Do Career-Engaging Courses Engage Low-Income Students?

Autor/inn/en	Plasman, Jay Stratte; Gottfried, Michael A.; Klasik, Daniel J.
Titel	Do Career-Engaging Courses Engage Low-Income Students?
Quelle	In: AERA Open, 7 (2021) 1, (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Plasman, Jay Stratte) ORCID (Klasik, Daniel J.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2332-8584
Schlagwörter	Learner Engagement; Low Income Students; High School Students; Vocational Education; Longitudinal Studies; Course Selection (Students); Educational Legislation; Federal Legislation; Technical Education; Student Participation; Predictor Variables; STEM Education; High School Longitudinal Study of 2009 (NCES) + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Ausbildung; Berufsbildung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Course selection; Kurswahl; Bildungsrecht; Schulgesetz; Bundesrecht; Technikunterricht; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Prädiktor; STEM
Abstract	Encouraging school engagement is crucial to promoting positive outcomes for high school students. One potential means to promote school engagement may be through career and technical education (CTE) coursework, which is specifically designed to be educationally engaging, particularly for vulnerable populations such as those from low-income backgrounds. Yet, little is known about whether these courses do in fact link to higher school engagement. Through analysis of the High School Longitudinal Study of 2009--a nationally representative data set--we explored the link between STEM-focused CTE (STEM-CTE) coursetaking and school engagement for low-income students. To do so, we employed an instrumental variable estimation technique and found that taking STEM-CTE courses related to higher school engagement for low-income students. We conclude with a discussion of implications for students, practitioners, and policymakers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01