Career Equity Resource Center (CERC)
The Career Equity Resource Center (CERC) provides data-informed research based professional development and technical assistance to secondary schools and county colleges operating or planning to operate career and technical education (CTE) programs. The aim of CERC is to assist schools in building their own internal capacity to broaden access and opportunity to prepare special populations to high-skill, high-wage, or in-demand CTE careers. The delivery of CERC services is a voluntary process that schools may wish to undertake to proactively address specific equity issues or to develop comprehensive equity plans. All CERC workshops align with the goals of the Perkins V required Comprehensive Local Needs Assessment (CLNA).
Goals and Objectives
- Increase the awareness of CTE programs among parents, students, and school district and county college personnel as viable pathways to assist special population students to prepare for the 21st century workplace and the global economy.
- Increase the recruitment, participation, and retention of special population students in high-quality CTE programs in order to broaden their options and opportunities and prepare them to secure high-wage, high-skill, and high-demand employment.
- Decrease disproportionate enrollment and increase successful completion of special population students participating in CTE programs and programs of study.
Who Are Special Populations
Special populations, as defined by Perkins V are:
- Individuals with disabilities.
- Individuals from economically disadvantaged families, including low-income youth and adults.
- Individuals preparing for nontraditional fields.
- Single parents, including single pregnant women.
- Out-of-workforce individuals.
- Homeless individuals.
- Youth who are in, or have aged out of, the foster care system.
- Youth with a parent who is a member of the armed forces and is on active duty.
- Individuals with other barriers to educational achievement, including individuals with limited English proficiency
All Students Must Thrive – Transforming Schools to Combat Toxic Stressors and Cultivate Critical Wellness (Tyrone C. Howard et al.)
Privilege, Power, and Difference (Allan G. Johnson)
Why Are All the Black Kids Sitting Together in the Cafeteria (Beverly Daniel Tatum)
Why We Can't Wait (Rev. Dr. Martin Luther King Jr.)
We Want to Do More Than Survive (Dr. Bettina Love)
Articles and Publications:
- Making Good on the Promise (8 Part Series)
- Broadening the Path: Design Principles for Middle Grades CTE
- Four Strategies to Address Equity in CTE
- Does Technology-Based Advising Promote Equity in Career and Technical Education?
- Practitioner Perspectives on Equity in Career and Technical Education
- Social Justice in the Science Classroom
Media:
- Beyond Measure (Movie)
- The Cult of Pedagogy (Podcast)
- This American Life: Episode 550 [“Three Miles”]
- Every Kid Needs a Champion (Rita Pierson)
- The Grow Kinder Podcast
DISCLAIMER: Please note that these materials are provided as resources, and for informational purposes only. Neither the New Jersey Department of Education nor its officers, employees or agents specifically endorse, recommend, or favor this particular entity over any other, and make no representation about the quality of service to be provided.
Examples of Equitable Retention and Support in Action
1. At least half of the instructors in career and technical education (CTE) have had exposure to methods for infusing diversity and/or gender equity training into their classroom environments.
Strategies:
- Provide professional development and training geared towards developing strategies for implementation.
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- Offer professional development credit for these trainings.
- Develop a video library of resources and store in central area for all instructors to access easily.
- Make online curricular and other resources available to staff on school/district website.
2. There is a targeted program or service for nontraditional/marginalized students in your school or district.
Strategies:
- CERC Peer Leadership Program Model
- Project Lead the Way (or other programs like it)
- Create a distinct group for your school/district.
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- Involve students in the process by use this as an opportunity to incorporate project-based learning modules: allowing them to choose a name, define the mission and goals for the group, plan activities, etc.
3. Nontraditional learners receive tutoring and/or academic services.
Strategies:
- Institute academic assistance programs for students in nontraditional occupations, or marginalized students.
- Incentivize groups of this nature so that students don’t feel even more marginalized for receiving “special services”.
5. There is a mentoring program for nontraditional learners in your school or district.
Strategies:
- Engage community members in mentoring services.
- Utilize older student groups to institute peer mentoring programs.
- Research national best practices and model programs for instituting mentoring services in your school/district.
If yes, nontraditional learners regularly participate in the mentoring program.
Strategies:
- Offer small incentives for students who participate in the programs (food, prizes, certificates, etc.).
- Try to incorporate it into the school day, if at all possible.
- Make it as entertaining and interactive as possible, incorporate hands on activities, special events, trips, etc.
6. There is a support group for nontraditional learners in your school or district.
Strategies:
- Develop a support group for nontraditional learners.
- Do not make this a punitive group. That will discourage students from being active or participating in the group.
- Consider having the CTE teacher involved as well as any nontraditional members of the faculty.
If yes, nontraditional learners regularly participate in the support group.
Strategies:
- Do not make this a punitive group. That will discourage students from being active or participating in the group.
- Treat the group as a positive experience. Create unique activities, field trips, opportunities, and rewards.
- Connect with alumni and community members to find volunteers that would allow a field visit or come in to speak to the students about life in a nontraditional career.
- Let students share problems and concerns. Let some portions be student run.
- Consider having a mentoring program. Older students would have a younger student as their mentee.
7. There is a regular and formal process in place to review policies and instructional practices in classrooms in which nontraditional students would be enrolled.
Strategies:
- Join the committee or task force that looks into policies and instructional practices.
- Discuss best instructional practices at department meetings.
- Create policies and instructional practices that are non-biased towards one gender or another.
- Enforce sexual harassment policies, codes, and guidelines.
- Enforce bullying policies, codes, and guidelines.
8. There is a regular review of classroom materials and consideration in the new textbook selection process for equity and fairness.
Strategies:
- When the opportunity to receive new textbooks and materials becomes available, examine materials not only for quality educational materials, but for equity and fairness among both genders.
- Consider looking for posters and signs that depict both males and females in the professional field.
- Consider both males and females when purchasing equipment and materials for the CTE classrooms.
- Join the committee or task force that looks into new materials and textbooks for the department. Or nominate someone who will be looking for equity and fairness.
9. Nontraditional occupations and/or equity is a topic addressed in staff development sessions and/or is the subject of workshops.
Strategies:
- If counselors are educated in methods to counsel nontraditional learners, turnkey vital information to the general staff and faculty of any pertinent information.
- When time comes to schedule/enroll students for the next year/term, consider having a staff development session on how to speak to students about nontraditional careers. New staff can benefit as well as returning staff, as information sometimes gets forgotten.
- Have a presenter come do staff development or a workshop on professional development days or during a faculty meeting.
If yes, does staff regularly participate in them?
Strategies:
- Make it a required meeting.
- Supply refreshments.
- Make it entertaining.
- Contract a presenter who can distribute professional development credits, so teachers and staff can receive credit towards their 100 hour 5 year requirement.