Practitioners, researchers, and policymakers are interested in the potential of Career and Technical Education (CTE) to improve student outcomes by increasing students' affective engagement - their feelings of belonging at school and valuing what they are learning. Little research has studied the relationship between the breadth of participation in CTE and affective engagement; however, to help fill in this gap, this paper draws on data from a large, multi-ethnic high school, to examine the linear and non-linear relationships of participation in CTE with affective engagement at school. Results of multiple regressions revealed curvilinear relationships between students' affective engagement and the number of CTE courses they took and the number of afterschool and weekend hours spent working on CTE related businesses. These findings suggest a middle-range mix of CTE and academic courses are associated with higher levels of affective engagement with school.
{"title":"It's Good Until It's Not: The Curvilinear Relationship Between Affective School Engagement and Career and Technical Education Participation","authors":"David K. Diehl","doi":"10.5328/CTER45.3.45","DOIUrl":"https://doi.org/10.5328/CTER45.3.45","url":null,"abstract":"Practitioners, researchers, and policymakers are interested in the potential of Career and Technical Education (CTE) to improve student outcomes by increasing students' affective engagement - their feelings of belonging at school and valuing what they are learning. Little research has\u0000 studied the relationship between the breadth of participation in CTE and affective engagement; however, to help fill in this gap, this paper draws on data from a large, multi-ethnic high school, to examine the linear and non-linear relationships of participation in CTE with affective engagement\u0000 at school. Results of multiple regressions revealed curvilinear relationships between students' affective engagement and the number of CTE courses they took and the number of afterschool and weekend hours spent working on CTE related businesses. These findings suggest a middle-range mix of\u0000 CTE and academic courses are associated with higher levels of affective engagement with school.","PeriodicalId":356207,"journal":{"name":"Career and Technical Education Research","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115333157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Industries across the United States are facing a shortage of skilled technical workers. This qualitative case study investigated how participation in SkillsUSA, a career and technical student organization, influenced community college students' preparedness for the workforce and their connection to campus. Data were gathered from interest questionnaires, interviews, resumes, and observations. Using the psychology of working theory to frame the study, findings revealed participation in SkillsUSA influenced students' work choices, initiative, and confidence in overcoming obstacles. Participants also reported benefitting from a supportive campus community. The study provided an extension of the psychology of working theory to community college populations and has implications for practitioners and policymakers.
{"title":"Exploring Participation in SkillsUSA Among Postsecondary Students","authors":"Laura G. Maldonado, Audrey J. Jaeger","doi":"10.5328/CTER45.3.21","DOIUrl":"https://doi.org/10.5328/CTER45.3.21","url":null,"abstract":"Industries across the United States are facing a shortage of skilled technical workers. This qualitative case study investigated how participation in SkillsUSA, a career and technical student organization, influenced community college students' preparedness for the workforce\u0000 and their connection to campus. Data were gathered from interest questionnaires, interviews, resumes, and observations. Using the psychology of working theory to frame the study, findings revealed participation in SkillsUSA influenced students' work choices, initiative, and confidence\u0000 in overcoming obstacles. Participants also reported benefitting from a supportive campus community. The study provided an extension of the psychology of working theory to community college populations and has implications for practitioners and policymakers.","PeriodicalId":356207,"journal":{"name":"Career and Technical Education Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132165159","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Texas Legislature passed House Bill 5 in 2013 to adopt the Foundation High School Program, a new graduation program intended to support youth college and career readiness. Texan students entering grade 9 were guided to enroll in one or more endorsements with a specific curriculum designed to introduce them to [science, technology, engineering and mathematics] STEM, Business and Industry, Public Services, Arts and Humanities, or Multidisciplinary areas of study and future career pathways. This research was based on analysis of restricted-use Texas longitudinal administrative and transcript data for 9th graders enrolled in Texas public schools in the academic year 2015/16. We examined the complementary roles that exposure to core academic subjects and career and technical education courses has on making endorsement choices, with a focus on three [career and technical education] CTE-supported endorsements, STEM, Business and Industry, and Public Service. The study contributes to the literature on college and career readiness by examining specifically how the academic and vocational dimensions are reflected in the Texas high school endorsements. The study also addresses social equity issues by inquiring who participates in which endorsements and whether student endorsement choices are marked by sociodemographic and academic differences that exacerbate educational inequalities.
