ABSTRACT

MALDONADO, LAURA GARLAND. Connecting to Campus and the Workforce: A Case Study of Community College Students Participating in SkillsUSA. (Under the direction of Dr. Audrey J. Jaeger).

Researchers have investigated career and technical student organizations (CTSOs) at the secondary level (Kosloski & Ritz, 2014; Russell et al., 2009; Stanislawski & Haltinner, 2009;

Threeton & Pellock, 2010), but the value of CTSOs is unknown at the postsecondary level. This dissertation study focused on SkillsUSA, a CTSO available across the United States with participants at middle school, high school, and postsecondary levels for students enrolled in technical, skilled, and service occupation training programs (SkillsUSA, 2017). The study investigated how SkillsUSA participation influenced community college students’ preparedness for the workforce and connection to campus. The study also explored the influence of SkillsUSA participation on alumni’s program of study and career endeavors. A theoretical framework based on constructivism and the Psychology of Working Theory (Duffy et al., 2016) guided this work.

This study used a qualitative case study approach to explore SkillsUSA chapters at two different community colleges in North Carolina. Data were gathered from interest questionnaires, interviews, and documents. Observations, field notes, and resumes provided additional context for the study.

Findings revealed that while hometowns impacted access to job opportunities and industries, SkillsUSA participation influenced students’ work choices, initiative, and confidence in overcoming obstacles. Participants also reported support from peers, advisors, and the institutions. The study also provided evidence that while SkillsUSA participation did not influence all community college alumni to pursue a career and technical education (CTE) field, alumni gained more knowledge about CTE fields and considered themselves to be advocates for CTE. Findings also suggested that alumni were able to apply lessons they learned from

SkillsUSA into work or educational settings. Understanding the experiences of these SkillsUSA members is of interest to community college administrators and practitioners; local, state, and federal policymakers and lawmakers; SkillsUSA chapters and advisors; CTE professional association representatives; CTSOs, students and families; and industry and employment professionals.

© Copyright 2020 by Laura Garland Maldonado

All Rights Reserved Connecting to Campus and the Workforce: A Case Study of Community College Students Participating in SkillsUSA

by Laura Garland Maldonado

A dissertation submitted to the Graduate Faculty of North Carolina State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy

Educational Leadership, Policy, and Human Development

Raleigh, North Carolina 2020

APPROVED BY:

______Dr. Audrey J. Jaeger Dr. Alyssa N. Rockenbach Committee Chair

______Dr. David English Dr. Carrie L. Zelna

Technical Consultant:

______Dr. Mark D. Threeton ii DEDICATION

To Luis Maldonado III

I met you one month before I began doctoral work and you never left my side.

Your selflessness and encouragement throughout this journey inspired me to be and do my best.

I offer my profound gratitude.

iii BIOGRAPHY

Laura (Alice) Garland Maldonado grew up in Shippensburg, Pennsylvania. The town is located in a valley of the Appalachian Mountains and known for its Corn Festival, one of the largest arts and crafts festivals on the east coast. She earned a Bachelor of Arts in Economics with a minor in Spanish from Muhlenberg College in Allentown, Pennsylvania and worked in

Washington, DC for two years upon graduation. Laura then returned to the classroom and obtained a Master of Education in Counselor Education with an emphasis in Student Affairs

Administration from Clemson University in South Carolina, where she gained a variety of experiences in career counseling, academic advising, and student orientation. Afterwards, Laura worked professionally for nine years in the career center at her undergraduate alma mater.

Pursuing her Doctor of Philosophy in Educational Leadership, Policy, and Human Development

(Higher Education) brought her to North Carolina State University (NC State). While at NC

State, she served as a Lead Research Associate for the National Initiative for Leadership and

Institutional Effectiveness (NILIE) and completed research and evaluation projects for the Belk

Center for Community College Leadership and Research. Laura received a 2019 Postsecondary

Career and Technical Education Research Fellowship sponsored by the ECMC Foundation for her dissertation research.

iv ACKNOWLEDGMENTS

I would like to express my gratitude to the individuals who supported me throughout this doctoral journey. I am fortunate to have a wonderful dissertation committee. All of you brought unique perspectives to the work and believed in me. Dr. Audrey J. Jaeger: you served as my chair, advisor, and assistantship supervisor for four years. Your mentorship and critical feedback throughout the Ph.D. journey enabled me to complete the dissertation and develop into a scholar practitioner. Thank you for extending me opportunities to present, write, and do research. You pushed me forward rather than pulling me back. Your humor and steadiness kept me going during this doctoral journey. Dr. Alyssa Rockenbach: I met you during my first semester of doctoral work in the introductory quantitative class. Thank you for your calming demeanor and warmth. You challenged me to think about theory and its application to research. Dr. David

English: thank you for expanding my knowledge of higher education policy and different ways of incorporating socioeconomic data into research. Dr. Carrie Zelna: thank you for helping me think about how practitioners and leaders can apply findings in their daily practices. I used lessons you taught me during our Pack Assessment Ambassadors project and applied them to my dissertation. Dr. Mark Threeton: thank you for serving as my mentor this past year through the

ECMC Foundation Fellowship and including me on a research project. You broadened my exposure to the field of career and technical education.

I never imagined I would meet such an incredible group of higher education cohort mates. You all are not only talented higher education scholars and practitioners, but also all- around wonderful people. I appreciated learning from each of you in classes and accountability groups. I would especially like to thank Dr. Jemilia Davis, Andrea DeSantis, and Dr. Ashley

McMillan. We celebrated doctoral milestones in addition to birthdays, holidays, engagements,

v weddings, moves, and children. Each of you enriched my doctoral experience greatly. Thank you to Dr. Sarah Deal, who defended her dissertation one day after me. We motivated each other through the final few tough weeks. I also appreciated the weekly chats with the Almost

PhinisheD writing accountability group: Dr. Sarah Deal, Andrea DeSantis, Sharbari Dey, Ben

Dictus, Robert Lang, and Dr. Nathan Williams.

Thank you to all my current and former colleagues at the National Initiative for

Leadership and Institutional Effectiveness (NILIE) and the Belk Center for Community College

Leadership and Research. I appreciated the advice and encouragement to keep writing despite busy academic and work schedules. I look forward to seeing other graduate students in the Belk

Center for Community College Leadership and Research walk the stage.

I am deeply grateful to many of the faculty members in the College of Education at NC

State who challenged me to become a better scholar-leader throughout my coursework sequence.

Classmates such as Ginger Burks Draughon, Dr. Alessandra Dinin, Dr. Stephany Dunstan, Dr.

Nicole Ditillo, Dr. Katie Ratterree Johnson, Dr. Shauna Morin, Dr. Alicia Keating Polson, Dr.

Greg King, Dr. Allison Medlin, Dr. Katie Smith, and Haruna Suzuki answered various questions for me throughout this process. I also want to thank Dr. Shannon Madden and The Graduate

School at NC State for offering Dissertation Camp Completion.

Thank you to all my teachers, professors, and colleagues at Shippensburg Area School

District, Muhlenberg College, and Clemson University for your commitment to teaching, learning, research, and service. You supported students’ development on a daily basis and my own professional and personal goals. I especially want to thank Alana Albus, Dr. Tony Cawthon,

Dr. Pam Havice, Dr. Donna Kish-Goodling, and Cailín Pachter who encouraged me to pursue a doctoral degree. Thank you to Dr. Angela VanGorder and Elizabeth Langefeld, two of my

vi Clemson classmates, who now live in the Raleigh area. I appreciated our dinners and chats, which helped me stay motivated to keep going.

I am especially grateful to the ECMC Foundation, Phi Kappa Phi, the North Carolina

Career Development Association, and The Graduate School at NC State, who believed in my abilities and provided varying amounts of financial support for this research. I learned so much about career and technical education as a doctoral fellow through the CTE Bridging the Gaps

Postsecondary program sponsored by the ECMC Foundation. Special thank you to Dr. James

Bartlett, Dr. Michelle Bartlett, and future doctor Jordan Dolfi, who organized this new fellowship and encouraged my research. I also want to thank the 15 other fellows who broadened my knowledge of the career and technical education landscape. I am excited to see what the future holds for each of you.

Thank you to my parents, Carey and Doris Garland, for their sacrifices and constant support of my educational pursuits. Thank you to my sister and brother-in-law, Erica and Patrick

Moore, and my adorable nephew, Landon, the newest addition to our family. Thank you also to my brother Curtis Garland and his fiancé, Megan Adams. I also want to thank Linda Herwig,

Margaret and Stephen Barney, and the Nickey family for always inquiring and checking in about my progress. Your unwavering understanding and support as I pursued this adventure has not gone unnoticed. I am also fortunate to have married into another wonderful family: the

Maldonados. Thank you to Luis and Bobbie Maldonado, Nick and Lisa Bridges, Lexi Powell,

Carter Bridges, and Colby Bridges. Thank you for welcoming me into your family and encouraging me to keep going. It was wonderful having dinners with Tanya and Ray Brinson, our family members also here in Raleigh. I also want to acknowledge family who have passed but have influenced my life substantially: Paul and Martha Herwig, Russell Herwig, and Floyd

vii and Evelyn Garland. There are many others among my friends and family who have encouraged me these last four years. I am especially grateful to Christina Councill, Ann DeSilva, Josh

Matteau, and Preston Williams for your brainstorming, editing, and technical assistance. I look forward to reconnecting with friends and family and supporting you in your future endeavors.

