Beyond the Brochure: Strategies to Improve Nontraditional Core Performance Indicators
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Transcript of Beyond the Brochure: Strategies to Improve Nontraditional Core Performance Indicators
Beyond the Brochure: Strategies to Improve Nontraditional Core
Performance Indicators
Office of Career and Technical Education
February 6, 2012
04/20/23
Contact Information:
Jacqueline Dannis, Research Consultant
[email protected] 517 (335-1066)
Norma R. Tims, Title IX and Civil Rights Review Coordinator
[email protected] (517) 241-2091
Office of Career and Technical Education
Michigan Department of Education
P.O. Box 30712
Lansing, Michigan 48909
Presentation Goals
• Define Non-traditional student
• Understand how 6S1 and 6S2 CPI’s are computed
• Explore barriers to participation in nontraditional career training
• Explore factors that support nontraditional career training success
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Five Minute Activity
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Challenge Game
Nontraditional Student
• A secondary or postsecondary student enrolled in a career training program leading to occupations or careers in which 25% or less of the persons usually employed in that occupation or field of work are of their gender.
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Sex Segregation in CTE
FACT: In Michigan secondary CTE programs, Female students are still the majority of students in traditionally “female” courses (health care, child care, cosmetology) and the minority in nontraditional clusters (Transportation, Distribution, Logistics; Manufacturing; Architecture & Construction; STEM)
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And this is a problem because….
In the thirty-eight years since the enactment of Title IX, high school CTE remains as sex segregated as it was when the law was passed!
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And furthermore
The traditionally “male” dominated occupations or fields of work offer higher lifetime earnings, opportunities for advancement, and a degree of security and self-sufficiency not possible in most of the traditionally “female” occupations.
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A requirement of Perkins Funding Legislation to measure participation and completion of students of the nontraditional gender in CTE programs.
Core Performance Indicators
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Nontraditional enrollmentNumerator: Number of students of the underrepresented gender enrolledDenominator: Total number of students enrolled Results indicate the number of students of the underrepresented gender
6 S1
6S2
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Nontraditional CompletionNumerator: Number of students of the under represented gender who complete the program. Denominator: Number of students of the under represented gender enrolledResults indicate the number of non-traditional enrollees who complete
Overt Barrier: Discrimination
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• Gender disparity begins at the point at which students select a specific area
• Influences include:StereotypesGender-based discrimination
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Stereotypes
Different treatment by guidance personnelSteeringDiscourage (or lack or encouragement)
RecruitmentLack of pro-active efforts to recruit femalesLack of visible role modelsMale pronoun use exclusively in materials/media
Impact of Stereotypes
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http://www.youtube.com/watch?v=jwviTwO8M8Q
Aspiration and
Decisions
Stereotypic Beliefs
Sexual Harassment in CTE
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Pervasive and overt:“Cat calls”, sabotage of projects, fondling, etc. No female bathrooms or changing areaPin-ups, calendars with suggestive pictures, etc. Requirements: weightlifting or strength tests Sexual gestures, suggestive languageRetaliation for complaints of sexual harassmentExclusion by other students , lack of ”friendship” Boys monopolizing equipment or teacher time
Subtle Harassment
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Powerful in deterring female students Girls are not strong enoughShe is enrolling to get a boyfriendShe is too cute to take …Girls don’t know anything about …She must be a “Dyke” if she is interested in….Tolerance of inappropriate language, remarks Subtle messages that girls are not welcomePeer PressureParental Concerns about sexual harassment
Other Potential Barriers
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Lack of knowledge or familiarity with areaLack of experience with toolsFamily objections (especially father)Pressure from friendsFemininity ideals /gender identityLack of role modelsInsufficient career explorationMedia messages
Strategies: Recruitment
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• Early unbiased career exploration activities for all students
• Exploration of interests and abilities links to career fields
• Role Models of under represented gender• Gender neutral posters, brochures, illustrations• Recruit “groups”• Targeting• Opportunities to try it out (hands on projects)
Strategies: Retention
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• Schedule in same section• Support groups• Mentor (same gender) from field• Gender “Fairness” in programs• Appropriate tools, uniforms, etc. • Enforced harassment policy• Consideration of learning styles
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• Monitor progress
• Encouragement
• Intern/WBL with same gender
• Exit interviews with “leavers”-use information gained
• Credit recovery if needed
• Peer support
• Same-gender alumni experience
Strategies Completion
Strategies Increase Equity
• Control the message
• Communicate clear performance standards
• Hold gatekeepers accountable for gender disparities
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Questions?
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Contact Information:
Jacqueline Dannis, Research Consultant
[email protected] 517 (335-1066)
Norma R. Tims, Title IX and Civil Rights Review Coordinator
[email protected] (517) 241-2091
Office of Career and Technical Education
Michigan Department of Education
P.O. Box 30712
Lansing, Michigan 48909