{"title":"Texas Perspectives on College and Career Readiness: An Examination of CTE-Supported Endorsements in Public High Schools","authors":"Maria Adamuti-Trache, Y. Zhang, Staci L. Barker","doi":"10.5328/CTER45.2.59","DOIUrl":"https://doi.org/10.5328/CTER45.2.59","url":null,"abstract":"The Texas Legislature passed House Bill 5 in 2013 to adopt the Foundation High School Program, a new graduation program intended to support youth college and career readiness. Texan students entering grade 9 were guided to enroll in one or more endorsements with a specific curriculum designed to introduce them to [science, technology, engineering and mathematics] STEM, Business and Industry, Public Services, Arts and Humanities, or Multidisciplinary areas of study and future career pathways. This research was based on analysis of restricted-use Texas longitudinal administrative and transcript data for 9th graders enrolled in Texas public schools in the academic year 2015/16. We examined the complementary roles that exposure to core academic subjects and career and technical education courses has on making endorsement choices, with a focus on three [career and technical education] CTE-supported endorsements, STEM, Business and Industry, and Public Service. The study contributes to the literature on college and career readiness by examining specifically how the academic and vocational dimensions are reflected in the Texas high school endorsements. The study also addresses social equity issues by inquiring who participates in which endorsements and whether student endorsement choices are marked by sociodemographic and academic differences that exacerbate educational inequalities.","PeriodicalId":356207,"journal":{"name":"Career and Technical Education Research","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130679130","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Mark M. D’Amico, G. Morgan, Z. M. Thornton, Vladimir Bassis
Representing approximately two in five community college students, noncredit education is an important but understudied segment of the higher education population. In an effort to help open the 'black box' of noncredit education in community colleges, the present study uses an established noncredit course typology (occupational training, sponsored occupational training, personal interest, and precollege remediation) to better understand the predictors of noncredit enrollment and outcomes in Iowa. Using a sample of more than 181,000 records, we employed a series of regression analyses to discuss variables associated with enrollment in the noncredit course types, the number of completions, and the number of contact hours. Nuanced findings and implications were associated with race/ethnicity, gender, institutional mission as captured through Carnegie Classifications, and career fields based on the 16 career clusters.
{"title":"Noncredit Education Enrollment and Outcomes: Exploring the \"Black Box\" of Noncredit Community College Education","authors":"Mark M. D’Amico, G. Morgan, Z. M. Thornton, Vladimir Bassis","doi":"10.5328/CTER45.2.17","DOIUrl":"https://doi.org/10.5328/CTER45.2.17","url":null,"abstract":"Representing approximately two in five community college students, noncredit education is an important but understudied segment of the higher education population. In an effort to help open the 'black box' of noncredit education in community colleges, the present study uses an established noncredit course typology (occupational training, sponsored occupational training, personal interest, and precollege remediation) to better understand the predictors of noncredit enrollment and outcomes in Iowa. Using a sample of more than 181,000 records, we employed a series of regression analyses to discuss variables associated with enrollment in the noncredit course types, the number of completions, and the number of contact hours. Nuanced findings and implications were associated with race/ethnicity, gender, institutional mission as captured through Carnegie Classifications, and career fields based on the 16 career clusters.","PeriodicalId":356207,"journal":{"name":"Career and Technical Education Research","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134314706","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Preparing students in school-based agricultural education (SBAE) to respond to emerging challenges impacting - and being impacted by - agriculture, food, and natural resource systems (e.g., climate change, water scarcity, soil degradation) is essential. Therefore, student involvement in SBAE was investigated in relation to metacognition, problem-solving abilities, and systems thinking, three educational outcomes deemed 'emerging' due to their necessity in addressing complex problems. Overall, results from this investigation suggest involvement in SBAE is related to higher levels of metacognition, problem-solving ability, and systems thinking when compared to no involvement. However, when comparing more advanced levels of involvement (e.g., participating in state or national level [Future Farmers of America] FFA contests) to foundational involvement (e.g., participating in local/chapter level FFA contests), advanced involvement did not consistently relate to increased attainment of the emerging educational outcomes. In congruence with the Theory of Student Involvement, recommendations for practice and research are highlighted. Principal among the recommendations is a call for educators to invest resources to encourage a broader range of students to be involved in SBAE at more foundational levels rather than investing resources in the advanced involvement of a select few students.
