The Impacts of Gender and Income on Career and Technical Education

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dc.contributor.authorCashen, Maryen
dc.date.accessed2019-06-10en
dc.date.accessioned2019-07-02T17:07:06Zen
dc.date.available2019-07-02T17:07:06Zen
dc.date.issued2012en
dc.description.abstractFor decades, high school students have taken technical training classes that prepare them for jobs, but little research has examined the impact these classes have on whether those students go to college. In a new study, Center for Poverty Research 2012 Visiting Graduate scholar Mary Cashen finds that both family income and gender predict which students are more likely to complete high school Career and Technical Education (CTE) courses, as well as which will pursue a two- or four-year degree.en
dc.description.notesPolicy Briefen
dc.description.sponsorshipCenter for Poverty Research, University of California, DAVISen
dc.format.mimetypeapplication/pdfen
dc.identifier.sourceurlhttps://poverty.ucdavis.edu/sites/main/files/file-attachments/policy_brief-cashen_cte_0.pdfen
dc.identifier.urihttp://hdl.handle.net/10919/90832en
dc.language.isoenen
dc.publisherCenter for Poverty Research, University of California, DAVISen
dc.relation.ispartofseriesVolume 2, Number 5en
dc.rightsCreative Commons Attribution-NonCommercial-NoDerivatives 4.0 Internationalen
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/en
dc.subjectcareer and technical educationen
dc.subjecteducational attainmenten
dc.subjectaccess to postsecondary educationen
dc.titleThe Impacts of Gender and Income on Career and Technical Educationen
dc.typeReporten
dc.type.dcmitypeTexten

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Higher Education Policy for Minorities in the United States