Thank you to the following individuals who helped me acquire data, share SkillsUSA information, or recruit participants: Dr. Jeff Cox, Dr. Garrett Hinshaw, Hardin Kennedy, Gary

Muller, Tammy Muller, Nicole Fogle, Kevin Rouse, Erin LeGrand, and Peyton Holland. I would not have been able to complete the dissertation without your support, suggestions, and time.

Lastly, I had the honor and privilege to meet 31 talented community college students, advisors, and alumni during this research study. Thank you, participants, for your contributions to this work. I am grateful for the time you contributed to this study and your confidence in me to share your stories.

viii TABLE OF CONTENTS

LIST OF TABLES ...... xii LIST OF FIGURES ...... xiii CHAPTER 1: INTRODUCTION ...... 1 Statement of the Problem...... 5 Purpose of the Study and Research Questions ...... 8 Overview of the Theoretical Framework...... 9 Inquiry Worldview...... 11 The Psychology of Working Theory ...... 11 Significance of the Study ...... 12 Significance for Theory ...... 12 Significance for Practice ...... 13 Significance for Policy ...... 14 Overview of the Methodology ...... 15 Definition of Terms ...... 16 Looking Ahead ...... 18

CHAPTER 2: LITERATURE REVIEW ...... 19 The Skilled Workforce ...... 20 National Needs ...... 21 North Carolina Needs ...... 22 Community Colleges ...... 23 Community College Students ...... 25 North Carolina Community Colleges ...... 26 Career and Technical Education ...... 28 History of Career and Technical Education ...... 28 Career and Technical Education in Community Colleges ...... 31 Career and Technical Student Organizations ...... 32 History of Career and Technical Student Organizations ...... 33 Classification of Career and Technical Student Organizations ...... 34 Career and Technical Student Organizations and Secondary Schools ...... 36 Secondary Teachers’ Experiences and Career and Technical Student Organizations ..... 42 SkillsUSA ...... 44 SkillsUSA Competitions ...... 44 SkillsUSA Framework ...... 47 The Psychology of Working Theory ...... 49 Origins of the Psychology of Working Theory ...... 51 The Psychology of Working Theory and Human Needs ...... 54 Literature Related to the Psychology of Working Theory ...... 55 Using the Theory Within Career and Technical Education Contexts ...... 57 Rationale for Using the Psychology of Working Theory ...... 57 Chapter Summary ...... 58

CHAPTER 3: METHODOLOGY ...... 59 Qualitative Research Approach and Case Study Rationale ...... 60

ix Sampling Procedures ...... 61 Bounded System ...... 61 Site Selection ...... 65 Participant Selection ...... 68 Data Generation ...... 69 Interest Questionnaires ...... 69 Individual Interviews ...... 70 Interview Procedures ...... 71 Interview Protocols ...... 71 Documents ...... 74 Hometown and County Profiles ...... 74 SkillsUSA Demographic and Academic Information ...... 75 Resumes ...... 75 Field Observations ...... 75 Field Notes ...... 76 Data Analysis ...... 77 Role of the Theoretical Framework ...... 77 Data Analysis Procedures ...... 77 Coding ...... 78 Trustworthiness ...... 79 Credibility ...... 80 Triangulation ...... 80 Peer Review ...... 80 Reliability ...... 81 Audit Trail ...... 81 Researcher Paradigm, Role, and Positionality ...... 81 Transferability ...... 83 Ethical Considerations ...... 83 Limitations and Delimitations ...... 85 Chapter Summary ...... 86

CHAPTER 4: INSTITUTIONAL AND PARTICIPANT PROFILES ...... 87 Institutional Profiles ...... 87 Catawba Valley Community College ...... 87 Wilkes Community College ...... 88 Participant Profiles ...... 89 Student Participants ...... 90 Alumni Participants ...... 93 Advisor Participants ...... 96 Composite Profiles ...... 97 Rory – A Full-Time Student ...... 99 Arden – A Part-Time Student ...... 104 Bailey – Alum Attending a Four-Year Institution ...... 108 Quinn – Alum Currently Working ...... 111 Chapter Summary ...... 113 Looking Ahead ...... 113

x CHAPTER 5: EXPLORING SKILLSUSA PARTICIPATION AMONG POSTSECONDARY STUDENTS AND ADVISORS ...... 116 Abstract ...... 117 Introduction ...... 117 Purpose of the Study ...... 118 Theoretical Framework ...... 119 Literature Review ...... 121 Students and Careers ...... 122 Advisor Experiences ...... 123 Methodology ...... 124 Participants ...... 125 Data Generation ...... 127 Data Analysis ...... 128 Trustworthiness ...... 129 Limitations and Delimitations ...... 129 Findings ...... 130 Trading Pins - Geography Matters ...... 131 102 Competitive Events - Learning About Jobs……………………………………… 133 Tools for Life - Overcoming Obstacles ...... 135 Stepping Up to the Podium - Taking Initiative ...... 137 The Spectators’ Applause - Receiving Support ...... 138 Going for the Gold - Investing in Success ...... 141 Discussion ...... 142 Economic Constraints ...... 143 Work Volition ...... 144 Career Adaptability ...... 144 Proactive Personality ...... 145 Social Support ...... 145 Economic Conditions ...... 147 Implications ...... 147 Implications for Practice ...... 148 Implications for Policy ...... 149 Implications for Theory ...... 150 Future Research ...... 151 Conclusion ...... 152

CHAPTER 6: THE INFLUENCE OF SKILLSUSA PARTICIPATION ON CAREER ENDEAVORS: THE VOICES OF COMMUNITY COLLEGE ALUMNI ...... 153 Abstract ...... 153 Introduction ...... 154 Career and Technical Student Organizations ...... 154 Purpose of the Study ...... 156 The Psychology of Working Theory ...... 157 Methodology ...... 157 Participants ...... 158 Data Generation ...... 160

xi Data Analysis and Trustworthiness ...... 160 Findings ...... 161 Influence on Program of Study ...... 162 Preparation for Current Endeavors ...... 164 Discussion ...... 168 Implications for Practice ...... 171 Implications for Theory ...... 172 Avenues for Further Research ...... 172 Conclusion ...... 173

CHAPTER 7: IMPACT BRIEFS ...... 174 Impact Brief for Catawba Valley Community College ...... 174 Introduction ...... 174 Key Points ...... 175 The Project ...... 175 For Decision Makers: Impact on Policy and Practice ...... 180 Conclusion ...... 182 Impact Brief for Wilkes Community College ...... 183 Introduction ...... 183 Key Points ...... 184 The Project ...... 185 For Decision Makers: Impact on Policy and Practice ...... 188 Conclusion ...... 190

REFERENCES ...... 193

APPENDICES ...... 226 Appendix A: CTSOs Recognized by the U.S. Department of Education ...... 227 Appendix B: National Career Clusters ...... 228 Appendix C: SkillsUSA Contests by Competition Sector ...... 229 Appendix D: Student Recruitment Email ...... 233 Appendix E: Advisor Recruitment Email ...... 234 Appendix F: Alumni Recruitment Email ...... 235 Appendix G: Student Interest Questionnaire ...... 236 Appendix H: Advisor Interest Questionnaire ...... 238 Appendix I: Alumni Interest Questionnaire ...... 239 Appendix J: Student Consent Form ...... 241 Appendix K: Advisor Consent Form ...... 244 Appendix L: Alumni Consent Form ...... 248 Appendix M: Student Interview Protocol ...... 251 Appendix N: Advisor Interview Protocol ...... 253 Appendix O: Alumni Interview Protocol ...... 255 Appendix P: Observation Protocol ...... 257

xii LIST OF TABLES

Table 4.1 Student Participant Demographic Information ...... 90

Table 4.2 Student Participant Academic and SkillsUSA Information ...... 92

Table 4.3 Alumni Participant Demographic Information ...... 94

Table 4.4 Alumni Participant Academic and SkillsUSA Information ...... 95

Table 4.5 Advisor Participant Demographic and SkillsUSA Information ...... 96

Table 5.1 Student Participant Demographic, Academic, and SkillsUSA Information ...... 126

Table 5.2 Advisor Participant Demographic and SkillsUSA Information ...... 127

Table 5.3 Thematic Findings and their Relation to Theory ...... 130

Table 6.1 Alumni Participant Demographic, Academic, and SkillsUSA Information ...... 159

Table 7.1. Characteristics of Catawba Valley Community College’s SkillsUSA Members and Overall Student Body ...... 177

Table 7.2 Characteristics of Wilkes Community College’s SkillsUSA Members and Overall Student Body ...... 186

xiii LIST OF FIGURES

Figure 2.1 The Path to the SkillsUSA Championships ...... 46

Figure 2.2 SkillsUSA Framework ...... 48

Figure 2.3 Model of The Psychology of Working Theory ...... 50

1 CHAPTER 1: INTRODUCTION

The United States (U.S.) labor market depends on a skilled workforce of educated individuals to stay competitive in a changing global economy (Association for Career and

Technical Education [ACTE], 2009; Brand et al., 2013). Employers in every state face a shortage of workers to fill jobs that require education beyond high school but less than a four-year degree

(National Skills Coalition, 2020b). Community colleges train individuals through career and technical education (CTE) to meet these local, state, and national needs (Laanan et al., 2006).

