Reflecting on a Project to Examine Career and Technical Education and Nonprofits Supporting Students Facing Poverty

• In Event: Developing Postsecondary Career and Technical Education Scholars to Advance the Field: Projects and Training

Abstract

Summary. The purpose of this paper will be to provide findings to the project and reflect on how the Postsecondary CTE research fellowship impacted the project and researcher.

Objectives or purposes. In certain areas of Los Angeles, poverty runs rampant. Even with California’s standing as the world’s fifth-largest economy, Los Angeles County has an estimated 14.9% poverty rate which exceeds the national average. As a result, CTE plays an important role in providing opportunities for socioeconomic mobility in Los Angeles. Unfortunately, we know little about how to support adult learners facing poverty and this remains an understudied topic in the CTE literature. Although important work in primary and secondary education has examined the relationship among poverty and factors, such as academic achievement and classroom climate—among adult learners, how poverty impacts retention and persistence in CTE remains an understudied topic. The purpose of the project is to inform innovative and collaborative support systems for CTE students to help promote upward socioeconomic mobility.

Perspective(s) or theoretical framework. Developmental psychologist Urie Bronfenbrenner’s ecological systems theory of human development (1977) serves as the guiding framework for the study. The study is informed by Bronfenbrenner’s theory in two central ways: (1) students are persons first and are shaped by interconnected factors and complex patterns within schools and beyond them; and (2) to promote success outcomes, CTE programs should understand the needs of students across interconnected domains. Within this framework, the study aims to inform how CTE programs and nonprofit agencies that provide essential social services can collaborate to integrate supports for students facing poverty, and ultimately promote upward socioeconomic mobility.

Methods, techniques, or modes of inquiry. Two research questions will be examined using a mixed-methods, multi-phase study: (1) What are the needs of CTE students facing poverty? and (2) How can CTE programs cultivate partnerships with nonprofit agencies to support students facing poverty and improve success outcomes?

Data sources, evidence, objects, or materials. Focus groups comprised of adult CTE students, nonprofit staff members, and other stakeholders.

Results and/or substantiated conclusions or warrants for arguments/point of view. Anticipated results will demonstrate how CTE programs can support students facing poverty by linking with nonprofit agencies to provide collaborative support systems.

Scientific or scholarly significance of the study. The project has direct and concrete implications for practice and improvements to service delivery models within CTE programs that can provide CTE access to new skills and resources to promote successful outcomes.

Author

• Monique Corral, University of California - Los Angeles