Understanding the Barriers: How Microaggressions, Equity & Perception Affect Black Female CTE Students

Autor/in	Phillips, Anuli I.
Institution	Association for Career and Technical Education (ACTE)
Titel	Understanding the Barriers: How Microaggressions, Equity & Perception Affect Black Female CTE Students
Quelle	(2022), S.16-20 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Phillips, Anuli I.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Females; African American Students; Racial Bias; Vocational Education; Disproportionate Representation; STEM Education; Equal Education; Social Attitudes; Course Selection (Students); Gender Bias; Identification (Psychology); Barriers; Federal Legislation; Educational Legislation; Gender Discrimination; Sex Fairness + Suchen Sie Ihr Suchwort? Weibliches Geschlecht; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Racial discrimination; Rassismus; Ausbildung; Berufsbildung; STEM; Social attidude; Soziale Einstellung; Course selection; Kurswahl; Geschlechterstereotyp; Bundesrecht; Bildungsrecht; Schulgesetz; Sexualaufklärung
Abstract	This is a review of the literature that focuses on the gap in the available scholarly inquiry into Black females' participation in Career and Technical Education and their underrepresentation in non-traditional, high-paying career clusters, and those Science, Technology, Engineering, and Math (STEM) fields broadly. Through an initial review of the literature, variables such as perception, equity, and microaggressions are analyzed for their effect on the population in question. This study will seek to explain how these variables affect the course taking habits of Black females in CTE. The literature that concerns Black CTE students and the literature that concerns Female CTE students are explored individually and is beneficial to developing an understanding of the multifaceted nature of the general population of interest, Black female CTE students. Race and gender are separated in hopes of highlighting the lived experience of this group, Black females, and how their identities within these two groups and unique challenges as a result of those identities comingle, intersect, and synergistically create compounded issues and barriers as a part of and participant in a CTE program. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01