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Examining career and technical education (CTE) pathways in historically Black colleges and universities (HBCUs)

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Publié dans:Empirical Research in Vocational Education and Training vol. 16, no. 1 (Dec 2024), p. 11
Auteur principal: Williams, Kevin M.
Autres auteurs: Belur, Vinetha, Yang, Zhitong
Publié:
Springer Nature B.V.
Sujets:
Higher education
Vocational education
Collaboration
African Americans
Careers
Occupations
Success
Historically Black Colleges & Universities
Black college students
Employment
Community colleges
Academic Persistence
Postsecondary Education
Equal Education
Educational Technology
Career and Technical Education Schools
Disproportionate Representation
Career Information Systems
Graduation
Student Interests
Labor Market
Career and Technical Education
Educational Testing
Technical Occupations
Occupational Information
Black Colleges
Career Education
Transfer Students
Information Networks
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Résumé:Career and technical education (CTE) is considered a key academic pathway for sustainable careers in several high-growth industries. However, African–American employees are underrepresented in these industries. Historically Black colleges and universities (HBCUs) may represent invaluable options to address this inequality. Our analysis of the Integrated Postsecondary Education Data System (IPEDS) suggests that HBCUs provide fewer CTE options than a matched sample of non-HBCUs. The most commonly available CTE programs appear in less than one-quarter of HBCUs, and nearly one-quarter of CTE industries are unrepresented. Although some programs are well-positioned to address African–American employee underrepresentation, others are completely absent. Findings connecting HBCU CTE programs to occupations with high projected growth or living wage salaries are also mixed. Overall, these results may be informative for academic policymakers, administrators, and students.
ISSN:1877-6337
1877-6345
DOI:10.1186/s40461-024-00159-z
Source:Education Database