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Perceptions of Selected Stakeholders Regarding Enrollment in Career and Technical Education Courses and Programs that are Non-traditional by Gender

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dc.contributor.authorTomlinson, Diane C.en
dc.contributor.committeechairPrice, William T. Jr.en
dc.contributor.committeememberMukuni, Joseph Silokaen
dc.contributor.committeememberLockee, Barbara B.en
dc.contributor.committeememberGlasson, George E.en
dc.contributor.departmentEducation, Vocational-Technicalen
dc.date.accessioned2019-06-29T08:01:25Zen
dc.date.available2019-06-29T08:01:25Zen
dc.date.issued2019-06-28en
dc.description.abstractThe Career and Technical Center in Coalfield County School Division (pseudonym) has maintained a history of student enrollment in career and technical education (CTE) courses and programs that are traditional by gender. That history has changed very little over the years, and students, both male and female, continue to enroll in CTE courses at the career center that are traditional for their gender. This trend persists despite Virginia Department of Education support for non-traditional enrollment and Carl D. Perkins Act legislation which encourages non-traditional enrollment in CTE. The purpose of this qualitative research was to explore the perceptions of students, parents, teachers, administrators and counselors about student enrollment at the career center in CTE courses that are non-traditional. Through the use of individual interviews, the researcher gathered information from participants regarding their perceptions about barriers to non-traditional enrollment in CTE and also obtained participants' ideas about strategies for increasing non-traditional enrollment in CTE courses, courses that have the potential to positively impact students' career opportunities along with successful entrance into the work force. The results of this research will be shared with the school division as a potential resource for increasing non-traditional enrollment in CTE courses and programs at the career center.en
dc.description.abstractgeneralThe Career and Technical Center in Coalfield County School Division (pseudonym) has maintained a history of student enrollment in career and technical education (CTE) courses and programs that are traditional by gender. That history has changed very little over the years, and students, both male and female, continue to enroll in CTE courses at the career center that are traditional for their gender. This trend persists despite Virginia Department of Education support for non-traditional enrollment and Carl D. Perkins Acts legislation which encourages nontraditional enrollment in CTE. The purpose of this qualitative research was to explore the perceptions of students, parents, teachers, administrators and counselors about student enrollment at the career center in CTE courses that are non-traditional. Through the use of individual interviews, the researcher gathered information from participants regarding their perceptions about barriers to nontraditional enrollment in CTE and also obtained participants’ ideas about strategies for increasing non-traditional enrollment in CTE courses, courses that have the potential to positively impact students’ career opportunities along with successful entrance into the work force. The results of this research will be shared with the school division as a potential resource for increasing nontraditional enrollment in CTE courses and programs at the career center.en
dc.description.degreeDoctor of Philosophyen
dc.format.mediumETDen
dc.identifier.othervt_gsexam:21409en
dc.identifier.urihttp://hdl.handle.net/10919/90786en
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectCTEen
dc.subjectgender rolesen
dc.subjecttraditional expectationsen
dc.subjectnon-traditional enrollmenten
dc.subjectcareersen
dc.titlePerceptions of Selected Stakeholders Regarding Enrollment in Career and Technical Education Courses and Programs that are Non-traditional by Genderen
dc.typeDissertationen
thesis.degree.disciplineCareer and Technical Educationen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Philosophyen

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