Perceptions about Career and Technical Education as a High School Educational Option for College and Career Readiness
Perceptions about Career and Technical Education as a High School Educational Option for College and Career Readiness

Author: Gwen T. Mosteller

Publisher:

Published: 2020

Total Pages: 131

ISBN-13:

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This qualitative study investigated the perception of career and technical education (CTE) held by teachers and parents/guardians of students in grades 5, 6, 7, and 8, and its influence on student enrollment in CTE. Data were collected from 66 participants, 44 teachers and 22 parents/guardians to examine perceptions. Data were obtained via a researcher created survey distributed through Survey Monkey, an electronic survey tool. The researcher analyzed the data from ratings given by parents/guardians and teachers of students in grades 5, 6, 7, and 8. In addition, data were collected from short answer responses as well as individual phone interviews conducted by the researcher with seven interviewees. Emergent themes from this study include (a) the evolution of vocational education to CTE reflects the changing nature of the programs to meet the needs of the 21st Century job market, (b) changes in present day mindset can only come to fruition through better community outreach of CTE programs, rigor of CTE programs, and clear career pathways, (c) perceptions of parents/guardians and teachers demonstrate a positive outlook with regards to well-paying career opportunities with a degree from CTE, (d) parents/guardians believe that CTE is a pathway into college and care prepare a student for both the job market and college entrance, (e) students are influenced by parents/guardians and other adults such as teachers when making decisions about college or career.

Student Perceptions of Career and Technical Education Programs and College Readiness in California, Illinois, and Texas
Student Perceptions of Career and Technical Education Programs and College Readiness in California, Illinois, and Texas

Author: Carrmila Faye Young

Publisher:

Published: 2022

Total Pages: 0

ISBN-13:

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As K-12 systems throughout the country work to create Career and Technical Education (CTE) programs that will provide students with post-secondary skills and competencies to succeed in the workforce, many CTE students may be inadvertently denied the opportunity to also become college ready upon graduation. Focusing on high school CTE coursework deemed to be less academically rigorous, can limit the college readiness rates for CTE concentrators both in admittance and success thereafter. Utilizing Dewey and Prosser’s historical perspectives related to vocational education, current college and career readiness research, and nascent literature on college and career ready indicators, the purpose of this explanatory qualitative case study was to try to understand how adult aged students who graduated from the CTE course of study perceived their preparation for college and career readiness. This study had a sample size of three subjects per state (California, Illinois, and Texas) for a total of nine adult participants who graduated from high school and concentrated in CTE by completing two or more courses in a career or technical education pathway. Using surveys and interviews, the design of this study captured vivid details through the words and actions of the participants to explore and explain the relationship between aspects of their scholastic experiences and their perceived readiness. The findings revealed that that where participants went to school, the quality of the CTE program, and expertise of the adults involved made the greatest differences in participant perceptions of readiness-- superseding all other factors including geography, race, age, and gender. The findings from this study may have significant academic, social, and systemic implications as the belief that college and career readiness are one in the same prevails when driven by quantitative data points. The voices from the field are telling us otherwise.

Students Views of Careerand [sic] Technical Education
Students Views of Careerand [sic] Technical Education

Author:

Publisher:

Published: 2007

Total Pages:

ISBN-13:

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The current study addresses students' views of career and technical education at an Area Career Center in mid Missouri. Newer programs that combine career and technical education courses with traditional high school instruction can benefit students in allowing them to connect their academic training with real world careers and practical concepts. This study looks at students' perceptions of CTE, the sources of influence they reported on their decisions to take or not take CTE courses in high school and the role cultural capital played in their views. Utilizing a qualitative method of data collection eight high school seniors enrolled in either CTE only classes, AP only classes or a combined CTE and AP course load were interviewed about their views of CTE at the local area career center. All of the students were white and there were four boys and four girls interviewed in the study. Results show that all students in the study associated CTE with some form of hands on education, with students enrolled in CTE courses reacting more favorably to CTE instruction and its connection to careers and occupations. The most significant influences on students' decisions to take or not take CTE classes were their future academic or career goals and how CTE knowledge would or would not help them. Other reported influences include teachers, family members and personal experiences. Finally, the role of cultural capital in students' views of CTE is explored reaching the conclusion that more data and analysis is needed to find more arguable claims.