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The provision of support services has been found critical for meeting the needs of students and their families, but related research in predominantly low-income, African American/Black communities, is limited. Thus, through a case study we explored how a school, located in a low-income area with a predominantly African American/Black population, adopted and enacted support services. The setting was an urban high school with an enrollment of 700 students who are predominantly African American (98%) and 100% low-income. We conducted interviews with district, school, and community stakeholders; and we followed a thematic approach for the analysis. A major finding was that the adoption of support services built on the shared belief that the school should serve as a central place of support for students and the community. We identified two distinct strands of support services, one represented by in-school supports for students and the other designed to help families in the community. Further, we found an underlying philosophy of removing obstacles for students as a means to help them succeed in school. Regarding implications for practice, it is important to note the difficulty in replicating the efficacy of support services without culturally relevant leadership at the district and school level.

Postsecondary readiness is critical to broadening opportunities for educational and career options beyond high school. However, Black males are often at a disadvantage to gaining access to postsecondary preparation and school counselors who can respond to their academic needs. Therefore, the purpose of this study was to explore the experiences and culturally responsive practices of school stakeholders (who are predominantly Black) from an academy of engineering (career academy). The authors used a case study approach to examine culturally responsive practices school personnel utilize to enhance the college and career readiness of Black males. Findings emphasize the role of culturally responsive practices (e.g., Black male role models from business and industry in the engineering field and school counselors), cultural matching, and the role of the advisory board in ensuring the success of Black male students. Recommendations for practice, policy, and research for Black males and school counselors are discussed.

The purpose of this research study was to examine the ways in which stakeholders at a low-income, predominantly African American STEAM academy implement initiatives that support the college and career readiness of their students. We found that a shift in leadership efforts to ensure that academy students were prepared to be both college and career ready provided equity and access to a quality and individualized curriculum through the implementation of career academies. As a result, stakeholders believed that students were more included, valued, and engaged in the school.

In this study, we compared the perspectives of students' 21st-Century competencies (critical thinking and communication, applied learning, and intrapersonal and interpersonal skills) based on participating in an urban magnet information technology (IT) career academy compared to a traditional, comprehensive high school. We utilized propensity score matching to match academy and comprehensive high school learners on various demographic variables. The propensity score matching resulted in 299 matched pairs (n = 598). Using the matched groups, we ran linear regression models to investigate the relationship between school participation and students' perceptions of their 21st-Century skill attainment. We found that when compared with their comprehensive school peers, academy students believed their schools significantly contributed more to their abilities to apply knowledge from their coursework to a real-world context. We found no significant differences in critical thinking and communication skills as well as intrapersonal and interpersonal skills. Our findings indicate that the nature of the curriculum and instructional strategies within a career academy are beneficial. These strategies include the use of curriculum integration, work-based learning, and project-based learning to increase the meaningfulness and relevancy of content.

This article addresses first what students and professionals "know and do not know" about cultural competence and anti-racism. The authors then focus on dispositions (what students and professionals "want" to know and "do not want" to know), and then skills (e.g., strategies, techniques, resources). They suggest that being skilled in cultural differences depends extensively on the degree of information known or not known, along with the desire or will to learn (or not) about culture and cultural differences, and how to be anti-racist. They conclude by offering recommendations to school administrators in recruiting and retaining teachers and school counselors that reflect the student population within their schools.

In this study, we utilized a case study approach to examine the perspectives of 20 school stakeholders regarding equitable ways they promote and broaden the participation of Black male students in a high school academy of engineering (AOE). Madison River Academy (pseudonym) is a comprehensive high school with an AOE embedded in it. The ethnic and racial backgrounds of students at Madison River Academy are 68.8% Black, 14.4% Latinx, 8.7% White, 4.3% Asian, and 3.4% Multiracial. Three themes emerged from our data analyses of the school stakeholder interviews, including the following: (a) a cultural mismatch: denoting the cultural disconnect between teachers and Black male students; (b) math as a gatekeeper: symbolizing mathematics as a barrier Black male participation in the AOE; and (c) promoting equitable access: representing strategies the school stakeholders discussed that could address the equity issues within the AOE. More specifically, within the promoting equitable access theme, two subthemes emerged: building vertical pathways from middle to high school and applying science, technology, engineering, and mathematics (STEM) pathways. We provide recommendations for addressing the equity issues within our case study and promoting higher levels of participation of Black male students in the AOE.

