The landscape of education and career preparation is changing dramatically, and today's high school students are navigating these shifts with new perspectives on what success looks like. In this eye-opening conversation with high school teacher Nare Movsisyan, we explore the significant movement away from traditional four-year colleges toward trade schools and certification programs as students seek faster routes to meaningful employment.
Nare, who brings a decade of experience in education, reveals how students with clear career goals are increasingly choosing specialized training over general education. This pragmatic approach represents a fundamental shift in how younger generations view the purpose and value of education.
The episode uncovers critical gaps in our education system, particularly around career readiness. Despite the importance of preparing students for their futures, high schools often lack resources to adequately inform students about the realities of different careers. Basic professional skills—interviewing techniques, resume writing, professional etiquette—remain largely untaught. Through this conversation, we confront the reality that career education should begin much earlier and be approached more systematically, working backward from career goals rather than focusing exclusively on college preparation.
Ready to rethink how we prepare young people for their futures? Listen now and join the conversation about creating better pathways to success for the next generation.
CareeRise: www.careerrise.org
CareerConfidence: www.careerconfidence.online
Follow Us on IG!
- @ careerise_
- @ careerconfidentlatina
Follow Us on LinkedIn:
- https://www.linkedin.com/in/maria-jos%C3%A9-hidalgo-flores/
- https://www.linkedin.com/in/akulikyan/
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
that your major doesn't define your entire
career trajectory or theoutcomes or the things that you
have to do in life.
And it only makes sense that ifthis newer generation is seeing
that through their parents,their families, their
communities or their leadersright in everyday life, that
they're also questioning thethought of if higher education
the traditional, idealisticversion of what we think higher
(00:22):
education is is worth it to workthis entry level position and
work your way up.
So in 15 years you actuallylive the life that higher ed was
supposed to give you your firsttwo years out.
Speaker 2 (00:38):
You are listening to Coffee and Career Hour.
We are your hosts.
I'm Armina and I'm MJ, twocareer counselors and friends
chatting about all things lifeand career.
Speaker 1 (00:49):
So grab a cup of coffee and join us.
Speaker 2 (00:53):
Welcome to Coffee and Career Hour.
Everybody, we're excited to berecording this episode today.
Speaker 1 (01:01):
Yeah, we have some special tricks up our sleeve,
don't we, Arminé?
Speaker 2 (01:06):
Yes, and we're super excited to be joined by an
amazing guest.
We'd love to introduce you allto Narem Mofsicien, and we'll
actually go ahead and ask her tointroduce herself, her
expertise, her background andall of the amazing things she
has to share with us today aboutthe field of education and her
(01:29):
expertise working with highschool students.
So, Nada, thank you again forbeing here.
Welcome on board.
Could you please introduceyourself and share a bit about
your background and yourexperience?
Speaker 3 (01:40):
For sure.
First of all, thank you so muchfor having me.
Like the girl said, my name isNada Moffsician.
I'm a high school teacher atSchur High School in Montebello.
I teach CTE computer graphicsand I'm about to actually teach
an intro game design class nextyear this will be coming up in
(02:02):
August.
This will be my 10th year ineducation.
I went to Cal State Long Beachfor my bachelor's degree in
graphic design and then later onI did my master's, my MFA, at
Cal State Long Beach as well,with the help of Admina, by the
way.
She helped me finagle my artiststatement to get in and I'm so
(02:23):
thankful to her finagle myartist statement to get in and
I'm so thankful to her.
Speaker 2 (02:29):
Um, I just have to say you were my very first
client when career rise was justa seed in my mind and we were
literally at a bar with a groupof friends and I was telling you
how I'm a career counselor andyou're like could you read my
personal statement help?
Me help me.
That was amazing.
Well, thanks to you, my ideadid come to fruition, seeing
(02:50):
that I can actually do thisoutside of my 9 to 5 job.
So thank you.
Speaker 3 (02:56):
And you've been killing it.
But honestly, like Ademinalooked at my artist statement,
you looked at my CV.
We took out all the crap thatwe didn't need Anything that was
like important stayed of course, and like I really wouldn't
have done it without you.
I fully believe that.
(03:18):
I'm just so thankful to you andthank you guys for having me
here.
I'm excited.
Speaker 2 (03:25):
Thank you so much, Nara.
Well, it's a pleasure to seeyou thriving in your industry
and being able to bring yourgraphic design knowledge to your
love of education and helpingstudents.
So in this episode, we'rereally excited to hear about
your profession, your expertise,everything you've been seeing
through your experience.
Speaker 3 (03:47):
Cool, I look forward to it.
Speaker 1 (03:49):
Yeah, and throughout this episode, armanay and I are,
you know, college counselorsand we work with higher
education students and studentsof all different ages and
backgrounds, and we wanted tobring you on here to really shed
light on high school and wewanted to bring you on here to
really shed light on high schoolcollege minds from that
perspective, because careerreadiness really does begin at a
(04:09):
fundamental age rather thanwhen in higher ed.
I think in higher ed is when itstarts to solidify and you start
to really take the steps.
But earlier in your life, inyour age right without boring
you all to death with careerdevelopment history, it really
does start when we're kids andwe're asked like what do you all
to death with careerdevelopment history.
It really does start when we'rekids and we're asked like what
do you want to be when you growup?
So, nada, you, you shared withus.
(04:30):
You have almost 10 years ofexperience, right, practically
10 years of experience ineducation and teaching.
What shifts have you observedin the types of career students
express interest in and arethere any surprising trends that
you've noticed so far?
Express interest in and arethere?
Speaker 3 (04:44):
any surprising trends that you've noticed so far?
Hmm, that's a really goodquestion.
Okay, I'd say, when I startedoff, I feel like a lot of
students have always wanted togo into STEM.
I see a lot of different typesof students.
I see a lot of students whomight do like ROTC and go into
(05:05):
military.
I see, like creative students.
I see students who just workretail and they're happy doing
that.
I'd say like one of the biggestfields my students have gone
into and still do is nursing.
Actually, like, since I started,um, in terms of big shifts and
(05:30):
like career decisions, Iwouldn't say that I've noticed
any really big ones, um, but Iwill say that there's been a
shift kind of away from collegeum, if I'm being honest.
So I've noticed that, like alot of students, even when I was
in high school, it was alwayslike you have to go to college,
(05:51):
that's it, you have to go to afour year.
But now it's really movedtowards like JCs, which
everyone's always gone to JCsbefore as well.
But trade schools have reallycome up and I think like it's
weird, I feel like it's apattern although I don't know
(06:13):
too much about the history oflike the emphasis on college and
trade school.
But I think that used to be.
There used to be a really bigemphasis on trade school before
the 2000s.
Then it went to this collegeshift and now again it's like
there's so many I hope I'm usingthe term right blue collar,
blue collar jobs that, like,people aren't fulfilling because
(06:37):
there isn't enough interest init, like, um, plumbing, welding,
uh, graphic design can even beconsidered a blue collar job a
lot of the time, but I feel likethat's the trend that we're
moving towards is like I'mseeing a lot of my students go
into um, la trade, tech or plattcollege, some of these private
(07:02):
colleges too, or even like RioHondo, cerritos, elac, and then
doing certification programsthere so they can get certified
management, welding, electrician, blah, blah, blah, and then
they just want to go straight towork.
