Claudia J Morrell 5/21/24 Claudia J Morrell 5/21/24

The Changing Role of CTE and the Nontraditional Indicator: Part Two

In 2024, the “nontraditional” indicator continues to measure access to programs historically designated by gender. As societal perceptions of traditional roles have evolved, so too has the approach to improving access to CTE courses and programs. Today’s focus is on comprehensive data analysis and disaggregation by various demographics to address systemic inequities. This ensures all students, including those traditionally underrepresented, have equitable opportunities in diverse career pathways. By recognizing the multifaceted identities of students, educational institutions can foster inclusive environments that empower every student to pursue their passions and aspirations.

Hannah Schmitz 8/23/23 Hannah Schmitz 8/23/23

Better Assessing the Whole Child to Achieve Higher Academic Outcomes

The long-held convention of focusing on academic assessments without understanding or assessing students’ social and emotional development is a missed opportunity and has left us unable to see, understand, and appreciate the whole child.

Hannah Schmitz 4/29/22 Hannah Schmitz 4/29/22

Equity in CTE at a Time of Racial Justice

Career and Technical Education (CTE) is another example of how our history has created cultural biases that still linger today. Changing bias connected to old blue-collar professions is not as easy as simply educating people with one presentation, website, or brochure. Waiting until high school to talk to parents is too late. STEM Equity Initiative’s mindful and intentional focus on eliminating biases can help you combat these biases and create an equitable learning environment

Hannah Schmitz 12/11/19 Hannah Schmitz 12/11/19

Questions from the field: How do we continue to increase numbers of male and female students in educational programs that are nontraditional for them?

I’m often asked the questions, “How can we affect changes in student selection decisions for career and technical education (CTE) programs of study?” and “How can I convince a girl entering high school to consider a program in manufacturing or building trades or a boy entering high school to consider a nursing program?” Because so many potential factors influence student course and program choices (e.g., parents, peers, prior learning, cultural bias, hormones, and more), how can educators ensure the all students have full access to any and all of the CTE programs? Equally important, how can educators ensure that progress toward increasing enrollment for traditionally underrepresented students continue over time?

Hannah Schmitz 11/14/19 Hannah Schmitz 11/14/19

Question from the field: How do you affect change in others?

How do you affect the most change in people who are resistant to new ideas or change, even if it is positive?

How to get others to accept change is an age-old question. Over time, I have recognized a range in people’s acceptance of and ability to adapt to change (including my own).