This article focuses on what school-based mental health counselors need to know to be anti-racist and culturally responsive for Black students, while recognizing that many of the presented theories and frameworks have implications for other minoritized gifted and talented (GATE) students/clients. The authors provide an overview of the most promising works for guiding counselors (and all educators) in their efforts to effect meaningful, equity-driven changes, to disrupt prejudice and discrimination, and to be advocates and allies for Black clients/students.

Sternberg's transformational giftedness theory is visionary given its focus on GATE students being agents of change who use their gifts and talents in meaningful ways to address real issues. The theory merges seamlessly with several multicultural or culturally responsive theories and frameworks/models. We introduce the "culturally responsive transformational giftedness model" that adds multicultural consideration to Sternberg's theory, particularly for Black students. This article offers recommendations and presents the model to complement and enhance transformational GATE students and education (e.g., identification and assessment, social-emotional and psychological development, instruction/teaching, and curriculum) via a rigorous culturally responsive framework. Undergirding this model is the notion of "good trouble" which is needed to solve real issues and problems to bring about equitable social and cultural change.

Black male retention rates in college tend to be lower than they are for Asians, Whites, and Latino males as well as their gendered counterparts in college. Various factors play a role in the higher attrition rates of Black males in higher education. However, there are programmatic initiatives that can contribute to the academic and career success of these students. For example, living-learning communities are recognized as a high impact practice for student engagement. Moreover, these high impact practices, such as first experiences courses, study abroad, and undergraduate research, contribute to student matriculation and retention. Therefore, this article will detail how the authors contributed to creating the Jamii House, a residential learning community charged with improving the graduation rates of Black males at a research-intensive university in the northeastern U.S. [Discussion questions developed by Dan Pedersen and Zac Birch.]

Violence--including issues of bullying--in urban schools across the United States is a persistent phenomenon, and continues to be of utmost concern for school administrators, community leaders, students, and their families. Using propensity score matching, we examined the relationship between school type--a magnet career academy and a traditional, comprehensive school--and students' experiences with bullying--observing and being a victim. We found that academy students--compared to comprehensive school students--both "experienced" and "observed" significantly lower levels of bullying. We believe it is likely that students at the magnet career academy benefited from a combination of factors, including their abilities to choose to participate in the academy, having peers with similar career interests, and the small size of the academy.

Purpose: This paper aims to examine the role of school stakeholders (e.g. advisory board members, school administrators, parents, teachers and school board members) at a 99% black academy in promoting the achievement and broadening participation of high school black students in engineering career pathways. Design/methodology/approach: The authors followed a qualitative case study design to explore the experiences of school stakeholders (e.g. students, district and school personnel and community partners) associated with the implementation of the career academy (Stake, 2006;Yin, 1994). Findings: The authors found that the school relied heavily on the support of the community in the form of an advisory board -- including university faculty and industry leaders -- to actively develop culturally responsive strategies (e.g. American College Test preparation, work-based learning opportunities) to ensure the success of black students interested in pursuing career pathways in engineering. Thus, school stakeholders in the academy of engineering served as authentic leaders who inspired academy students by serving as role models and setting examples through what they do as engineering professionals. It was quite evident that the joy and fulfillment that these authentic leaders gained from using their talents directly or indirectly inspired students in the academy to seek out and cultivate the talents they are good at and passionate about as well (Debebe, 2017). Moreover, the career academy provided environmental or sociocultural conditions that promoted the development of learners' gifts and talents (Plucker and Barab, 2005). Within that context, the goals of career academy school stakeholders were to support students in the discovery of what they are good at doing and to structure their educational experiences to cultivate their gifts into talents. Research limitations/implications: It is also important to acknowledge that this study is not generalizable to the one million career academy students across the nation. Yet, the authors believe researchers should continue to examine the career academy advisory board as a source of capital for engaging and preparing diverse learners for success post-high school. Further research is needed to investigate how advisory boards support students' in school and postsecondary outcomes, particularly for diverse students. Practical implications: The authors highlight promising practices for schools to implement in establishing a diverse talent pipeline. Social implications: On a theoretical level, the authors found important insights into the possibility of black students benefiting from a culturally responsive advisory board that provided social and cultural capital (e.g. aspirational, navigational and social) resources for their success. Originality/value: While prior researchers have studied the positive impact of teachers in career academies as a contributor to social capital for students (Lanford and Maruco, 2019) and what diverse students bring to the classroom as a form of capital Debebe(Yosso, 2005), research has not identified the role of the advisory board (in its efforts to connect the broader community) as a vehicle for equipping ethnically and racially diverse students who come from economically disadvantaged backgrounds with social capital. Within that sense, the authors believe the advisory board at Stanton Academy relied on what the authors term local community capital to provide resources and supports for black students' successful transition from high school into science, technology, engineering, and mathematics (STEM)-related college and career pathways.