{"title":"Programmatic Involvement and Emerging Educational Outcomes: An Exploratory Study","authors":"A. McKim, R. McKendree","doi":"10.5328/CTER45.2.3","DOIUrl":"https://doi.org/10.5328/CTER45.2.3","url":null,"abstract":"Preparing students in school-based agricultural education (SBAE) to respond to emerging challenges impacting - and being impacted by - agriculture, food, and natural resource systems (e.g., climate change, water scarcity, soil degradation) is essential. Therefore, student involvement in SBAE was investigated in relation to metacognition, problem-solving abilities, and systems thinking, three educational outcomes deemed 'emerging' due to their necessity in addressing complex problems. Overall, results from this investigation suggest involvement in SBAE is related to higher levels of metacognition, problem-solving ability, and systems thinking when compared to no involvement. However, when comparing more advanced levels of involvement (e.g., participating in state or national level [Future Farmers of America] FFA contests) to foundational involvement (e.g., participating in local/chapter level FFA contests), advanced involvement did not consistently relate to increased attainment of the emerging educational outcomes. In congruence with the Theory of Student Involvement, recommendations for practice and research are highlighted. Principal among the recommendations is a call for educators to invest resources to encourage a broader range of students to be involved in SBAE at more foundational levels rather than investing resources in the advanced involvement of a select few students.","PeriodicalId":356207,"journal":{"name":"Career and Technical Education Research","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128829992","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A Value-Achievement-Cost (VAC) Survey was psychometrically tested to continue to establish its predictive utility for future research with 12th grade female Career and Technical Education (CTE) health science classroom cohorts of less than 50 students. In this study, a 10-construct, 46-item VAC Survey was administered to 31 college-bound 12th grade female students who had self-selected themselves to participate in a year-long, dual enrollment, CTE health science program. The VAC Survey was used to measure student motivation associated with science in general, health sector science learning, and playing health sciences-related games. Convergent validity was established in nine of the ten constructs by comparing the Cronbach alpha coefficients of the 10-construct, 46-item VAC Survey compared to the same instrument previously tested with a similar CTE health science student cohort (n = 37). Internal consistency for these nine VAC Survey constructs were strong with Cronbach alpha coefficients between 0.80 and 0.93. This study has provided additional psychometric evidence that reinforces the VAC Survey's construct validity and internal consistency. The study further supports the predictive utility of the instrument to measure 12th grade female CTE health sciences student motivation associated with science in general, health sector science learning, and playing health sciences-related games.
{"title":"Convergent Validity Testing of a Value-Achievement-Cost Motivation Survey for 12th Grade Female Career and Technical Education Health Sciences Students for Use in Serious Simulation Games","authors":"Kevin R. Glover, Alec M. Bodzin","doi":"10.5328/CTER45.2.39","DOIUrl":"https://doi.org/10.5328/CTER45.2.39","url":null,"abstract":"A Value-Achievement-Cost (VAC) Survey was psychometrically tested to continue to establish its predictive utility for future research with 12th grade female Career and Technical Education (CTE) health science classroom cohorts of less than 50 students. In this study, a 10-construct,\u0000 46-item VAC Survey was administered to 31 college-bound 12th grade female students who had self-selected themselves to participate in a year-long, dual enrollment, CTE health science program. The VAC Survey was used to measure student motivation associated with science in general,\u0000 health sector science learning, and playing health sciences-related games. Convergent validity was established in nine of the ten constructs by comparing the Cronbach alpha coefficients of the 10-construct, 46-item VAC Survey compared to the same instrument previously tested with a similar\u0000 CTE health science student cohort (n = 37). Internal consistency for these nine VAC Survey constructs were strong with Cronbach alpha coefficients between 0.80 and 0.93. This study has provided additional psychometric evidence that reinforces the VAC Survey's construct validity and internal\u0000 consistency. The study further supports the predictive utility of the instrument to measure 12th grade female CTE health sciences student motivation associated with science in general, health sector science learning, and playing health sciences-related games.","PeriodicalId":356207,"journal":{"name":"Career and Technical Education Research","volume":"110 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115752431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The Hispanic population in the U.S. is growing at a rapid rate and Spanish has become a predominant language, which could pose problems if more students are enrolling in school with limited English proficiency. In 2010, the Texas FFA Association implemented the Spanish Creed speaking event in order to help Spanish-speaking FFA members realize the goals of premier leadership, personal growth, and career success. However, no research exists examining the perceptions of students involved in this event. Therefore, the purpose of this study was to examine the perceived learning outcomes of students who have participated in the Texas FFA Spanish Creed speaking event. Results revealed that the majority of participants were U. S. born who reported English as their first language. Responsibility was reported as the learning outcome most realized by participants. Additionally, results showed that females were associated with higher levels of responsibility, communication skills, and listening skills. Respondents whose first language was Spanish reported higher levels of responsibility. Additionally, the longer participants were in FFA, the higher their scores were for the various learning outcomes. Results suggest that using culturally responsive teaching in the form of the Spanish FFA Creed can have positive benefits for student learning outcomes.
