Posts Tagged ‘Native populations’

Renee Blackshear’s Fellowship Journey: Working Toward Workforce Transformation

Tuesday, November 26th, 2024

In September 2024, Advance CTE and ECMC Foundation announced the third cohort of The Postsecondary State Career Technical Education Leaders Fellowship at Advance CTE—Sponsored by ECMC Foundation (Fellowship). The Advance CTE — ECMCF Fellows are representative of multiple demographic categories, reflecting the Fellowship’s goal of intentionally building a postsecondary leadership pipeline for underserved populations in Career Technical Education (CTE) that closes racial representation gaps and removes equity barriers to postsecondary leadership advancement.

This blog is a part of the Fellow Feature series, highlighting the journeys and insights of leaders in the Fellowship. In this blog, Senior Policy Associate Vania Iscandari interviewed Fellow Renee Blackshear, senior instructional technologist/ workforce trainer and esteemed professor at Texas State Technical College.

Q: Let’s start with your journey into CTE. How did your background shape your path into this field?

A: Growing up, my family faced financial challenges, which made me acutely aware of the need for stable, well-paying jobs. For a while, I dreamt of becoming a journalist, but I quickly realized that CTE offered real, hands-on opportunities to build a sustainable career. What drew me to CTE wasn’t just financial stability; it was the chance to provide others, especially those from underserved communities, with the skills they need to succeed in today’s job market.

Q: You’ve also mentioned that your Native American heritage has influenced how you view success. Can you share how that shapes your perspective?

A: Absolutely. My heritage has taught me resilience. Growing up, I learned to adapt and persevere through challenges, something that’s deeply embedded in Native communities. That resilience has shaped how I approach my work in CTE, specifically in creating opportunities for people to gain the skills they need to take control of their futures. I want to help others find their strength through education and training, just as my heritage has helped me find mine.

Q: You’ve been vocal about the need to promote digital transformation, especially for underrepresented groups like Latinx females. Why do you think this is such a crucial issue?

A: The digital transformation is happening quickly, but underrepresented groups, especially Latinx women, are often left out of these opportunities. According to a research report by Accenture titled “Resetting Tech Culture,” 27% of computing roles in the U.S. market are held by women, and just 3% and 2% are held by African-American and Hispanic-American/Latina women, respectively. It’s critical that we raise awareness about these opportunities and create inclusive programs that specifically target these groups. Mentorship, access to technology, and creating pathways into tech are key steps in ensuring that more women, especially from marginalized communities, can break into these industries.

Q: You’ve talked about the importance of building relationships. How has collaboration shaped your approach to equity and workforce development?

A: Collaboration has been key in my journey. It’s not enough to know what needs to change—we have to work together to make that change happen. Building relationships between educators, employers, and community organizations is essential for creating an equitable workforce development system. For me, looking at systems through the lens of equity has been a personal growth process. I’ve learned that real change happens when we recognize and dismantle the barriers that exclude certain groups from success.

Q: You’ve also mentioned creating a “playbook” to bring more women into skilled trades. What does that idea look like?

A: Yes, I’m really excited about this concept. Skills-based work has traditionally been male-dominated, but there’s so much potential for women to thrive in these fields. According to a 2021 survey and report from the Institute for Women’s Policy and Research, women remain highly underrepresented in the trades, accounting for just 4% of all workers in construction occupations. The playbook would be a practical guide that helps organizations bring more women into the trades—through outreach, training, and retention strategies. It would provide resources, share success stories of women in trades, and offer actionable steps to create inclusive environments. The goal is to show that these industries are a viable and rewarding career path for women.

Q: There’s often a disconnect between education and industry. How can we better align the two to prepare learners for the workforce?

A: The key to better workforce preparation is collaboration. Industry professionals need to be actively involved in shaping educational curriculums so that learners are aligned with the skills employers are seeking. But it’s not just about the curriculum. It’s also about building relationships between educators and industry leaders. Also, by engaging with learners directly, employers can help guide them toward specific career paths and give them a better understanding of what skills they need to succeed.

