STEM Equity Initiative Blog
The Influence of Artificial Intelligence on Career and Technical Education and Its Diverse Students
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.
The Changing Role of CTE and the Nontraditional Indicator: Part One
Career and Technical Education (CTE) has undergone a transformative journey since its inception in 1749 at the Academy and College of Philadelphia. Departing from the traditional European educational model, which predominantly focused on classical studies tailored to the sons of affluent landowners, this institution provided a pragmatic curriculum aimed at equipping individuals with tangible skills essential for success in the New World.
Cosmetology and Boys: Recruitment and Retention Success Stories
Cosmetology has long been a program in Career and Technology Education (CTE) across the country that predominantly attracts and enrolls “females”. The social construct of gender is so fluid now, especially among the younger generations, that the dichotomy of male versus female has expanded.
The Power of Pedagogy in Career and Technical Education
Education focuses on content as a primary outcome, but pedagogy is a critical part. Understanding the natural connection between CTE and pedagogical practice is important to enhance student learning. Each of the five well-known, research-based pedagogical practices provides value for student learning. What is less well known is how these approaches apply and are being used in Career and Technical Education (CTE).
Perkins, PIMS, Pathways, and Peers
“I am new to Perkins.” “I don’t understand how PIMS works.” “How do we track students who have left high school or college if they don’t answer surveys?”
A recent series of virtual office hours hosted by the STEM Equity Initiative (for BCTE) for secondary and post-secondary schools currently on ANY improvement list has provided an opportunity for both sharing information and gathering it. Here are just a few ideas I learned