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Based on the theoretical and scientific literature, academic and career decisions to pursue STEM fields are made at the high school level, and Black high school students are more likely to participate in career and technical education (CTE) programs but are less likely to participate in CTE programs related to STEM. Additionally, Black male students are less likely to have taken the necessary prerequisites to pursue STEM fields in postsecondary education. As a result, Black male high school students are underprepared to pursue STEM college majors and careers.

However, when students participate in STEM high school CTE programs (e.g., career academies), they eventually attain STEM occupations. In this chapter, we will examine the role that high school career academies play, from the perspectives of school stakeholders, in addressing the talent pipeline by broadening the participation of Black males in STEM majors and careers.

The purpose of this study was to examine the learning experiences of high school Black males participating in an academy of engineering that was configured as a magnet school. We followed a qualitative case study design to explore the experiences of 16 Black male academies of engineering students. We identified three recurring themes from the interviews with the Black male academy of engineering students: Promoting Interests in STEM, Drawing Connections to Core Academic Concepts, and An Affinity for Hands-on Learning through the Engineering Curriculum. The results of our study helped us to better understand how academies provide a platform for Black male students' interest in engineering as a viable college and career pathway.

The purpose of this paper is to examine data use practices within a cross-sector initiative involving high school career academies. It discerns how partners used data to assess the public value of academies and address equity concerns.

A case study methodology was applied to examine cross-sector activities supporting the district’s career academy reform. Data were collected through interviews, observations and document analysis. Datnow and Park’s (2018) conceptual framework involving key equity dimensions guided the analysis.

Partners used data for both accountability and continuous improvement. Educators were required to document student growth for state accountability purposes, while providing evidence of the public value of the academies to the community. Data use for continuous improvement included identifying annual goals to improve academy performance. There was a lack of a district-wide focus on equity, with educators taking a passive approach to academy and career pathway selections by student subgroups.

The findings provide insights into data use practices school and district leaders can implement to ensure equitable student participation in career academies and appropriate data use within cross-sector collaborations.

Students who are traditionally underrepresented in career fields, including students of color and females, need intentional efforts to encourage their participation in high-skill, high-wage career fields.

This study identifies critical issues involved with data use for equity when promoting education-centered cross-sector collaboration, while also highlighting existing tensions between data use for accountability and continuous improvement.

This paper aims to examine the role of school stakeholders (e.g. advisory board members, school administrators, parents, teachers and school board members) at a 99% black academy in promoting the achievement and broadening participation of high school black students in engineering career pathways.

The authors followed a qualitative case study design to explore the experiences of school stakeholders (e.g. students, district and school personnel and community partners) associated with the implementation of the career academy (Stake, 2006; Yin, 1994).

The authors found that the school relied heavily on the support of the community in the form of an advisory board – including university faculty and industry leaders – to actively develop culturally responsive strategies (e.g. American College Test preparation, work-based learning opportunities) to ensure the success of black students interested in pursuing career pathways in engineering. Thus, school stakeholders in the academy of engineering served as authentic leaders who inspired academy students by serving as role models and setting examples through what they do as engineering professionals. It was quite evident that the joy and fulfillment that these authentic leaders gained from using their talents directly or indirectly inspired students in the academy to seek out and cultivate the talents they are good at and passionate about as well (Debebe, 2017). Moreover, the career academy provided environmental or sociocultural conditions that promoted the development of learners’ gifts and talents (Plucker and Barab, 2005). Within that context, the goals of career academy school stakeholders were to support students in the discovery of what they are good at doing and to structure their educational experiences to cultivate their gifts into talents.

It is also important to acknowledge that this study is not generalizable to the one million career academy students across the nation. Yet, the authors believe researchers should continue to examine the career academy advisory board as a source of capital for engaging and preparing diverse learners for success post-high school. Further research is needed to investigate how advisory boards support students’ in school and postsecondary outcomes, particularly for diverse students.

The authors highlight promising practices for schools to implement in establishing a diverse talent pipeline.

On a theoretical level, the authors found important insights into the possibility of black students benefiting from a culturally responsive advisory board that provided social and cultural capital (e.g. aspirational, navigational and social) resources for their success.

While prior researchers have studied the positive impact of teachers in career academies as a contributor to social capital for students (Lanford and Maruco, 2019) and what diverse students bring to the classroom as a form of capital Debebe(Yosso, 2005), research has not identified the role of the advisory board (in its efforts to connect the broader community) as a vehicle for equipping ethnically and racially diverse students who come from economically disadvantaged backgrounds with social capital. Within that sense, the authors believe the advisory board at Stanton Academy relied on what the authors term local community capital to provide resources and supports for black students’ successful transition from high school into science, technology, engineering, and mathematics (STEM)-related college and career pathways.

The purpose of this paper is to ascertain how two urban principals, in high schools that feature comprehensive college-and-career readiness practices, utilize distributed leadership to facilitate their implementation.

This study employed qualitative methods. Drawing upon semi-structured interview data, observational data gathered as part of site visits, and internal and electronic documents, case descriptions were developed of each school, focusing on principals’ activities in support of career pathways.