Q: You’re clearly passionate about creating long-term change. What advice would you give to others who want to make a difference in CTE or workforce development?

A: My advice is simple: never stop pushing for change. The systems we’re working with today weren’t designed to be equitable or inclusive, but that doesn’t mean we can’t improve them. CTE has the power to transform lives, and we must continue innovating to ensure that everyone—especially underserved communities—has access to the skills and opportunities that will lead to success. Don’t be afraid to challenge the status quo. Real solutions often come from looking at problems in a new way.

Q: As a participant in Advance CTE’s national Fellowship, what do you hope to gain from this experience?

A: Being a part of the Fellowship is such an incredible opportunity. I hope to gain a deeper understanding of how to implement systemic change at both the state and national levels. The Fellowship provides a platform for collaboration, and I’m excited to connect with other leaders who share a passion for transforming CTE. I also want to learn more about how to scale the innovative practices and policies that we’re exploring in the Fellowship in order to have a broader, lasting impact. Above all, I hope to take back to my institution practical strategies and insights that will help me advocate for more inclusive and effective workforce development systems.

As Renee underscored, the urgency of transforming workforce development and education to ensure equal access to opportunities for all is of utmost importance. From increasing diversity to bridging the gap between education and industry, the path forward is clearly built on collaboration, inclusion, and continuous innovation, concepts key to shaping the future of CTE and workforce development. Discover more about Renee and the other Fellows driving transformation in the third cohort of the national Fellowship on the Advance CTE website.

By Rob Young in Advancing Equity in CTE
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Cory Ortiz’s Fellowship Journey: Championing Equity in Career Technical Education

Tuesday, November 19th, 2024

In September 2024, Advance CTE and ECMC Foundation announced the third cohort of The Postsecondary State Career Technical Education Leaders Fellowship at Advance CTE—Sponsored by ECMC Foundation (Fellowship). The Advance CTE — ECMCF Fellows include representation across multiple demographic categories reflecting the Fellowship’s goal of intentionally building a postsecondary leadership pipeline for underserved populations in Career Technical Education (CTE) that closes racial representation gaps and removes equity barriers to postsecondary leadership advancement. 

This blog is part of the Fellow Feature series, highlighting the journeys and insights of leaders in the Fellowship. In this blog, Senior Policy Associate Vania Iscandari interviewed Fellow Cory Ortiz, Dean of the School of Career Education at the University of Alaska Southeast and incoming Division Director of Alaska Vocational Technical Center (AVTEC).

Q: Cory, you’ve had quite a remarkable journey in the field of CTE. Can you walk us through your story and how you ended up in this role as Dean of the School of Career Education?

A: Absolutely. I come from a family that always emphasized the importance of education—my parents were determined that my brother and I would pursue higher education to secure better career opportunities. Originally, I thought engineering was my path, but as I progressed, I realized I had a passion for education. I shifted my focus and began teaching in high-poverty schools in Ogden, Utah, where I worked closely with Hispanic students. My goal was always to help them break the cycle of poverty and secure meaningful, well-paying jobs. That experience was pivotal—it shaped my belief in the power of education to change lives.

From there, I pursued advanced degrees, encouraged by a former advisor who saw potential in me. With each step, I gained a deeper understanding of the challenges and opportunities within the education system, particularly for students from diverse backgrounds. It’s been a journey of learning and growing, and now I have the privilege of leading a school that is focused on providing equitable access to career education.

Now, as a Fellow, I’m excited to connect with others in the field and continue to grow through collaboration, networking, and learning from the collective experience of my peers. The Fellowship has provided invaluable opportunities to reflect on how we can improve CTE at a systemic level, and it’s helping me sharpen my vision for the future.

Q: You’ve spoken before about your commitment to supporting marginalized learners. Can you share how this commitment has shaped your leadership and actions as a Dean?

A: One of the most significant moments in my career was when I made the decision not to accept funding for a wealthier school unless a comparable amount was allocated to a less resourced school in our district. It wasn’t an easy decision, but it was an important one. I have always believed that equity isn’t just about equal treatment—it’s about giving each student the resources and opportunities they need to succeed.