{"title":"Perceptions of Learning Outcomes of Students who Participated in the Spanish FFA Creed Speaking Event","authors":"F. Arroyo, C. Estepp","doi":"10.5328/cter45.1.17","DOIUrl":"https://doi.org/10.5328/cter45.1.17","url":null,"abstract":"The Hispanic population in the U.S. is growing at a rapid rate and Spanish has become a predominant language, which could pose problems if more students are enrolling in school with limited English proficiency. In 2010, the Texas FFA Association implemented the Spanish Creed speaking\u0000 event in order to help Spanish-speaking FFA members realize the goals of premier leadership, personal growth, and career success. However, no research exists examining the perceptions of students involved in this event. Therefore, the purpose of this study was to examine the perceived learning\u0000 outcomes of students who have participated in the Texas FFA Spanish Creed speaking event. Results revealed that the majority of participants were U. S. born who reported English as their first language. Responsibility was reported as the learning outcome most realized by participants. Additionally,\u0000 results showed that females were associated with higher levels of responsibility, communication skills, and listening skills. Respondents whose first language was Spanish reported higher levels of responsibility. Additionally, the longer participants were in FFA, the higher their scores were\u0000 for the various learning outcomes. Results suggest that using culturally responsive teaching in the form of the Spanish FFA Creed can have positive benefits for student learning outcomes.","PeriodicalId":356207,"journal":{"name":"Career and Technical Education Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133235150","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Schools across the country are facing a shortage of Career & Technical Education (CTE) teachers. Challenges regarding recruitment and retention of highly qualified teachers have far-reaching economic and educational implications. The literature notes multiple factors associated with CTE teacher attrition, such as low pay, absence of adequate teaching resources, and lack of administrative support. The current study aimed to identify factors associated with teacher retention via focus group interviews with mid-career (7-15 years) CTE teachers. The focus group included (N=4) CTE teachers from a Midwest state; the group was comprised of three agriculture teachers and one family & consumer sciences teacher. Qualitative analysis of the data revealed four themes related to the retention of mid-career CTE teachers: (1) setting boundaries, (2) shifting priorities/focus, (3) building a professional support network, and (4) innovating in the classroom. Recommendations for practice include induction programming focused on prioritizing programmatic opportunities and professional needs and involvement of preservice teachers in professional organizations early and often. Recommendations for research include exploring the level of involvement in professional organizations and its influence on career satisfaction and examining the benefits a mentor gains from a mentoring relationship.
