Differences in High School CTE Coursetaking by Gender and Race/Ethnicity

Leu, Katherine; Arbeit, Caren A.

doi:10.5328/cter45.1.33

Cited by 5 publications

(8 citation statements)

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“…In an effort to address the pervasive gender gaps in STEMM workforce participation, determining ways to encourage the persistence of students in nontraditional STEMM fields has become a focus of educational policy. Investments in high school STEMM-CTE programs serve as one means to promote gender-based desegregation of STEMM occupations (Fluhr et al, 2017), as these courses focus on applying traditional math and science skills in more practically-relevant ways and provide clear linkages to college and career opportunities in STEMM fields (Leu & Arbeit, 2020;Malin et al, 2014). Despite policy efforts to promote gender equity in STEMM-CTE, patterns of enrollment remain heavily gendered and reflect postsecondary and labor market trends (Fluhr, 2014;Hamilton et al, 2015;Leu & Arbeit, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…Investments in high school STEMM-CTE programs serve as one means to promote gender-based desegregation of STEMM occupations (Fluhr et al, 2017), as these courses focus on applying traditional math and science skills in more practically-relevant ways and provide clear linkages to college and career opportunities in STEMM fields (Leu & Arbeit, 2020;Malin et al, 2014). Despite policy efforts to promote gender equity in STEMM-CTE, patterns of enrollment remain heavily gendered and reflect postsecondary and labor market trends (Fluhr, 2014;Hamilton et al, 2015;Leu & Arbeit, 2020). While gender differences in STEMM-CTE participation have been well documented, prior to this study, no work had examined why these gender gaps exist (and vary) across different STEMM-CTE domains.…”

Section: Discussionmentioning

confidence: 99%

“…Further research might examine a state or district dataset that includes teacher data paired with student coursetaking data. Finally, because the data followed one cohort of high school students, it was not possible in this study to examine changes in (Leu & Arbeit, 2020). 4.…”

Section: Limitationsmentioning

confidence: 99%

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Explaining Course Enrollment Gaps in High School: Examination of Gender-Imbalance in the Applied Sciences

2023

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Federal policy in the United States has urged high schools to expand offerings in career and technical education (CTE) coursework to address persistent gender inequities in science, technology, engineering, mathematics, and medical (STEMM) fields. Unfortunately, gender composition in engineering and health sciences CTE enrollment is highly imbalanced and reflects postsecondary and labor market trends. Using data from the High School Longitudinal Study of 2009, we use decomposition techniques to examine which student, family, and school factors explain gender-imbalanced enrollment in STEMM-focused CTE courses. The results indicate student occupational expectations were the largest contributor to gender gaps across content areas.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Explaining Course Enrollment Gaps in High School: Examination of Gender-Imbalance in the Applied Sciences

2023

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“…It also is worth noting that men and women typically have different foci within occupation concentrations (Leu & Arbeit, 2020). Traditionally, higher‐paying CTE fields (e.g., engineering, construction, and repair) are dominated by men, whereas women are overrepresented in the lowest‐paying fields (e.g., childcare, cosmetology; Lufkin et al, 2007).…”

Section: Discussionmentioning

confidence: 99%

Investigating the Relationship Between Career and Technical Education High SchoolCourse‐Takingand Early Job Outcomes

Olivera‐Aguilar

Kell

Ezzo

et al. 2022

ETS Research Report Series

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This study examined how high school course-taking patterns (i.e., career and technical education [CTE] vs. academic vs. no concentration), personal characteristics embedded in a social cognitive theory framework (e.g., self-efficacy, academic expectations), and contextual variables (e.g., parental expectations, socioeconomic status [SES]) interact with each other in the prediction of students' income and job satisfaction 8 years after graduating from high school. Using a nationally representative data set (the Educational Longitudinal Study of 2002), we found significant differences by sex and course-taking pattern in the prediction of income: Among men, CTE concentrators had the highest income, whereas among women, academic concentrators reported the greatest earnings. We observed similar levels of job satisfaction among academic and CTE concentrators. We also found that SES significantly moderated the effect of English self-efficacy and academic expectations in the prediction of income and general effort in the prediction of job satisfaction. Our findings highlight how a social cognitive framework can be used to investigate the links between high school course-taking, personal and contextual factors, and job outcomes. They additionally suggest the need to consider a broader set of outcomes for evaluating the benefits of CTE participation.

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“…These disparities remain a hindrance to more significant workforce issues impacting the United States (Leu & Arbeit, 2020). A lack of a qualified skill-based workforce in many areas is a concern and impediment to progress not only for gender equity but also for economic stability and growth.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Exploring Ethnic and Gender Equity Enrollment and Achievement Patterns in High School CTE Career Pathways in Mississippi

Finch

Owen

Thames

et al. 2021

ijbass

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This study, a post hoc observational one, attempted to understand how to continue promoting equitable opportunities in career and technical education (CTE) for the state of Mississippi. We explored the enrollment patterns of Mississippi secondary CTE students by career cluster and career pathways associated with STEM careers over the last five years. Additionally, the enrollment patterns were compared to statewide enrollment patterns by gender and ethnicity. Also, we examined the proficiency results of students on the statewide CTE assessment by gender and ethnicity. Our secondary CTE student enrollment results are like previous reports of underrepresentation of nontraditional students in STEM-related career fields. Additionally, similar results were found when looking at the statewide CTE assessment data. However, there is an indication that CTE and non-CTE leaders effectively recruit underrepresented populations to STEM-related career pathways in the state of Mississippi, but more work is needed to allow access to all students.

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Differences in High School CTE Coursetaking by Gender and Race/Ethnicity

Cited by 5 publications

References 0 publications

Explaining Course Enrollment Gaps in High School: Examination of Gender-Imbalance in the Applied Sciences

Explaining Course Enrollment Gaps in High School: Examination of Gender-Imbalance in the Applied Sciences

Investigating the Relationship Between Career and Technical Education High SchoolCourse‐Takingand Early Job Outcomes

Exploring Ethnic and Gender Equity Enrollment and Achievement Patterns in High School CTE Career Pathways in Mississippi

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