School of Education
Doctor of Education in Curriculum & Instruction (EdD)
James A. Swezey
Female, CTE, STEM, Completer, High School, Gender
Education | Educational Assessment, Evaluation, and Research
Tate, Stephen Christopher, "A Phenomenological Study Examining the Experiences of Female High School Career and Technical Education Completers Who Participated in a Technology-Based Program of Study" (2020). Doctoral Dissertations and Projects. 2610.
The purpose of this phenomenological study was to investigate how female high school students who earned Career and Technical Education (CTE) completer status in a technology-based program of study (POS) in Virginia describe their experiences. CTE completer status is defined as having met the Virginia Department of Education’s CTE completer requirements in a technology-based POS. This study was guided by three theories: Self-efficacy theory was applied as it relates to the participants’ status as completers in a technology-based CTE POS; Role-congruity theory suggests that men and women occupy social roles with attendant stereotypes which contributed to how participants described their experience in a technology-based POS; Social cognitive career theory focuses on the factors influencing occupational choice-making. Using interviews, electronic discussion boards, and photo essays, the experiences of 12 participants who earned Virginia CTE completer status in a technology-based POS were examined to address the central research question: How do female high school students who earned CTE completer status in Virginia describe their experiences in a technology-based POS? Participants were selected through criterion sample. The data in this study was analyzed using the procedures of a transcendental phenomenology to gain a complete understanding of the participants' shared experiences as females who earned completer status in a technology-based CTE POS. After thorough analysis of the data, three themes emerged: (a) instructor influence on program and participant goals; (b) the impact of collaboration; and (c) guidance and support focused on the individual.