Adolescent Career Development in Urban-Residing Aboriginal Families in Canada (Research‪)‬

Recent and emerging evidence in the career development field indicates that the family has an important role in influencing related outcomes and engaging in facilitative processes (e.g., Bryant, Zvonkovic, & Reynolds, 2006; Whiston & Keller, 2004; Young et aL, 2001). This evidence is largely based on samples from the majority cultural groups in North America. In contrast, there is limited information on the career development of indigenous adolescents in North America (e.g., Native American, Inuit, and Metis). This is particularly true for urban-residing adolescents and for the role that family members have in that career development. Available research on the career development of Native American adolescents (e.g., Day & Rounds, 1998; Day, Rounds, & Swaney, 1998; Turner & Lapan, 2003; Turner et al., 2006) has examined individuals but not their relational contexts. The inattention to relational contexts has occurred despite the recommendation that practitioners include family and community members in career planning with North American indigenous youth (McCormick, Neumann, Amundson, & McLean, 1999; Neumann, McCormick, Amundsen, & McLean, 2000). This recommendation is based on evidence (sec Red Horse, 1997) of the importance of family and community in the lives of North American indigenous peoples. Thus, the purpose of this study was to contribute to a better understanding of Canadian urban-residing Aboriginal adolescents, parents, and other community members as they jointly undertook to facilitate the adolescents' educational and occupational future. This purpose can be appreciated by elaborating more fully on both the social and political context in which such development occurs as well as the conceptual framework and relevant literature on family career development projects.