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Promoting Equitable Pathways in Engineering and Career Technical Education

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Abstract/Contents

Abstract
My dissertation addresses three studies which ask broadly: What are the predictive metrics of functioning AS-CTE pathways? Can students’ perceptions of these pathways be changed? Are these pathways equitable for female students? In my first study, I take a step toward better understanding the metrics that explain functioning AS-CTE pathways. Through ethnography, I observed that when social mobility was added as a metric of high-quality PBL with AS-CTE in a predictive framework of education success, attendance levels improved. In my second study, I investigated an opportunity gap (Ladson-Billings, 2013) contributing to students’ perceptions that AS-CTE does not lead to advanced STEM degrees. That perception forms a resistance to AS-CTE pathways, hindering efforts to include underrepresented demographics such as women. This study aims to explain to what degree the opportunity gap influences perceptions of obscure high-wage, high-skill careers by youth of an underrepresented demographic. In my final study, I investigated how AS-CTE pathways present barriers to inclusion through hegemonic masculinity (Connell & Messerschmidt, 2005). Building on the work of (Tarantino et al., 2016), this study employs a feminization of PBL mentor intervention to help break down the barriers of hegemonic masculinity in secondary STEM-CTE classrooms. Through ethnographic action research (Hartmann et al., 2009), I found evidence that the humanizing of our VDC-PBL intervention allowed for sites of resistance to gender norms. These studies make three important and timely contributions to the field of AS-CTE and engineering education more broadly. First, I uncover and remediate an ineffective metric of program efficacy, then reveal an opportunity gap which impacts marginalized youth more acutely, and finally I reveal a toxic masculinity within AS-CTE pathways which further impacts those with compounding marginalizations. While uncovering these trends, I offer recommendations to remediate these issues, while also highlighting what is working for these pathways.

Description

Type of resource text
Publication date December 4, 2023; September 7, 2023

Creators/Contributors

Author Montoya, Jonathan ORCiD icon https://orcid.org/0000-0002-7227-4954 (unverified)

Subjects

Subject Engineering Education
Subject Career Technical Education
Subject Equity
Subject STEM
Genre Text
Genre Thesis

Bibliographic information

Related item
Title
Montoya, J., Lundell, R., Peterson, F., Tarantino, S., Ramsey, M., Katz, G., Baldini, R., Fruchter, R., &Fischer, M. (2018). Building Sustainable Communities: A Project-based Learning Approach to ModifyStudent Perceptions of the Building Industry. ACEEE Summer Study on Energy Efficiency in Buildings,Asilomar conference center, Pacific Grove, CA. https://doi.org/10.25740/tr806nn5051
Title
Montoya, J., Peterson, F., & Bonilla, S. (2020). Opportunity Gap and Women in the EnergyInfrastructure Workforce. In the 8th International Research Symposium on PBL (IRSPBL), Aalborg,Denmark. https://doi.org/10.25740/pm007md6862
Title
Montoya, J., Peterson, F., Kinslow II, A., Fruchter, R., Fischer, M., & Bustamante, A. S. (2021). FiddlersGreen College: Looking for Equitable Workforce Pathways in Silicon Valley. Journal of Problem BasedLearning in Higher Education, 9(1). https://doi.org/10.5278/OJS.JPBLHE.V9I1.6440
Title
Jacob, S. R., Montoya, J., & Warschauer, M. (2022). Exploring the Intersectional Development ofComputer Science Identities in Young Latinas. Teachers College Record: TheVoice of Scholarship in Education, 124(5), 166–185. https://doi.org/10.1177/01614681221103932
Title
Jacob, S. R., Montoya, J., Nguyen, H., Richardson, D., & Warschauer, M. (2022). Examining the What,Why, and How of Multilingual Student Identity Development in Computer Science. ACM Transactionson Computing Education (TOCE). https://doi.org/10.1145/3500918
Preferred citation
Montoya, J., Lundell, R., Peterson, F., Tarantino, S., Ramsey, M., Katz, G., Baldini, R., Fruchter, R., &Fischer, M. (2018). Building Sustainable Communities: A Project-based Learning Approach to ModifyStudent Perceptions of the Building Industry. ACEEE Summer Study on Energy Efficiency in Buildings,Asilomar conference center, Pacific Grove, CA. https://doi.org/10.25740/tr806nn5051
Preferred citation
Montoya, J., Peterson, F., & Bonilla, S. (2020). Opportunity Gap and Women in the EnergyInfrastructure Workforce. In the 8th International Research Symposium on PBL (IRSPBL), Aalborg,Denmark. https://doi.org/10.25740/pm007md6862
Preferred citation
Montoya, J., Peterson, F., Kinslow II, A., Fruchter, R., Fischer, M., & Bustamante, A. S. (2021). FiddlersGreen College: Looking for Equitable Workforce Pathways in Silicon Valley. Journal of Problem BasedLearning in Higher Education, 9(1). https://doi.org/10.5278/OJS.JPBLHE.V9I1.6440
Preferred citation
Jacob, S. R., Montoya, J., & Warschauer, M. (2022). Exploring the Intersectional Development ofComputer Science Identities in Young Latinas. Teachers College Record: TheVoice of Scholarship in Education, 124(5), 166–185. https://doi.org/10.1177/01614681221103932
Preferred citation
Jacob, S. R., Montoya, J., Nguyen, H., Richardson, D., & Warschauer, M. (2022). Examining the What,Why, and How of Multilingual Student Identity Development in Computer Science. ACM Transactionson Computing Education (TOCE). https://doi.org/10.1145/3500918
Location https://purl.stanford.edu/sn268bf9668

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Preferred citation

Montoya, J. (2023). Promoting Equitable Pathways in Engineering and Career Technical Education. Stanford Digital Repository. https://doi.org/10.13140/RG.2.2.10804.01921

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Faculty, Student, and Staff Publications

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Contact information

jlm128@stanford.edu
jlmonto1@uci.edu

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