Supporting Non-Traditional Learners in Career Technical Education

Career Technical Education (CTE) policies aim to support non-traditional students and address access and performance gaps. Perkins V, the latest federal CTE legislation, includes provisions for various special populations but also highlights the need to support non-traditional learners—those pursuing careers typically dominated by the opposite gender.

Non-traditional learners are individuals enrolled in CTE programs for careers where their gender is underrepresented. For example, this might involve men in nursing or women in engineering. Supporting these learners helps break down gender stereotypes and opens up diverse career opportunities.

To support non-traditional learners, several strategies can be implemented. Career exploration programs in middle and high schools can introduce students to a range of career options and challenge traditional gender norms. Providing inclusive equipment and resources ensures that all learners, regardless of gender, can participate fully in CTE programs. Career guidance should be tailored to help students navigate and succeed in non-traditional fields.

Additionally, CTE ambassadors who are current students or alumni can serve as role models, while a diverse teacher workforce and inclusive promotional materials can further support these learners. Creating a welcoming classroom environment and offering professional development for educators are also crucial for fostering an inclusive culture that encourages non-traditional career paths.

effective practices for nontraditional students

Cabrillo College, Partnership Supporting Low-Income Women in Nontraditional Career

The Women Ventures Project (WVP) at Cabrillo College, in partnership with the Community Action Board of Santa Cruz County (CAB), supports nontraditional, economically disadvantaged single parents by providing training and job placement in construction occupations. The 5-week program includes career exploration, physical conditioning, hands-on skills training, and job placement assistance, with a focus on high-wage, high-demand careers. The program has achieved a 70% employment placement rate, with graduates earning average wages of $17 per hour and some continuing their education at Cabrillo for advanced training.

Glendale College, Female Role Model for Electronics and Robotics Club

Glendale College's goal is to increase female enrollment in Electronics Technology courses, including Robotics, and encourage pursuit of certificates and degrees in these fields. The college collaborates with three local high schools through a coalition that supports competitive teams in FIRST Robotics competitions. To further this effort, Glendale hired a female instructor as a role model for young women, who also teaches Electronics Technology, formed a Robotics Club, and is organizing a "Race a R.A.T." competition to engage both technical and academic participants.

Effective Practices for Special Population Students in California's Community Colleges

Other resources: