Racial/Ethnic and Gender Equity Patterns in Illinois High School Career and Technical Education Coursework
Saved in:
| Title: | Racial/Ethnic and Gender Equity Patterns in Illinois High School Career and Technical Education Coursework |
|---|---|
| Language: | English |
| Authors: | Hamilton, Asia Fuller, Malin, Joel, Hackmann, Donald |
| Source: | Journal of Career and Technical Education. Fall 2015 30(1):29-52. |
| Availability: | Omicron Tau Theta. 228 McAdams Hall, Clemson, SC 29689. Tel: 864-656-3300; Fax: 864-656;5675; Web site: http://www.ottonline.org/jcte.html |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2015 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Career Education, Technical Education, High School Students, Gender Differences, Racial Composition, Ethnic Groups, STEM Education, Racial Differences, Disproportionate Representation, Enrollment Trends, Student Records, Career Choice, Minority Group Students, Career Development, African American Students, White Students, Asian American Students, Hispanic American Students |
| Geographic Terms: | Illinois |
| ISSN: | 1531-4952 |
| Abstract: | This study analyzed high school Career and Technical Education (CTE) enrollments in Illinois, with comparisons to national data when possible, by career cluster and pathway and with respect to gender and racial/ethnic makeup of students. Enrollment patterns in Science, Technology, Engineering, and Math (STEM) CTE programming were emphasized. Gender and ethnicity-based inequities were found in certain areas and more equitable patterns were apparent in others. Of concern, student enrollment in courses fitting within STEM pathways included substantially greater male than female participation (64.1% male vs. 35.9% female), whereas other pathways showed the reverse enrollment pattern (45.0% male and 55.0% female). With respect to ethnicity, all subgroups except White students were underrepresented in CTE programming in general. The underrepresentation was exacerbated for all but Asian students when concerning STEM CTE programming. Considering implications, we recommend heightened focus, support, and goal setting concerning equity of CTE programming. |
| Abstractor: | As Provided |
| Number of References: | 47 |
| Entry Date: | 2015 |
| Accession Number: | EJ1085015 |
| Database: | ERIC |
| Abstract: | This study analyzed high school Career and Technical Education (CTE) enrollments in Illinois, with comparisons to national data when possible, by career cluster and pathway and with respect to gender and racial/ethnic makeup of students. Enrollment patterns in Science, Technology, Engineering, and Math (STEM) CTE programming were emphasized. Gender and ethnicity-based inequities were found in certain areas and more equitable patterns were apparent in others. Of concern, student enrollment in courses fitting within STEM pathways included substantially greater male than female participation (64.1% male vs. 35.9% female), whereas other pathways showed the reverse enrollment pattern (45.0% male and 55.0% female). With respect to ethnicity, all subgroups except White students were underrepresented in CTE programming in general. The underrepresentation was exacerbated for all but Asian students when concerning STEM CTE programming. Considering implications, we recommend heightened focus, support, and goal setting concerning equity of CTE programming. |
|---|---|
| ISSN: | 1531-4952 |