As a Dean, my focus is on ensuring that every student, especially those from underserved communities, has access to quality career and technical education. This includes working with Native and indigenous populations in Alaska, where I’m actively involved in shaping programs that are more culturally relevant and accessible. I’ve also learned that true equity requires listening to the community, engaging in dialogue, and being open to new ideas and approaches.

Through my work with the Fellowship, I’ve gained deeper insights into the challenges of advancing equity across the country and the ways we can collaborate to make meaningful changes.

Q: Speaking of Alaska, what do you see as the future of CTE in the state, and what challenges do you think need to be addressed?

A: The landscape of CTE in Alaska is evolving, but there’s still a lot of work to be done. One of the biggest challenges we face is the perception of CTE. Many still view it as a less academic path, which couldn’t be further from the truth. CTE programs are highly rigorous and offer students the skills they need to thrive in the workforce. But this perception needs to change—not just among students, but also among educators and school counselors. I’m working hard to ensure that CTE is recognized for its academic value and its relevance in preparing students for high-demand jobs.

Another issue is the lack of dual credit opportunities for students, which would allow them to earn both high school and college credits for CTE courses. This would significantly enhance their post-secondary education opportunities. And when it comes to Native students, we need a system that recognizes their unique cultural needs while providing equitable access to training programs.

We’re also considering conducting an equity audit to better understand the demographics of our programs and ensure they reflect the diversity of the students we serve. We’re at a point where we need to push for more equitable access, and that’s something I’m passionate about.

Q: There’s often a divide between “white-collar” professions and jobs in the skilled trades, especially when it comes to the guidance learners receive from school counselors. How do you address this misconception in CTE?

A: That’s a big issue, particularly in Alaska, where trade jobs—like construction management—are in high demand, and yet students are often steered toward what are seen as “cleaner” or “easier” white-collar jobs. The reality is that many trades, especially in fields like construction management, offer excellent compensation and career stability. These roles are highly technical and require significant education, which is why CTE programs are so crucial in providing the skills needed for these jobs.

Part of the challenge is getting students—and their parents—to understand that a career in the trades can be just as rewarding and prestigious as a white-collar job. We also need to give students early career guidance so they can make informed decisions. It’s about changing the narrative and showing students that the path to success isn’t one-size-fits-all.

Q: You’ve shared that your own background and heritage have played a role in shaping who you are today. Can you talk about how your heritage influences your work in CTE?

A: My parents came from modest backgrounds; they pushed my brother and me to pursue higher education so we could have better lives. While I initially pursued engineering, my journey eventually led me to education, and I’ve come to realize how much my upbringing shaped my values and commitment to supporting marginalized communities.

In terms of CTE, my experiences—both personal and professional—have given me a unique perspective. I understand the importance of community, of finding ways to bridge gaps in access, and the role that cultural relevance plays in education. It’s one of the reasons I’m so passionate about developing programs that work for diverse populations, particularly for Native students in Alaska. 

Q: As you continue to lead in CTE, what role do you see mentorship playing in shaping the future of this field, especially for aspiring leaders and students from marginalized backgrounds?

A: Mentorship is everything. I wouldn’t be where I am today without the guidance of mentors who challenged me, encouraged me, and helped me grow. For students, mentorship helps them understand the realities of their chosen profession. It’s also critical for aspiring leaders, who need feedback and reflection to develop their leadership styles.

I’m a strong advocate for giving back to the community through mentorship. It’s essential for leaders to help foster the next generation of talent, particularly in fields like CTE, where students often come from marginalized backgrounds. By providing support, advice, and opportunities for hands-on learning, we can ensure that future leaders are equipped to continue driving change in this field.

Q: Cory, congratulations on your appointment as the Division Director of Alaska Vocational Technical Center (AVTEC)! Can you share more about AVTEC and what excites you most about this new role?

