Question
Equity in Career and Technical Education Pathways in Rural High Schools-A Basic Qualitative Study
I have
already started on this. I am attaching my working concept paper and the
alignment table i received with feedback. Introduction in developing the
introduction, assume the reader knows nothing about your topic. Look at the
larger problem in a broader context and use the background information and
statistics to support the problem. Identify the major headings of the paper in
the final statement of the introduction. - i need you to review this to see if
i am on the right track. Problem statement identify the problem discussed in
the introduction. - see working concept paper the problem is… describe the
background of the problem. - see working concept paper, but may need to be
revised. Also, see comments in alignment table. The background of the problem is…
explain how prevalent the problem is and among what groups. The extent of the
problem is… the persons impacted by the problem are... Identify a gap in
practice/literature. - can you help me with this? A gap in the
literature/practice is… purpose of the study connect the problem statement with
a research design, and briefly present the why, how, who, what, and where of
the research. The purpose of this [insert research design] study will be to… i
am not sure what research design i want to use basic qualitative or
phenological? In this section, include how the study will contribute to the
knowledge base, explain the geographic location and target population, and
describe what should happen as a result of the study and with whom the research
will be shared. Research questions state your research questions. Align
questions to the selected methodology and design by using applicable
vocabulary. this week you will be completing what is essentially a draft of the
first several pages of the concept paper, plus the title page and a partial
list of references. Once you receive my feedback on your alignment table from
week 1 and your topic has been approved, you should also apply those
suggestions to this assignment to align your paper’s major elements (problem
statement, purpose statement, research questions, and hypotheses if
applicable). Here are some additional tips for this week’s assignment:
• use the checklist and
template! Review both documents (and other resources) to ensure you have
covered all required items in the appropriate order and in the appropriate
section. Begin with a title page (including a working title for your study and
your degree area, as shown on the template) and complete the assignment as
though you are turning in your paper up through the research
questions/hypotheses sections. Your assignment should look like your final
concept paper up to that point. You should submit both a completed checklist
(up through the research questions/hypotheses sections) and your draft paper.
• introduction: try to limit the introduction
to a paragraph or two. The goal for the final paper is to have 10-15 pages of
content (minus the title page and references). If you take up multiple pages
with the introduction, you will start running too long. Provide some basic
background information for your topic, using citations. The final sentence of
the introduction should introduce the major sections of your paper. For
example: “this concept paper includes the problem, the purpose of the study,
research questions…(etc.)”
• problem statement: you can
use the “sentence starters” in the assignment’s directions to cover each of the
checklist items. The problem is...the background of the problem is…the extent
of the problem is…and so forth. Most checklist items in this section can be
covered with one to three good sentences. Using the “sentence starters” here
and elsewhere in the paper will help you with both brevity and thoroughly
covering the checklist items at the same time. Cite scholarly (journal
articles) references where required!
• purpose statement: remember
to implement the feedback i provided on your alignment table to revise your
purpose statement as necessary.
• research questions: same as
above- revise your research questions based on my previous feedback (and the
feedback of your department chair, if necessary).
• include a references list at
the end. The references list should be in proper apa 7th format and appear like
the
Expert Solution
Career and Technical Education
(CTE) programs are vital as they prepare adults and youth for a vast range of
careers. The CTE programs also help students develop skills in demand in
various sectors to improve mobility and results for groups with structural
barriers to equal opportunities. Although CTE programs are a tool for achieving
equity, several opportunity gaps still inhibit pursuing this goal in the United
States. According to Anderson et al.
(2021), one can identify racial gaps in these programs, including the
overrepresentation of white students (48%) compared to Latinx(24%). African
American (16%), Asian (7%) and indigenous students (2%). Furthermore, females
in the CTE programs are more concentrated in predominantly female fields, which
are lower paying (Kim et al., 2021).
Therefore, it is vital to formulate the problem statement, purpose, research
questions, and hypotheses, conduct a literature review, identify the research
methodology and design, population, data collection and analysis method, and
the validity and reliability of the study when ethically exploring the
existence of the gender and racial and ethnic gaps in CTE programs.
Problem Statement
Equity in CTEs involves
eliminating barriers to ensure all students can access quality resources,
instruction, and the necessary experiences to make them college and career
ready. Unfortunately, there is evidence of inequity in CTE programs due to
racial and ethnic and gender bias, denying learners achievement and opportunity
gaps (Haviland & Robbins, 2021).
For instance, the problem is prevalent among Black and Latinx students whose
GPA was significantly lower, reducing the possibility of earning CTE credentials
and securing a job related to the program they studied after six years of CTE
program completion (Anderson et al.,
2021). This opportunity gap causes the inability of students from
diverse backgrounds to break the poverty cycle and increases the demand and
supply gap for technical workers. Haviland and Robins (2021) claim that CTEs
are reliable pathways for students to get middle-skill jobs and join the middle
class. The lack of such opportunities eventually leads to a systemic gap for
students from diverse backgrounds, constraining their possibilities. Therefore,
the problem is the emergence of a systemic opportunity gap due to an ethnic and
gender bias in CTEs in the United States.
Purpose of the Study
The purpose of this study will
be to gather the experiences and perceptions of high school students from
diverse backgrounds in a rural high school in Northern
California about their perceived barriers in their enrollment into CTE
programs. This study is critical as it will justify lowering barriers to
enrollment including those based on race and gender. If a bias is identified,
the results will be shared with educational leaders, who will develop systems
to eradicate these barriers. Due to the global demand for technical workers,
increasing the enrollment of students from diverse backgrounds will increase
the supply of workers, keeping America competitive and enhancing the economy as
a whole (Anderson et al., 2021). Gender and racial equity will also enable the
students to explore fields not traditionally occupied by people of their gender
or ethnic group. Overall, the proposed study will contribute to the knowledge
of the state of the CTE programs' equity from the perspectives of high school
students from a rural high school in Northern California.
Research Questions
The following research questions will guide this concept paper:
Research Question 1: What do rural high school students perceive as the barriers to CTE enrollment in rural high schools?
Research Question 2: How do the perceived barriers to CTE enrollment impact the rural high school students’ motivation to enroll in CTE programs?
Refrences
Anderson, T.,
Briggs, A., Spaulding, S., Zamani-Gallaher, E., & López, D. (2021). Racial
and ethnic equity gaps in postsecondary career and technical education [eBook].
https://www.luminafoundation.org/wp-content/uploads/2021/04/ethnic-equity-gaps.pdf.
Haviland, S.,
& Robbins, S. (2021). Career and technical education as a conduit for
skilled technical careers: A targeted research review and framework for future
research. ETS Research Report Series, 2021(1), 1-42.
https://doi.org/10.1002/ets2.12318
Kim, E., Flack, C., Parham, K., & Wohlstetter, P. (2021). Equity in secondary career and technical education in the United States: A theoretical framework and systematic literature review. Review of Educational Research, 91(3), 356-396. https://doi.org/10.3102/0034654321995243
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