They're like, why am I going togo to a four-year and spend two
out of those four years notfocusing on my profession that I
(07:26):
want to go into?
And I'm sorry I'm rambling, butlike a lot of the kids that
actually don't quite know whatthey want to do yet which I was
in that boat Are the ones whoare going into the four years,
whether they're going inundeclared or going into a major
that they're like okay, I'mkind of interested in this.
They're the ones that I seegoing to the four years more
(07:48):
often.
Speaker 2 (07:49):
Wow, that's so interesting.
What a great perspective.
I wonder, you know, do youthink it's because students are
wanting to get into the jobmarket sooner, feeling the need
to just be more practicalbecause they need to provide for
themselves, whereas they'reseeing four years as more of
like a exploratory place where,if they don't know what they
(08:12):
want to do, they're like okay, Icould use this extra time at a
college to explore, but if thereis a specific skill or trade
that they may, may enjoy, theyrather just jump into that both
of those, absolutely yeah, Ithink.
Speaker 3 (08:28):
Like they're the ones who do go to a four are
definitely looking at it as like, okay, I get to come here and
explore different um careerpaths.
And then the ones that aregoing to trade schools, they're
like, okay, I already know whatI want.
Do I want to go and be aplumber?
I've seen my uncle do it andhe's made a lot of money and
he's like started his ownbusiness maybe.
(08:50):
Yeah, the ones I think who gointo trade schools are like,
okay, I'm 100% in, I alreadyknow what I'm doing.
I'm going to go get mycertification in this and do
whatever I have to.
And then I'm gonna go get mycertification this and do
whatever I have to, um, and thenI'm gonna start working.
Like I have a student, leslie,this past year, who finished her
(09:11):
AA while she was in high school, which is insane that they can.
I was such a terrible studentI'm like I would not be able to
do that at all, but she finishedher AA.
She was attending onlineclasses at la trade tech to get
her electrician um certification.
She finished that and now she'slike, okay, there are these two
(09:34):
other certifications that I'mgoing to do and then, hopefully,
I'm going to get a job at ledwp, at department of water and
power.
She's just like she knowsexactly what she wants to do.
If only we were also lucky, likebut yeah, the kids that are
going to four years and I'mtalking like ucla, uc, irvine,
(09:56):
like the big ucs too they'rekind of like I think I want to
do this.
I'm not 100% sure, but I thinkI'll figure it out while I'm
there, you know.
So they're more like notentirely sure.
They have kind of a generaldirection, but they're like okay
, I'm going to use these coupleof years to figure out exactly
(10:16):
what I want to do and then makethat decision when I'm there,
pretty much.
Speaker 2 (10:23):
Yeah, you know, I wonder, and what both of your
thoughts are on this.
Do you think it's like thevalue of education has shifted
over time and there's that's whymaybe they're not seeing the
bachelor's degree as needed,maybe in the way that when we
were growing up, when it was ourhigh school age, it was more so
(10:45):
like wanting, like you said,not as similar.
For me, going to a four year,even community college, was a
little bit taboo, I feel like inmy day, and it was like all
right, it's OK to go, but it'sideal if you go straight to a
four year.
That was a lot of the messagingmy generation was getting.
So I wonder what do you guysthink?
Is it the value of educationthat's shifted?
My generation was getting.
Speaker 3 (11:05):
So I wonder, what do you guys think?
Is it the value of educationthat's shifted?
I think I'll make it fast, butI think our there's been a lot
more of an emphasis on CTE andcareer education in the past
five to six years.
It's been growing, especiallywith the CTE teachers I work
with.
They're like they've alwayskind of made a point of this is
(11:29):
not the only option, college isnot the only option.
You could do this instead ifyou already know what you want
to do.
But I also think that not justmy friends, but people that I've
known, and probably ourstudents parents, have majored
in something like psychology orcommunications or xyz and they
(11:51):
didn't end up working in thatfield.
So it's like they're they'requestioning whether or not it's
valuable to them to go to afour-year and get a bachelor's
if they can do this instead, ifthey can do this instead.
Speaker 1 (12:06):
That's kind of my view.
Yeah, I on that notespecifically, armin and I always
run on the messaging,regardless if you know we're
working our nine to five or not,that your major doesn't define
your entire career trajectory orthe outcomes or the things that
you have to do in life.
And it only makes sense that ifthis newer generation is seeing
that through their parents,their families, their
(12:26):
communities or their leadersright In everyday life, that
they're also questioning thethought of if higher education
the traditional, idealisticversion of what we think higher
education is is worth it to workthis entry-level position and
work your way up.
So in 15 years, you actuallylive the life that higher ed was
supposed to give you your firsttwo years out, if that makes
(12:47):
any sense.
So it makes a lot of sense thatthis generation wants to go
into these types ofopportunities, this education
that's almost very quick, toprovide them an opportunity to
really jumpstart their careerand get in there and get their
hands dirty, work more towardswhatever it is that they want to
do, because it's a quickerroute, there's less
(13:10):
complications, it's financiallysometimes more stable and
feasible for a lot of differentindividuals as well.
So it makes sense.
I think that, though there isstill this craving of this
idealistic version of highereducation and what it can offer
us.
And coming from a low incomefirst gen person of color
background, you know educationfor me was instilled that it was
(13:32):
like my liberation, the thingthat my mom could leave me
behind the day she leaves orpasses.
It's the one thing that I cankeep, that's mine.
That can liberate me indifferent ways too yeah, all
valid, I think.
Speaker 3 (13:52):
I mean, if we look at it too, I think there are
statistics that say that, um,those who do get earn a
bachelor's degree are paid morethan those with, like, an
associates or a certification.
I think there's data on that.
Um, but yeah, like it was theexact same with my mom was like
you're going to college period,that's what you're doing.
(14:13):
It was like she came fromArmenia, and I think Adina's
parents did too, and it was justlike you're going to build your
own future for yourself andthis is the route to do it.
This is what you're going to doto get there.
You, you know.
Speaker 2 (14:27):
Yeah, absolutely.
That makes a lot of sensebecause this generation is a lot
of times maybe second gen,right, their parents already
went to school here and haveexperienced those things that
you're sharing, mj, versus ourgeneration, our parents, our
first gen, they didn't go toschool here.
So it's like these are theopportunities we didn't have.
(14:48):
So we want you to take on that,and there is almost like this
idealistic vision of what theythought the education could
provide, but then the reality isthere's a lot more than just
having a bachelor's degreethat's going to make you
successful, and so I think nowsecond gen kids, students, are
realizing that there aredifferent ways to become
(15:09):
successful besides that.
So it makes a lot of sense.
What interesting insight Thankyou for sharing.
I'm wondering how informed doyou feel like students are about
the realities of differentcareers?
Like you know, what does itreally mean to be in a
particular occupation and wheredo you think they're typically
getting their information In aparticular occupation and where
(15:29):
do you think they're typicallygetting their information.
Speaker 3 (15:34):
So I think that they are not well informed.
I don't think they're wellinformed at all.
I think some of their teachersmight do their best to let them
(15:55):
know what the reality of it isof just going into a specific
career.
I can say for our school weneed more of that, we need more
career counseling, and I think Ican speak for all public
schools, at least in LA, when Isay that we don't have the
resources to teach kids what ittakes to be in X career.
