学校利益相关者社区作为高中工程职业学院黑人学生人才发展的资本来源

IF 2.3 Q3 MANAGEMENT
E. Fletcher, Erik M. Hines, D. Ford, Tarek Grantham, James L. Moore III
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引用次数: 1

摘要

本文旨在研究一所99%黑人学院的学校利益相关者(如咨询委员会成员、学校管理人员、家长、教师和学校董事会成员)在促进高中黑人学生在工程职业道路上的成就和扩大参与方面的作用。设计/方法/方法作者遵循定性案例研究设计,探索与职业学院实施相关的学校利益相关者(如学生、地区和学校人员以及社区合作伙伴)的经验(Stake, 2006;阴,1994)。研究结果作者发现,学校在很大程度上依赖于社区的支持,包括大学教师和行业领袖,以咨询委员会的形式积极制定文化响应策略(例如,美国大学考试准备,基于工作的学习机会),以确保对追求工程职业道路感兴趣的黑人学生取得成功。因此,工程学院的学校利益相关者作为真正的领导者,通过作为工程专业人员的榜样和树立榜样来激励学院的学生。很明显,这些真正的领导者从运用自己的才能中获得的快乐和满足感直接或间接地激励了学院的学生去寻找和培养他们擅长和热爱的才能(Debebe, 2017)。此外,职业学院提供了促进学习者天赋和才能发展的环境或社会文化条件(Plucker和Barab, 2005)。在这种背景下,职业学院学校利益相关者的目标是支持学生发现他们擅长做什么,并组织他们的教育经历,将他们的天赋培养成人才。研究的局限性/意义同样重要的是要认识到,本研究不能推广到全国100万职业学院学生。然而,作者认为,研究人员应该继续研究职业学院顾问委员会,将其作为一种资本来源,以吸引和培养不同的学习者,为高中毕业后的成功做好准备。需要进一步的研究来调查咨询委员会如何支持学生的在校和高等教育成果,特别是对不同的学生。实际意义作者强调了学校在建立多元化人才管道方面有希望实施的做法。在理论层面上,作者发现了黑人学生从文化响应顾问委员会中受益的可能性的重要见解,该委员会为他们的成功提供了社会和文化资本(例如,抱负,导航和社会)资源。虽然之前的研究人员已经研究了职业学院教师作为学生社会资本的贡献者的积极影响(Lanford和Maruco, 2019),以及不同的学生作为资本的一种形式给课堂带来了什么(Yosso, 2005),研究还没有确定咨询委员会的作用(在努力联系更广泛的社区方面),作为一种工具,为来自经济弱势背景的不同民族和种族的学生提供社会资本。在这个意义上,作者认为斯坦顿学院的顾问委员会依赖于作者所说的当地社区资本,为黑人学生从高中成功过渡到科学、技术、工程和数学(STEM)相关的大学和职业道路提供资源和支持。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
The school stakeholder community as a source of capital for the talent development of black students in a high school engineering career 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.
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CiteScore
5.10
自引率
13.60%
发文量
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