ABSTRACT. Join editors across several CTE-related journals to learn about publishing opportunities and strategies to become an author in the field's top journals.
Scaffolded AI-Infused Writing Curriculum to Support Workforce Readiness and Ethical Engagement
ABSTRACT. This study examines the impact of a scaffolded AI-infused writing curriculum on adult learners’ confidence, ethical awareness, and workplace readiness in two-year postsecondary contexts. Grounded in the Technology Acceptance Model and contemporary AI literacy frameworks, the intervention integrated tools such as ChatGPT, Grammarly, and Perplexity across sequential writing units, emphasizing ethical engagement, critical evaluation, and career relevance. Conducted at two U.S. technical colleges and one Qatari institution, the mixed-methods design combined pre/post surveys with qualitative reflections. Findings indicate increased student confidence, improved discernment in AI use, and heightened understanding of authorship and bias. Results underscore the value of equity-centered, scaffolded AI instruction in bridging digital skill gaps, preparing learners for AI-mediated workplaces, and informing inclusive CTE curriculum design.
Navigating Secondary CTE Programs & Industry Partnerships for Workforce Development
ABSTRACT. This qualitative study explores how partnerships between schools and industry enhance Career and Technical Education (CTE) alignment with workforce needs. Using data from advisory boards, labor forecasts, policy documents, and student outcomes, the research examines strategies for integrating technical training with essential soft skills such as communication, adaptability, and problem-solving. Regional initiatives provide a framework for work-based learning through paid internships, teacher externships, and industry-led events. Findings highlight over 500 internships across healthcare, information technology, skilled trades, and transportation, showing increased student engagement and employer satisfaction. The study presents a scalable model for CTE programs that builds a skilled talent pipeline, equips students with credentials and experience, and supports economic growth in a rapidly evolving global economy.
Voices of Promise: A Narrative Inquiry into the Experiences of First-Generation Black Males in STEM-CTE Programs at Two-Year Institutions
ABSTRACT. Black males who are first-generation college students in STEM-CTE fields, such as biotechnology, engineering, technology, and computer information systems, bring a unique blend of intelligence, resilience, and cultural perspectives to their learning environments. This study employs narrative inquiry to amplify the voices and lived experiences of Black males through an anti-deficit lens, highlighting their journeys in STEM-CTE postsecondary education as sub-baccalaureate students. Grounded in Yosso’s Community Cultural Wealth framework, it highlights narratives of aspiration, resistance, and belonging, illustrating how Black males shape their identities and futures in STEM-CTE fields. The study aims to provide valuable insights for STEM educators, leaders of two-year postsecondary institutions, and policymakers dedicated to promoting equitable practices in STEM-CTE education.
Leveraging Social Capital Across Intersections: How Black Working Mothers Navigate Career Technical Education in Post-Pandemic America
ABSTRACT. This qualitative study examines how Black working mothers navigate career technical education (CTE) programs and support systems during and after the COVID-19 era (2020-present). Using intersectionality and community cultural wealth theoretical frameworks, this research explores the motivations, challenges, and assets that shape these women's educational experiences. Through 4-6 focus groups stratified by program type and enrollment timing, the study will capture the collective experiences of Black working mothers pursuing CTE credentials. Findings will inform educational policy and institutional practices to better support this population, while contributing to literature on equity in career technical education and demonstrating how multiple identities intersect to influence educational pathways during unprecedented times.
Understanding Academic Transitions for Career and Technical Education Students
ABSTRACT. As states increasingly invest in high school career and technical education (CTE) to
prepare students for both immediate workforce entry and postsecondary education,
questions remain about how CTE pathways influence college enrollment and long-
term earnings. While CTE participation is associated with higher high school gradu-
ation rates and earnings, its impact on college transitions and the value of subsequent credentials varies widely across CTE fields of study. This study leverages comprehensive, longitudinal administrative data from Texas to examine the most frequent transitions—or “dyads”—between high school CTE clusters and related
college majors. Using a combination of descriptive dyad analysis and a matching strategy to address selection bias, we quantify how secondary CTE shapes postsecondary enrollment patterns.
ABSTRACT. Career readiness is an oft-discussed, ill-defined output of Career and Technical Education. Phrases like soft skills or 21st Century skills are used to describe the cross-cutting skills (e.g., communication, teamwork, and problem solving) students need to be successful in the workplace. Such skills are increasingly important for success in a rapidly-changing labor market, but there is little evidence suggesting how to assess them. This study investigates the measurement validity of a rubric based on the Career Ready Practices (CRP) assessing cross-cutting skills. Pilot results (n=39) suggest that relying on employer ratings using the CRP is not a useful approach to assess cross-cutting skills. We conclude by discussing possible explanations for this result and suggest future research on assessment practices.