03/01/2026

Centering Student Voice in Career Development: A Strategy for Educators to Enhance Equity and Engagement

By Becky Otárola

Career development is fundamentally a process of self-discovery and meaning. According to Savickas’ Career Construction Theory, individuals do not merely "discover" a pre-existing career; they actively construct it by imposing meaning on their vocational behaviors and experiences (Savickas, 2005). Similarly, Donald Super’s Life-Span, Life-Space theory posits that career choice is the implementation of a self-concept (Super, 1980). Yet traditional programs may rely on standardized, distant metrics such as satellite data (test scores) and map data (standardized tools) that can fail to capture how each learner constructs their future. When institutions depend solely on this impersonal data, it is possible for them to ignore the crucial street data, which encompasses the qualitative, humanizing stories, perspectives, and lived experiences of the students themselves.

Why Student Voice Matters
Advance CTE’s 2024 report, Leveraging Learner Voice in CTE, reinforces the importance of a learner-centered approach (Advance CTE, 2024). Their national survey revealed that only 20% of learners felt their ideas were taken seriously by program leaders (Advance CTE, 2024). This national insight mirrors what is often found at the local district level. Students frequently request career services that align more closely with their specific realities. For example, focus groups in varying school environments often reveal that students in smaller schools may perceive different barriers to access—such as fewer electives or career fairs—than their peers in larger comprehensive high schools (Colquitt, 2024). When educators listen to this feedback, it informs how CTE (Career and Technical Education) teams can collaborate with schools to improve current programs and plan new programming that addresses specific equity gaps.

Tips for Incorporating Student Voices
Based on student responses to surveys and in focus groups conducted across educational settings, several key themes have emerged:

• Timing and Access Matter: High school students want earlier exposure to career pathways. This aligns with Super’s "Exploration" stage (ages 14–24), where adolescents need broad exposure to crystallize their vocational preferences (Super, 1980).
• Relevance is Key: Students crave hands-on, real-world connections—field trips, internships, guest speakers, and courses that feel applicable. Narrative approaches to career counseling suggest that students are more engaged when they can connect their learning to their own life themes and stories (Savickas, 2011).
• Clarity Helps: Many students are not fully aware of the career pathways available to them, especially in CTE. This lack of information creates a barrier to what Donald Super defines as the "Crystallization" task of the Exploration stage, where adolescents must have sufficient knowledge of the world of work to move from vague ideas to specific preferences (Super, 1980). Students want clearer communication and support with navigating options.
• Input Can Be Simple: Even short surveys or casual listening sessions can uncover powerful insights. Just as Savickas advocates for the Career Style Interview—which uses simple, open-ended questions (e.g., "Who is your role model?") to reveal deep life themes (Savickas, 2011)—educators can use brief, narrative-focused check-ins to gather "street data" that is often richer than complex standardized surveys.

From Service Delivery to Student Leadership
It is important that educators learn how to move from delivering career services to students to building them with students. By centering student voice, career development programming becomes more equitable, relevant, and responsive to the real-world needs of the community.

Gather Street Data (The Listening Phase)
Move beyond traditional metrics like test scores. Focus on the lived experiences of students to uncover the "why" behind the numbers.

• Check Assumptions: Use student feedback specifically to find blind spots in how services are currently designed.
• Keep it Simple: Start small to avoid "survey fatigue." A three-question Google Form or a 30-minute informal focus group during lunch (ideally with free pizza as an incentive) can provide more actionable insight than a 50-question annual survey.
• Focus on Language: Listen to the words students use to describe their goals and barriers. Use the same language in outreach to resonate with the student.

Formalize Student Leadership

Create a permanent structure where students have a seat at the table rather than being invited as guests.

• Establish a Student Advisory Council: designate student leaders at both the school and district levels.
• Empower Decisions: give the council a specific goal, such as reviewing new program proposals or advising on equipment purchases.
• Ensure Representation: actively recruit students from underrepresented backgrounds to ensure your equity goals are met through direct participation.

Humanize the Data through Storytelling
Use student stories to bridge the gap between your programming and the community’s perception of it.

• Feature Student Experiences and Accomplishments: incorporate student profiles into district newsletters, social media, and board presentations.
• Highlight the Journey: focus on stories of growth, problem-solving, and career identity rather than just test scores and final grades.
• Co-Create Content: let students film or write these communications so the voice remains authentic.

Close the Feedback Loop
Trust is built when students see their input resulting in tangible change.

• The "You Said, We did" Model: when a change is made to a program or outreach priority based on survey data, explicitly tell the students.
• Ongoing Transparency: share progress reports with the Student Advisory Council so they see how their leadership is impacting the district’s long-term planning.

Moving from Voice to Action
The transition from viewing students as passive recipients to active co-creators of their education requires more than just gathering feedback; it demands a fundamental restructuring of our planning and improvement cycles. By integrating street data and formalizing leadership through student advisory councils, the field can move beyond the limitations of standardized metrics to create a system that is genuinely responsive to student needs for earlier exposure, hands-on relevance, and clear communication. This commitment to shared ownership ensures that career development programs do not just exist for students, but are built with them, ultimately empowering learners to successfully navigate their own career journeys.

References

Advance CTE. (2021). With learners, not for learners: A toolkit for elevating learner voice in CTE. https://careertech.org 

Advance CTE. (2024). Leveraging learner voice in CTE: Empowering learners, enhancing CTE. https://careertech.org 

Colquitt, A. (2024). Using student voices to inform educational reform: Exploring high school educational desires to improve curricular decisions. https://www.proquest.com/openview/72a764718c6a57e99e3cf5a1b70681f5/1?cbl=18750&diss=y&pq-origsite=gscholar 

National Career Development Association (NCDA). (n.d.). Career development facilitator training manual.

Safir, S., & Dugan, J. (2021). Street data: A next-generation model for equity, pedagogy, and school transformation. Corwin.

Savickas, M. L. (2005). The theory and practice of career construction. In S. D. Brown & R. W. Lent (Eds.), Career development and counseling: Putting theory and research to work (pp. 42–70). John Wiley & Sons.

Savickas, M. L. (2011). Career counseling. American Psychological Association.

Super, D. E. (1980). A life-span, life-space approach to career development. Journal of Vocational Behavior, 16(3), 282–298.

Becky Otárola works for Denver Public Schools on the Career and Technical Education team as a Curriculum Specialist. Becky's background is in teaching small business and workforce development to immigrant and refugee adults in the greater Denver area, and now she is honored to serve their kids. Becky works with her team to lead CTE-focused professional learning for school staff and has spoken at the Colorado ACTE conference about teaching durable skills in CTE classes. She also serves as the ACE Division (CTE For All) Board Treasurer for the Colorado Association for Career and Technical Education. Becky can be reached at rebecca_otarola@dpsk12.net and you can connect with Becky on LinkedIn.