{"title":"CTE Teacher Retention: Lessons Learned from Mid-Career Teachers","authors":"Laura Hasselquist, Nicole A. Graves","doi":"10.5328/cter45.1.3","DOIUrl":"https://doi.org/10.5328/cter45.1.3","url":null,"abstract":"Schools across the country are facing a shortage of Career & Technical Education (CTE) teachers. Challenges regarding recruitment and retention of highly qualified teachers have far-reaching economic and educational implications. The literature notes multiple factors associated\u0000 with CTE teacher attrition, such as low pay, absence of adequate teaching resources, and lack of administrative support. The current study aimed to identify factors associated with teacher retention via focus group interviews with mid-career (7-15 years) CTE teachers. The focus group included\u0000 (N=4) CTE teachers from a Midwest state; the group was comprised of three agriculture teachers and one family & consumer sciences teacher. Qualitative analysis of the data revealed four themes related to the retention of mid-career CTE teachers: (1) setting boundaries, (2) shifting priorities/focus,\u0000 (3) building a professional support network, and (4) innovating in the classroom. Recommendations for practice include induction programming focused on prioritizing programmatic opportunities and professional needs and involvement of preservice teachers in professional organizations early\u0000 and often. Recommendations for research include exploring the level of involvement in professional organizations and its influence on career satisfaction and examining the benefits a mentor gains from a mentoring relationship.","PeriodicalId":356207,"journal":{"name":"Career and Technical Education Research","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115374184","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This qualitative study explores the efficacy of community college career and technical education programs through employer perspectives. Participants for this study were cultivated from a variety of industries and disciplines. Predominant themes that emerged from this study include education, authentic experience, the value of career and technical education, workplace social structure, apprenticeship, and aptitude. Employers appear to be ambivalent regarding their perspective of community college career and technical programs. Employers are looking for employees who can be integrated into the workplace social structure easily, and they articulate competencies generally gained after completing a two-year degree program. Participants reported that new employees lack employability skills, a higher order of thinking, metacognition, mature nature of competency, social mobility, motivation, and positive self-efficacy. Therefore, this study concludes that the hiring of community college career and technical graduates is contingent on the applicants' job-related skills and social competency.
{"title":"Exploring Employer Perspectives of Community College Career and Technical Programs","authors":"T. Gauthier","doi":"10.5328/cter45.1.63","DOIUrl":"https://doi.org/10.5328/cter45.1.63","url":null,"abstract":"This qualitative study explores the efficacy of community college career and technical education programs through employer perspectives. Participants for this study were cultivated from a variety of industries and disciplines. Predominant themes that emerged from this study include\u0000 education, authentic experience, the value of career and technical education, workplace social structure, apprenticeship, and aptitude. Employers appear to be ambivalent regarding their perspective of community college career and technical programs. Employers are looking for employees who\u0000 can be integrated into the workplace social structure easily, and they articulate competencies generally gained after completing a two-year degree program. Participants reported that new employees lack employability skills, a higher order of thinking, metacognition, mature nature of competency,\u0000 social mobility, motivation, and positive self-efficacy. Therefore, this study concludes that the hiring of community college career and technical graduates is contingent on the applicants' job-related skills and social competency.","PeriodicalId":356207,"journal":{"name":"Career and Technical Education Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130893408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purpose of this study was to examine patterns in high school career and technical education (CTE) coursetaking by gender and race/ethnicity across two cohorts of students over time. Using high school transcript data from the Education Longitudinal Study of 2002 (ELS:2002) and the High School Longitudinal Study of 2009 (HSLS:09), we examined participation in CTE both overall and disaggregated by field of study. While there were some differences by gender and race/ethnicity in overall CTE participation, disaggregating by field of study revealed wide variation in participation rates in each field. We found large and sustained differences in participation across CTE fields of study by gender as well as pronounced patterns by race/ethnicity, with some changes over time. Overall, these gender and racial/ethnic differences were notable because they persisted even after controlling for other potential explanatory factors.
{"title":"Differences in High School CTE Coursetaking by Gender and Race/Ethnicity","authors":"Katherine Leu, Caren A. Arbeit","doi":"10.5328/cter45.1.33","DOIUrl":"https://doi.org/10.5328/cter45.1.33","url":null,"abstract":"The purpose of this study was to examine patterns in high school career and technical education (CTE) coursetaking by gender and race/ethnicity across two cohorts of students over time. Using high school transcript data from the Education Longitudinal Study of 2002 (ELS:2002) and the\u0000 High School Longitudinal Study of 2009 (HSLS:09), we examined participation in CTE both overall and disaggregated by field of study. While there were some differences by gender and race/ethnicity in overall CTE participation, disaggregating by field of study revealed wide variation in participation\u0000 rates in each field. We found large and sustained differences in participation across CTE fields of study by gender as well as pronounced patterns by race/ethnicity, with some changes over time. Overall, these gender and racial/ethnic differences were notable because they persisted even after\u0000 controlling for other potential explanatory factors.","PeriodicalId":356207,"journal":{"name":"Career and Technical Education Research","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132266165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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