Many CTE programs offer career-focused student organizations known as career and technical student organizations (CTSOs) (ACTE, 2019; Scott & Sarkees-Wircenski, 2008) to help students develop technical and soft skills related to their career of interest (ACTE, 2011; Reese, 2003).

The present study focused on SkillsUSA, a CTSO available across the U.S. with participants at middle school, high school, and postsecondary levels for students enrolled in technical, skilled, and service occupation training programs (SkillsUSA, 2017). SkillsUSA helps students develop technical and soft skills for the workforce (SkillsUSA, 2020i), but the problem is that the value of SkillsUSA is unknown at the postsecondary level.

Employers look to community colleges as training centers to meet the demand for future

CTE workers (Lowry & Thomas-Anderson, 2017). The labor market requires a workforce with a range of mid-level trade, technical, and professional skills as well as high-level skills often obtained through a college education (Rothwell, 2016). Skilled technical workers, sometimes called trade workers, craft-workers, or middle-skilled workers, make up the largest part of the labor markets in the U.S. and North Carolina (National Skills Coalition, 2020a, 2020b; Rothwell,

2016). These workers perform functions that are critical to innovation, health care, infrastructure, and economic growth and require education or training beyond high school but less than a four-

2 year degree (Boettcher, 2017; E. Gordon, 2014; Rothwell, 2016). Occupations that used to sustain workers with a high school diploma now require individuals to have additional postsecondary education (Hoffman & Reindl, 2011). Although 54% of all jobs in North Carolina and 52% of all jobs in the U.S. in 2018 were considered middle-skill jobs, only 44% of the state’s workers are trained for these jobs (National Skills Coalition, 2020a, 2020b). The demand for middle-skilled jobs is predicted to be strong through 2024 as 50% of all job openings will require middle-skilled workers in North Carolina (National Skills Coalition, 2017). Skilled technical workers are found in a diverse array of occupations, such as 17 out of 22 of the

Department of Labor’s Occupational Information Network’s major occupational categories

(Rothwell, 2016). Some of these occupations include the following: installation, maintenance, and repair; construction; production, protective services, and transportation and material moving; health care; technical occupations; computer and mathematical occupations; and architectural and engineering occupations (Rothwell, 2016). The four sectors of the U.S. economy where skilled technical workers are particularly needed are health care, information technology, aerospace, and manufacturing (E. Gordon, 2014).

Community colleges play a critical role in developing a future skilled workforce to meet these demands by offering CTE curriculum (Hyslop, 2008). Students can take CTE courses to pursue credentials, certificates, or degrees through both credit-bearing and noncredit courses

(ACTE, 2016; Garza Mitchell, 2017). CTE has evolved over the years from offering courses about wood, metal, and automobiles to include courses in marketing, criminal justice, and education (Gentry et al., 2007). Although most people think of trades when they think of CTE,

CTE has increased its focus in recent years to integrate more science, technology, engineering, and mathematics content (Lowry & Thomas-Anderson, 2017). Program areas such as agri-

3 science, health science, and engineering are a few of the viable pathways that are now found in

CTE curriculum (Hyslop, 2010). CTE programs can be offered as noncredit, for credit, or as part of a degree, but the credentials often lead directly to employment (H. R. D. Gordon, 2014). This differs from transfer-oriented associate of arts or associate of science degrees offered at community colleges (American Association of Community Colleges [AACC], 2019). CTE programs are pushing against the stereotype of being a pathway for those who are less academically successful (Cohen & Besharov, 2002; Demarest & Gehrt, 2015) or a track for students who are not going to college (H. R. D. Gordon, 2014). CTE offers opportunities for succeeding in today’s economy, whether students are earning credentials, certificates, or degrees

(H. R. D. Gordon, 2014).

In addition to curriculum, CTE provides learning experiences, such as CTSOs, that help students explore careers and prepare for employment (Scott & Sarkees-Wircenski, 2008). CTSOs are an integral partner in CTE curriculum (ACTE, 2008; Blandford, 2012; Scott & Sarkees-

Wircenski, 2008; Threeton & Pellock, 2010), with CTE instructors often serving as chapter advisors for student members (Reese, 2010; Zirkle & Jeffery, 2019). CTSOs provide four distinctive types of experiences for participants: leadership, professional development, competitions, and community service (Alfeld et al., 2007). These four elements produce student benefits by reinforcing the learning that takes place in CTE courses and providing an opportunity to put this learning into practice (Alfeld et al., 2007). CTSOs are 90 years old and specifically authorized by the U.S. Congress in the Perkins Act (Lynch, 2000; McNally & Harvey, 2001).

Currently, the U.S. Department of Education (2019) officially recognizes 11 CTSOs (see

Appendix A), which consist of more than two million student members in programs such as agriculture, skilled trades, business, education, health, and information technology (National

4 Coordinating Council for Career and Technical Student Organizations, 2018). Seven of the 11 are recognized at the postsecondary level, including SkillsUSA (see Appendix A) (Zirkel &

Jeffery, 2019).

SkillsUSA is a nonprofit 501(c)(3) national membership association that has chapters in middle, high, and postsecondary institutions for students enrolled in technical, skilled, and service occupation training programs (SkillsUSA, 2017). Many student members and advisors are enrolled or advise CTE programs, but there is no requirement to be in a CTE program of study (SkillsUSA, 2020c). As of April 2019, there were approximately 427,000 members from

4,000 middle, high, and postsecondary schools in 53 states and territorial associations, which include students, advisors, professionals, and alumni (SkillsUSA, 2019g). More than 600 businesses, trade associations, and labor unions partner and support SkillsUSA at the local, state, and national levels (SkillsUSA, 2018). SkillsUSA prepares students to become future leaders in business, industry, government, and educational settings (SkillsUSA, 2018). They also provide networking opportunities for students, competitors, and industry professionals (SkillsUSA,

2018).

SkillsUSA is known for its state and national competitions in which students demonstrate hands-on occupational and leadership skills (Holdsworth, 2007), such as architectural drafting, automotive service technology, computer programming, medical assisting, and prepared speech

(SkillsUSA, 2020d). Competitions provide students with an opportunity to practice the skills and knowledge gained from the classroom environment in a simulated work environment

(SkillsUSA, 2020i). While students gain technical skills through their coursework, SkillsUSA stresses additional workplace and personal skills that may not be part of curriculum or academic competencies taught in educational settings (SkillsUSA, 2020i).

5 Statement of the Problem

CTSOs are an integral component of CTE programs (ACTE, 2008; Blandford, 2012;

Scott & Sarkees-Wircenski, 2008; Threeton & Pellock, 2010), and community colleges that offer

CTSOs provide an opportunity for students to gain technical and soft skills. Advocates more frequently discuss the role of CTSOs as preparation for employment and learning by doing

(Clark et al., 2010), and CTSOs also provide benefits such as teamwork, decision-making, competitive proficiency, leadership, community awareness, and personal and social development

(Alfeld et al., 2007). CTSOs offer many opportunities for involvement both inside and outside of the classroom, however, it is not known how that develops individuals’ soft skills and career decision-making skills. Traditionally, researchers have focused more on employment itself, rather than the full development of the person (Clark et al., 2010). For example, hands-on activities are routinely mentioned more than soft skills in CTE literature (Roberts, 2006).

The problem is that the value of SkillsUSA is unknown at the postsecondary level and not much is known as communicated directly from the students themselves. Postsecondary CTE students are more likely to be older, working, married, and financially independent from their parents (Hirschy et al., 2011). These differing experiences from secondary students will influence their SkillsUSA participation. While students obtain technical skillsets through their

CTE curriculum, SkillsUSA can fill the gaps where curriculum or competencies are not addressed. As accountability is stressed in higher education (Kelchen, 2018), empirical research is needed to show that SkillsUSA develops leaders and skilled talent that is adaptable to the changes of tomorrow’s workplace.

6 Studies Addressing the Problem

Researchers explore the impact of CTSOs primarily in secondary education by examining individual CTSOs (Howell & Busby, 2002; Kosloski & Ritz, 2014; Rose et al., 2016; Tummons et al., 2017) and multiple CTSOs (Alfeld et al., 2007). Specific CTSOs, such as FFA (formerly

Future Farmers of America) (Dunigan & Hoover, 2007; Rose et al., 2016; Tummons et al.,

2017), DECA (formerly Distributive Education Clubs of America) (Kosloski & Ritz, 2014), and

Technology Student Association (TSA) (Howell & Busby, 2002) appear in the literature. The reasons for joining or not joining a CTSO is also studied (Phelps, et al., 2012; Rayfield et al.,

2008; Talbert & Balschweid, 2004). Although each CTSO has its own strengths and weaknesses

(Camp et al., 2000), CTSOs are distinctive enough from other activities that participation may produce similar benefits for students participating in different CTSOs (Alfeld et al., 2007).

Additionally, CTSO participation is associated with student outcomes such as increased motivation and engagement (Alfeld et al., 2007; Reese, 2010; Rose et al., 2016; Ullrich et al.,

2007), increased academic achievement (Aragon et al., 2013; Kosloski & Ritz, 2014), and career awareness, although findings are mixed (Aragon et al., 2013; Talbert & Balschweid, 2004,

2006). A large, multi-CTSO study demonstrated that the benefits of CTSOs included teamwork, decision-making, competitive proficiency, leadership, community awareness, and personal and social development (Alfeld et al., 2007). Since teachers have been named as influencers for students to join CTSOs (Talbert & Balschweid, 2004), researchers have also studied teacher preparation to take on CTSO advising roles (Stanislawksi & Haltinner, 2009) and teacher techniques for motivation (Russell et al., 2009).

