Lives in Transition: The Impact of Career and Technical Education on Under-served High School Students’ Career Growth and Development

This case study examined and described how under-served high school students
enrolled in medical sciences academy CTE programs (Certified Nursing Assistant [CNA]
and Electrocardiogram Technician [EKG]) at two Florida Title I high schools perceive
that their career and technical education experience prepared them with the academic and
technical skills and knowledge to pursue postsecondary training or higher education; be
better prepared to transition into an ever-more complicated economic workplace; and
become qualified and competent members of the workforce. The study participants were
53 CTE students (CNA and EKG juniors and seniors from both school sites), four CTE
instructors (two CNA and two EKG instructors from both school sites), and three CTE
administrators (one assistant principal from both school sites and one district Medical
Sciences Specialist Administrator) during the academic school year 2016-2017. There were six major findings and ten sub-themes of this study. The first finding
is that CTE programs at these schools provide career exploration and planning
opportunities and includes four sub-themes; school-based learning, work-based learning,
connecting activities, and need for improvement of CTE programs. The second finding is
that CTE programs at these schools offer career relevant curricula and includes three subthemes;
school-based learning, work-based learning, and connecting activities. The third
finding is that students enrolled in CTE programs at these schools are offered consistent
support and guidance, and includes three sub-themes: instructor support, guidance
counselor support, and administrator support. The fourth finding is that the district plays
a key role in the strategic planning and management of CTE programs at these schools.
The fifth finding is that procedures are in place that make allowances for accountability
and assessment of CTE programs at these schools. The sixth finding is the assessment of
students’ career decision-making self-efficacy enrolled in CTE programs at these schools.
Results indicated that students enrolled in CTE medical sciences academy
programs (CNA and EKG) at these schools reported a high degree of career decisionmaking
self-efficacy. Moreover, instructors,’ administrators,’ and students’ perceptions
of students’ CTE experiences and engagement in career exploration learnings supported
their career growth and development.