Role of Socio-Economic Status in Reducing Career Choice Conflict among Secondary School Students in Karu Local Government Area, Nasarawa State, Nigeria

Choosing a career is one of the most defining moments in a young person’s life, yet for many secondary school students in Karu Local Government Area (LGA) of Nasarawa State, this process is fraught with uncertainty, anxiety, and limited opportunity. This study investigates how socio-economic status influences career choice conflict among secondary school students in Karu Local Government Area, Nasarawa State, Nigeria. The problem arises from the widening disparity in students’ access to career guidance, where family background, parental education, occupation, and income significantly affect students’ confidence and clarity in making career decisions. The main objective was to determine the extent to which these socio-economic factors shape students’ career choices and to identify effective interventions that can minimize resulting conflicts. Anchored on Lent, Brown, and Hackett’s Social Cognitive Career Theory (SCCT), the study explains how self-efficacy, outcome expectations, and environmental support interact to shape students’ career behavior. A mixed-methods design combining descriptive survey and phenomenological approaches was adopted. Data were collected from 400 students, parents, counsellors, and administrators using stratified random and purposive sampling, analyzed through SPSS statistics and thematic analysis. Results revealed that low socio-economic status intensifies career indecision, anxiety, and lack of guidance, while higher parental education and income reduce conflict and enhance confidence. The study concludes that equitable access to counselling, mentorship, and information can mitigate class-based disparities. It recommends the institutionalization of school-based career counselling, parent awareness workshops, and community mentorship programs to promote informed, inclusive, and sustainable career development among youth.