Embedding Life Design in Future Readiness Efforts to Promote Collective Impact and Economically Sustainable Communities: Conceptual Frameworks and Case Example

Chong Myung Park, Angelica Rodriguez, Jazmin Rubi Flete Gomez, Isahiah Erilus, Hayoung Kim Donnelly, Yanling Dai, Alexandra Oliver-Davila, Paul Trunfio, Cecilia Nardi, Kimberly A. S. Howard and V. Scott H. Solberg
Additional contact information
Chong Myung Park: BU Center for Future Readiness, Boston University, Boston, MA 02215, USA
Angelica Rodriguez: Sociedad Latina, Boston, MA 02120, USA
Jazmin Rubi Flete Gomez: Sociedad Latina, Boston, MA 02120, USA
Isahiah Erilus: Sociedad Latina, Boston, MA 02120, USA
Hayoung Kim Donnelly: BU Center for Future Readiness, Boston University, Boston, MA 02215, USA
Yanling Dai: BU Center for Future Readiness, Boston University, Boston, MA 02215, USA
Alexandra Oliver-Davila: Sociedad Latina, Boston, MA 02120, USA
Paul Trunfio: BU Department of Physics, Boston University, Boston, MA 02215, USA
Cecilia Nardi: BU Government & Community Affairs, Boston University, Boston, MA 02215, USA
Kimberly A. S. Howard: BU Center for Future Readiness, Boston University, Boston, MA 02215, USA
V. Scott H. Solberg: BU Center for Future Readiness, Boston University, Boston, MA 02215, USA

Sustainability, 2021, vol. 13, issue 23, 1-17

Abstract: This is the first of two sequential papers describing the design and first-year implementation of a collaborative participatory action research effort between Sociedad Latina, a youth serving organization in Boston, Massachusetts, and Boston University. The collaboration aimed to develop and deliver a combined STEM and career development set of lessons for middle school Latinx youth. In the first paper, life design and the U.N. Sustainable Development Goals are described in relation to the rationale and the design of the career development intervention strategy that aims to help middle school youth discover the ways that learning advanced-STEM skills expand future decent work opportunities both within STEM and outside STEM, ultimately leading to an outcome of well-being and sustainable communities. In addition to providing evidence of career development intervention strategies, a qualitative analysis of the collaboration is described. The second paper will discuss two additional frameworks that guided the design and implementation of our work. As an example of translational research, the paper will provide larger national and regional contexts by describing system level career development interventions underway using Bronfenbrenner’s bioecological and person–process–context–time frameworks.

Keywords: at-risk youth; program design; career readiness; social emotional learning skills (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
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Persistent link: https://EconPapers.repec.org/RePEc:gam:jsusta:v:13:y:2021:i:23:p:13189-:d:690330

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