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

Fluhr, Stephanie A.

doi:10.18297/etd/447

Cited by 1 publication

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References 93 publications

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“…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: 96%

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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