Exploring career and technical educators' attitudes: The participation of girls in nontraditional programs of study

Perkins IV mandates improvements in the participation and completion of secondary career and technical education (CTE) students pursuing nontraditional Programs of Study (POS). The directives are among pressures placed upon CTE leaders from stakeholders. Perkins IV legislation affects CTE leaders whose schools receive federal funding under Perkins IV. Exploring the attitudes of experienced career and technical educators regarding the participation of girls in nontraditional CTE programs may inform an understanding of the conditions supporting or inhibiting the participation of girls pursuing nontraditional POS. The two components of the research included a pilot survey of 48 career and technical educators from Southeastern, PA (SEPA), and a Delphi panel of 20 individuals including those with experience or expertise in CTE, the career development of girls, or nontraditional student issues. The Delphi panel represented 10 states and the District of Columbia. The Delphi panel included CTE educators from SEPA, tying the two study components together. The exploration of career and technical educator attitudes makes the study unique. The central question was how does the lack of understanding about educator attitudes toward educational and gender equity limit the development of equitable nontraditional programming and response strategies? The issue of girls pursuing nontraditional POS is complex. The findings identified factors related to the participation of girls in nontraditional POS and suggested solutions to challenges related to the participation and completion of girls. Four themes emerged including educator bias, supporting girls, systemic issues in CTE, and state and national issues. Strategies were identified. Keywords: attitudes, bias, career development, career and technical education, educator bias, equity, gender equity, girls, nontraditional, Perkins IV, stereotype, Title IX, workforc