“What Do We Have to Do?” Community College CTE Faculty Perceptions, Preparedness, and Propositions in Supporting Disabled Students’ Employment Opportunities

IF 1.7 Q2 EDUCATION & EDUCATIONAL RESEARCH

Community College Review Pub Date : 2024-01-07 DOI:10.1177/00915521231222273

B. Nachman

{"title":"“What Do We Have to Do?” Community College CTE Faculty Perceptions, Preparedness, and Propositions in Supporting Disabled Students’ Employment Opportunities","authors":"B. Nachman","doi":"10.1177/00915521231222273","DOIUrl":null,"url":null,"abstract":"Objective/Research Question: The purpose of this grounded theory study is to explore how community college CTE faculty members aim to support disabled students in their career pursuits. Methods: This constructivist grounded theory study entailed interviewing 20 faculty members across two southeastern United States community colleges. Results: Findings unveil the prominence of community college faculty holding mixed perceptions and limited understandings of disabled individuals’ experiences in CTE fields, tending to weed disabled students out of these professions, and possessing various ideas for how to better enable disabled students’ success, including bolstering disability awareness and acceptance. Conclusions/Contributions. These insights contribute to the formation of the 3Ps Model of Faculty Professional Engagement with Minoritized Students that will guide researchers in how to understand the processes that shape faculty engagement with minoritized students. The study also reveals opportunities for growth in how community college faculty and practitioners address issues surrounding building up disabled community college students’ employment pathways.","PeriodicalId":46564,"journal":{"name":"Community College Review","volume":"23 8","pages":""},"PeriodicalIF":1.7000,"publicationDate":"2024-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Community College Review","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/00915521231222273","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

Objective/Research Question: The purpose of this grounded theory study is to explore how community college CTE faculty members aim to support disabled students in their career pursuits. Methods: This constructivist grounded theory study entailed interviewing 20 faculty members across two southeastern United States community colleges. Results: Findings unveil the prominence of community college faculty holding mixed perceptions and limited understandings of disabled individuals’ experiences in CTE fields, tending to weed disabled students out of these professions, and possessing various ideas for how to better enable disabled students’ success, including bolstering disability awareness and acceptance. Conclusions/Contributions. These insights contribute to the formation of the 3Ps Model of Faculty Professional Engagement with Minoritized Students that will guide researchers in how to understand the processes that shape faculty engagement with minoritized students. The study also reveals opportunities for growth in how community college faculty and practitioners address issues surrounding building up disabled community college students’ employment pathways.

查看原文本刊更多论文

"我们该做些什么？社区学院 CTE 教师对支持残疾学生就业机会的看法、准备情况和主张

目标/研究问题：本基础理论研究的目的是探讨社区学院 CTE 教师如何在残疾学生的职业追求中为他们提供支持。研究方法：这项建构主义基础理论研究对美国东南部两所社区学院的 20 名教师进行了访谈。结果研究结果表明，社区学院的教师对残疾人在 CTE 领域的经历持有不同的看法和有限的理解，倾向于将残疾学生排除在这些职业之外，并就如何更好地帮助残疾学生取得成功提出了各种想法，包括加强对残疾的认识和接受。结论/贡献。这些见解有助于形成 "教师与少数民族学生专业互动的 3Ps 模型"，该模型将指导研究人员如何理解形成教师与少数民族学生互动的过程。本研究还揭示了社区学院教师和从业人员如何解决有关建立残疾社区学院学生就业途径问题的发展机遇。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Community College Review EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.40

自引率

7.70%

发文量

期刊介绍： The Community College Review (CCR) has led the nation for over 35 years in the publication of scholarly, peer-reviewed research and commentary on community colleges. CCR welcomes manuscripts dealing with all aspects of community college administration, education, and policy, both within the American higher education system as well as within the higher education systems of other countries that have similar tertiary institutions. All submitted manuscripts undergo a blind review. When manuscripts are not accepted for publication, we offer suggestions for how they might be revised. The ultimate intent is to further discourse about community colleges, their students, and the educators and administrators who work within these institutions.