STEM Equity Initiative Blog
Inclusivity Doesn’t Take a Village; It Takes a Community! How Johnson College Overcame “3P1."
In 2017, Johnson College, a private two-year technical college, made access and inclusion a part of its strategic plan. This meant that by 2018 every department had to build departmental goals to create an environment that welcomed and supported every student into its CTE programs. From the President and CEO to the marketing department, faculty and support staff, the custodial workers and food service workers, and even the students, everyone was tasked to create the environment where everyone felt valued and included.
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?