7 Limitations in the Previous Studies

CTSO participation has primarily been studied at the secondary level (Kosloski & Ritz,

2014; Russell et al., 2009; Saed & Scates-Winston, 2017; Stanislawski & Haltinner, 2009;

Threeton & Pellock, 2010) rather than the postsecondary level. Researchers have examined student organizations at four-year institutions where participation is positively related to retention and enrollment (Cragg, 2009; Kuh et al., 2008). Limited research exists for student involvement at community colleges, even though approximately 40% of the total undergraduate enrollment in the U.S. attends community colleges (Ma & Baum, 2015). Community college students differ from students that attend four-year institutions. They are more likely to be first- generation students, come from socioeconomically disadvantaged backgrounds, and be more academically at risk (Adelman, 2005; Engle & Tinto, 2008). Community college student perspectives about student organization participation is important because they have limited time and resources for involvement in relation to their family and work responsibilities. Community college students are often older (average age of 28), single parents (15%), and working various jobs (62% of full-time and 72% of part-time students) (AACC, 2019). In considering research on

CTSOs, scholars have largely ignored the postsecondary context. As a result, there is still much to be learned about SkillsUSA, a CTSO within a community college context. This study gave community college students the opportunity to share their experiences about SkillsUSA participation.

Researchers have used quantitative approaches, such as descriptive statistics, correlation or regression to examine the impact of CTSOs (Alfeld et al., 2007; Ewing, et al., 2014; Kosloski

& Ritz, 2004; Stanislawski & Haltinner, 2009), but less is known about CTSO student participation from a qualitative perspective (Gentry et al., 2008; Threeton & Pellock, 2010).

8 Rojewski et al. (2009) reviewed 129 journal articles published in three top CTE journals (Career and Technical Education Research, Journal of Career and Technical Education, and Journal of

Industrial Teacher Education) from 2002-2004 to identify current trends and issues in CTE research. Quantitative research articles used basic statistics (72.1%), which included descriptive or one-way analysis of variance, while 25% of articles used factorial ANOVA, multiple regression, or factor analysis (Rojewski et al., 2009). These approaches are appropriate to help capture relationships among a number of variables within a group of individuals, but they do not capture in-depth perspectives about the local settings that shape students’ experiences (Mertens,

2015). Survey instruments were also frequently seen in the literature, with one-third of articles relying on surveys to collect data (Rojewski et al., 2009), but the use of a survey is inadequate for additional probing and in-depth questioning (Mertens, 2015). Only a small percentage of articles (10.1%) used qualitative research methodologies (Rojewski et al., 2009). Scholars should be conducting more CTE research using qualitative methodologies (Rojewski et al., 2009). In order to gain a better understanding of the students’ perceptions of SkillsUSA, a more in-depth analysis using qualitative design was necessary because qualitative research discusses the human development side of CTE rather than the economic side that is more frequently mentioned in the literature (Jocson, 2018). SkillsUSA focuses on preparing students for technical, workplace, and personal skills (SkillsUSA, 2020i), but hearing this communicated directly from the students provided a richer description than past quantitative studies.

Purpose of the Study and Research Questions

This qualitative case study explored SkillsUSA student, alumni, and advisor members enrolled in or working at two community colleges in North Carolina. The purpose of this study was to investigate the influence of SkillsUSA participation on community college students’

9 preparedness for the workforce and connection to campus. Additionally, although thousands of students participate in SkillsUSA across the country, we do not know how they perceive their participation once they are no longer part of SkillsUSA. Thus, the study also sought to understand the influence of SkillsUSA on former participants’ program of study and career endeavors. Former participants are referred to as ‘alumni,’ the term used by SkillsUSA. Because the experiences of students participating in CTSOs at the postsecondary level are not well understood, there is a lack of understanding of the value of CTSOs in community colleges. It is important to learn more about community college students’ experiences in SkillsUSA because it can help identify supports and barriers as students move forward in school and future career planning. SkillsUSA enhances the development of students’ technical and soft skills as they consider future careers. This study provided research directly communicated from students and alumni about their experiences in SkillsUSA, which is important because their perceptions may differ from what advocates say about the purpose of SkillsUSA. This qualitative case study sought to answer the following four research questions:

1. How does SkillsUSA participation influence community college students’

preparedness for the workforce?

2. How does SkillsUSA participation influence connection to the community college?

3. How has SkillsUSA participation influenced alumni’s perceptions of their program of

study?

4. How has SkillsUSA participation prepared alumni for their career endeavors?

Overview of the Theoretical Framework

A theoretical framework situates the study within previous research, helps to develop research questions, provides guidance on how the research should be designed, and is

10 incorporated throughout the data analysis phase (Punch, 2006). Schmidtke (2017) reviewed articles published from 2006 to 2016 in Career and Technical Education Research (CTER)

Journal, Journal of Career and Technical Education (JCTE), and International Journal of Adult and Vocational Education and Technology (IJAVET) to identify commonly used theories in published CTE research. Learning theories, economic theories, and career development theories were the three most broadly used theory groups (Schmidtke, 2017). Specifically, the top five theories were social-cognitive career theory, theory of self-efficacy, adult learning theory, social- cognitive learning theory, and human capital theory, which represented 45% of all uses of theory in the articles (Schmidtke, 2017). I identified a theory that is not widely used in CTE publications and applied it to a CTE context. An overview of the theoretical framework is briefly provided with a more extensive discussion of the theory to follow in the literature review chapter.

The study was informed by a constructivist worldview (Mertens, 2015) and the

Psychology of Working Theory (PWT), a new career development theory (Duffy et al., 2016).

The theoretical framework guided the study in terms of the literature review, interview protocols, and data analysis procedures (Merriam & Tisdell, 2016). The theory embraces a world where work is not stable and where access to work is shaped by both macro-level and individual forces

(Duffy et al., 2016). The PWT focuses on career decision-making and how economic and social aspects may impact career decisions (Duffy et al., 2016). Although the PWT is a relatively new model, it is framed around a social constructivist perspective, and additional constructs and relationships will emerge with future research on the model (Duffy et al., 2016; Kenny et al.,

2019).

11 Inquiry Worldview

My research paradigm aligns with constructivism, which holds the notion that reality is socially constructed and that multiple context-dependent realities exist (Merriam & Tisdell,

2016; Mertens, 2015). Central to the constructivist paradigm is that people assign meaning to their world and that their experiences are unique (Merriam & Tisdell, 2016; Mertens, 2015).

Constructivist researchers are interested in understanding the meaning that people construct of their own world and are concerned with experiences as they are lived or felt (Merriam & Tisdell,

2016; Mertens, 2015; Sullivan et al., 2012). Constructivism is particularly relevant with the study of school-to-work transition, which has many layers of social, cultural, and political meanings

(Blustein, 2013). The PWT aligns with constructivism, where people construct meaning from their career experiences and work decisions (Blustein, 2013).

The Psychology of Working Theory

In addition to being guided by my inquiry worldview, the PWT (Duffy et al., 2016) was a useful theory to apply to this study. The PWT focuses on attaining decent work, particularly among populations that are considered marginalized, facing economic constraints, or forced to make involuntary work-based transitions (Duffy et al., 2016; Kenny et al., 2019). Many career development theories from the past century are based on samples of middle-class adults or adults with a college education (Blustein, 2006; Hirschi, 2018). This is a main criticism of career development theories, as there has been a neglect of individuals considered low-income, in the working class, or without postsecondary degrees (Blustein et al., 2002). The labor market challenges confronting youth and adults demand that educators consider how to best prepare them for the future. The PWT can enhance the delivery of career interventions to be inclusive for all people (Kenny et al., 2019). A main component when helping people gain employment is

12 assessing and building upon employable skills (Blustein et al., 2008). Organizations such as

CTSOs may enhance skill development for students and help facilitate the transition from school-to-work opportunities (Blustein et al., 2008). The PWT (Duffy et al., 2016) offered a useful framework to explore the experiences of community college students and alumni participating in SkillsUSA as they navigated changing economic and social conditions in the workplace.

Significance of the Study

This qualitative study was significant for theory, practice, and policy in postsecondary

CTE. It provided an extension of the PWT to community college and CTE populations, addressed the void in the practical understanding of SkillsUSA members at community colleges, and informed policymakers about how CTSOs can contribute to national and state economic and postsecondary attainment goals. The stakeholders who benefitted from the exploration of this study are community college administrators and practitioners; local, state, and federal policymakers and lawmakers; SkillsUSA chapters and advisors; CTE professional association representatives; CTSOs members; and industry and employment professionals.

Significance for Theory

This study made a theoretical contribution to literature by using the PWT as a lens for understanding the experiences of community college students participating in SkillsUSA. The model was developed to understand adults who have experienced social class and societal biases

(Duffy et al., 2016). Although the PWT has been applied to study populations who are unemployed (Kossen & McIlveen, 2018), immigrants (Autin et al., 2018), or blue-collar workers

(Koekemoer et al., 2018), it was worthwhile to further apply it to community college students.