You know, like this is one ofthe things that makes me so
(16:18):
angry that we don't like investin teaching kids about the
reality of going into a career.
Like I want to be apsychologist, okay, let's talk
about how long it's going totake to actually get there.
You know, or I want to go intoengineering, or I want to go
into this other thing.
Like let's really like whatdoes it take?
(16:42):
We have students who want to goand become architects and,
depending on the type ofarchitecture you want to do, it
may or may not involve a lot ofcalculus and physics, and I
actually recently found out thatit might not involve as much
physics as I thought.
So I think just this, I don'tknow.
(17:02):
I don't feel like there'senough of an emphasis on career.
It's all about like get goodgrades, do what you're supposed
to do, let's walk you.
Or like let's run you throughthe conveyor belt of public
education.
Good luck Afterwards, it's likefigure it out.
No, that's one of the thingsthat I think is just severely
(17:23):
lacking is education on justcareer education.
That's it Severely lacking, Ithink.
Speaker 1 (17:33):
Yeah, what you're touching on too is a lot of
exposure at such a young age.
Of course children are still, oryoung adults are still,
developing there.
But there's a sense of exposurebecause we have again this
vision, this idea in our head ofwhat XYZ career could look like
and we automatically tend tothink and I say we because I'm
going to include myself.
(17:53):
You know, I thought getting adegree in psych or a degree
period was going to get mewhatever job it could and the
picture of my family painted forme when in reality, if I would
have been exposed, if I wouldhave been supported and provided
resources, tools or shown andtaught how to do career
exploration at this early age, Iwould have had a better idea, I
(18:14):
would have been more informed,I would have done things
differently.
That would have got me to maybeeven a different route than
career counseling Firm.
Believer of everything happensfor a reason.
But I agree with you thatcareer education, exposure and
development needs to be taughtat an earlier age so children
can get and understand this ideaof where they are, rather than
(18:34):
thinking they have to pick oneof like four or five things do
the degree and then graduate,and then it's not the
expectation they thought.
Speaker 3 (18:44):
I'm gonna piggyback on that too, because I think
what needs to happen is likeworking backwards, because we
put so much of an emphasis oncollege, but it's career that
should come first.
And, like we've, we've gottensome resources lately like, um,
(19:04):
there's a program calledNaviance, it's through oh my
gosh, I'm blanking.
They're called New Tech Network.
It's this organization that wasthat's funded by the Bill and
Melinda Gates Foundation andwe've like run a lot of our
college and career days throughthat now and we have like it
(19:28):
comes with little surveys thatstudents can take to figure out,
like, oh, what career would yoube best suited for?
So it's like moving in theright direction and it's using
technology to do that, but atthe same time, it's like it's
just not enough.
And, yeah, that that's what itcomes down to.
It's like having thoseresources might land students in
(19:52):
such successful positions lateron because they have an idea of
their timeline after highschool.
Like now I know that if I dowant to be a psychologist or if
I do want to be a therapist, Idon't just need my bachelor's
degree Later on.
I have to go.
Maybe I could do a master's PhDprogram.
(20:14):
All the kids think that you'rejust like I'm going to go to
bachelor or I'm going to get mybachelor's, then I'm going to do
a master's, like right away,like I'm just going to do it.
It's like you don't know whatthat means to get a master's
degree.
It's like there's just so muchmiseducation about it or
misinformation about it and Ithink the kids just look at it
(20:35):
as like, yeah, I'm going tototally do that, it's easy.
Yeah, I'll do it afterwards.
It's like learn about what itmeans to get the degree.
Is it going to be helpful toyou?
How long is it going to take?
Do you even need it?
All these things going to take?
Do you even need it, all thesethings?
(20:55):
Yeah, we just a lot of ourcounselors in public education
are so focused on getting kidsto graduate, which is a valid
concern but it ends up they endup kind of like leaving behind
those kids who kind of alreadyknow what they want to do and
need guidance and getting tothat place.
Speaker 2 (21:16):
Yeah, I love that you talked about working backwards.
That's literally the phrase Iuse with my students in career
counseling when they want toknow about, like, what kind of
jobs they would qualify for orwhat kind of occupations they're
interested in.
We'll talk about, like let'slook at would qualify for or
what kind of occupations they'reinterested in.
We'll talk about, like, let'slook at what it is that's needed
, then let's work backwards tosee what can you do now until
(21:37):
you graduate, to positionyourself for these types of
roles.
And I agree absolutely it wouldbe helpful if we could do that
process much earlier, whilethey're in high school, to
figure out what kind of collegeIs a UC even needed?
Maybe CSU is a better fit.
We see that from our studentsall the time.
I literally just got chillsbecause we have these
(21:58):
conversations with students.
They'll be in a UC institutionalmost done, but realizing that
maybe my major would have beenbetter at a Cal State, because
Cal States are more teachingfocused versus research focused,
like it didn't even make sensefor you to be in a research
institution, let alone talkingabout trade schools and
certification programs and soforth.
(22:18):
Right, there's so manydifferent pathways to success,
but students don't know all ofthe options.
But I'm also thinking too islike how ready are they to do
some of that exploration too?
Because even college studentsaren't ready.
They don't know themselves wellenough.
They don't know what they like,what they value, what kind of
(22:39):
lifestyle they see themselveshaving.
How can we expect like highschool age students to really
reflect on these things too?
Speaker 1 (22:47):
To quickly add on to that.
I also think at a high schoollevel age they're easily
influenced right, like whateverthey're seeing in their
environments or online or in ourleaders and the world.
They're easily influenced byhow accepting they are of these
different suggestions orcomments or ideas, really.
(23:08):
So I yeah, armanay, Icompletely agree with you about
how open, but I think that'swhere we can teach them right
and we can provide differentexamples and go about the
education a different way.
It may not be as receptive inthe beginning or when you're
starting or to some, but toothers it really may be, because
it'll be the first time they'reallowed to explore, to really
(23:28):
understand what I like, what Idon't like.
What is a master's?
How much does it cost?
Getting a bachelor's is like ahigh school diploma nowadays,
and what does that kind of looklike from there?
Speaker 3 (23:43):
that's true.
Um, I think it comes down totime.
Like having those conversationsis so important and, like you
said, like it might not be wellreceived, but I don't know.
It just needs to be figured out.
Like we have, we give thesekids four years in high school
(24:08):
to complete their the classesthat they need to do, like
whether it be biology andchemistry and algebra and
algebra two and geometry, andI'm not saying like every single
thing isn't important, butthere are things that I don't.
I don't know, it's not eveneven just career.
It's just like 21st centuryskills needs to be taught.
(24:29):
21st century skills need to betaught.
Like, no one teaches you how tointerview unless you're in a
special program like avid orpathways, whatever it may be.
If you're not, you're not goingto be taught how to interview.
Well, like dress professionalhow do you dress?
Do you come in a full tux?
(24:51):
Like you know?
Simple things like that.
Or, um, how to make your resumelook a little bit more
professional, small things thatyou can do, like using title
case instead of sentence,sentence case.
Like making a resume what areyou supposed to put there?
That's something that augmenataught me too is like in my cv,
(25:13):
you should also put thingsoutside of just your like awards
and career and education.
Like were you part of a panel?
