This may make sense as my mother’s side of the family tree is filled with letters following the names; however, my father’s side is filled with people who never considered going to college and many who did not graduate high school. There are differences in the two sides of my family to be sure, but both sides are filled with people who are productive and successful members of society.
With a father who prospered as a skilled carpenter, my aversion to CTE and its related work fields might seem odd. I joke with my father that being dragged to work every Saturday morning of my youth and many evenings was enough to poison my possible interest in such a field, but I doubt this is really the case. I simply love academic work. Some students I teach recount the fun they have getting to work with their fathers and neighbors and anyone willing to teach them to work. For these students, academic work in high school is the chore.
I was lucky. I had a choice along with the experiences to inform both extremes of that choice. Many of our students do not have these experiences. Often they are not afforded them in high school because of the preeminence of college-preparatory academics. I want these students to have the choice to focus their attention on their chosen career path. I want to be their advocate when educators and policy makers insist on traditional academic paths that do not align with their goals.
My work with USF will allow me to forge the relationships I need to become this voice for students who are interested in becoming part of the nation’s workforce through more technical fields. USF’s reputation and dedication to expanding the value of CTE education in this nation were the ultimate factors in drawing my interest. I look forward to the research I will be able to do while associated with the university as I look to alter the landscape of secondary education in this country.
