Predisposition factors of career and technical education transfer students: A hermeneutic phenomenology study

Six college students, who were career and technical education (CTE) transfer students in the state of Nevada, were interviewed Spring Semester of 2009. The study used a hermeneutic phenomenology framework as the method to identify those predisposition variables that heavily influenced the students in their decision to transfer to a senior four-year institution. Some of the findings aligned with previous research on CTE student transfer motivation. However, a significant finding highlighted that CTE students are often motivated to complete a college degree because of their background, as opposed to their background acting as a hindrance to completion. Several suggestions for research and practice are offered at the conclusion of the article. Keywords: Career and technical education, student transfer ********** The following study examined the reasons why six community college Career and Technical Education (CTE) students continued their education onto four-year colleges and universities. Hermeneutic phenomenology was the method of inquiry used to explore the predisposition factors that influenced students to continue their education to a senior four-year institution. In order to better understand college choice motives of CTE students, two questions guided this study: How do these CTE transfer students describe their career pathway experiences as they transition from high school to the community college and on to the senior institution? What factors influence their decision to transfer to the senior institution? This article first examined these questions through the literature review as it applied to CTE student transfer. An outline of the methods, findings, and application and recommendations for institutions of higher education conclude the article. Background to the Problem The following section will first outline the history of career and technical education programs and current research that has been conducted on the topic. The second section will outline two prominent student choice conceptual models that were used in this study to interpret the research findings. Career and Technical Education CTE, also known as vocational education, workforce development, or workforce preparation, has existed in various forms for centuries (Wonacott, 2003). Millions of CTE high school students across the United State participate in Career and Technical Student Organizations (CTSOs). These organizations have been around for the last 50 to 80 years, and their respective acronyms have become icons in American education: FFA (Future Farmers of America), DECA (formerly Distributive Education Clubs of America, and more recently known as Delta Epsilon Chi), FBLA (Future Business Leaders of America), Family Career and Community Leaders of America (FCCLA), SkillsUSA (formerly VICA), and HOSA (HOSA: Future Health Professionals). Common goals among all CTSOs are their focus to develop citizenship, and skill sets related to technical, teamwork, and leadership abilities, which are essential for students to prepare for the workforce or further their education. As American community colleges emerged in the 20th century, vocational and collegiate education were blended together, and provided a bridge between secondary and postsecondary institutions. Bragg (2001) and Lynch (2000) coined the term, "new vocationalism," to describe the emerging forms of vocational education that "focus on curriculum alignment, articulation, and integration between CTE and academic education, postsecondary education, and family-wage sustaining careers" (Bragg, 2007, p. 4). According to Grubb (1996), mid-skilled workers with CTE training and education account for three-fourths of all employees in the United States, and community colleges have been the major source of CTE programs. Thus, vocationalization of higher education gives students enormous power as their choices influence the courses offered by most colleges and universities (Grubb & Lazerson, 2005). …