Trending Up: A Cross-Cohort Exploration of STEM Career and Technical Education Participation by Low-Income Students

Autor/inn/en	Plasman, Jay Stratte; Gottfried, Michael A.; Klasik, Daniel
Titel	Trending Up: A Cross-Cohort Exploration of STEM Career and Technical Education Participation by Low-Income Students
Quelle	In: Journal of Education for Students Placed at Risk, 25 (2020) 1, S.55-78 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-4669
DOI	10.1080/10824669.2019.1670066
Schlagwörter	STEM Education; Vocational Education; Low Income Students; Access to Education; Job Skills; Student Participation; Equal Education; Federal Legislation; Gender Differences; Students with Disabilities; Course Selection (Students); High School Students; Student Characteristics; Institutional Characteristics; Instructional Program Divisions; Education Longitudinal Study of 2002 (NCES); High School Longitudinal Study of 2009 (NCES) + Suchen Sie Ihr Suchwort? STEM; Ausbildung; Berufsbildung; Education; Access; Bildung; Zugang; Bildungszugang; Produktive Fertigkeit; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Bundesrecht; Geschlechterkonflikt; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Course selection; Kurswahl; High school; High schools; Oberschule
Abstract	The ink from the reauthorization of the Perkins Act -- the federal policy governing career and technical education (CTE) -- in the summer of 2018 is still fresh. This much-needed update builds upon some of the major tenets of the 2006 version, including emphases on increasing the participation of low-income students in CTE and encouraging CTE coursework that focuses on building math and science skills while also providing technical skills for participation in high-skill, high-demand careers. Using two nationally representative datasets, in between which the 2006 Perkins Act was reauthorized, we explore whether there were any observable differences in participation in these math and science based CTE courses by low-income students over time. Implications are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01