The current study added to the qualitative work from a social constructivist perspective about

13 how the constructs are useful for community college populations. Evidence from this study suggested that researchers can apply the model to study the transition from school to work of community college students. This study focused on community college students who are from the greater Appalachia region or rural communities and who participated in SkillsUSA, but researchers can apply the theory to other subpopulations of community college students.

Significance for Practice

This study provided a contribution to practice. Community college advisors who are directly involved with SkillsUSA, as well as other administrators and leaders, can use the findings to better understand students’ preparation for the workforce. They will also understand how SkillsUSA members are connecting to the campus community. Studying this population provided insight into how community colleges can support SkillsUSA to help students develop both technical and soft skills for life beyond their time at the community college. This enables administrators to evaluate support efforts and barriers that currently exist within the organization.

Administrators will also better understand the perceptions that currently exist about SkillsUSA on their community college campuses. Findings have implications for practice, such as partnerships with other campus constituents.

The study is of interest to employers, SkillsUSA chapters, and CTE organizations. More than 600 businesses, trade associations, and labor unions partner and support SkillsUSA at the local, state, and national levels (SkillsUSA, 2018). These employers contribute human resources through volunteer efforts in addition to other financial contributions (SkillsUSA, 2018). Gaining a deeper perspective of the factors that help participants become workforce ready will provide insight into what aids students in feeling ready to enter the workforce. Advisors responsible for

SkillsUSA chapters at other community colleges can use the results of this research to strengthen

14 their programs. Finally, SkillsUSA chapters and CTE professional organizations at the local and state level can use the findings of this study to market SkillsUSA to multiple constituencies, such as students, parents, teachers, employers, and other educational administrators about the value and benefits of SkillsUSA participation at the postsecondary level.

Significance for Policy

The study contributed to both national and state policy. CTSOs, including SkillsUSA, are eligible to receive federal funding through The Carl D. Perkins Career and Technical Education

Act, which was reauthorized in 2018 and is now called the Strengthening Career and Technical

Education for the 21st Century Act (ACTE, 2020). Although CTSOs also rely on other funding sources such as institutional support and financial donations, it is important for lawmakers and policy makers to continue to understand the contributions that CTSOs bring to postsecondary settings so partial funding of these organizations continues (Lombardi et al., 2018; Lowry &

Thomas-Anderson, 2017).

Local and state economies benefit from CTSOs because they help contribute trained skilled workers to enter the workforce and contribute to society (Demarest & Gehrt, 2015;

Hoffman & Reindl, 2009; Stone, 2017). SkillsUSA helps students gain skills for future employment opportunities (SkillsUSA, 2020i) and, for some students, it influences them to remain at the institution. This has policy implications for conversations surrounding national and state goals of postsecondary attainment (Lumina Foundation, 2017; myfutureNC Commission,

2019; Nettles, 2017). North Carolina has a state attainment goal to have two million North

Carolinians have a postsecondary degree or credential by 2030, which is important because approximately 67% of North Carolina jobs required a degree or high-quality certificate by 2020

(myfutureNC Commission, 2019). The findings from this study were beneficial to understanding

15 how SkillsUSA participation influenced students to remain or not remain at the community college.

The findings from this study also raised the visibility of policy at the national SkillsUSA office. The organization may want to consider strategies for reaching students at earlier ages to provide exposure to careers, as students may already have an idea about what they want to do by the time they reach the postsecondary level. Expanding SkillsUSA middle school chapters may be beneficial to help provide an earlier exposure to fields and provide opportunities for students to explore their interests, values, and skills.

Overview of the Methodology

The research questions guided the choice of taking a qualitative approach for this study

(Merriam & Tisdell, 2016; Patton, 2015). Qualitative inquiry allows researchers to obtain a deeper understanding of multiple individuals’ perspectives on a complex phenomenon (Merriam

& Tisdell, 2016; Patton, 2015; Sullivan et al., 2012). I used a case study design to observe the phenomenon, which was SkillsUSA participation among students, alumni, and advisors

(Merriam & Tisdell, 2016). The case was students, alumni, and advisors who were members of

SkillsUSA chapters at two community colleges in North Carolina during the 2018-19 academic year. Since the community colleges are only 40 miles apart, I bounded the case by geographic and socioeconomic data (i.e., education, income, poverty) of the counties in which the community colleges are located (Merriam & Tisdell, 2016). Criterion sampling was used to select the sites and participants (Merriam & Tisdell, 2016). I captured data from interest questionnaires, interviews, and from documents, as gathering data from multiple sources is a common feature in case studies (Merriam & Tisdell, 2016; Patton, 2015). I also conducted observations, wrote field notes, and collected resumes to provide additional context for the study.

16 Students, advisors, and alumni who are members of SkillsUSA were recruited to participate from two community colleges in North Carolina.

Data analysis included transcribing and coding the interviews and reviewing the documents (Merriam & Tisdell, 2016; Patton, 2015). Eclectic coding was used during first cycle coding and pattern coding was used during second cycle coding to generate codes, themes, and findings (Saldaña, 2016). Throughout the process of data generation and analysis, I kept field notes and extensive memos to assist in meaning-making (Miles et al., 2014). Measures of trustworthiness, such as triangulation, an audit trail, and peer reviews, were used (Merriam &

Tisdell, 2016; Patton, 2015). Rich descriptions involving quotes from multiple perspectives were incorporated throughout the findings and conclusion sections (Miles et al., 2014; Patton, 2015).

Definition of Terms

To properly discuss the topic of this study, key terms are defined. The selected terms listed in this section are the ones more commonly or repeatedly used throughout this study and defined here for clarification.

Career and Technical Education (CTE). (Also known as vocational, trade, technical or industrial education). CTE provides students of all ages with the academic and technical skills, knowledge, and training necessary to succeed in future careers and to become lifelong learners.

CTE prepares these learners for the world of work by introducing them to workplace competencies and makes academic content accessible to students by providing it in a hands-on context (Advance CTE, 2020a).

Career and Technical Student Organizations (CTSOs). (Formerly known as vocational student organizations, or VSOs). CTSOs enhance student learning through contextual instruction, leadership and personal development, applied learning, and real world application.

17 CTSOs are an integral component of the classroom curriculum and instruction, building upon employability and career skills and concepts through the application and engagement of students in hands on-demonstrations and real life and work experiences through a CTE program (National

Coordinating Council for Career and Technical Student Organizations, 2019).

National Leadership and Skills Conference (NLSC). The annual SkillsUSA showcase of career and technical education students across the country. This is a week-long event with competitions, trainings, and awards ceremonies. It has most recently taken place in Louisville,

Kentucky (SkillsUSA, 2020h).

Skills. A term participants used in interviews to refer to SkillsUSA.

SkillsUSA (Formerly known as Vocational Industrial Clubs of America). SkillsUSA is a nonprofit 501(c)(3) association that has chapters in middle, high, and postsecondary institutions for students enrolled in technical, skilled, and service occupation training programs. It is a partnership of students, teachers, and employers working together to ensure a skilled workforce

(SkillsUSA, 2020a).

Soft Skills. Competencies such as communication, enthusiasm and attitude, teamwork, networking, problem solving and critical thinking, and professionalism are workforce readiness skills that youth and adults should develop to succeed in the workplace (Office of Disability

Employment Policy, 2017).

The Strengthening Career and Technical Education for the 21st Century Act (Perkins V).

This act was reauthorized and signed into law on July 31, 2018. It is the primary funding source and legislation for CTE programs in secondary and postsecondary institutions. The primary purpose is to increase access to CTE programs of study and align them with industry and

18 workforce needs. The act provides nearly $1.3 billion annually for CTE programs for youth and adults (ACTE, 2020).

Looking Ahead

This dissertation consists of seven chapters. The following chapter provides a review of the literature in the areas of the skilled workforce, community colleges, CTE, CTSOs,

SkillsUSA, and the theoretical framework of the PWT. Chapter three provides a description of the qualitative case study approach including site and participant selection, data generation methods, and data analysis procedures. Chapter four profiles the institutions and participants and presents composite participant profiles written in first-person. Chapters five and six are manuscripts for two different academic journals. Chapter five addresses two main research questions and uses data from interest questionnaires, student and advisor interviews, and documents. Chapter six is a shorter manuscript addressing two research questions based on interest questionnaires and alumni interviews. Chapter seven is two impact briefs written for the community colleges with recommendations to help inform practice for the individual SkillsUSA chapters.

19 CHAPTER 2: LITERATURE REVIEW

This chapter provides an understanding of the literature related to the purpose of the qualitative case study which was to investigate the influence of SkillsUSA participation on community college students’ preparedness for the workforce and connection to campus and on former participants’ program choice and career endeavors. First, a brief overview of the need for a skilled workforce is discussed along with the role and history of community colleges to help meet workforce needs. Career and technical education (CTE) is introduced as a way community colleges can train workers and a summary of the legislative history of CTE is provided. Next, the history of career and technical student organizations (CTSOs) is reviewed as CTSOs are offered as part of CTE curriculum at many community colleges (Association for Career and Technical

Education [ACTE], 2008; Blandford, 2012; Scott & Sarkees-Wircenski, 2008; Threeton &

Pellock, 2010). Because there is not a significant base of literature for CTSOs at the postsecondary level, this study included research about CTSOs within secondary educational environments (Alfeld et al., 2007; Gentry et al., 2008; Kosloski & Ritz, 2014; Ullrich et al.,

2007). Then, background information about SkillsUSA is provided (SkillsUSA, 2020c).

