The Effect of Socioeconomic Status and Gender on High School Student Perceptions About Career and Technical Education
School of Education
Doctor of Education (EdD)
Kurt Y Michael
Career and Technical Education, Constructivism, Gender, Socioeconomic Status, Student Perceptions, Vocational Education
Curriculum and Social Inquiry | Education | Educational Assessment, Evaluation, and Research | Educational Psychology | Other Education | Vocational Education
Chadwell, Briael, "The Effect of Socioeconomic Status and Gender on High School Student Perceptions About Career and Technical Education" (2017). Doctoral Dissertations and Projects. 1488.
This quantitative study examines the perceptions of career and technical education (CTE) among high school students based on their socioeconomic status and gender, and the interaction between the two. The study used a convenience sample of 207 students from four coastal South Carolina high schools. The data was collected using the Image of Vocational Education (IVE) survey. The data was analyzed using a two-way ANOVA. The results found that low socioeconomic status, middle socioeconomic status, high socioeconomic status all had positive perceptions of CTE; female and male had no differences in perception; and there is no interaction. The summary and discussion conclude that high school student perceptions of CTE are positive. Recommendations for further research include a qualitative study looking at individualized perceptions rather than overall perceptions as well as finding reasons why high school students are not enrolling in CTE courses.
Curriculum and Social Inquiry Commons, Educational Assessment, Evaluation, and Research Commons, Educational Psychology Commons, Other Education Commons, Vocational Education Commons