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Racial/Ethnic and Gender Equity Patterns in Illinois High School Career and Technical Education Coursework

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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
FullText Text:
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  Data: Racial/Ethnic and Gender Equity Patterns in Illinois High School Career and Technical Education Coursework
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  Data: <searchLink fieldCode="AR" term="%22Hamilton%2C+Asia+Fuller%22">Hamilton, Asia Fuller</searchLink><br /><searchLink fieldCode="AR" term="%22Malin%2C+Joel%22">Malin, Joel</searchLink><br /><searchLink fieldCode="AR" term="%22Hackmann%2C+Donald%22">Hackmann, Donald</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Career+and+Technical+Education%22"><i>Journal of Career and Technical Education</i></searchLink>. Fall 2015 30(1):29-52.
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  Data: 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
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  Data: 24
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Career+Education%22">Career Education</searchLink><br /><searchLink fieldCode="DE" term="%22Technical+Education%22">Technical Education</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Gender+Differences%22">Gender Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Composition%22">Racial Composition</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnic+Groups%22">Ethnic Groups</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Differences%22">Racial Differences</searchLink><br /><searchLink fieldCode="DE" term="%22Disproportionate+Representation%22">Disproportionate Representation</searchLink><br /><searchLink fieldCode="DE" term="%22Enrollment+Trends%22">Enrollment Trends</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Records%22">Student Records</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Choice%22">Career Choice</searchLink><br /><searchLink fieldCode="DE" term="%22Minority+Group+Students%22">Minority Group Students</searchLink><br /><searchLink fieldCode="DE" term="%22Career+Development%22">Career Development</searchLink><br /><searchLink fieldCode="DE" term="%22African+American+Students%22">African American Students</searchLink><br /><searchLink fieldCode="DE" term="%22White+Students%22">White Students</searchLink><br /><searchLink fieldCode="DE" term="%22Asian+American+Students%22">Asian American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Hispanic+American+Students%22">Hispanic American Students</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Illinois%22">Illinois</searchLink>
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  Data: 1531-4952
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: 2015
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  Data: EJ1085015
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      – Text: English
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        PageCount: 24
        StartPage: 29
    Subjects:
      – SubjectFull: Career Education
        Type: general
      – SubjectFull: Technical Education
        Type: general
      – SubjectFull: High School Students
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Racial Composition
        Type: general
      – SubjectFull: Ethnic Groups
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Racial Differences
        Type: general
      – SubjectFull: Disproportionate Representation
        Type: general
      – SubjectFull: Enrollment Trends
        Type: general
      – SubjectFull: Student Records
        Type: general
      – SubjectFull: Career Choice
        Type: general
      – SubjectFull: Minority Group Students
        Type: general
      – SubjectFull: Career Development
        Type: general
      – SubjectFull: African American Students
        Type: general
      – SubjectFull: White Students
        Type: general
      – SubjectFull: Asian American Students
        Type: general
      – SubjectFull: Hispanic American Students
        Type: general
      – SubjectFull: Illinois
        Type: general
    Titles:
      – TitleFull: Racial/Ethnic and Gender Equity Patterns in Illinois High School Career and Technical Education Coursework
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              Value: 1531-4952
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