Date of Conferral

10-26-2025

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

James Bailey

Abstract

The problem addressed in this study was the challenges of enrolling students in the career and technical education (CTE) pathway at a northeastern high school, despite local and national commitments to expanding CTE opportunities. The purpose of this basic qualitative study was to explore high school instructional staff perceptions of the challenges in enrolling students in the CTE pathway and the strategies they suggest would increase enrollment. The study was grounded in the conceptual framework of the concerns-based adoption model and the expectancy-value theory, which allowed for an understanding of staff concerns, motivations, and perceptions in relation to student enrollment in the CTE pathway. Two research questions focused on identifying barriers to CTE enrollment and the strategies staff believed would improve student participation. Data were collected through 10 semistructured interviews with high school instructional staff members. Data were analyzed using thematic coding, revealing six major themes: system-level scheduling and competing priorities, staffing concerns, misconceptions and stigma surrounding CTE, the value of peer influence, the value of teacher influence, and student visibility as a recruitment tool. In response to these findings, a 1-year action plan was developed to improve CTE enrollment through staff capacity building, peer and teacher advocacy, and outreach events that highlight student success. The project study’s conclusions identified that increasing visibility of CTE programs and leveraging peer and teacher influence are effective strategies for combating misconceptions and improving enrollment. The research has positive social change implications by increasing awareness of CTE as a rigorous and valuable graduation pathway, ultimately benefiting stakeholders through stronger educational and economic outcomes.

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