Second, we consider the ways in which these social categories generate inequalities within schools and beyond.
I'm still not buying it after the first category-building process was explained, but go on.
21 Matching Annotations
- Jan 2024
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www-annualreviews-org.ledproxy2.uwindsor.ca www-annualreviews-org.ledproxy2.uwindsor.ca
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Approaching the relationship between education and inequality from a categorical inequality framework highlights two distinct processes: the creation of categories and the assignment of individuals to categories
Okay, I get this. Now what?
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Nonetheless, the co-occurrence of educational expansion and rising income inequality highlights that the rapid expansion of educational opportunities need not lead to less inequality
This graph indicates being more educated does not mean more equality.
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Further, the economic and intergenerational benefits associated with educational attainment are particularly large for poor and minority students
Doesn't this point also indicate students aren't categorized?
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students from relatively disadvantaged backgrounds benefit more from exposure to additional schooling than their relatively advantaged peers
In this sense I feel that schools do not categorize people based on their social status.
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These educational categories structure the competition for positions in stratified societies and, in the process, influence which individuals attain which social locations.
This pattern makes sense when I read it. Hard to explain how.
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- Aug 2023
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www.edweek.org www.edweek.org
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Today’s “career and technical education” is yesterday’s “vocational education,” though not really.
This is the first time I've heard of this abbreviation.
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To what degree can automation affect the career outcomes of graduates of CTE programs?
This is definitely worth digging into. It's nice to know if someone's current trajectory is a good one.
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I’ve spent years learning to write such code, to middling ability.
This sounds incredibly daunting to me, as the most complex code I wrote was in Computer Science II. It was extremely difficult.
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I’m not actually using it (though I intend to); I’m there to gawk over what it can do—and, spoiler, it goes well beyond producing first-year term papers.
There was an enlightening episode of South Park that covered ChatGPT. Stan improved his relationship with Wendy when he started using ChatGPT to respond to her text messages. ChatGPT generated thoughtful responses - even writing a song for her. Stan took all the credit.
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I’ve been on ChatGPT a lot lately and—apparently—I’m not the only one.
I've used Chat GPT months ago. I feel proud of myself for being on top of a trend for once.
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These are transferable skills, not technical skills.
Developing transferable skills will result in adaptability and resilience for a lifetime of unknowns. We do not know what the future holds for careers, but we know there are certain skills that students will need to be successful as lifelong learners.
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This shouldn’t be a stretch; a key element of contemporary, “rigorous and relevant” CTE is a push to better integrate academic content within technical learning contexts.
I agree that integrating academic content creates rigorous and relevant content. Science, math, English (the Academics), are absolutely interwoven into every technological area. One only needs to research and dig into any topic to discover the infinite academic riches within.
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Consequently, states, districts, schools, and teachers take different approaches to academic integration, and some approaches are more successful than others.
It's sad to hear that students are currently suffering from approaches. TedTalk is an example of innovative thinkers attempting to make necessary changes. We need to collaborate on ideas and solutions to schools who need them now.
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Other CTE career-cluster areas have automation risks that are high: Architecture & Construction, Hospitality & Tourism, Manufacturing, and Transportation, Distribution & Logistics.
Is it possibly to reorient our perspective of these careers? How can we change our point of few to see how vital humans are in their completion? It cannot be possible in my opinion to automate hospitality.
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CTE’s “dark history” becomes its future.
I believe in rewriting this narrative. Any career that someone chooses to pursue should be celebrated. Why must any career path be labelled as "dark". If a person is willing to work - I am personally proud of them.
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Can contemporary CTE shield students against risks posed by automation?
I believe contemporary CTE will help students develop many skills which will shield them from redundancy. Problem solving, resiliency, courage and confidence are a few traits they will develop. Adaptability to a changing environment and an ability to reinvent oneself. These are abilities I will instill to my students.
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And if our efforts to equip these students with automation-resilient, transferable skills are not successful in these clusters, we risk the possibility of, once again, funneling disadvantaged students into low-wage, low-opportunity occupations.
We can do our best to integrate academics into the technologies. We can help students develop transferrable skills, and give them the best leg up at attaining work where they will not become unnecessary.
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To begin, jobs requiring skills that are difficult to automate with available technologies are at lower risk of automation
I believe this to be true. Certain attributes such as creativity, design, symphony, empathy, play and meaning will likely be impossible or difficult to automate.
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These skills include things like two-way communication, critical thinking, creativity, planning, management, and problem-solving.
Reading these skills makes me excited about teaching. They're all fun skills!
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Education & Training
Good news for educators.
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