NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1425010
Record Type: Journal
Publication Date: 2024-Jun
Pages: 40
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0895-9048
EISSN: EISSN-1552-3896
Explaining Course Enrollment Gaps in High School: Examination of Gender-Imbalance in the Applied Sciences
Jennifer A. Freeman; Michael A. Gottfried; Taylor K. Odle
Educational Policy, v38 n4 p897-936 2024
Federal policy in the United States has urged high schools to expand offerings in career and technical education (CTE) coursework to address persistent gender inequities in science, technology, engineering, mathematics, and medical (STEMM) fields. Unfortunately, gender composition in engineering and health sciences CTE enrollment is highly imbalanced and reflects postsecondary and labor market trends. Using data from the High School Longitudinal Study of 2009, we use decomposition techniques to examine which student, family, and school factors explain gender-imbalanced enrollment in STEMM-focused CTE courses. The results indicate student occupational expectations were the largest contributor to gender gaps across content areas.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://bibliotheek.ehb.be:2993
Related Records: ED650287
Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Assessments and Surveys: High School Longitudinal Study of 2009 (NCES)
IES Funded: Yes
Grant or Contract Numbers: R305B200035