Did you attend a conference?
I would not have known that ifI wasn't taught that by a career
counselor.
So there just needs to be.
There needs to be a shifttowards teaching students about
(25:36):
preparing for careers.
There just needs to 100%.
There needs to.
They need to make time, cutsome time aside, cut something
out and put that there, becausewithout it you're done.
Speaker 2 (25:50):
I love that.
I love the emphasis on thepractical skills.
I mean we see that in higher edas well.
It's the same issue.
Because if they're not part ofa particular class that teaches
them how to navigate theuniversity, or like a career
professional class which is oncein a blue moon, those aren't
always required, those aren'talways available.
(26:12):
So majority of studentsgraduating with a bachelor's
degree still don't know thoseskills unless they seek career
services and they come to us.
Or that's why a lot of thereasons why our approach in the
higher ed system is to go to theclassrooms and offer our
expertise where the students areat.
We go to clubs and orgs, wepresent there, we present in
(26:33):
classes and so forth.
We don't wait for the studentsjust to come to the career
center.
But even then, right, like ifthey're not in a space where we
go to or they don't directlycome ask us again, it's not
embedded into the curriculum,it's not regular conversations
that faculty have with them.
So I think those challengesseep into higher ed as well and
(26:55):
you're right, it's part of abigger picture of things to
think about, of how the systemcan change and evolve to meet
these needs of students needs ofstudents.
As we are kind of thinkingabout the gaps in the system and
what students challenges theymight face, I want to kind of
ask you what are some of thebiggest challenges you see
(27:15):
students facing as they prepareto transition from high school
to either the workforce or somekind of further education?
Speaker 3 (27:24):
I think kind of everything we've talked about is
just helping them understandthat there is importance in
education.
I think a lot of kids just gostraight into the workforce
because they want to make moneynow.
(27:45):
A lot of kids just go straightinto the workforce because they
want to make money now and theydon't really think about how
they can use their time to helpthemselves be more successful
later on.
So that I think again interviewskills that's a really big part
(28:06):
of it.
They're not taught how tointerview well.
I think a really big gap is forour students who have IEPs.
So for those who don't know,it's an individualized education
plan, which a lot of ourstudents have, or 504s, which a
lot of our students have, or504s, and they require some
(28:30):
extra, almost like notrehabilitation, but like helping
them navigate the real worldafter high school because they
have so many support systems inhigh school and then when they
get out, suddenly it's gone inhigh school and then when they
(28:50):
get out, suddenly it's gone.
You know, um.
I recently learned from acolleague that there's the.
There's a program with thecenter of rehabilitation in la
that actually helps studentswith um, with their financials.
Getting into college, teachesthem interview skills as well.
Like helps them in so manydifferent ways, which is
(29:13):
completely free and, I think,state or county funded.
Other than that, I mean, it'severything.
It's just figuring out exactlywhat career they want to go into
, going to the right school, notjust because their parents want
(29:35):
them to go there, but it'sbecause, like, it's going to be
valuable to their major.
Like you said, ucs versus CSUs,ucs versus CSUs.
So we actually took a surveywithin our whole district a few
(29:56):
months ago and we had a panel ofeight students.
This is going to sound terrible.
They were asked how preparedthey are to go to college and
how much their high schoolcounselors helped them prepare
for college.
And it wasn't pretty.
I'll say that they were justlike they didn't help at all.
(30:16):
They just straight up said, likeI was completely on my own and
because a lot of their parentsalso don't have experience going
to school here, they were justleft high and dry and had to do
their own research online,whether it be like preparing to
go to a dorm or having theproper technology Going into
(30:37):
school.
How do they get their funding,how do they find scholarships
and I would say our collegecounselor is really good at that
, but a lot of other schoolsmight not have someone who's so
dedicated.
So I think anything that we cangive them will help, because a
(31:01):
lot of these kids don't have anyresources and some of them
might not look for the resources, but for the most part I think
a lot of them just don't haveresources outside of just the
internet.
So anything can help.
Speaker 1 (31:22):
It sounds like some of the biggest challenges are
just access to this informationand individuals who can provide
I don't want to say the correctinformation, but the information
needed to get to the next step,whether that is furthering your
education and whatever thatmeans to them, or it's jumping
right into the workforce.
Right Interviewing could beinterviewing at your local
retail store or fast food placeor your local hardware or liquor
(31:46):
store, whereas furthereducation could be community
college.
Right Could be higher ed,higher ed I always think
four-year or any other type ofcertification program or
anything else.
Really that looks like that too.
So it sounds like there just isa major gap in the amount of
(32:06):
access and support there are foryoung adults who are making
this transition, which issparking.
I've always said, if I ever goback to do a doctorate, I want
to do my dissertation in a earlycareer education curriculum
program for LAUSD.
For LAUSD, I don't know wherewe'll go with that, but I've
(32:29):
always.
I've always wanted to do thatbecause I believe career
education begins at an earlierage than when they're ready to
leave college.
So yeah, those are kind of mytwo cents.
Speaker 3 (32:38):
That would be so cool .
There's.
There's such a gap in that andI think any anyone who's willing
to help bridge that gap likethat would be amazing.
I feel like it should startsooner than high school, to be
honest, like just plant the seedin middle school so they can
(32:58):
make the effort to go out andlook for these resources in high
school at least the ones whoare willing to it would.
It wouldn't just helpindividuals, it would just help
our entire economy, like that'swhat it comes down to.
Speaker 2 (33:16):
Love that Well, let's end the episode with a little
bit of hope and that I thinkhaving these conversations can
be a great starting point forpeople in this profession and
education, at whatever level, tostart thinking about what the
actual needs and challenges andgaps are in the system and how
(33:37):
we can start to mitigate that.
And maybe it starts with MJ'sthesis or dissertation, or you
know.
We'll see how things evolveover time.
I mean, ai is advancingextremely fast and that's going
to shift the workforce and theeducation system as well.
There's going to be a lot ofchanges.
I think in the next 10 yearsthat we'll see.
(33:59):
So things to think about andconversations to be had.
But we do thank you for beingwith us today, nada, and
providing such invaluableinsight.
It's do thank you for beingwith us today, nada, and
providing such invaluableinsight.
It's been really great to kindof start thinking about these
things on our end as well.
So we appreciate your time withus.
Speaker 3 (34:15):
And I appreciate you guys having me on here and I'm
sorry for being the Debbiedowner.
It's things that I think haveto be talked about, like you
said, for us to get to a goodplace and to just improve our
entire future.
Speaker 2 (34:32):
Thank you so much for listening.
If you enjoy our show, we askthat you write a review on Apple
Podcasts to help us reach morepeople looking to level up their
career.
Want to connect with us, be sureto follow our Instagrams and
websites Follow Career Rise onInstagram for career advice and
motivation to help you stay upto date on all things career.
(34:53):
Be sure to also visit mywebsite, careerriseorg, to book
a career counseling package andaccess free career resources.
My goal is to help you clarifyyour goals, make a plan and feel
confident in your careerjourney.
Speaker 1 (35:09):
You can follow me on Instagram at
careerconfidentlatina, for yourdaily dose of career advice and
my journey as a first-generationLatina counselor.
You can access free resourcesor even work with me by visiting
my website,careerconfidenceonline.