The principals contributed significantly to their schools’ college-and-career readiness reforms and programming. Although their approaches were distinct, six common themes were identified: facilitating processes to form a shared vision, developing relational trust, a focus on learning, successful partnerships, conducive structures, and developing leadership skills and capacity. The principals described utilizing distributed leadership approaches – including practices, structures, and tools – to support these reforms.

This study represents the initial phase of a multi-year research project investigating the implementation of college-and-career pathways in urban communities. Prior research has overlooked the important role of principals in leading and facilitating these reforms, and this study contributes to the literature because it focuses on principals’ contributions in supporting college-and-career readiness. Additionally, in both cases, substantive, regular leadership contributions were made by business representatives external to the organization.

This book chapter uncovers the black box of PreK-12 African American male students’ experiences and outcomes as a result of their participation in career and technical education. Theoretical and scientific literature – related to benefits and challenges of African American male students’ educational experiences in career and technical education and school reform initiatives that may contribute to their educational outcomes – is discussed. Additionally, recommendations for educational research, practice, and policy are summarized providing future directions for educational and noneducational stakeholders to consider on how career and technical education may serve the unique needs of African American males.

This research investigates the impact of nonlinear career trajectories on female staff in the academy. It argues that assessment of “achievement relative to opportunity” is essential to the equitable positioning of women in the academy.

This qualitative study is based on extended structured interviews with 43 staff.

Men and women can experience career interruptions, deviations, and hijacks, but, in general, women experience more interruption, and the cumulative effect on their careers is greater.

The authors point to ways in which the assessment of achievement relative to opportunity can be implemented in universities to improve retention and career outcomes for female academic and professional staff.

Embedding the principles of achievement relative to opportunity in evaluative decision making, supports people (particularly women) who have spent time away from the workforce in becoming more competitive in assessments of suitability for leadership and advancement. Changing traditional methods of evaluating merit has the potential to allow people from diverse backgrounds to be fairly evaluated, and shift the dominance of people who have experienced little or no career interruption.

The originality is the measurement of impact of nonlinear careers within the academy. The contribution is in the applicability of the findings and practical suggestions for implementation.

The purpose of this paper is to reflect on career aspirations and experiences explored with senior women organizational scholars employed in neoliberally driven public universities in Aotearoa (New Zealand) legally mandated to serve as a critic and conscience of society.

Over the 18 months period, three sequential research conversations were conducted with each of 12 participants known for their commitment to social justice and planetary well-being. The conversational approach allowed for spontaneous participant-lead development of ideas. Sequencing of conversations allowed for reflection on matters raised in previous conversations.

Vitality and creativity deemed essential to scholarly careers were reportedly under pressure. Career concepts in use indicate a protean commitment to self-direction but also recognized constraints of institutionally driven neoliberal output regimes. Detrimental impacts of neoliberal values permeating their employing institutions were offered spontaneously often in radical feminist terms but paradoxically given liberal feminist remedies.

The 12 diverse transcripts of participant conversations generated remarkable similarities that indicate the influence of career articulations on the social construction of reality. The implications of this interpretation invite further reflection on the consequences of normalization of career metaphors and their implication in the intensification of institutional control, the weakening of professional autonomy and the system preserving restriction of career-related responsibilities.

Highlighting constraints to creativity and vitality necessary for scholarly work can inform further research into professional influences on justice and environmental matters in and beyond the Academy.

In this paper a short review of Aotearoa (New Zealand) as in vanguard of neoliberal intensification globally, the implication of this doctrine in neoliberally driven universities and the impacts on career opportunities, degradations and responsibilities of scholars are explored.

The conversational research process contrasts with more tightly framed empirical research methods by generating spontaneous participant-led articulations of career-related dynamics explored and expanded over subsequent conversations.

Considerable research has been conducted to highlight women's career decisions to opt-out of corporate positions, but little is said about those who leave to become entrepreneurs. The purpose of this paper is to theorize kaleidoscope career parameters in relation to entrepreneurship stages and demonstrate the role of macro-national context (i.e. government initiatives and cultural practices) in women entrepreneurs' career choices.

The authors interviewed 34 Malaysian women entrepreneurs (MWEs) who were established in their careers and explored the following two research questions: (1) what career parameters are prioritized at different entrepreneurship stages? and (2) how does macro-national context influence women entrepreneurs' careers?

Adopting a kaleidoscope career lens, the authors show that authenticity was prioritized during the initial entrepreneurship stage, while balance and challenge were prioritized during the establishment and business advancement stages, respectively. The authors demonstrate that government support was conducive to women's decision to opt-in and stay in the entrepreneurship path. The findings also denote that cultural practices facilitated women's pursuit of entrepreneurship by encouraging family members to support women entrepreneurs in their career choices and actions.

The qualitative approach enabled us to specify the context-specific meaning women entrepreneurs in our study associated with authenticity, balance, and challenge. In doing so, this research extends the kaleidoscope career model to better understand women's career patterns at different entrepreneurship stages.