A Mixed Methods Evaluation of a Career Shadowing Program Within Rural School Districts

Career interventions and shadowing experiences can offer valuable insights into potential career paths and assist high school students with making informed career decisions. The implementation of a career shadowing program within rural school districts may represent a functional approach to supporting these students with career exposure and career-counseling resources. We present the findings of a sequential explanatory mixed methods program evaluation of a career shadowing program with 131 rural high school students who predominately identified as female (64.9%) and White (94%; Mage = 16.6). Results from pretest to post-test indicated an increase in career decision self-efficacy (p <.001, d = −0.42), and a decrease in career maturity levels (p = <.001, r = .39) from pretest (Mdn = 9.0) to post-test (Mdn = 8.0). Focus group interviews identified five key themes (i.e., Personal Values and Interests Exploration; Professional Skills and Qualifications; Challenges and Surprises; Perceived Benefits; and Future Program Recommendations).