Abstract
This study examines the impact of Career Pathways, a career readiness program, on rural Minnesota high schools using Redefining Ready! metrics for design and implementation. Many high schools follow traditional models, lacking meaningful integration of career preparedness, despite a widening skills gap. Rural high schools in particular face significant challenges because of disparities in resources and funding, compared to urban and suburban schools, when trying to adapt to the needs of a global society and prepare students appropriately.The research, a mixed-methods multiple case study, explored how Career Pathways is influencing rural high school career pathways design and implementation from the perspective of administrators, educators, and counselors. Data was collected from 63 participants via surveys and 19 semi-structured interviews across four rural high schools. I analyzed program progress documents and course registration guides for categorizing while I examined quantitative data using descriptive and inferential statistics. Additionally, I performed thematic analysis and developed individual case studies from the qualitative data. Finally, I completed a cross-case analysis of four rural high school sites, followed by a comparative data analysis and integration.
Findings revealed Career Pathways positively influenced career readiness beliefs, systems, and daily experiences in rural high schools. However, participants perceived external factors, such as funding and legislation, as barriers to effective implementation, and having a shared vision among all constituents was crucial to effectiveness. Recommendations include policymakers clarifying and prioritizing career readiness for all students and high school leaders actively addressing limiting beliefs and negative attitudes towards career preparation as a collective call to action. The research findings contribute to identifying how rural high schools can close the skills gap with inclusive career pathways, leading to transformational change.