The purpose of this study was to explore how a career academy featuring an information technology (IT) theme approached the adoption of the model and the particular curricular focus. We used a case study design to explore the experiences of school personnel and community partners associated with the implementation of the career academy. We found that growing enrollment in the local district was a major driver to pursue small school designs as an alternative to the traditional high school comprehensive model. The small school size associated with small learning communities was valued by stakeholders and used to adopt and implement a career academy around a technology curricular theme. Another factor in the adoption decision was the availability of existing building infrastructure in the community. While the premises of the career academy model appeared to be a good fit in the district and community, we also found that good intentions are not enough to guarantee consistent fidelity throughout the career academy implementation. When new crises arise, input from all stakeholders may be shortchanged and decisions can turn into a top-down approach.

In this article, we present an extensive overview of inequities in three areas of education: (1) gifted and talented education; (2) accelerated coursework; (3) and discipline. Intersectionality undergirds our focus on these three areas as they go together to paint a disturbing picture of the experiences of Black children in P-12 schools, as well as institutions of higher education. In addition to laying out the culturally assaultive problems, we provide recommendations and resources designed to develop anti-racist, culturally competent educators, along with an equitable education system where Black students are "seen" as capable, intelligent, good citizens, and humans who are understood and affirmed; thus, "All Eyez on Me" results in dynamic rather than deficit thinking among education professionals.

In support of the national push for promoting career readiness, school-business partnerships have been noted as an Important support strategy. However, there is limited research in the context of career academies. Thus, we sought to explore the nature of a partnership between an information technology (IT) career academy and local business partners. We found that the development of social capital is required to keep the network of partners bonded toward a common goal, bridged through a Business Advisory Council to facilitate planning and related supports, and linked by a local web of connecting relationships. Study findings add to the limited literature on the interface of school-business partnerships, career academies, and the promotion of career readiness in particular occupational contexts such as IT.

The purpose of this study was to examine internal and external supports of an information technology themed (whole school) urban magnet high school located in a low-income urban community within the Southeastern region of the United States. We found the academy to be an exemplary case study for how schools can build a high profile reputation with investment from key stakeholders within the district and school as well as with the community, business/industry, and postsecondary partners. The internal investment of the school was spearheaded by not only the principal, but also district leaders (e.g., superintendent) as well. The career specialist opened the doors to external investment (e.g., business/industry, community members, postsecondary partners). Characteristics that contributed to the academy's success included effective school leadership, effective communication, and ongoing collaboration.

Federal legislation has attempted to move career and technical education (CTE) from a narrow focus on low-wage job attainment for non-college bound youth to programs of study that prepare students for college and career readiness. However, few studies have demonstrated CTEs potential to prepare students for college. Using propensity score matching, we examined the relationship between student participation in a high performing NAF IT academy compared to a traditional, comprehensive high school on students' engagement in college and career preparatory experiences. We found that students in the NAF academy engaged in both college and career preparatory activities at significantly higher levels than their traditional, comprehensive student counterparts. Our findings provide implications for policy and for future studies concerning the potential of the career academy model to prepare students to be college and career ready.

The purpose of this study was to explore how technical skills taught and learned in Florida engineering and engineering technology-themed career academies fit technical skills desired by local employers in technology and manufacturing. The analysis utilized the narratives of 70 students and four teachers from career academies at four high schools and 27 industry leaders from the same geographical region of Florida. Data interpretation led to understanding that employers expressed an urgent need for technical skills using appropriate equipment and technologies, teachers were teaching students technical skills by simulating the real-world work environment, and students valued their abilities to transform their classroom project ideas into tangible products.