A: Thank you! AVTEC is Alaska’s premier technical training center, offering clock-hour-based programs in fields like maritime studies, industrial electronics, and construction. As Division Director, I have the privilege of serving as the head of the school, guiding it into its next chapter while ensuring it continues to meet the needs of students across the state.

What excites me most about this role is AVTEC’s statewide reach and its ability to create life-changing opportunities for Alaskans. From high-demand trades to specialized technical fields, AVTEC equips students with the skills to secure meaningful careers. I’m particularly eager to use this platform to address systemic barriers to access for students in Alaska’s remote villages. Through my fellowship project, I plan to assess those barriers and explore innovative solutions to ensure AVTEC is accessible to all Alaskans, regardless of geography.

It’s an incredible opportunity to combine my passion for education with AVTEC’s mission, and I’m looking forward to collaborating with the community to build on its legacy of success.

As Cory’s journey illustrates, the path to leadership in CTE is one shaped by a commitment to equity, empowerment, and community. His insights are just one example of the incredible work being done by the Fellows of the Fellowship. To learn more about Cory and other inspiring leaders in the Fellowship, visit the Advance CTE website, where you can discover how these changemakers are shaping the future of CTE across the nation.

By Layla Alagic in Uncategorized
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State CTE Policy Update: Expanding CTE Access in Washington

Tuesday, April 30th, 2024

In this blog, Policy Associate Velie Sando highlights policies enacted by Washington state in 2024 that facilitate access to Career Technical Education (CTE) for learners within special populations as identified by the Carl D. Perkins Career and Technical Education Act (Perkins V). 

As outlined in Without Limits: A Shared Vision for the Future of Career and Technical Education (CTE Without Limits), CTE plays a central role in fostering an inclusive and equitable future for all learners, supporting them in their pursuit of high-demand, high-wage careers while meeting industry demands for talent. Variables such as program expenses, transportation issues, and eligibility criteria create access and equity hurdles encountered by special populations and other impacted learners when pursuing CTE programs.  

In recognizing the diverse challenges individuals may encounter in accessing CTE, states like Washington have taken proactive measures to break down barriers and promote inclusivity. In 2024, Washington enacted policies prioritizing equity and opportunity for special populations in their state. 

Washington’s commitment to inclusivity is evident through H.B. 1889, which removes the citizenship status barrier for individuals seeking professional licenses or certifications. This bill ensures that all individuals, regardless of their legal status, have equal access to opportunities in the workforce as allowed under federal guidelines. By mandating that an individual’s status does not impede their ability to obtain a license, Washington fosters an environment where talent and skill are most valued in the workforce.

Given their historical background and landscape, Washington enacted HB 2019 which establishes the Native American Apprentice Assistance program to address the specific challenges faced by Native American communities. This bill acknowledges Native learners’ aspirations to pursue higher education and supports this endeavor by addressing prevalent systemic barriers that they face, such as poverty and limited access to postsecondary institutions near reservations. Washington aims to uplift Native American learners and empower them to thrive in CTE fields by prioritizing funding to cover tuition costs and adopting population-specific guidelines that may facilitate learner success in the program through consultations with Indigenous nations and apprenticeship programs.

Washington’s commitment to inclusivity extends beyond removing immigration barriers and recognizing cultural assets to encompass educational prerequisites. By adopting HB 2216, the state revolutionizes its hiring efforts by removing barriers to employment qualifications for certain state positions to exclude a four-year college degree requirement. This bill opens doors for individuals who may have previously been excluded from state employment by recognizing that diverse avenues of skill acquisition exist, paving the way for a more inclusive workforce in Washington.

Fostering inclusivity in CTE is imperative to ensure all learners have access to and can succeed in high-quality CTE programs; inclusivity also positively impacts a state’s economy. By dismantling barriers and prioritizing equity, Washington is enriching its workforce and nurturing vibrant and resilient communities. 

For more strategies to expand access to CTE for special populations, check out the “Maximizing Access & Success for Special Populations” briefs prepared by Advance CTE and ACTE for supporting special populations and other learners groups in need of additional support.

Velie Sando, policy associate

By Jodi Langellotti in Public Policy
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