Scholarly literature specifically related to SkillsUSA is limited, but SkillsUSA has been referenced in regard to student contest preparation and academics (Threeton & Pellock, 2010).

Finally, I present the theoretical framework for this study, the Psychology of Working Theory

(PWT), review previous studies that have used this framework (Autin et al., 2018; Koekemoer,

2018; Kossen & McIlveen, 2018), and discuss the rationale for using the PWT in this study.

Together, this body of literature informs and guides the study.

The literature review consisted of books, journal articles, governmental documents, and dissertations obtained through databases such as Google Scholar, ERIC, ProQuest Education

20 Database, ProQuest Career & Technical Education Database, EBSCOhost eBook Collection, and

SAGE Collections, which are available through the North Carolina State University’s library system. Search terms such as career and technical education, career and technical student organizations, community college, postsecondary education, SkillsUSA, and vocational education were used. I explored literature in journals relating to career and technical education

(e.g., Journal of Career and Technical Education; Career and Technical Education Research) and community colleges (e.g., Community College Journal of Research and Practice;

Community College Review; Journal of Higher Education).

The Skilled Workforce

The United States (U.S.) labor market is demanding a more educated and skilled workforce (ACTE, 2014). A highly skilled workforce with a wide range of trade, technical, and professional skills and training is needed because the U.S must compete with other countries on the quality of goods and services rather than labor costs (Stone, 2017). Occupations that used to sustain workers with a high school diploma now require individuals to have additional postsecondary education, including two-and four-year degrees, certifications, and other industry- recognized credentials (Hoffman & Reindl, 2011). Of the 55 million projected job openings between 2010 and 2020, 12 million required a certificate or associate degree (Carnevale et al.,

2013). Eleven of the 15 fastest-growing occupations require some college and nine of those 15 require at least an associate degree (U.S. Bureau of Labor Statistics, 2015). These skilled technical workers, also known as trade workers, craft-workers, or middle-skilled workers often require some type of postsecondary education and are in demand by key industries (Rothwell,

2016). Between 2014-24, 48% of all job openings require middle-skilled workers, followed by high-skilled workers (32%) and low-skilled workers (20%) (National Skills Coalition, 2017).

21 Although 52% of all jobs in the U.S. in 2018 were considered middle-skilled jobs, only 43% of the country’s workers are trained for these jobs (National Skills Coalition, 2020b). An ever- changing economy is creating a demand for skilled employees (ACTE, 2020).

In addition to technical skills, employers want prospective employees to have non- technical skills, otherwise known as soft skills. Critical thinking and problem solving, teamwork and collaboration, professionalism and work ethic, oral and written communications, and digital media competencies were the top five competencies rated by employers in a Job Outlook 2019 survey (National Association of Colleges and Employers, 2019). Soft skills were deemed equally important or more important than technical skills in The Wall Street Journal survey of nearly 900 executives (Davidson, 2016). The U.S. Department of Labor (2019) has even developed a curriculum to help youth in both in-school and out-of-school environments develop workforce readiness skills such as communication, enthusiasm and attitude, teamwork, networking, problem solving, and professionalism. Both technical and soft skills are needed to succeed in today’s labor market.

National Needs

Preparing people for the workforce can help meet postsecondary degree attainment and economic goals set by the U.S. and state governments (Nettles, 2017). The U.S. government established a college degree attainment goal for 60% of the 25-to-34 year-old population to have earned an associate or bachelor’s degree by the year 2020 (Nettles, 2017). Similarly, Lumina

Foundation (2017) also has a goal of having 60% of Americans ages 25-64 hold a postsecondary certificate, associate degree, or higher credential by 2025. Improving postsecondary education among adults can increase individual talent and workforce needs while also providing additional societal benefits (Hoffman & Reindl, 2011). The likelihood of being employed increases as

22 educational attainment increases (Belfield & Levin, 2007). Employed individuals contribute higher tax payments and higher payments to social support and insurance programs such as

Social Security and Medicare (Belfield & Levin, 2007). Educational attainment increases are also associated with a lower likelihood of drawing on social support programs such as

Temporary Assistance for Needy Families, unemployment insurance, housing subsidies, the

Supplemental Nutrition Program (food stamps) and Medicaid (Belfield & Levin, 2007).

Individuals are also less likely to be incarcerated as their educational attainment increases

(Belfield & Levin, 2007). Increasing the numbers and quality of educated persons benefits both the U.S. and states with higher economic productivity and income (Belfield & Levin, 2007).

North Carolina Needs

States seeking to boost their economy should focus on increasing numbers of their adult population with a postsecondary degree or credential (Hoffman & Reindl, 2011). At least 35 governors highlighted plans in their 2019 state of the state addresses to meet economic needs through workforce development (Pompelia & Macdonald, 2019). Governors spoke about how education prepares students to contribute to state economies and aligns talent with workforce needs (Pompelia & Macdonald, 2019). North Carolina developed an initiative to increase the number of residents who have a postsecondary degree or high-quality credential (myfutureNC

Commission, 2019). The statewide attainment goal is to have 2 million North Carolinians earn a postsecondary degree or high-quality credential by 2030 (myfutureNC Commission, 2019).

Today there are 1.3 million or 49% of North Carolinians ages 25-44 who have completed this level of education (myfutureNC Commission, 2019). These educated workers are needed as the number of jobs in North Carolina is projected to increase by 8.3% from 2017 and 2026 (Tippett

& Stanford, 2019). Specifically, 67% of North Carolina jobs will require a degree or certificate

23 by 2020 (myfutureNC Commission, 2019; Tippett & Stanford, 2019). Jobs requiring a non- degree credential or associate degree will grow faster than the state average at 10.2% or 11.6% respectively (Tippett & Stanford, 2019). Community colleges are often the most responsive segment of higher education that can train adult students to meet local, state, and national economic needs and postsecondary attainment goals (Lowry & Thomas-Anderson, 2017).

Postsecondary institutions must focus on adult learners to increase the proportion of postsecondary degree or certificate holders in the U.S. (Hoffman & Reindl, 2011). Due to demographic shifts, including aging baby boomers and a smaller, younger generation, there are not enough individuals moving directly into postsecondary educational settings to meet labor market needs (Hoffman & Reindl, 2011). Adult learners are individuals 18 years of age or older who have one or more of the following characteristics: delayed entry into postsecondary education or training programs, financial independence, dependents other than a spouse, and part-time work (Hoffman & Reindl, 2011). Community colleges enroll many of these students

(Adelman, 205; Engle & Tinto, 2008) and have the populations needed to help meet postsecondary attainment goals and workforce needs.

Community Colleges

Community colleges, also known as two-year institutions, junior colleges, technical institutes, or regional and district colleges have remained an integral part of U.S. higher education over the last century because of their role in educating postsecondary students for career and baccalaureate study (Chase-Mayoral, 2017; Goan & Cunningham, 2007; Kintzer &

Bryant, 1998). Community colleges offer open-access education, workforce development needs, preparation for transfer to baccalaureate granting institutions, and noncredit classes for community members (American Association of Community Colleges [AACC], 2019). Joliet

24 Junior College in Illinois, the first junior college founded in 1901, provided a broad general education for freshmen and sophomores to prepare them for university life (Dassance, 2011;

Drury, 2003). Their primary mission was to prepare students to transfer to four-year institutions

(Drury, 2003). Other states soon followed, with California creating a system of public junior colleges in 1907 (Drury, 2003; Lucas, 1994), followed by Kansas and Michigan (1917);

Minnesota (1925), Arizona, Iowa, and Missouri (1927); Louisiana and Mississippi (1928); and

Texas (1929) (Tollefson, 1994). These early institutions originally offered a liberal arts curriculum, with little attention given to occupational training (Drury, 2003). Vocational education was not promoted as a curriculum for two-year institutions until the 1930s (Brint &

Karabel, 1989). Job training efforts were only increased after the Great Depression in order to decrease unemployment (Goan & Cunningham, 2007; Jurgens, 2010). The G.I. Bill of Rights, passed in 1944, provided financial assistance for veterans from World War II which led to increased enrollments (Drury, 2003; Jurgens, 2010). The Truman Commission Report of 1947 called for the establishment of a network of public community colleges and an expansion of higher education in America (Drury, 2003).

The number of community colleges grew rapidly during the last half of the 20th century due to the Higher Education Act of 1965 and the coming of age of the World War II baby boomer generation (Drury, 2003). The majority (69%) of community colleges first opened in the

1960s, and the number of community colleges doubled from 412 in 1960 to 990 in 1970 (Witt et al., 1994), growing more rapidly than any other segment in higher education (Drury, 2003).

Enrollments also drastically increased in the 1960s due to baby boomers reaching college age and parents wanting more postsecondary schooling for their children for upward mobility

(Jurgens, 2010). Social changes, such as providing more opportunity for underserved populations

25 and breaking down barriers to access, continued in the 1960s and 1970s (Dassance, 2011).

