDA/pt/sd/product/20573/_BLANK/layout_products/false  

Flores, L., Y., Navarro, R. L., DeWitz, S. J. (2008). Mexican American high school students postsecondary educational goals: Applying social cognitive career theory. Journal of Career Assessment, 16(4), 489-501.https://doi.org/10.1177/1069072708318905 

Gibbons, M. M., & Borders, L. D. (2010). Prospective first-generation college students: A social-cognitive perspective. The Career Development Quarterly, 58(3), 194–208.

Lent, R. W., Brown, S. D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45(1), 79–122.

Lent, R. W., Brown, S. D., & Hackett, G. (2000). Contextual supports and barriers to career choice: A social cognitive analysis. Journal of Counseling Psychology, 47(1), 36–49.

Savickas, M. L. (2013). Career construction theory and practice. In S. D. Brown & R. W. Lent (Eds.), Career development and counseling: Putting theory and research to work (2nd ed., pp. 147–183). Wiley.

Whiston, S. C., Li, Y., Mitts, N. G., & Wright, L. (2017). Effectiveness of career choice interventions: A meta-analytic replication and extension. Journal of Vocational Behavior, 100, 175–184.

Vernon, A. (2019). Career counseling: A holistic approach (9th ed.). Pearson.

Melissa Mallory is a graduate student in Clinical Mental Health Counseling at Alabama State University. With more than 18 years of experience serving youth and young adults, her professional background includes education, career readiness, college access, mentoring, and community advocacy. Her work focuses on empowering others to achieve academic, personal, and career success while developing the skills needed for self-sufficiency. To reach Melissa, contact her at mmallory@alasu.edu

Dr. Linda J. M. Holloway is an Associate Professor at Alabama State University, where she teaches Career Counseling and is dedicated to preparing the next generation of counseling professionals. In recognition of her excellence in teaching and commitment to student success, she was a participant in the 2026 NCDA Career Teaching Academy. A passionate advocate for career development and workplace advancement, Dr. Holloway's professional mission centers on empowering Black women to thrive, lead, and achieve success in their careers. Through her teaching, mentorship, and scholarship, she works to promote equity, professional growth, and meaningful career opportunities. Dr. Holloway is the author of eight award-winning children's books, all available on  Amazon. Her writing reflects her commitment to education, inspiration, and positive representation for young readers. When she is not teaching, writing, or advocating for career success, Dr. Holloway enjoys spending quality time with family and friends and appreciates the occasional opportunity to simply relax and recharge. For more information, Dr. Holloway can be reached at lholloway@alasu.edu.