Education Commons^™

Examining The Relationship Between Program Satisfaction, Credential Earnings, And Gender On Full-Time Employment Outcomes Of Career And Technical Program High School Graduates In Virginia, Margaret J. Turley

STEMPS Theses & Dissertations

Career and technical education (CTE) incorporates occupational skills, workforce readiness skills, and credentials that make high school graduates better prepared for the workforce. Students who complete CTE programs of study have higher employment rates after high school graduation and often go on to postsecondary education. For those who do not go on to postsecondary education, CTE programs can provide opportunities for increased earnings and more access to the labor market.

This quantitative study used binary logistic regression, using data collected by the Center for Survey Research of the University of Virginia’s Weldon Cooper Center to examine if satisfaction with CTE …

Diversity, Dignity, Equity, And Inclusion In The Age Of Division, Discord, And Disunion: Stereotyping, Sexist, Hegemony In Education, Abha Gupta

Teaching & Learning Faculty Publications

The article addresses diversity issues related to language, gender, and culture. Topics include fundamental areas of research essential to the discussion on language diversity in the context of education with respect to equity, poverty, stereotype threat, Pygmalion Effect, non-sexist language, and Matthews Effect. The discussion on diversity and equity creates a space to think about issues of access, opportunity, voice, and equal participation within society and educational settings. Diversity among humans requires thoughtful considerations, accommodations, and differentiations in educational treatment, yet providing equal opportunities for growth and learning for all.

Why Do Students Attend Stem Clubs, What Do They Get Out Of It, And Where Are They Heading?, Margaret R. Blanchard, Kristie S. Gutierrez, Kylie J. Swanson, Karen M. Collier

Teaching & Learning Faculty Publications

This research investigated what motivated and sustained the involvement of 376 students in culturally relevant, afterschool STEM clubs at four rural, under-resourced schools. A longitudinal, convergent parallel mixed methods research design was used to investigate participants’ participation in and perceptions of the clubs, their motivations to attend, and their future goals, over three years. Situated Expectancy-Value Theory (SEVT) served as a guiding theoretical and analytical framework. Overall, students who attended the clubs were African American (55%), female (56%), and 6th graders (42%), attended approximately half of the clubs (43%), and agreed with quality measures on the STEM Club Survey (M …