Community colleges were becoming more vocationally oriented and transfer-seeking student enrollment declined (Drury, 2003). Specialized training and workforce development and partnerships with industry and businesses expanded throughout the 1970s and 1980s with an emphasis on economic activities (Drury, 2003). Enrollment growth was seen in vocational enrollment with declines in transfer student enrollment (Drury, 2003). Enrollment at community colleges increased from 1.6 million at the beginning of the decade to 4.5 million by the late

1970s (Brint & Karabel, 1989). The 1990s saw a strengthened expansion of partnerships between high schools and community colleges (Jurgens, 2010). By 1990, the number of community colleges had increased to 1,106 (AACC, 2006). Currently, there are approximately 1,050 community colleges in the U.S. with a total enrollment of more than 12 million students consisting of 7 million credit students and 5 million noncredit students (AACC, 2019; Chase-

Mayoral, 2017). Community colleges have a rich history and will continue to provide opportunities for further education for Americans.

Community College Students

The role of community colleges has grown to the point where they serve nearly half (40-

50%) of America’s undergraduates (Adelman, 2005; Snyder & Dillow, 2015). Community college students are more likely to be first-generation students, come from socioeconomically disadvantaged backgrounds, and be more academically “at risk” (Adelman, 205; Engle & Tinto,

2008). Postsecondary career and technical education (CTE) students are more likely to be older, working, married, and financially independent from their parents (Hirschy et al., 2011). They also tend to be enrolled sporadically while balancing work and family commitments

26 (McCormick, 2003). Community colleges enroll the greatest number of minority and low- income students of any other higher education segment (Carnevale, 2009).

The traditional pathway from high school to postsecondary school to work is not always the norm for community college students. The demographic and student characteristics contribute to the reasons people decide to attend community colleges (Levin & García, 2018).

Students may be taking noncredit courses, working on a certificate or a degree, or preparing to transfer to a four-year institution (AACC, 2019). Noncredit courses such as painting, photography, or electrical work are often taken for personal enrichment or for continuing education units. Individuals hoping to be considered a high school graduate may work on their general educational development (GED) at community colleges, while individuals with advanced degrees may return to community colleges for specialized training in order to stay current at their job or pursue a new job (Grubb, 1996). Credentials are growing in popularity with pre- baccalaureate certificates increasing 800% over the last 30 years (Carnevale et al., 2012). There is an emphasis on making these programs stackable since more than half of these certificates typically take less than a year to complete (Carnevale et al., 2012). Community colleges are also a desirable choice for undergraduate students for their first two years of coursework leading to bachelor’s attainment (Christensen et al., 2006).

Community colleges provide entry into higher education because of their geographic accessibility, adaptability to employer needs, transfer pathways to four-year institutions, and flexibility with student schedules (Levin & García, 2018). Each state has its own community college system. North Carolina has grown in recent years and is now the third largest community college system in the nation, which is the state in which this study will be based (North Carolina

Community College System [NCCCS], 2019b).

27 North Carolina Community Colleges

Buncombe County Junior College was the first institution to offer public two-year education in North Carolina in 1927 (Wescott, 2005). North Carolina then experienced a rapid growth in community colleges following World War II with veterans taking advantage of the

G.I. Bill (Wescott, 2005). Changing economic conditions facilitated the opening of 20 public two-year industrial education centers in the 1950s to meet local community needs as North

Carolina was shifting from an agricultural to an industrial economy (NCCCS, 2019c; Wescott,

2005). The General Assembly provided funding for community colleges for the first time through the Community College Act in 1957 (NCCCS, 2019c). In 1962, the industrial centers and community colleges were unified under one community college system to provide post-high school education (NCCCS, 2019c). During the 1960s, the number of institutions grew from 43

(1966) to 54 (1969) to 58 (1971) (NCCCS, 2019c).

Currently, the North Carolina Community College System (NCCCS) is comprised of 58 institutions and provides education, training, and retraining for the workforce, including basic skills, occupational, and pre-baccalaureate programs for students from all 100 counties (NCCCS,

2019b). North Carolina’s community colleges serve a large number of students (nearly 735,000) from diverse rural and urban communities (NCCCS, 2019b). When the NCCCS was established, colleges were placed within a 30-minute drive for residents of the state (NCCCS, 2019b). They also partner with business, industry, and educational institutions to support economic development initiatives (NCCCS, 2019b). Approximately 40% of wage earners in North

Carolina have received some sort of education or training at a North Carolina community college in the last 10 years (NCCCS, 2019a).

28 Career and Technical Education

A core component of the community college mission is workforce development for education or jobs (Feutz & Zinser, 2012; Lebesch, 2012; Soares, 2010; Lester et al., 2017).

Employers look to community colleges as training centers for future CTE workers (Lowry &

Thomas-Anderson, 2017). Community colleges have taken the lead in providing job training for individuals with academic and economic difficulties, displaced workers, and other nontraditional groups seeking reeducation (Bailey et al., 2005; Jurgens, 2010; Maguire et al., 2012). They also provide opportunities for individuals to upgrade their skills to retain employment or pursue a new career (Washbon, 2012). Community colleges sometimes partner with high schools to provide CTE programs (Brand et al., 2013). CTE courses, for example, may be offered as dual enrollment opportunities, which allow high school students to take courses that count toward high school graduation requirements and postsecondary credits (Brand et al., 2013). Community colleges are adaptable and flexible to respond to changing labor market needs, job shortages, and economic needs of students and communities (Chase-Mayoral, 2017). Although these institutions provide access to a higher education, the reality is that students are not completing their studies

(Levin & García, 2018). Only 39.2% of first-time community college students who started in

2012 earned a credential within six years (Shapiro et al., 2019). Community colleges are the primary provider of CTE at the postsecondary level in nearly every state (Laanan et al., 2006) and have a history of federal legislation to regulate that education (Feutz & Zinser, 2012), but they are struggling in terms of completion efforts (Shapiro et al., 2019).

History of Career and Technical Education

The development of CTE is chronicled through federal legislation regulation (Fuetz &

Zinser, 2012). Unlike other countries, the U.S. has no national system linking education to the

29 workforce (Stone & Lewis, 2012). Although some federal policies provide oversight, states have the ability to make and carry out the majority of education policy (Stone, 2017). Thus, CTE is based on a series of ad hoc efforts that began in 1862 (Stone, 2017) when the federal government designated the use of federal dollars for CTE (Moore, 2007). By the end of the 19th century in the

U.S. there were two main movements: practical arts movement (stressing general education and basic skills) and trade school movement (Christman, 2012). Soon workforce skills were being taught in a classroom and apprenticeships declined (Christman, 2012). The U.S. developed a common high school experience for all, while Europe developed dual systems for high school students involving general education and specific career training (Christman, 2012). A high school curriculum was designed to prepare youth for college (academic track) or work

(vocational track) (Halpern, 2009). Students were encouraged to pursue the academic track if interested in postsecondary education (Halpern, 2009). The Smith-Hughes Act of 1917 officially established vocational education in the public secondary curriculum to support the teaching of agriculture, home economics, and trade and industries (Boettcher, 2017; Gentry et al., 2007;

Kosloksi & Ritz, 2014; McNally & Harvey, 2001). Many legislative acts and state and local governments have supported students in transitioning from secondary schools to further education and the workforce since that time (Stone, 2017).

Societal pressure to integrate academics within CTE has increased over the last 30 years, with a belief that the U.S. is falling behind other countries in the global marketplace (Finch,

1999). This movement is traced back to the Vocational Education Act of 1963, which broadened the scope of vocational education and recognized business education (Lynch, 2000). It was later renamed the Carl D. Perkins Vocational Education and Applied Technology Act of 1984, which provided learner access, including special populations, to high quality CTE programs, while

30 addressing economic demands and state and local accountability (Lynch, 2000). The legislation was further reformed with the Carl D. Perkins Vocational and Applied Technology Act of 1990

(Perkins II) to better integrate academic and vocational education and technical preparation programs in a technological society (H. R. D. Gordon, 2014; Hoachlander, 2005). Legislation was later reauthorized through the Carl D. Perkins Vocational and Technical Education Act of

1998 (Perkins III) to give states and local agencies more flexibility to develop CTE programs and have more accountability for student performance (Brustein, 2006). The Carl D. Perkins

Career and Technical Education Improvement Act of 2006 (Perkins IV) allowed states to use vocational funds to support CTSOs, emphasized accountability in relation to academics and technical standards, strengthened partnerships between secondary and postsecondary education, and improved state and local accountability (McNally & Harvey, 2001; Uy & Green, 2009). The reauthorization in 2006 also changed part of the name of the legislation from vocational education to career and technical education, which better encompasses the field (Lombardi et al.,

2018). The Carl D. Perkins Career and Technical Education Act (Perkins IV) was recently reauthorized in 2018 and went into effect on July 1, 2019 (ACTE, 2020). Now it is called the

Strengthening Career and Technical Education for the 21st Century Act and is known as Perkins

V (ACTE, 2020).

Community colleges rely heavily on external funding for CTE (Lowry & Thomas-

Anderson, 2017). Perkins V provides federal funding for CTE through block grants to states, which are distributed to high schools, area career and technical schools, and community and technical colleges, and provides job training for students (Brand et al., 2013; Lombardi et al.,

2018). The average division of federal funding for CTE is 59.24% secondary and 38.89% postsecondary (G. Moore, personal communication, April 2, 2019). The Office of Vocational

31 and Adult Education (2012) administers the block grants and holds states accountable for reporting performance levels. The most recent 1.2 billion reauthorization allows states to have more authority to make CTE goals (Schaffhauser, 2018). Each state must report annually on performance indicators for both secondary and postsecondary schools (Perkins Collaborative

Research Network, 2020). Community colleges are the primary providers of CTE at the postsecondary level (Laanan et al., 2016). They are held accountable through federal legislation such as the Perkins Act and are required to document enrollment and student success in order to receive funding (ACTE, 2020).

