What’s the Value? Motivations to Pursue Secondary Computing CTE (Career and Technical Education) Concentrations

• In Event: Sunday Roundtable 9:45 am
  In Roundtable Session: Key Issues in Career and Technical Education (Table 10)

Abstract

Computing is the most popular secondary CTE concentration yet it is offered and taken in patterns unrelated to their utility value. Given the broad applicability of computing relative to other CTE concentrations, there is little evidence to guide policy-makers and researchers to design and investigate inclusive computing education pathways. This study applies Situated Expectancy Value Theory to examine students’ motivations to take secondary computing CTE courses. The findings suggest student motivations are unrelated to their math and science expectancy beliefs and values. Some computing topics may better match workforce needs and student interests in the context of other CTE career clusters and STEM disciplines. These approaches will ensure that schools can design systems providing all students access to computing education.

Authors

• Anthony M. Perry, University of North Dakota

• Jonathan L. Montoya, Saint Mary's College (CA)