We sought to determine whether receiving major re-selection (MRS) advising benefits undergraduate students' grade-point averages (GPAs). We used a quasi-experimental nonequivalent control group design to compare a treatment group (n = 219) of undergraduates who changed their majors after receiving MRS advising with a control group (n = 206) who changed majors without advising during the same semester as the treatment group. Findings showed that, on average, students who received MRS experienced no change in their program GPA but an increase in their semester GPA; however, the control group experienced a decrease in program and semester GPAs. Multiple regression analysis confirmed that MRS advising had a positive effect on posttest semester GPAs (ß = 0.33, p < 0.001) and program GPAs (ß = 0.28, p < 0.001). Implications for student advising are discussed.

In this study, we explored how an urban high school with a STEAM (Science, Technology, Arts, and Mathematics) theme approached racialized student experiences as learning opportunities. We were interested in documenting curricular and pedagogical practices, and the mission of the STEAM Academy, which was aimed at exposing African American/Black students to possibilities beyond the school including university settings and workplace environments (through job shadowing and internships). Based on the perspectives of school personnel and community partners, we found the school administrators and teachers enacted social justice-centered curricular strategies to elicit emancipatory and participatory actions for administrators, teachers, and students. This type of curriculum for students helped them cope with the stressors of encountering racialized experiences and microaggressions in the school and beyond; thereby, enabling them to be resilient in the face of a discriminatory and oppressive society.

Using a qualitative case study approach, this investigation focused specifically on the school and home experiences of low-income, African American males who had attended a career academy focused on science, technology, engineering, arts, and math. With semistructured interviews of individuals and focus groups, we investigated the school and home experiences of African American male former high school students and how these experiences influenced their overall educational pursuit. This study concentrated on the specific research question: What are the unique identities, school experiences, and life challenges of low-income, African American males? Data analysis revealed three salient themes: (a) missing critical school and home supports, (b) searching for significant relationships and role models, and (c) desiring to earn money to provide for their families. Based on these qualitative themes, we offer specific strategies that school personnel, such as school counselors, can use to increase school engagement and success among low-income, African American males.

In this study, we examined the relationship between school type and students' victimization and observations of bullying in their schools. We compared student perceptions (N = 1,283) of bullying in three urban career academies with different school configurations (e.g., magnet and school-within-a-school) and a large, urban comprehensive high school. We found that compared to their counterparts in the large comprehensive high school, students in two of the career academies -- operated as magnet schools -- were significantly less likely to experience bullying as a victim or to observe it in their respective schools. However, compared to students in the comprehensive high school, there were no significant differences in bullying among students in the career academy operated under a school-within-a-school model. It is plausible that students in career academies that operate as magnet schools are significantly less likely to become victims and observe bullying.

The majority of students in the United States completing advanced technologies coursework, certifications, and AS/AAS degree programs within two-year colleges are adults with complex lives. They have to balance an array of challenges including health, children, and work. These school-work-life challenges can be informed by a body of knowledge related to adult decision-making patterns. Based on a national study of students in advanced technologies, we found females were significantly more likely to participate based on personal reasons. African American/Black students were significantly more likely to participate based on personal, life circumstances, and program fit. Hispanic/Latino students were more likely to participate based on personal, life circumstances, and program fit factors. Thus, enrolment and recruitment strategies at the 2-year institutional and program levels should prioritise adults/working professionals, females, and ethnic and racial minority students as a critical component of their support system, and faculty need to be knowledgeable about adult life patterns and transitions to accommodate working adult learners in their courses and programs.

We used a qualitative case study approach to examine the schooling experiences of 40 current high school seniors and 20 alumni from an urban STEAM career academy comprised of 98% African American students from low-income families. Using tracking as a theoretical lens, we found that students in the high school STEAM career academy were stratified using a more modern, dual system approach - and were labeled as traditional and college preparatory. These schooling practices led to the traditional tracked students being treated as second class citizens as well as being denied access to high-quality curricula to prepare them to be college and career ready. Based on our findings, we recommend that school personnel customize curricula based on the interests of students and enable them all to participate in college preparatory activities as well as work-based learning experiences.

