Start Submission Become a Reviewer

Reading: Endorsement of Career and Technical Education: Phenomena Influencing Core-Subject Teacher Pe...

Download

A- A+
Alt. Display

Research

Endorsement of Career and Technical Education: Phenomena Influencing Core-Subject Teacher Perceptions

Authors:

Sheri L. Tucker ,

La Quinta High School
About Sheri
Career and Technical Education Teacher in the Hospitality, Tourism, and Recreation industry sector, Food Service and Hospitality Pathway at La Quinta High School
X close

Andrew J. Hughes

California State University San Bernardino
About Andrew
Assistant Professor in the Career and Technical Education Program at California State University San Bernardino
X close

Abstract

The article provides an analytical overview of core-subject teachers’ endorsement of career and technical education (CTE). The article discusses phenomena that have likely influenced core-subject teachers’ perceptions of CTE and, in turn, their endorsement of CTE to students. California is taking steps towards successfully preparing students for college and career readiness, but more needs to be done (Bae & Darling-Hammond, 2014). Additionally, some educators still believe that “CTE programs maintain diminished value in helping to raise school achievement scores or encourage student success” (Shanklin, 2014, p. 3). Since the 20th century, CTE educators have been fighting negative perceptions of CTE, particularly that the only students who enroll in CTE are disengaged or underperforming. The study had a sample size of 16 participants (N = 16), and data were collected using focus groups, one-on-one interviews, and surveys. Findings show that participants were generally unaware of but were still biased against CTE. Participants’ biases were influenced by multiple phenomena, including perfectionism, educational reforms, and societal expectations.
How to Cite: Tucker, S. L., & Hughes, A. J. (2020). Endorsement of Career and Technical Education: Phenomena Influencing Core-Subject Teacher Perceptions. Journal of Technology Education, 31(2), 40–55. DOI: http://doi.org/10.21061/jte.v31i2.a.3
1
Views
Published on 22 Mar 2020.
Peer Reviewed

Downloads

  • PDF (EN)