Date of Conferral

4-22-2024

Date of Award

4-22-2024

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Kathleen Norris

Abstract

Despite the rapid increase of English language learners (ELLs) in schools in the United States in recent years, they remain marginalized in various educational settings. The underrepresentation of ELLs in high school Career and Technical Education (CTE) programs is one of the inequitable applications in the schools of New York and many other states. The concept that supports this study is rooted in Ladson-Billings’s theory of culturally relevant teaching, which can also be found in the literature on the culturally responsive sustaining education (CRSE) framework published by the New York State Education Department. The key questions for this research study are focused on how secondary educators perceive the reason for the underrepresentation of ELLs in high school CTE programs and their recommendations for increasing the enrollment of ELLs. This project study adopted the basic qualitative approach through interviews with 13 educators to collect and analyze data. The participants provided insights regarding the research questions. The qualitative data analysis process consisted of coding and thematic analysis. Findings identified four major outcomes that emerged from the interview analysis and interpretation of the data collected : (a) the enrollment policy for ELLs in the CTE programs; (b) the policy of bilingual and language services for ELLs in CTE programs; (c) the policy of implementing effective professional development (d) the policy to engage ELL parents. Key findings developed from the themes with implications for policy recommendations intended to increase educational and career opportunities for ELLs. The study may also serve as a tool for promoting diversity, equity, and inclusion in the implementation of CRSE and contribute to positive social change.

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