Families' Perceptions of Corporate Influence in Career and Technical Education through Data Extraction

Autor/inn/en	Hillman, Velislava; Bryant, Jeff
Titel	Families' Perceptions of Corporate Influence in Career and Technical Education through Data Extraction
Quelle	In: Learning, Media and Technology, 48 (2023) 3, S.401-414 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hillman, Velislava)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
DOI	10.1080/17439884.2022.2059765
Schlagwörter	Family Attitudes; Corporations; Vocational Education; Data Collection; Alignment (Education); School Business Relationship; Specialization; Curriculum Development; Prediction; Career Development + Suchen Sie Ihr Suchwort? Unternehmen; Ausbildung; Berufsbildung; Data capture; Datensammlung; Arbeitsteilige Spezialisierung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Vorhersage; Berufsentwicklung
Abstract	This paper addresses families' perceptions of corporate influence in career and technical education (CTE) through market-driven policies that enable data extraction for student profiling and seek to align K-12 education with business-driven needs. Aligning education with business needs can offer early employment, however, accelerating technological developments risk subjecting hyper-specialised individuals to highly unpredictable labour markets and ultimately job insecurity. Using grounded theory, we conducted in-depth interviews with families across the United States, to obtain their views on the hyper-specialisation in CTE. The emerging discourse is that powerful corporations offer makeshift hyper-specialisation curricula that fit their business needs and do not necessarily reflect, or indeed, consider children's best interests. This research contributes to scholarship by elucidating the views of families affected by the corporate influence in CTE. The collected stakeholder accounts suggest the need for more in-depth research on individuals who rely on CTE for future employment. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01