The purpose of this study was to compare the levels of student engagement of career academy students to those at a traditional comprehensive high school using propensity score matching and structural equation modeling. We found that academy students had significantly higher levels of emotional engagement and significantly lower levels of behavioral engagement than those at comprehensive schools. We also found no statistically significant differences in the levels of cognitive engagement of academy students compared to comprehensive school students. We believe the academy model has the promise of transforming the high school experience for students as it relates to their attachment to the school, their relationships with peers and teachers, and their sense of belonging and safety. However, academies need to work with students to create and develop co-curricular and extracurricular activities of interest to engage students in their schools at a higher level.

Background and Context: Career academies emphasize learning in specific occupational contexts to enhance the relevance of student experiences. The premise is that the authenticity of occupational contexts provides for opportunities to make learning more meaningful for students. Objective: The purpose of this case study was to examine the school culture of an IT academy. Method: We followed a qualitative, case study design. Findings: We found the academy had a positive school culture, embraced a unique attitude of acceptance for others, and was a safe place for students. The elements of the academy that were associated with a positive school culture included the open enrollment policy, wall-to-wall nature, small size, and student shared interests by focusing on IT as a curricular theme. Implications: Findings of this study highlighted effective approaches (i.e. open enrollment policy, wall-to-wall IT nature, and small size) high school administrators can utilize to develop a positive school culture.

Despite the need to provide differentiated instruction to diverse learners in contemporary CTE programs across institutes of higher education, little research has explored the actual classroom instructional strategies employed in postsecondary settings. To that end, this study found 387 CTE faculty most frequently use interactive lecture, questioning, whole-group discussion, and guided practice in their courses. While, the most infrequently used instructional strategies for CTE faculty included question and answer methods using clickers, synchronous online lecture, video creation, student-generated examinations and quizzes, and reflective blogs. As such, recommendations are articulated for both novice and experienced CTE doctoral students, faculty, and instructors regarding alternative pedagogies they might consider when teaching CTE courses. (Contains 3 tables.)

This study examined the perspectives of an expert panel of 31 business education university supervisors from the U.S. and Canada using a modified Delphi approach regarding the areas in which mentor teachers are typically most and least prepared. Findings indicated business education mentor teachers are most prepared in the areas of classroom management, teaching-related administrative duties, and establishing rapport. However, the expert panel did not reach consensus on the areas in which mentor teachers are oftentimes least prepared. The majority of the university supervisors believed business teacher preparation programs could provide mentor teachers with professional development on mentoring and expectations prior to the internship. (Contains 4 tables.)

The purpose of this study was to uncover and describe the key components of a "distinguished" National Academy Foundation (NAF) information technology (IT) academy and the nature of implementation to prepare students to be college, career and future ready. Based on 77 semistructured interviews of stakeholders of the academy, we found the following themes: a shared direction; tackling the challenge to promote college and career readiness; seizing on the high impact of work-based learning; and local capacity to adjust and deliver. Based on the case, we recommend leaders work to establish a culture of collaboration, utilize a balanced curriculum and ensure school-based internships are structured.

The career readiness of high school students has been a longstanding issue that has received renewed attention in recent years. To document an approach to promoting career readiness in the United States, we conducted an exploratory case study of a distinguished information technology career academy. Using the premises of capital building as a frame of reference, we found a community who viewed career readiness as a form of investment in human capital development. As such, a network of business partners collaborated with academy staff in providing school- and work-based learning opportunities for academy students. This approach was complemented by an emphasis on the development of social capital with social bonds, bridges, and linkages in place to sustain the network identity and development.

The purpose of this article was to examine faculty characteristics of CTE programs across the nation as well as identify the challenges and successes of implementing programs. Findings pointed to the overall decline of CTE full-time-equivalent faculty and the increase of adjunct faculty. In addition, findings demonstrated a lack of ethnic and racial diversity among faculty in CTE programs as compared to white faculty. Further, faculty reported declining student enrollment, budget cuts and decreases in funding, and lack of faculty are growing challenges for implementing effective programs. They identified career placement of graduates, high-quality students and graduates, and student enrollment increases as areas of success. The viability of CTE undergraduate and graduate programs as well as the field-at-large are dependent on the creativity, success, productivity, and problem-solving of faculty as well as their abilities to address and overcome these challenges.