I want to help you grow yourconfidence and help you reach
your career dreams.
(35:29):
Adios.
that your major doesn't define your entire
career trajectory or theoutcomes or the things that you
have to do in life.
And it only makes sense that ifthis newer generation is seeing
that through their parents,their families, their
communities or their leadersright in everyday life, that
they're also questioning thethought of if higher education
the traditional, idealisticversion of what we think higher
(00:22):
education is is worth it to workthis entry level position and
work your way up.
So in 15 years you actuallylive the life that higher ed was
supposed to give you your firsttwo years out.
Speaker 2 (00:38):
You are listening to Coffee and Career Hour.
We are your hosts.
I'm Armina and I'm MJ, twocareer counselors and friends
chatting about all things lifeand career.
Speaker 1 (00:49):
So grab a cup of coffee and join us.
Speaker 2 (00:53):
Welcome to Coffee and Career Hour.
Everybody, we're excited to berecording this episode today.
Speaker 1 (01:01):
Yeah, we have some special tricks up our sleeve,
don't we, Arminé?
Speaker 2 (01:06):
Yes, and we're super excited to be joined by an
amazing guest.
We'd love to introduce you allto Narem Mofsicien, and we'll
actually go ahead and ask her tointroduce herself, her
expertise, her background andall of the amazing things she
has to share with us today aboutthe field of education and her
(01:29):
expertise working with highschool students.
So, Nada, thank you again forbeing here.
Welcome on board.
Could you please introduceyourself and share a bit about
your background and yourexperience?
Speaker 3 (01:40):
For sure.
First of all, thank you so muchfor having me.
Like the girl said, my name isNada Moffsician.
I'm a high school teacher atSchur High School in Montebello.
I teach CTE computer graphicsand I'm about to actually teach
an intro game design class nextyear this will be coming up in
(02:02):
August.
This will be my 10th year ineducation.
I went to Cal State Long Beachfor my bachelor's degree in
graphic design and then later onI did my master's, my MFA, at
Cal State Long Beach as well,with the help of Admina, by the
way.
She helped me finagle my artiststatement to get in and I'm so
(02:23):
thankful to her finagle myartist statement to get in and
I'm so thankful to her.
Speaker 2 (02:29):
Um, I just have to say you were my very first
client when career rise was justa seed in my mind and we were
literally at a bar with a groupof friends and I was telling you
how I'm a career counselor andyou're like could you read my
personal statement help?
Me help me.
That was amazing.
Well, thanks to you, my ideadid come to fruition, seeing
(02:50):
that I can actually do thisoutside of my 9 to 5 job.
So thank you.
Speaker 3 (02:56):
And you've been killing it.
But honestly, like Ademinalooked at my artist statement,
you looked at my CV.
We took out all the crap thatwe didn't need Anything that was
like important stayed of course, and like I really wouldn't
have done it without you.
I fully believe that.
(03:18):
I'm just so thankful to you andthank you guys for having me
here.
I'm excited.
Speaker 2 (03:25):
Thank you so much, Nara.
Well, it's a pleasure to seeyou thriving in your industry
and being able to bring yourgraphic design knowledge to your
love of education and helpingstudents.
So in this episode, we'rereally excited to hear about
your profession, your expertise,everything you've been seeing
through your experience.
Speaker 3 (03:47):
Cool, I look forward to it.
Speaker 1 (03:49):
Yeah, and throughout this episode, armanay and I are,
you know, college counselorsand we work with higher
education students and studentsof all different ages and
backgrounds, and we wanted tobring you on here to really shed
light on high school and wewanted to bring you on here to
really shed light on high schoolcollege minds from that
perspective, because careerreadiness really does begin at a
(04:09):
fundamental age rather thanwhen in higher ed.
I think in higher ed is when itstarts to solidify and you start
to really take the steps.
But earlier in your life, inyour age right without boring
you all to death with careerdevelopment history, it really
does start when we're kids andwe're asked like what do you all
to death with careerdevelopment history.
It really does start when we'rekids and we're asked like what
do you want to be when you growup?
So, nada, you, you shared withus.
(04:30):
You have almost 10 years ofexperience, right, practically
10 years of experience ineducation and teaching.
What shifts have you observedin the types of career students
express interest in and arethere any surprising trends that
you've noticed so far?
Express interest in and arethere?
Speaker 3 (04:44):
any surprising trends that you've noticed so far?
Hmm, that's a really goodquestion.
Okay, I'd say, when I startedoff, I feel like a lot of
students have always wanted togo into STEM.
I see a lot of different typesof students.
I see a lot of students whomight do like ROTC and go into
(05:05):
military.
I see, like creative students.
I see students who just workretail and they're happy doing
that.
I'd say like one of the biggestfields my students have gone
into and still do is nursing.
Actually, like, since I started,um, in terms of big shifts and
(05:30):
like career decisions, Iwouldn't say that I've noticed
any really big ones, um, but Iwill say that there's been a
shift kind of away from collegeum, if I'm being honest.
So I've noticed that, like alot of students, even when I was
in high school, it was alwayslike you have to go to college,
(05:51):
that's it, you have to go to afour year.
But now it's really movedtowards like JCs, which
everyone's always gone to JCsbefore as well.
But trade schools have reallycome up and I think like it's
weird, I feel like it's apattern although I don't know
(06:13):
too much about the history oflike the emphasis on college and
trade school.
But I think that used to be.
There used to be a really bigemphasis on trade school before
the 2000s.
Then it went to this collegeshift and now again it's like
there's so many I hope I'm usingthe term right blue collar,
blue collar jobs that, like,people aren't fulfilling because
(06:37):
there isn't enough interest init, like, um, plumbing, welding,
uh, graphic design can even beconsidered a blue collar job a
lot of the time, but I feel likethat's the trend that we're
moving towards is like I'mseeing a lot of my students go
into um, la trade, tech or plattcollege, some of these private
(07:02):
colleges too, or even like RioHondo, cerritos, elac, and then
doing certification programsthere so they can get certified
management, welding, electrician, blah, blah, blah, and then
they just want to go straight towork.
They're like, why am I going togo to a four-year and spend two
out of those four years notfocusing on my profession that I
(07:26):
want to go into?
And I'm sorry I'm rambling, butlike a lot of the kids that
actually don't quite know whatthey want to do yet which I was
in that boat Are the ones whoare going into the four years,
whether they're going inundeclared or going into a major
that they're like okay, I'mkind of interested in this.
They're the ones that I seegoing to the four years more
(07:48):
often.
Speaker 2 (07:49):
Wow, that's so interesting.
What a great perspective.
I wonder, you know, do youthink it's because students are
wanting to get into the jobmarket sooner, feeling the need
to just be more practicalbecause they need to provide for
themselves, whereas they'reseeing four years as more of
like a exploratory place where,if they don't know what they
(08:12):
want to do, they're like okay, Icould use this extra time at a
college to explore, but if thereis a specific skill or trade
that they may, may enjoy, theyrather just jump into that both
of those, absolutely yeah, Ithink.
Speaker 3 (08:28):
Like they're the ones who do go to a four are
definitely looking at it as like, okay, I get to come here and
explore different um careerpaths.
And then the ones that aregoing to trade schools, they're
like, okay, I already know whatI want.
Do I want to go and be aplumber?
