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Equity in Career and Technical Educa...

Newman, Nicole K.

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Equity in Career and Technical Education Pathways in Rural High Schools: A Basic Qualitative Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Equity in Career and Technical Education Pathways in Rural High Schools: A Basic Qualitative Study./
Author:	Newman, Nicole K.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2024,
Description:	146 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-08, Section: A.
Contained By:	Dissertations Abstracts International85-08A.
Subject:	Educational leadership. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30991746
ISBN:	9798381690255

Equity in Career and Technical Education Pathways in Rural High Schools: A Basic Qualitative Study.
Newman, Nicole K.

Equity in Career and Technical Education Pathways in Rural High Schools: A Basic Qualitative Study. - Ann Arbor : ProQuest Dissertations & Theses, 2024 - 146 p.

Source: Dissertations Abstracts International, Volume: 85-08, Section: A.

Thesis (Ed.D.)--American College of Education, 2024.

This item must not be sold to any third party vendors.

This qualitative study investigated the factors contributing to limited access to Career and Technical Education (CTE) programs in rural high schools in the United States. Despite the potential benefits of CTE programs in preparing students for the workforce, studies showed that underrepresented groups have limited access to CTE programs, particularly in rural areas. The study addressed this gap in the literature by gathering evidence from rural high school CTE teachers to identify barriers to enrollment in CTE programs, provide insight into high school factors that reinforce these barriers, and inform policy and implementation related to CTE programs. The theories of social constructivism and expectancy-value, which highlight the importance of social interactions, discourse, and motivation for learning, provided the theoretical framework for this investigation. A sample size of 21 participants was selected through a purposive sampling technique. Data collection was conducted through semi-structured interviews, and data analysis was completed through thematic analysis. The findings of the study contribute to the literature on access to CTE programs in rural areas and provide a framework for future research. Ultimately, an equitable CTE system that provides access to high-quality CTE programs to all students will improve students' career prospects and contribute to the country's broader social and economic well-being.

ISBN: 9798381690255Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Career education

Equity in Career and Technical Education Pathways in Rural High Schools: A Basic Qualitative Study.
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245 1 0 $a Equity in Career and Technical Education Pathways in Rural High Schools: A Basic Qualitative Study.
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300 $a 146 p.
500 $a Source: Dissertations Abstracts International, Volume: 85-08, Section: A.
500 $a Advisor: DeMoulin, Donald.
502 $a Thesis (Ed.D.)--American College of Education, 2024.
506 $a This item must not be sold to any third party vendors.
520 $a This qualitative study investigated the factors contributing to limited access to Career and Technical Education (CTE) programs in rural high schools in the United States. Despite the potential benefits of CTE programs in preparing students for the workforce, studies showed that underrepresented groups have limited access to CTE programs, particularly in rural areas. The study addressed this gap in the literature by gathering evidence from rural high school CTE teachers to identify barriers to enrollment in CTE programs, provide insight into high school factors that reinforce these barriers, and inform policy and implementation related to CTE programs. The theories of social constructivism and expectancy-value, which highlight the importance of social interactions, discourse, and motivation for learning, provided the theoretical framework for this investigation. A sample size of 21 participants was selected through a purposive sampling technique. Data collection was conducted through semi-structured interviews, and data analysis was completed through thematic analysis. The findings of the study contribute to the literature on access to CTE programs in rural areas and provide a framework for future research. Ultimately, an equitable CTE system that provides access to high-quality CTE programs to all students will improve students' career prospects and contribute to the country's broader social and economic well-being.
590 $a School code: 2031.
650 4 $a Educational leadership. $3 529436
650 4 $a Vocational education. $3 539232
650 4 $a Education. $3 516579
650 4 $a Educational administration. $3 2122799
653 $a Career education
653 $a Educational equity
653 $a Rural high schools
653 $a Technical education teachers
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690 $a 0747
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690 $a 0514
710 2 $a American College of Education. $b Department of Professional Education Studies. $3 3765019
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793 $a English
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