TY - JOUR
T1 - Does Career and Technical Education Strengthen the STEM Pipeline? Comparing Students With and Without Disabilities
AU - Gottfried, Michael A.
AU - Bozick, Robert
AU - Rose, Ernest
AU - Moore, Ravaris
N1 - Publisher Copyright:
© 2014, © Hammill Institute on Disabilities 2014.
PY - 2016/3/1
Y1 - 2016/3/1
N2 - Despite the strategic investment of the Perkins IV legislation to promote a broader application of career and technical education (CTE) to all students, it is unclear whether these initiatives distinctively support the needs of students with disabilities in science, technology, engineering, and mathematics (STEM) fields of study. This is a critical lapse in the research, as knowing the efficacy of CTE experiences in promoting the STEM pipeline will be important for policy makers as they consider new or revised educational policies to support the pursuit and persistence of students with disabilities into STEM fields. This study evaluates whether two CTE experiences (applied STEM course taking and school-based experiential programs) in high school differentially predict the declaration of STEM college majors for students with and without disabilities. Assessing nationally representative data, the analyses suggest that CTE experiences consisting of applied STEM courses and school-based experiential programs may both be sufficient to move through the STEM pipeline for students in the general population, but both are insufficient for supporting students with disabilities.
AB - Despite the strategic investment of the Perkins IV legislation to promote a broader application of career and technical education (CTE) to all students, it is unclear whether these initiatives distinctively support the needs of students with disabilities in science, technology, engineering, and mathematics (STEM) fields of study. This is a critical lapse in the research, as knowing the efficacy of CTE experiences in promoting the STEM pipeline will be important for policy makers as they consider new or revised educational policies to support the pursuit and persistence of students with disabilities into STEM fields. This study evaluates whether two CTE experiences (applied STEM course taking and school-based experiential programs) in high school differentially predict the declaration of STEM college majors for students with and without disabilities. Assessing nationally representative data, the analyses suggest that CTE experiences consisting of applied STEM courses and school-based experiential programs may both be sufficient to move through the STEM pipeline for students in the general population, but both are insufficient for supporting students with disabilities.
KW - career and technical education
KW - curriculum
KW - policy
UR - http://www.scopus.com/inward/record.url?scp=84956544208&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84956544208&partnerID=8YFLogxK
U2 - 10.1177/1044207314544369
DO - 10.1177/1044207314544369
M3 - Article
AN - SCOPUS:84956544208
SN - 1044-2073
VL - 26
SP - 232
EP - 244
JO - Journal of Disability Policy Studies
JF - Journal of Disability Policy Studies
IS - 4
ER -