Abstract
About 40% of the first-year enrolment in Dutch higher education (HE) are ‘first-generation’ HE students. Career education and guidance (CEG) can make a difference for their parents who have not experienced HE themselves. This article reports on the outcomes of a research project which explores the impacts of a school-initiated career intervention for parents, both those with and without HE qualifications. The results for parents without HE qualifications showed different patterns in their knowledge, self-efficacy and role definition.
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