Occupational Certificates: Examining Student Characteristics and Enrollment Outcomes across the Public and For-Profit Sectors

McKinney, Lyle; Burridge, Andrea; Mukherjee, Moumita

doi:10.1177/016146811711901106

Cited by 3 publications

(2 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Postsecondary certificates are unique academic certifications that can be both flexible and diverse. They have also been steadily increasing in popularity; in 1980, it was estimated that certificates accounted for approximately six percent of postsecondary awards, which has grown to more than 22 percent today (McKinney, et al, 2017). The literature reveals that, after Bachelor's degrees, more postsecondary certificates are now awarded than both Associate's and Master's degrees .…”

Section: Postsecondary Certificatesmentioning

confidence: 99%

“…The literature documents there is a distinct demographic that is emerging in postsecondary certificate programs where overall they enroll more women, African Americans, students from families with lower incomes, first-generation students the first to attend some sort of college program, people with disabilities, persons with GEDs who have taken previous CTE classes, and non-traditional students over the age of 25 (Baum, et al, 2020;Brown, & Kurzweil, 2017;McKinney, et al, 2017). The data reveals strong gender associations with specific fields of study.…”

Section: Postsecondary Certificatesmentioning

confidence: 99%

See 1 more Smart Citation

Considering the value of postsecondary culinary education

Test

View full text Add to dashboard Cite

Historically, there has been conflict in regards to the perceived value of postsecondary culinary education between those who feel culinary school better prepares students to enter the foodservice industry versus those who claim that claim culinary careers can be entered without formal training and everything that needs be known can be learned on the job. The typical assessments regarding the value or return on investment of college programs emphasize graduation rates, employability, initial gross wages and other short-term economic benefits. This IPA study moves away from the standard measurements with participants given the opportunity to articulate their own individual definitions of success and performance in order to develop a complete understanding of the topic. The study shows the primary benefits from culinary school are learning new skills and techniques and gaining a better perspective of the industry with internships/externships playing a key role in their development. Participants felt their culinary school experience prepared them to enter the workforce though there were observed differences in the mindset of employees who attended culinary school and those who had not. The data expresses the participants' judgement that they would recommend culinary school to others with qualifications but that, overall, their culinary education was "worth it." The data also further brought to light the influence of an emotional connection to food and the concept of a passion or career calling.

show abstract

Section: Postsecondary Certificatesmentioning

confidence: 99%

Section: Postsecondary Certificatesmentioning

confidence: 99%

Considering the value of postsecondary culinary education

Test

View full text Add to dashboard Cite

show abstract

Black Otherfathering in the Educational Experiences of Black Males in a Single-Sex Urban High School

Brooms

2017

Teachers College Record

View full text Add to dashboard Cite

Background/Context A good deal of research has been written about the problems and challenges facing Black male youth in their educational endeavors, ranging from academic performances, aspirations, and outcomes to student–teacher relationships, social experiences, and identity development. Statements calling for more Black male teachers abound in current educational discourse, and a number of studies have focused on their experiences in teaching, their pedagogical practices, and their role within the school setting. However, little attention has been given to how Black male students experience their learning and relationships with Black male teachers—the very people who are supposed to benefit from this adult presence. The present study investigates Black male students’ experiences with Black male teachers at a single-sex urban secondary school. Purpose The purpose of this study was to understand Black male students’ experiences in an all-male learning environment, with a particular emphasis on the role of Black male adults in their schooling experiences. Participants This study focused on the schooling experiences of 20 college-age Black males who all attended the same single-sex public high school. Research Design Qualitative research methods were used in this study. In particular, data from in-depth interviews explored students’ narratives about how they experienced and made meaning from the all-male schooling environment. Findings Findings suggest that the students conceptualized adult Black males at their school as otherfathers based on their pedagogical practices, care and concern, and support. First, students expressed their need or desire for male teachers in their secondary schooling experiences. Students identified Black male adults as significant contributors to their development. Second, learning from Black male teachers was valued highly by students because these experiences provided them with insider perspectives and key insights on being Black and male. Students were exposed to opportunities to learn about how race and gender could matter in their lives. Finally, engaging with Black male adults in their schooling experiences provided students with unique opportunities to learn more about themselves. Students’ learning enhanced their critical consciousness and connected to their racial and gender identities as well. Students attributed much of their success and personal development to how Black male teachers engaged in otherfathering—expressed as holistic care, support, parenting, modeling, and life coaching. Recommendations Implications and recommendations for educational researchers and practitioners to better understand how Black males matter in the lives and schooling experiences of Black male youth are discussed.

show abstract

Ideology and Identity Among White Male Teachers in an All-Black, All-Male High School

Rogers¹,

Brooms

2019

American Educational Research Journal

View full text Add to dashboard Cite

National data trends underscore the “problem” of Black male achievement. Beneath the causes and consequences are the ideologies used to frame the problem and its solutions. The ideology of meritocracy is routinely employed to rationalize educational disparities. This article examined how White male teachers, in a charter school designed to promote academic success among Black boys, made sense of boys’ academic achievement patterns. Interview analysis revealed the persistence of meritocracy, as teachers (a) located the problem within Black boys’ identities; (b) constructed race, masculinity, and social class as barriers to students’ academic success and teachers’ effectiveness; and (c) positioned themselves relationally away from their students and the problem itself. We discuss implications for the academic development of Black boys.

show abstract

Occupational Certificates: Examining Student Characteristics and Enrollment Outcomes across the Public and For-Profit Sectors

Cited by 3 publications

References 24 publications

Considering the value of postsecondary culinary education

Considering the value of postsecondary culinary education

Black Otherfathering in the Educational Experiences of Black Males in a Single-Sex Urban High School

Ideology and Identity Among White Male Teachers in an All-Black, All-Male High School

Contact Info

Product

Resources

About