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This article explores the challenges faced by Black, Indigenous, and people of color (BIPOC) students in accessing career services. It highlights issues such as discrimination, wage gaps, limited opportunities, and higher unemployment rates. The article emphasizes the importance of diversity in career services staff and the need for safe spaces to discuss experiences of racial discrimination and bias. It also addresses the difficulties BIPOC students encounter in internships and other experiential learning opportunities. The article concludes with recommendations for better supporting BIPOC students in navigating these racialized experiences, including creating safe spaces, conducting intentional outreach, and acknowledging and discussing race and racism. [Extracted from the article]

This article explores the shift from transactional to transformational career readiness in college career planning. It emphasizes the importance of integrating personal interests, talents, and skills into career discussions and collaborating with colleagues and stakeholders to meet the needs of current students. The article also addresses the challenges faced by marginalized students in accessing employment opportunities and emphasizes the importance of creating an inclusive environment. It discusses the role of career counselors in supporting students' academic and career journeys, focusing on building relationships and providing personalized guidance. The article concludes by discussing the need for career centers to adapt to the unique needs of Gen Z students and offers strategies for engaging and supporting them effectively. It highlights the On the Spot (OTS) program at Rowan University as an example of a successful transformational offering. Overall, the article advocates for transformational career services that prioritize student identity, interests, and aspirations to effectively prepare them for success in the workforce. [Extracted from the article]

The U.S. Department of Education (DOE) has released regulations that require all higher education Title IV participants to offer "adequate career services." The DOE will determine the definition of "adequate career services" based on factors such as the number of students enrolled in career-oriented programs, the number and distribution of career services staff, and the institution's partnerships with recruiters and employers. The regulations also require institutions to provide students with accessible clinical or externship opportunities related to their chosen occupation within 45 days of completing required coursework. The DOE does not have a specific formula for determining the adequacy of career services, but believes that institutions should have sufficient resources to help students find jobs and honor any commitments made about job assistance. There are no reporting requirements associated with the regulations, but student complaints about unfulfilled promises regarding career outcomes could trigger an investigation. Career services professionals should use this opportunity to advocate for the strategic positioning of career services, leverage benchmarks to ensure adequate resources, advocate for support in collecting outcome data, integrate career readiness competencies throughout the institution, engage with faculty to implement career into the classroom, and use the NACE Competency Assessment Tool to demonstrate competency development. [Extracted from the article]

This article explores the unique challenges faced by first-generation college students when it comes to building professional networks and accessing career opportunities. Research indicates that these students often have smaller social circles and limited exposure to diverse careers compared to their peers, which can hinder their career development and job search. To address this issue, the article suggests utilizing artificial intelligence (AI) tools to bridge the networking gap. AI can assist students in researching careers, gathering information, and conducting industry research, thereby leveling the playing field and increasing their chances of success in the job market. However, the article also emphasizes the importance of personal connections and building an effective mentor network for career success. It introduces the Effective Network Model, which outlines nine categories of mentors that individuals can have in their network. The article encourages students to identify people they know who fit into these categories and to reach out to at least one person to strengthen their network. While AI technologies can be helpful, they cannot replace the value of personal relationships in establishing a strong foundation for career success. [Extracted from the article]

This article presents the findings of a survey conducted by the National Association of Colleges and Employers (NACE) on career progression in the fields of career services and university recruiting. The survey reveals that professionals in these fields are motivated by the opportunity to help individuals find their career paths. However, career progression varies among professionals, with some feeling that their advancement is on track while others feel it is slower than expected. Barriers to career progression include a lack of advancement opportunities and workplace discrimination. The article also emphasizes the importance of social capital, such as networks and mentors, in advancing one's career. The survey found that while mentors play a crucial role in individuals' careers, access to formal mentoring programs is limited, particularly in higher education. Overall, the survey highlights the challenges and opportunities for career progression in these fields. [Extracted from the article]

This article discusses the experiences of Black women in higher education and their strategies for career advancement. The study conducted with six Black women in administrative roles at a Hispanic-Serving Institution identified four main themes crucial to their career development: mentorship, community, biculturalism, and resilience. The women emphasized the importance of intersectionality, resilience, and biculturalism in navigating their careers. The article suggests that institutions should create opportunities for mentorship, build communities of practice, and support the cultural identities of Black female employees to empower marginalized groups. [Extracted from the article]

In the article "Lessons (So Far) From a Former Dean of Career Success Turned Industry Insider," Niesha Ziehmke shares her experiences and offers five lessons for how higher education can collaborate with industry to benefit students, particularly those from low-income and first-generation backgrounds. Ziehmke emphasizes the importance of connecting students to large corporations in industries such as accounting, technology, finance, and professional services, where internships are paid and entry-level roles offer sustainable wages. The article also discusses the challenges and bright spots in career preparation within higher education, highlighting the need for more resources and required courses dedicated to career exploration and learning. The author suggests incorporating resume development into the curriculum to support low-income and first-generation students and emphasizes the significance of internships for career success. The article concludes by acknowledging the commitment to change from industry partners and the potential for positive impact in advancing access and equity in the local labor market. [Extracted from the article]

The article discusses the issue of unpaid internships and argues that they place a financial burden on students and perpetuate inequity in the workforce. The author emphasizes the importance of paying interns and eliminating the requirement for students to enroll in unpaid internships for credit. They also highlight the negative effects of unpaid internships on students' career outcomes, particularly for underrepresented and low-income students. The article concludes by urging employers to provide financial compensation to all interns and create a more inclusive future. [Extracted from the article]

The article provides a calendar of events for professional development and networking opportunities. The events listed include topics such as AAPI Heritage Month, real experience for students, microcredentials, recruiting Latino students, virtual coaching for diverse populations, advising approaches for federal government careers, supporting graduate students, career coaching intensives, and workshops on impostor syndrome. The events span from May to August and cover a range of topics relevant to career development. More information can be found on the NACE website. [Extracted from the article]

The Winter 2024 issue of the NACE Journal focuses on the issue of inequity. The cover feature examines the gender pay gap for new college graduates and offers strategies to mitigate the gap. An Op Ed addresses the issue of unpaid, for-credit internships and calls on employers to pay their interns. Another article discusses how career services can better serve low-income and first-generation students. Two research-based articles explore career advancement among Black women and the impact of providing students with greater autonomy on stress and anxiety. [Extracted from the article]