I've seen my uncle do it andhe's made a lot of money and
he's like started his ownbusiness maybe.
(08:50):
Yeah, the ones I think who gointo trade schools are like,
okay, I'm 100% in, I alreadyknow what I'm doing.
I'm going to go get mycertification in this and do
whatever I have to.
And then I'm gonna go get mycertification this and do
whatever I have to, um, and thenI'm gonna start working.
Like I have a student, leslie,this past year, who finished her
(09:11):
AA while she was in high school, which is insane that they can.
I was such a terrible studentI'm like I would not be able to
do that at all, but she finishedher AA.
She was attending onlineclasses at la trade tech to get
her electrician um certification.
She finished that and now she'slike, okay, there are these two
(09:34):
other certifications that I'mgoing to do and then, hopefully,
I'm going to get a job at ledwp, at department of water and
power.
She's just like she knowsexactly what she wants to do.
If only we were also lucky, likebut yeah, the kids that are
going to four years and I'mtalking like ucla, uc, irvine,
(09:56):
like the big ucs too they'rekind of like I think I want to
do this.
I'm not 100% sure, but I thinkI'll figure it out while I'm
there, you know.
So they're more like notentirely sure.
They have kind of a generaldirection, but they're like okay
, I'm going to use these coupleof years to figure out exactly
(10:16):
what I want to do and then makethat decision when I'm there,
pretty much.
Speaker 2 (10:23):
Yeah, you know, I wonder, and what both of your
thoughts are on this.
Do you think it's like thevalue of education has shifted
over time and there's that's whymaybe they're not seeing the
bachelor's degree as needed,maybe in the way that when we
were growing up, when it was ourhigh school age, it was more so
(10:45):
like wanting, like you said,not as similar.
For me, going to a four year,even community college, was a
little bit taboo, I feel like inmy day, and it was like all
right, it's OK to go, but it'sideal if you go straight to a
four year.
That was a lot of the messagingmy generation was getting.
So I wonder what do you guysthink?
Is it the value of educationthat's shifted?
My generation was getting.
Speaker 3 (11:05):
So I wonder, what do you guys think?
Is it the value of educationthat's shifted?
I think I'll make it fast, butI think our there's been a lot
more of an emphasis on CTE andcareer education in the past
five to six years.
It's been growing, especiallywith the CTE teachers I work
with.
They're like they've alwayskind of made a point of this is
(11:29):
not the only option, college isnot the only option.
You could do this instead ifyou already know what you want
to do.
But I also think that not justmy friends, but people that I've
known, and probably ourstudents parents, have majored
in something like psychology orcommunications or xyz and they
(11:51):
didn't end up working in thatfield.
So it's like they're they'requestioning whether or not it's
valuable to them to go to afour-year and get a bachelor's
if they can do this instead, ifthey can do this instead.
Speaker 1 (12:06):
That's kind of my view.
Yeah, I on that notespecifically, armin and I always
run on the messaging,regardless if you know we're
working our nine to five or not,that your major doesn't define
your entire career trajectory orthe outcomes or the things that
you have to do in life.
And it only makes sense that ifthis newer generation is seeing
that through their parents,their families, their
(12:26):
communities or their leadersright In everyday life, that
they're also questioning thethought of if higher education
the traditional, idealisticversion of what we think higher
education is is worth it to workthis entry-level position and
work your way up.
So in 15 years, you actuallylive the life that higher ed was
supposed to give you your firsttwo years out, if that makes
(12:47):
any sense.
So it makes a lot of sense thatthis generation wants to go
into these types ofopportunities, this education
that's almost very quick, toprovide them an opportunity to
really jumpstart their careerand get in there and get their
hands dirty, work more towardswhatever it is that they want to
do, because it's a quickerroute, there's less
(13:10):
complications, it's financiallysometimes more stable and
feasible for a lot of differentindividuals as well.
So it makes sense.
I think that, though there isstill this craving of this
idealistic version of highereducation and what it can offer
us.
And coming from a low incomefirst gen person of color
background, you know educationfor me was instilled that it was
(13:32):
like my liberation, the thingthat my mom could leave me
behind the day she leaves orpasses.
It's the one thing that I cankeep, that's mine.
That can liberate me indifferent ways too yeah, all
valid, I think.
Speaker 3 (13:52):
I mean, if we look at it too, I think there are
statistics that say that, um,those who do get earn a
bachelor's degree are paid morethan those with, like, an
associates or a certification.
I think there's data on that.
Um, but yeah, like it was theexact same with my mom was like
you're going to college period,that's what you're doing.
(14:13):
It was like she came fromArmenia, and I think Adina's
parents did too, and it was justlike you're going to build your
own future for yourself andthis is the route to do it.
This is what you're going to doto get there.
You, you know.
Speaker 2 (14:27):
Yeah, absolutely.
That makes a lot of sensebecause this generation is a lot
of times maybe second gen,right, their parents already
went to school here and haveexperienced those things that
you're sharing, mj, versus ourgeneration, our parents, our
first gen, they didn't go toschool here.
So it's like these are theopportunities we didn't have.
(14:48):
So we want you to take on that,and there is almost like this
idealistic vision of what theythought the education could
provide, but then the reality isthere's a lot more than just
having a bachelor's degreethat's going to make you
successful, and so I think nowsecond gen kids, students, are
realizing that there aredifferent ways to become
(15:09):
successful besides that.
So it makes a lot of sense.
What interesting insight Thankyou for sharing.
I'm wondering how informed doyou feel like students are about
the realities of differentcareers?
Like you know, what does itreally mean to be in a
particular occupation and wheredo you think they're typically
getting their information In aparticular occupation and where
(15:29):
do you think they're typicallygetting their information.
Speaker 3 (15:34):
So I think that they are not well informed.
I don't think they're wellinformed at all.
I think some of their teachersmight do their best to let them
(15:55):
know what the reality of it isof just going into a specific
career.
I can say for our school weneed more of that, we need more
career counseling, and I think Ican speak for all public
schools, at least in LA, when Isay that we don't have the
resources to teach kids what ittakes to be in X career.
You know, like this is one ofthe things that makes me so
(16:18):
angry that we don't like investin teaching kids about the
reality of going into a career.
Like I want to be apsychologist, okay, let's talk
about how long it's going totake to actually get there.
You know, or I want to go intoengineering, or I want to go
into this other thing.
Like let's really like whatdoes it take?
(16:42):
We have students who want to goand become architects and,
depending on the type ofarchitecture you want to do, it
may or may not involve a lot ofcalculus and physics, and I
actually recently found out thatit might not involve as much
physics as I thought.
So I think just this, I don'tknow.
(17:02):
I don't feel like there'senough of an emphasis on career.
It's all about like get goodgrades, do what you're supposed
to do, let's walk you.
Or like let's run you throughthe conveyor belt of public
education.
Good luck Afterwards, it's likefigure it out.
No, that's one of the thingsthat I think is just severely
(17:23):
lacking is education on justcareer education.
That's it Severely lacking, Ithink.
Speaker 1 (17:33):
Yeah, what you're touching on too is a lot of
exposure at such a young age.
Of course children are still, oryoung adults are still,
developing there.
But there's a sense of exposurebecause we have again this
vision, this idea in our head ofwhat XYZ career could look like
and we automatically tend tothink and I say we because I'm
going to include myself.
