Career and Technical Education as Pathways: Factors Influencing Postcollege Earnings of Selected Career Clusters

Compton, Jonathan I.; Laanan, Frankie Santos; Starobin, Soko S.

doi:10.1080/10824661003635044

Cited by 14 publications

(12 citation statements)

References 14 publications

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“…Based upon these findings, the authors conclude that there appears to be a sorting mechanism that distributes females into low wage tracks. Compton, et al (2010) reported similar results in an analysis of Iowa community college completers, finding that women generally receive lower wages than men across many programs and career areas. In the Compton et al (2010) study, all male groups had higher earnings and greater wage increases than all female groups, regardless of completion status.…”

Section: Cte and Gender Equitysupporting

confidence: 60%

“…Compton, et al (2010) reported similar results in an analysis of Iowa community college completers, finding that women generally receive lower wages than men across many programs and career areas. In the Compton et al (2010) study, all male groups had higher earnings and greater wage increases than all female groups, regardless of completion status. Being female resulted in a negative association with 2007 wages for the three program areas studied: business, IT, and marketing.…”

Section: Cte and Gender Equitysupporting

confidence: 60%

“…It has been suggested that persistent gender segregation within CTE courses might act as a sorting mechanism that perpetuates the cycle of occupational gender segregation and the gender wage gap (Ainsworth & Roscigno, 2005;Compton, Laanan, & Starobin, 2010;Sayman, 2007). However, it would be imprudent to not question just how much of an impact that four high school CTE courses (a typical program of study) really have on an individual's future career field.…”

Section: Future Researchmentioning

confidence: 99%

“…Based upon these measures, it might be rational to predict increased gender integration within gender nontraditional career programs, primarily in the form of increased participation rates amongst males in female-dominated programs and females within male-dominated courses. Despite such legislative reform efforts, however, research suggests that gender stereotyping persists within CTE (Eardley & Manvell, 2006;Sayman, 2007;Ainsworth & Roscigno, 2005;Compton et al, 2010).…”

Section: Problem Statementmentioning

confidence: 99%

“…Research suggests that sex typing of jobs begins early in life (Gottfredson, 1981;Patterson, 2012) and is reinforced by the tracking of students into gender-specific education and vocational training programs (Ainsworth & Roscigno, 2005). This sorting mechanism helps perpetuate the cycle of placing women in femaledominated, lower wage fields and contributes to the persistence of the gender wage gap (Ainsworth & Roscigno, 2005;Compton, Laanan, & Starobin, 2010;Sayman, 2007). …”

Section: Problem Statementmentioning

confidence: 99%

See 4 more Smart Citations

Gender stereotyping within career and technical education : exploring relationships among gender, coursetaking, and outcomes of high school CTE students.

Fluhr

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Section: Cte and Gender Equitysupporting

confidence: 60%

Section: Cte and Gender Equitysupporting

confidence: 60%

Section: Future Researchmentioning

confidence: 99%

Section: Problem Statementmentioning

confidence: 99%

Section: Problem Statementmentioning

confidence: 99%

See 3 more Smart Citations

Gender stereotyping within career and technical education : exploring relationships among gender, coursetaking, and outcomes of high school CTE students.

Fluhr

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The value of microcredentials: The employer's perspective

Gauthier

2020

J of Competency-Based Ed

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BackgroundCompetency‐based hiring is beginning to catch on as employers insist on having a clearer understanding of an applicant's abilities before extending an offer of employment. Microcredentialing offers employees a mechanism to articulate their competency, and they offer employers a profound way to certify an applicant's abilities.PurposeTo seek an understanding of the value of a microcredentialing structure through employer perspectives. The central research question is, do employers see value in a postsecondary micro‐credentialing structure?MethodThis qualitative case study uses Skill Acquisition Theory and cultivated twenty‐two industry professionals from various sectors, primarily from the early childhood education industry.ResultsSeveral themes emerged from the data: The industry is not satisfied with employee skills, competency is the new currency, seat time does not equal education, a policy for issuing and securing microcredentials is necessary.DiscussionEmployers were questioning the validity of a college transcript and suggested that applicants present microcredentials for key employment elements along with their transcript to certify further their ability to apply knowledge and skills.ConclusionsIt is concluded that microcredentials would be beneficial to the holder and employers. To increase the value of these credentials, the participants suggested using a registry to track and report microcredentials earned. It was further concluded that institutions need to develop governing rules for issuing a microcredential, rules similar to those governing transcripts to ascertain and protect the validity of the credential.

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Career and Technical Education as a Conduit for Skilled Technical Careers: A Targeted Research Review and Framework for Future Research

Haviland¹,

Robbins²

2021

ETS Research Report Series

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Workforce development and career and technical education (CTE) have long provided reliable pathways to middle skill jobs and a gateway to the middle class. Given recent changes in middle skills jobs, the education landscape, and federal policy priorities, the role of CTE in the U.S. educational landscape is evolving more rapidly, encompassing a broader range of education, and practices are changing ahead of research. The first part of this report provides an overview of the current state of CTE in the United States, as well as the state of CTE research, and presents an argument for a broader definition of CTE that incorporates workforce development through postsecondary institutions. The second part provides operational definitions and typologies to facilitate future research. Our aim is to build a research framework for CTE that is grounded in a normative path through CTE: getting in (preparation and recruitment), getting through (retention and skill acquisition), getting out (completion and initial hire), and getting on (career progression). Key challenges and priorities for future research are discussed.

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Career and Technical Education as Pathways: Factors Influencing Postcollege Earnings of Selected Career Clusters

Cited by 14 publications

References 14 publications

Gender stereotyping within career and technical education : exploring relationships among gender, coursetaking, and outcomes of high school CTE students.

Gender stereotyping within career and technical education : exploring relationships among gender, coursetaking, and outcomes of high school CTE students.

The value of microcredentials: The employer's perspective

Career and Technical Education as a Conduit for Skilled Technical Careers: A Targeted Research Review and Framework for Future Research

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