The high school academy as a laboratory of equity, inclusion, and safety

Fletcher, Edward C.; Warren, Nathalie Q.; Hernandez-Gantes, Victor M.

doi:10.1080/08993408.2019.1616457

Cited by 15 publications

(8 citation statements)

References 24 publications

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“…As such, it became obvious to us that in many ways, technological preparation was an added bonus for enrollment in a school with a reputation for providing a safe learning environment and individualized attention. In this regard, our findings aligned squarely with related literature noting that career academies provide an enhanced sense of belonging through a family-like school culture (Brand, 2009;Fletcher, Warren, & Hernandez-Gantes, 2019;Lanford & Maruco, 2018).…”

Section: Discussionsupporting

confidence: 89%

Vocational Education and Training in the Age of Digitization

Wuttke¹,

Seifried²,

Niegemann³

2020

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The increasing digitization of the world of work is associated with accelerated structural changes. These are connected with changed qualification profiles and thus new challenges for vocational education and training (VET). Companies, vocational schools and other educational institutions must respond appropriately. The volume focuses on the diverse demands placed on teachers, learners and educational institutions in vocational education and training and aims to provide up-to-date results on learning in the digital age.

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Section: Discussionsupporting

confidence: 89%

Vocational Education and Training in the Age of Digitization

Wuttke¹,

Seifried²,

Niegemann³

2020

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“…Within that context, the goals of career academy school stakeholders are to support students in the discovery of what they are good at doing and to structure their educational experiences to cultivate their gifts into talents. Fletcher et al (2019), using a case study analysis, found that school stakeholders within a high school career academy had a positive influence on school culture, embraced a unique attitude of acceptance for all, and was perceived as a safe place for students. The academy elements that were associated with a positive school culture included the open enrollment policy, small school size and student-shared interests by focusing on a STEM-related career theme.…”

Section: Career Academies' Role In Talent Developmentmentioning

confidence: 99%

“…Career academies are programs of study featuring small learning communities found within high schools (Fletcher et al , 2019). They focus on providing students with a college preparatory curriculum integrated within a career theme.…”

Section: Career Academies’ Role In Talent Developmentmentioning

confidence: 99%

“…Fletcher et al (2019), using a case study analysis, found that school stakeholders within a high school career academy had a positive influence on school culture, embraced a unique attitude of acceptance for all, and was perceived as a safe place for students. The academy elements that were associated with a positive school culture included the open enrollment policy, small school size and student-shared interests by focusing on a STEM-related career theme.…”

Section: Career Academies’ Role In Talent Developmentmentioning

confidence: 99%

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The school stakeholder community as a source of capital for the talent development of black students in a high school engineering career academy

Fletcher

Ford²,

Grantham³

et al. 2022

EJTD

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Purpose This paper aims to examine the role of school stakeholders (e.g. advisory board members, school administrators, parents, teachers and school board members) at a 99% black academy in promoting the achievement and broadening participation of high school black students in engineering career pathways. Design/methodology/approach The authors followed a qualitative case study design to explore the experiences of school stakeholders (e.g. students, district and school personnel and community partners) associated with the implementation of the career academy (Stake, 2006; Yin, 1994). Findings The authors found that the school relied heavily on the support of the community in the form of an advisory board – including university faculty and industry leaders – to actively develop culturally responsive strategies (e.g. American College Test preparation, work-based learning opportunities) to ensure the success of black students interested in pursuing career pathways in engineering. Thus, school stakeholders in the academy of engineering served as authentic leaders who inspired academy students by serving as role models and setting examples through what they do as engineering professionals. It was quite evident that the joy and fulfillment that these authentic leaders gained from using their talents directly or indirectly inspired students in the academy to seek out and cultivate the talents they are good at and passionate about as well (Debebe, 2017). Moreover, the career academy provided environmental or sociocultural conditions that promoted the development of learners’ gifts and talents (Plucker and Barab, 2005). Within that context, the goals of career academy school stakeholders were to support students in the discovery of what they are good at doing and to structure their educational experiences to cultivate their gifts into talents. Research limitations/implications It is also important to acknowledge that this study is not generalizable to the one million career academy students across the nation. Yet, the authors believe researchers should continue to examine the career academy advisory board as a source of capital for engaging and preparing diverse learners for success post-high school. Further research is needed to investigate how advisory boards support students’ in school and postsecondary outcomes, particularly for diverse students. Practical implications The authors highlight promising practices for schools to implement in establishing a diverse talent pipeline. Social implications On a theoretical level, the authors found important insights into the possibility of black students benefiting from a culturally responsive advisory board that provided social and cultural capital (e.g. aspirational, navigational and social) resources for their success. Originality/value While prior researchers have studied the positive impact of teachers in career academies as a contributor to social capital for students (Lanford and Maruco, 2019) and what diverse students bring to the classroom as a form of capital Debebe(Yosso, 2005), research has not identified the role of the advisory board (in its efforts to connect the broader community) as a vehicle for equipping ethnically and racially diverse students who come from economically disadvantaged backgrounds with social capital. Within that sense, the authors believe the advisory board at Stanton Academy relied on what the authors term local community capital to provide resources and supports for black students’ successful transition from high school into science, technology, engineering, and mathematics (STEM)-related college and career pathways.

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“…In the case of career academies in large comprehensive schools (school-within-a-school model), they have several features designed to break down large high schools into a more personalized environment for students. These features include small learning communities, student cohorts, and career-themed curricula (Fletcher, Warren, & Hernandez-Gantes, 2019). Most of the career academy research points to positive outcomes for students who participate.…”

Section: The Career Academy Modelmentioning

confidence: 99%