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

Asia Fuller Hamilton,Joel Malin,Donald Hackmann

doi:10.21061/jcte.v30i1.712

Asia Fuller Hamilton, Joel Malin + Show 1 more

Open Access

https://doi.org/10.21061/jcte.v30i1.712

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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.

Highlights

Attaining equitable career pathways for high school students requires educators to engage in honest, reflective discourse concerning data, construct an understanding of the term “equity,” and determine how underlying assumptions may influence a school’s progress toward providing a rigorous curriculum that prepares every student for college and careers (Welton & LaLonde, 2013)
Racial/ethnic and gender inequities existing within Career and Technical Education (CTE) course enrollments restrict students’ access to Science, Technology, Engineering, and Mathematics (STEM) fields, as they attempt to transition to postsecondary educational experiences and as they matriculate into STEM occupations (Fletcher, 2012)
Illinois public high school CTE student enrollments in courses fitting within the Illinois-defined STEM career clusters included substantially greater male (64.1%) than female (35.9%) participation, whereas non-STEM clusters showed the reverse participation pattern

Summary

Introduction

Attaining equitable career pathways for high school students requires educators to engage in honest, reflective discourse concerning data, construct an understanding of the term “equity,” and determine how underlying assumptions may influence a school’s progress toward providing a rigorous curriculum that prepares every student for college and careers (Welton & LaLonde, 2013). Racial/ethnic and gender inequities existing within Career and Technical Education (CTE) course enrollments restrict students’ access to Science, Technology, Engineering, and Mathematics (STEM) fields, as they attempt to transition to postsecondary educational experiences and as they matriculate into STEM occupations (Fletcher, 2012). Racial and ethnic inequities existing within CTE course enrollments restrict students’ access to STEM fields, as they attempt to transition to postsecondary educational experiences and as they matriculate into STEM occupations (Fletcher, 2012). This article begins with an overview of research on participation in career fields by gender and race/ethnicity, with a focus on STEM, and presents findings from an analysis of public high school CTE enrollments in the state of Illinois.

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