Exclusive versus Mixed, General versus CTE: Building a New Taxonomy of STEMM High School Teachers.
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| Title: | Exclusive versus Mixed, General versus CTE: Building a New Taxonomy of STEMM High School Teachers. |
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| Authors: | Gottfried, Michael1 (AUTHOR), Plasman, Jay2 (AUTHOR), Blazar, David3 (AUTHOR) |
| Source: | Journal of Education Human Resources. Jul2025, Vol. 43 Issue 3, p516-524. 9p. |
| Subject Terms: | *Career development, *High school teachers, *High school curriculum, *Information technology, *High schools |
| Abstract: | There has been a recent expansion of high school course offerings in science, technology, engineering, mathematics, and medical/health (STEMM) fields. The large span of courses now offered in STEMM are delineated across STEMM-general courses (i.e., chemistry) and STEMM-CTE courses (i.e., information technology). Little is known, however, about who are the teachers in these courses. This brief addresses this void by developing a taxonomy of the STEMM teaching workforce using statewide data from Maryland. Through this taxonomy, we examine the number of STEMM teachers by whether they teach general versus CTE STEMM courses, and whether they do so exclusively or across both types. We then examine what teaching courseloads look like across these groupings, as well as by qualifications and demographics. The aim of this brief is to understand not only the landscape of who teaches which STEMM courses, but also to identify disparities. This can help inform research on STEMM courses and teachers as well as policy, practice, and professional development. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Education Human Resources is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | There has been a recent expansion of high school course offerings in science, technology, engineering, mathematics, and medical/health (STEMM) fields. The large span of courses now offered in STEMM are delineated across STEMM-general courses (i.e., chemistry) and STEMM-CTE courses (i.e., information technology). Little is known, however, about who are the teachers in these courses. This brief addresses this void by developing a taxonomy of the STEMM teaching workforce using statewide data from Maryland. Through this taxonomy, we examine the number of STEMM teachers by whether they teach general versus CTE STEMM courses, and whether they do so exclusively or across both types. We then examine what teaching courseloads look like across these groupings, as well as by qualifications and demographics. The aim of this brief is to understand not only the landscape of who teaches which STEMM courses, but also to identify disparities. This can help inform research on STEMM courses and teachers as well as policy, practice, and professional development. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 2562783X |
| DOI: | 10.3138/jehr-2022-0006 |
