scholarly journals Career and Technical Education as a Conduit for Skilled Technical Careers: A Targeted Research Review and Framework for Future Research

2021 ◽  
Author(s):  
Sara Haviland ◽  
Steven Robbins
Keyword(s):  
Career And Technical Education ◽  
Technical Education ◽  
Research Review ◽  
Future Research ◽  
Career And Technical

Factors Influencing High School Students' Career and Technical Education Enrollment Patterns

2019 ◽  
Vol 44 (3) ◽  
pp. 53-70
Author(s):  
Xue Xing ◽  
Tiberio Garza ◽  
Margarita Huerta
Keyword(s):  
High School ◽  
High School Students ◽  
Career And Technical Education ◽  
Social Factors ◽  
Technical Education ◽  
Multinomial Logistic Regression ◽  
The United States ◽  
Future Research ◽  
Career And Technical ◽  
Enrollment Patterns

Career and technical education (CTE) has gone through major transformations in the United States with important benefits for all students seeking postsecondary and career success. Research analyzing students' CTE enrollment patterns is important to understand which students are taking CTE courses and why in order to inform future research and practice. Using the High School Longitudinal Study of 2009 (HSLS:2009), this study investigated CTE enrollment patterns using Aliaga, Kotamraju, and Stone's (2014) typology and literature-based individual and social factors. Results from descriptive and multinomial logistic regression indicated that the majority of students were enrolling in some level of CTE credits and that individual and social factors were influential but varied by specific enrollment patterns.

Challenges and Opportunities in Career and Technical Education

2010 ◽  
pp. 197-215
Author(s):  
Leane B. Skinner ◽  
Maria Martinez Witte ◽  
James E. Witte
Keyword(s):  
Postsecondary Education ◽  
Career And Technical Education ◽  
Research Agenda ◽  
Technical Education ◽  
Future Research ◽  
Federal Legislation ◽  
Teacher Education Programs ◽  
Career And Technical ◽  
Challenges And Opportunities ◽  
Critical Issues

Career and Technical Education (CTE) is no longer just a training program for workers. CTE today prepares students for employment, industry credentialing, postsecondary education, and lifelong learning. This change, stimulated by demand and federal legislation, has brought many new challenges and opportunities for CTE. Federal legislation, CTE image, and decrease in secondary enrollment and in teacher education programs have created challenges and opportunities for all CTE stakeholders. In 2008, a National Career and Technical Education Research Agenda were approved by the Association of Career and Technical Education (ACTE). This agenda will be the framework for future research relating to the critical issues and concerns in CTE. This chapter addresses the challenges and opportunities for CTE as well as future trends.

Equity in Secondary Career and Technical Education in the United States: A Theoretical Framework and Systematic Literature Review

2021 ◽  
pp. 003465432199524
Author(s):  
Elisabeth H. Kim ◽  
Clare Buckley Flack ◽  
Katharine Parham ◽  
Priscilla Wohlstetter
Keyword(s):  
United States ◽  
Literature Review ◽  
Career And Technical Education ◽  
Large Scale ◽  
Longitudinal Research ◽  
Technical Education ◽  
The United States ◽  
Future Research ◽  
Career And Technical ◽  
State And Local

Career and technical education (CTE) has become increasingly popular in U.S. secondary schools, but equity has not always been a focus of federal legislation or state and local policies and programs. This literature review of trends in CTE research between 1998 and 2019 uses a novel equity framework to examine whether and how secondary CTE programs affect educational equity. A total of 123 sources were reviewed. Findings revealed that CTE research most commonly addresses access and participation, measured by high school graduation rates and GPA. Few studies disaggregate outcome measures by student subgroups to better assess equity. Furthermore, a dearth of large-scale, comparative, and longitudinal research limits generalizability. Most extant research on secondary CTE programs in the United States examines a single state, district, or school. This article identifies promising policies and practices for enhancing equity in CTE conveyed by extant literature and recommends important directions for future research.

Community College Participation in Distance Learning for Career and Technical Education

2008 ◽  
Vol 32 (9) ◽  
pp. 665-687 ◽  
Author(s):  
Angela D. Benson ◽  
Scott D. Johnson ◽  
John Duncan ◽  
Olga N. Shinkareva ◽  
Gail D. Taylor ◽  
...  
Keyword(s):  
Community College ◽  
Distance Learning ◽  
Career And Technical Education ◽  
Technical Education ◽  
Career And Technical ◽  
College Participation

Diversity Ideology and School Leadership: Obscuring Inequities for Emergent Bilingual Students in Career and Technical Education

2021 ◽  
pp. 0013161X2110525
Author(s):  
Mark R. Emerick
Keyword(s):  
Academic Success ◽  
Career And Technical Education ◽  
Equal Opportunity ◽  
Technical Education ◽  
State Level ◽  
Bilingual Students ◽  
Career And Technical ◽  
Emergent Bilingual ◽  
Diversity And Inclusion ◽  
Emergent Bilingual Students

Purpose: The purpose of this article is to examine the ways in which school leaders in career and technical education (CTE) conceptualized diversity and inclusion for emergent bilingual students (EBs) and how their beliefs about diversity manifested in institutional support (or lack thereof) for EBs. Research Method: This study draws on data collected during a year-and-a-half long qualitative case study at a large, nationally recognized CTE center. The primary sources of data were interviews with administrators, teachers, and students; local artifacts, student records, and state-level enrollment data were also used. Findings: CTE administrators adhered to diversity ideology when discussing issues of diversity and EBs' inclusion at their institution and believed that they cultivated an inclusive educational environment. This ideology resulted in superficial diversity and inclusion initiatives that did not ensure that EBs had equitable access to CTE program nor that teachers had a sufficient system of support to ensure EBs’ academic success, despite the administration's stated commitment to equal opportunity and inclusion. Implications: These findings suggest the need for administrators to critically examine their conceptualization of diversity and equity when considering how to support EBs in CTE programs.

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