(17:53):
You know, I thought getting adegree in psych or a degree
period was going to get mewhatever job it could and the
picture of my family painted forme when in reality, if I would
have been exposed, if I wouldhave been supported and provided
resources, tools or shown andtaught how to do career
exploration at this early age, Iwould have had a better idea, I
(18:14):
would have been more informed,I would have done things
differently.
That would have got me to maybeeven a different route than
career counseling Firm.
Believer of everything happensfor a reason.
But I agree with you thatcareer education, exposure and
development needs to be taughtat an earlier age so children
can get and understand this ideaof where they are, rather than
(18:34):
thinking they have to pick oneof like four or five things do
the degree and then graduate,and then it's not the
expectation they thought.
Speaker 3 (18:44):
I'm gonna piggyback on that too, because I think
what needs to happen is likeworking backwards, because we
put so much of an emphasis oncollege, but it's career that
should come first.
And, like we've, we've gottensome resources lately like, um,
(19:04):
there's a program calledNaviance, it's through oh my
gosh, I'm blanking.
They're called New Tech Network.
It's this organization that wasthat's funded by the Bill and
Melinda Gates Foundation andwe've like run a lot of our
college and career days throughthat now and we have like it
(19:28):
comes with little surveys thatstudents can take to figure out,
like, oh, what career would yoube best suited for?
So it's like moving in theright direction and it's using
technology to do that, but atthe same time, it's like it's
just not enough.
And, yeah, that that's what itcomes down to.
It's like having thoseresources might land students in
(19:52):
such successful positions lateron because they have an idea of
their timeline after highschool.
Like now I know that if I dowant to be a psychologist or if
I do want to be a therapist, Idon't just need my bachelor's
degree Later on.
I have to go.
Maybe I could do a master's PhDprogram.
(20:14):
All the kids think that you'rejust like I'm going to go to
bachelor or I'm going to get mybachelor's, then I'm going to do
a master's, like right away,like I'm just going to do it.
It's like you don't know whatthat means to get a master's
degree.
It's like there's just so muchmiseducation about it or
misinformation about it and Ithink the kids just look at it
(20:35):
as like, yeah, I'm going tototally do that, it's easy.
Yeah, I'll do it afterwards.
It's like learn about what itmeans to get the degree.
Is it going to be helpful toyou?
How long is it going to take?
Do you even need it?
All these things going to take?
Do you even need it, all thesethings?
(20:55):
Yeah, we just a lot of ourcounselors in public education
are so focused on getting kidsto graduate, which is a valid
concern but it ends up they endup kind of like leaving behind
those kids who kind of alreadyknow what they want to do and
need guidance and getting tothat place.
Speaker 2 (21:16):
Yeah, I love that you talked about working backwards.
That's literally the phrase Iuse with my students in career
counseling when they want toknow about, like, what kind of
jobs they would qualify for orwhat kind of occupations they're
interested in.
We'll talk about, like let'slook at would qualify for or
what kind of occupations they'reinterested in.
We'll talk about, like, let'slook at what it is that's needed
, then let's work backwards tosee what can you do now until
(21:37):
you graduate, to positionyourself for these types of
roles.
And I agree absolutely it wouldbe helpful if we could do that
process much earlier, whilethey're in high school, to
figure out what kind of collegeIs a UC even needed?
Maybe CSU is a better fit.
We see that from our studentsall the time.
I literally just got chillsbecause we have these
(21:58):
conversations with students.
They'll be in a UC institutionalmost done, but realizing that
maybe my major would have beenbetter at a Cal State, because
Cal States are more teachingfocused versus research focused,
like it didn't even make sensefor you to be in a research
institution, let alone talkingabout trade schools and
certification programs and soforth.
(22:18):
Right, there's so manydifferent pathways to success,
but students don't know all ofthe options.
But I'm also thinking too islike how ready are they to do
some of that exploration too?
Because even college studentsaren't ready.
They don't know themselves wellenough.
They don't know what they like,what they value, what kind of
(22:39):
lifestyle they see themselveshaving.
How can we expect like highschool age students to really
reflect on these things too?
Speaker 1 (22:47):
To quickly add on to that.
I also think at a high schoollevel age they're easily
influenced right, like whateverthey're seeing in their
environments or online or in ourleaders and the world.
They're easily influenced byhow accepting they are of these
different suggestions orcomments or ideas, really.
(23:08):
So I yeah, armanay, Icompletely agree with you about
how open, but I think that'swhere we can teach them right
and we can provide differentexamples and go about the
education a different way.
It may not be as receptive inthe beginning or when you're
starting or to some, but toothers it really may be, because
it'll be the first time they'reallowed to explore, to really
(23:28):
understand what I like, what Idon't like.
What is a master's?
How much does it cost?
Getting a bachelor's is like ahigh school diploma nowadays,
and what does that kind of looklike from there?
Speaker 3 (23:43):
that's true.
Um, I think it comes down totime.
Like having those conversationsis so important and, like you
said, like it might not be wellreceived, but I don't know.
It just needs to be figured out.
Like we have, we give thesekids four years in high school
(24:08):
to complete their the classesthat they need to do, like
whether it be biology andchemistry and algebra and
algebra two and geometry, andI'm not saying like every single
thing isn't important, butthere are things that I don't.
I don't know, it's not eveneven just career.
It's just like 21st centuryskills needs to be taught.
(24:29):
21st century skills need to betaught.
Like, no one teaches you how tointerview unless you're in a
special program like avid orpathways, whatever it may be.
If you're not, you're not goingto be taught how to interview.
Well, like dress professionalhow do you dress?
Do you come in a full tux?
(24:51):
Like you know?
Simple things like that.
Or, um, how to make your resumelook a little bit more
professional, small things thatyou can do, like using title
case instead of sentence,sentence case.
Like making a resume what areyou supposed to put there?
That's something that augmenataught me too is like in my cv,
(25:13):
you should also put thingsoutside of just your like awards
and career and education.
Like were you part of a panel?
Did you attend a conference?
I would not have known that ifI wasn't taught that by a career
counselor.
So there just needs to be.
There needs to be a shifttowards teaching students about
(25:36):
preparing for careers.
There just needs to 100%.
There needs to.
They need to make time, cutsome time aside, cut something
out and put that there, becausewithout it you're done.
Speaker 2 (25:50):
I love that.
I love the emphasis on thepractical skills.
I mean we see that in higher edas well.
It's the same issue.
Because if they're not part ofa particular class that teaches
them how to navigate theuniversity, or like a career
professional class which is oncein a blue moon, those aren't
always required, those aren'talways available.
(26:12):
So majority of studentsgraduating with a bachelor's
degree still don't know thoseskills unless they seek career
services and they come to us.
Or that's why a lot of thereasons why our approach in the
higher ed system is to go to theclassrooms and offer our
expertise where the students areat.
We go to clubs and orgs, wepresent there, we present in
(26:33):
classes and so forth.
We don't wait for the studentsjust to come to the career
center.
But even then, right, like ifthey're not in a space where we
go to or they don't directlycome ask us again, it's not
embedded into the curriculum,it's not regular conversations
that faculty have with them.