In this study, we determined the educational pathways and key life course transitions of young adults who enter Science, Technology, Engineering, Mathematics, and Health (STEMH) technician and professional jobs using the 1997 National Longitudinal Survey of Youth (NLSY) dataset, tracking high school students from 1997 to adulthood in 2009. Using hierarchical linear modeling (HLM), findings underscored gender, ethnic and racial background, high school achievement and career and technical education (CTE) participation, earning high school industry certifications, postsecondary enrollment (2 year and 4 year), and degree attainment as factors contributing to the attainment of STEMH technician and professional careers. In light of the findings, we recommend that strategies to broaden the participation of minorities and women in STEMH fields include strengthening high school CTE programs and emphasizing career guidance in high schools to promote career awareness as a means to attract and retain students in STEMH pathways.

The purpose of this study was to explore whether the concerns of a group of pre-collegiate students enrolled in an urban teaching academy (UTA) program were unique or similar to those found in earlier studies using Fuller's model as a framework for analysis. Using an instrumental case study approach, findings indicated that the UTA students expressed explorative inquiry concerns. These explorative inquiry concerns were primarily based on introspective reflections of the participants attempting to align their personal qualities with those needed of effective teachers. Results of this study emphasize the need for the expansion of Fuller's three stage model to address explorative inquiry concerns of students in pipeline programs such as the UTA.

The purpose of this study was to examine undergraduate and graduate student enrollments, course delivery modes, and curricular trends and issues of CTE programs. Based on findings from 139 program/department coordinators, results emphasized that although CTE programs within institutions of higher education have declined in number (Fletcher, Gordon, Asunda, & Zirkle, 2015), student enrollments within those programs have remained steady compared to prior studies (Bruening et al., 2001; Lynch, 1990). Even so, CTE program/department administrators have articulated that declining student enrollment is a major challenge within their programs. Additionally, the development of online courses and the impact of state/national educational reform initiatives were identified as major curricular trends for CTE programs. Recommendations include the need for CTE faculty to embrace online instruction, and for programs to use broader nomenclature of CTE/Workforce Education, instead of names of more traditional subdisciplines within the field to remain more accessible and sustainable in the future. The condition of undergraduate and graduate CTE programs will likely impact the viability and sustainability of CTE teacher preparation programs, recruitment of a talented and diverse CTE teaching force, continuity of the U.S. teaching workforce, and ability of K-12 teachers to maintain high-quality CTE programs.

With the decline of Career and Technical Education (CTE) programs across the nation, there has been an interest in examining the status of these programs, particularly given the increased demand for CTE K-12 teachers. It has been 15 years since Bruening et al. (2001) conducted a similar national investigation. In this descriptive study, we examined the status of CTE programs (both undergraduate and graduate) across the nation with regard to the following: institutional settings which housed CTE programs, CTE program areas offered, and credentialing available. Findings indicated a continued decline of CTE programs and provide data which should cause major concern for the profession to address as we face the challenges of the 21st Century.

The purpose of this study was to examine the extent that demographic, prior CTE coursework and academic achievement variables predict participation in career academies. Data included information on 17,934 students from 10 comprehensive high schools within one Florida school district in the academic school year of 2012-13. Findings indicated: (a) White students were more likely to participate in career academies compared to racial and ethnic minority students; (b) African American and White students showed no significant difference; (c) females were significantly more likely to participate in career academies; and (d) students from high SES backgrounds and students who performed higher on standardized assessments were more likely to participate in career academies. This study revealed that career academies have similar student profiles compared to CTE programs in general.

The purpose of this study was to examine instructional and cultural supports that school stakeholders used to meet the needs of high school Black males participating in an academy of engineering. Based on interviews, three themes emerged: (a) representation matters—culturally responsive caring adults and role models; (b) teaching navigational life skills; and (c) targeted culturally responsive supports (or lack thereof). These factors promoted a culture conducive for engaging Black males and cultivated their success. [ABSTRACT FROM AUTHOR]