So I think those challengesseep into higher ed as well and
(26:55):
you're right, it's part of abigger picture of things to
think about, of how the systemcan change and evolve to meet
these needs of students needs ofstudents.
As we are kind of thinkingabout the gaps in the system and
what students challenges theymight face, I want to kind of
ask you what are some of thebiggest challenges you see
(27:15):
students facing as they prepareto transition from high school
to either the workforce or somekind of further education?
Speaker 3 (27:24):
I think kind of everything we've talked about is
just helping them understandthat there is importance in
education.
I think a lot of kids just gostraight into the workforce
because they want to make moneynow.
(27:45):
A lot of kids just go straightinto the workforce because they
want to make money now and theydon't really think about how
they can use their time to helpthemselves be more successful
later on.
So that I think again interviewskills that's a really big part
(28:06):
of it.
They're not taught how tointerview well.
I think a really big gap is forour students who have IEPs.
So for those who don't know,it's an individualized education
plan, which a lot of ourstudents have, or 504s, which a
lot of our students have, or504s, and they require some
(28:30):
extra, almost like notrehabilitation, but like helping
them navigate the real worldafter high school because they
have so many support systems inhigh school and then when they
get out, suddenly it's gone inhigh school and then when they
(28:50):
get out, suddenly it's gone.
You know, um.
I recently learned from acolleague that there's the.
There's a program with thecenter of rehabilitation in la
that actually helps studentswith um, with their financials.
Getting into college, teachesthem interview skills as well.
Like helps them in so manydifferent ways, which is
(29:13):
completely free and, I think,state or county funded.
Other than that, I mean, it'severything.
It's just figuring out exactlywhat career they want to go into
, going to the right school, notjust because their parents want
(29:35):
them to go there, but it'sbecause, like, it's going to be
valuable to their major.
Like you said, ucs versus CSUs,ucs versus CSUs.
So we actually took a surveywithin our whole district a few
(29:56):
months ago and we had a panel ofeight students.
This is going to sound terrible.
They were asked how preparedthey are to go to college and
how much their high schoolcounselors helped them prepare
for college.
And it wasn't pretty.
I'll say that they were justlike they didn't help at all.
(30:16):
They just straight up said, likeI was completely on my own and
because a lot of their parentsalso don't have experience going
to school here, they were justleft high and dry and had to do
their own research online,whether it be like preparing to
go to a dorm or having theproper technology Going into
(30:37):
school.
How do they get their funding,how do they find scholarships
and I would say our collegecounselor is really good at that
, but a lot of other schoolsmight not have someone who's so
dedicated.
So I think anything that we cangive them will help, because a
(31:01):
lot of these kids don't have anyresources and some of them
might not look for the resources, but for the most part I think
a lot of them just don't haveresources outside of just the
internet.
So anything can help.
Speaker 1 (31:22):
It sounds like some of the biggest challenges are
just access to this informationand individuals who can provide
I don't want to say the correctinformation, but the information
needed to get to the next step,whether that is furthering your
education and whatever thatmeans to them, or it's jumping
right into the workforce.
Right Interviewing could beinterviewing at your local
retail store or fast food placeor your local hardware or liquor
(31:46):
store, whereas furthereducation could be community
college.
Right Could be higher ed,higher ed I always think
four-year or any other type ofcertification program or
anything else.
Really that looks like that too.
So it sounds like there just isa major gap in the amount of
(32:06):
access and support there are foryoung adults who are making
this transition, which issparking.
I've always said, if I ever goback to do a doctorate, I want
to do my dissertation in a earlycareer education curriculum
program for LAUSD.
For LAUSD, I don't know wherewe'll go with that, but I've
(32:29):
always.
I've always wanted to do thatbecause I believe career
education begins at an earlierage than when they're ready to
leave college.
So yeah, those are kind of mytwo cents.
Speaker 3 (32:38):
That would be so cool .
There's.
There's such a gap in that andI think any anyone who's willing
to help bridge that gap likethat would be amazing.
I feel like it should startsooner than high school, to be
honest, like just plant the seedin middle school so they can
(32:58):
make the effort to go out andlook for these resources in high
school at least the ones whoare willing to it would.
It wouldn't just helpindividuals, it would just help
our entire economy, like that'swhat it comes down to.
Speaker 2 (33:16):
Love that Well, let's end the episode with a little
bit of hope and that I thinkhaving these conversations can
be a great starting point forpeople in this profession and
education, at whatever level, tostart thinking about what the
actual needs and challenges andgaps are in the system and how
(33:37):
we can start to mitigate that.
And maybe it starts with MJ'sthesis or dissertation, or you
know.
We'll see how things evolveover time.
I mean, ai is advancingextremely fast and that's going
to shift the workforce and theeducation system as well.
There's going to be a lot ofchanges.
I think in the next 10 yearsthat we'll see.
(33:59):
So things to think about andconversations to be had.
But we do thank you for beingwith us today, nada, and
providing such invaluableinsight.
It's do thank you for beingwith us today, nada, and
providing such invaluableinsight.
It's been really great to kindof start thinking about these
things on our end as well.
So we appreciate your time withus.
Speaker 3 (34:15):
And I appreciate you guys having me on here and I'm
sorry for being the Debbiedowner.
It's things that I think haveto be talked about, like you
said, for us to get to a goodplace and to just improve our
entire future.
Speaker 2 (34:32):
Thank you so much for listening.
If you enjoy our show, we askthat you write a review on Apple
Podcasts to help us reach morepeople looking to level up their
career.
Want to connect with us, be sureto follow our Instagrams and
websites Follow Career Rise onInstagram for career advice and
motivation to help you stay upto date on all things career.
(34:53):
Be sure to also visit mywebsite, careerriseorg, to book
a career counseling package andaccess free career resources.
My goal is to help you clarifyyour goals, make a plan and feel
confident in your careerjourney.
Speaker 1 (35:09):
You can follow me on Instagram at
careerconfidentlatina, for yourdaily dose of career advice and
my journey as a first-generationLatina counselor.
You can access free resourcesor even work with me by visiting
my website,careerconfidenceonline.
I want to help you grow yourconfidence and help you reach
your career dreams.
(35:29):
Adios.
Popular Podcasts
Dateline NBC
Current and classic episodes, featuring compelling true-crime mysteries, powerful documentaries and in-depth investigations. Special Summer Offer: Exclusively on Apple Podcasts, try our Dateline Premium subscription completely free for one month! With Dateline Premium, you get every episode ad-free plus exclusive bonus content.
The Breakfast Club
The World's Most Dangerous Morning Show, The Breakfast Club, With DJ Envy, Jess Hilarious, And Charlamagne Tha God!
Crime Junkie
Does hearing about a true crime case always leave you scouring the internet for the truth behind the story? Dive into your next mystery with Crime Junkie. Every Monday, join your host Ashley Flowers as she unravels all the details of infamous and underreported true crime cases with her best friend Brit Prawat. From cold cases to missing persons and heroes in our community who seek justice, Crime Junkie is your destination for theories and stories you won’t hear anywhere else. Whether you're a seasoned true crime enthusiast or new to the genre, you'll find yourself on the edge of your seat awaiting a new episode every Monday. If you can never get enough true crime... Congratulations, you’ve found your people. Follow to join a community of Crime Junkies! Crime Junkie is presented by audiochuck Media Company.