Career and Technical Education in Community Colleges

CTE serves as a pathway to career success by integrating academic and occupational training (U.S. Department of Education, 2011). CTE students take courses that are grouped into clusters of occupations and career specialties (Advance CTE, 2020b). The national career clusters comprise 16 clusters that are used to organize curriculum and instruction and are recognized by the Office of Vocational and Adult Education and the National Association for

State Directors of Career and Technical Education Consortium (see Appendix B) (Advance CTE,

2020b). Occupations and career specialties are grouped into career clusters based on a common set of knowledge and skills that are needed for career success (Advance CTE, 2020b). Each career cluster comprises career pathways with academic, career, and technical courses and training to prepare students for transitions from postsecondary education to the workforce. There are more than 79 career pathways within the 16 national career clusters that prepare people for a variety of occupations, which bring focus to an individual’s future aspirations (Advance CTE,

2020b). All CTE programs within North Carolina’s community college system are categorized by the 16 national career clusters (NCCCS, 2019d).

32 Most of the subbaccalaureate credentials (74% in 2015) were awarded in occupational rather than academic fields of study (Zhang & Oymak, 2018). Health sciences (36%) was the most common field, followed by business and marketing (17%) and protective services (8%)

(Zhang & Oymak, 2018). Health sciences (45%), followed by consumer services (22%) and manufacturing, construction, repair and transportation (14%), were the most common fields for students pursuing a type of certificate (Zhang & Oymak, 2018). According to the National

Center for Education Statistics (2019), 5,454 U.S. institutions awarded a postsecondary credential in one or more subbaccalaureate occupational education programs. Approximately

38% of all credential-seeking undergraduates were pursuing an associate degree or certificate in an occupational field of study (Zhang & Oymak, 2018). The number of associate degrees awarded is projected to increase 34% from 2014-15 to 2026-27, which is more than the corresponding increase for bachelor’s degrees (10%) (Hussar & Bailey, 2013).

CTE provides learning experiences that help students explore careers and prepare for employment (Scott & Sarkees-Wircenski, 2008). Most CTE programs consist of three main components: classroom instruction and laboratory applications, CTSOs, and work-based learning activities (e.g., cooperative education, job shadowing, mentoring, and internship/apprenticeship)

(Scott & Sarkees-Wircenski, 2008). The Department of Education has endorsed CTSOs as an important component of an effective CTE program (Ullrich et al., 2007). CTSOs provide unique learning opportunities inside and outside of the traditional classroom, which include community service, leadership, competitive events, and career awareness (Kosloski & Ritz, 2014).

Career and Technical Student Organizations

CTSOs are valuable organizations in secondary and postsecondary settings that can improve the career readiness of students seeking skilled-technical jobs (ACTE, 2011). Many

33 CTE programs offer CTSOs (ACTE, 2011, 2016; Ullrich et al., 2007) to help students develop technical and soft skills related to their career of interest (ACTE, 2011; Reese, 2003; Scott &

Sarkees-Wircenski, 2008). These organizations help students develop skills and knowledge they have learned from a specific CTE program (Zirkle & Connors, 2003). CTSOs provide four distinctive types of experiences for participants: leadership, professional development, competitions, and community service (Alfeld et al., 2007). CTSOs can provide the four experiences through activities such as skills contests and competitions, recognition programs, leadership, professional development, and community service (Alfeld et al., 2007; Aragon et al.,

2013; Howell & Busby, 2002).

History of Career and Technical Student Organizations

CTSOs, formerly called vocational student organizations (Zirkle & Connors, 2003), are traced back to the early 1900s (Reese, 2003). The National Association of Career and Technical

Student Organizations was established in 1926. The first CTSO, the Future Farmers of America

(FFA), was established in 1928 (Reese, 2003) and chartered in 1950 (McNally & Harvey, 2001).

The federal government supports CTSOs through various legislative acts (H. R. D. Gordon,

2014; Mobley & Barlow, 1965). The Smith-Hughes Act of 1917 allocated funding to vocational agriculture teachers who often advised and supervised vocational student organizations (Aragon et al., 2013; Stanislawski & Haltinner, 2009; Threeton & Pellock, 2008; Zirkle & Connors,

2003). The George-Barden Act of 1946, also known as the Vocational Education Act of 1946, established that vocational education funding could specifically be used to support CTSOs

(Stanislawski & Haltinner, 2009). The legislation established a relationship between instruction and vocational student organizations and involved the U.S. Department of Education in supporting vocational student organizations (H. R. D. Gordon, 2014). The Vocational Act of

34 1963 and the amendments in 1968 and 1972 recognized vocational student organizations

(Mobley & Barlow, 1965), and CTSOs have remained an integral part of The Perkins Acts since that time (U.S. Department of Education, 2006). Perkins V provides states with the option to use federal funds to improve career guidance, support a CTSO, and support education and business partnerships (U.S. Department of Education, 2006). Today, 11 CTSOs are officially recognized by the U.S. Department of Education (2019) at the secondary and postsecondary level and are endorsed as an important component of an effective CTE program (Ullrich et al., 2007). They serve more than two million students in the U.S. (National Coordinating Council for Career and

Technical Student Organizations [NCCCSTSO], 2018).

Classification of Career and Technical Student Organizations

Student organizations are popular extracurricular, co-curricular, or intra-curricular activities at postsecondary institutions (Eccles, 2015). In order to better understand CTSOs, it is important to learn the distinction between extracurricular, co-curricular, and intra-curricular activities. There is a lack of a generally-accepted definition and limited clarification in scholarly literature on what constitutes an extracurricular or co-curricular activity (Bartkus et al., 2012).

The most common approach to describing extracurricular activities has been through the use of descriptors, either in terms of activities or characteristics, so Bartkus et al. (2012) performed a literature review in an attempt to develop a definition for extracurricular activity.

Extracurricular activities are defined as academic or non-academic activities that are

conducted under the auspices of the school but occur outside of normal classroom time

and are not part of the curriculum. Additionally, extracurricular activities do not involve a

grade or academic credit and participation is optional on the part of the student. (Bartkus

et al., 2012, p. 698)

35 Through their search Bartkus et al. (2012) also established the importance of clarifying co-curricular from extracurricular. “A co-curricular activity is one that requires a student’s participation outside of normal classroom time as a condition for meeting a curricular requirement” (p. 699). Although CTSOs have been referred to as co-curricular activities in educational environments (Aragon et al., 2013; Kosloski, 2014; Scarkees-Wircenski &

Wircenski, 2004), the relationship between CTE and CTSOs is more intra-curricular (Talbert,

2007).

In intra-curricular activities, curriculum and activities are integrated throughout the CTE curriculum by a trained professional with additional opportunities and competitive events available to members outside the classroom setting to develop service, leadership, and career awareness skills (Talbert et al., 2007). Although CTSO members are not required to be enrolled in a CTE program, many of the members are enrolled in CTE certificates or programs

(SkillsUSA, 2020c). Classrooms and lab activities involve hands-on experiences, but it is helpful for students to continue to explore career options outside of structured classroom activities

(Stone, 2014). Thus, CTSOs are an extension of the classroom (Stone, 2014; Ullrich et al., 2017) whereas opportunities such as community service, leadership, competitive events, and career awareness occur both within and outside the normal school day (Brown, 2003; Kosloski & Ritz,

2014; Ullrich et al., 2007).

Schools and community colleges vary in the number of CTSOs they offer at their individual campuses. Each CTSO typically consists of chapters at the local level with administrative and financial assistance from state and local education agencies (H. R. D. Gordon,

2014; Ullrich et al., 2007; Zirkle & Jeffery, 2019). National offices often provide policy and curriculum assistance to local and state chapters (Zirkle & Jeffery, 2019). CTSOs elect officers,

36 hold regional, state, and national competitions, and recognize student members (Gentry et al.,

2008; Zirkle & Jeffery, 2019). CTSOs typically have chapters in middle, secondary, and postsecondary environments (Zirkle & Jeffery, 2019), although they are more prevalent at the secondary level (Ivester, 2010).

Career and Technical Student Organizations and Secondary Schools

Because there is not a significant base of literature for CTSOs at the postsecondary level, this study will include research about CTSOs within secondary educational environments (Alfeld et al., 2017; Gentry et al., 2008; Kosloski & Ritz, 2014; Ullrich et al., 2007). More secondary students participate in CTSOs than postsecondary students (Ivester, 2010). Studies involving multiple CTSOs (Alfeld et al., 2007) and specific CTSOs, such as Technology Student

Association (TSA) (Howell & Busby, 2002), FFA (formerly Future Farmers of America) (Rose et al., 2016; Tummons et al., 2017; Dunigan & Hoover, 2007), and DECA (formerly Distributive

Education Clubs of America) (Kosloski & Ritz, 2014) appear in the literature. The reasons for joining or not joining a CTSO have been studied (Phelps et al., 2012; Rayfield et al., 2008;

Talbert & Balschweid, 2004). Additionally, CTSO participation is associated with student outcomes, such as increased motivation and engagement (Alfeld et al., 2007; Reese, 2010; Rose et al., 2016), increased academic achievement (Aragon et al., 2013), and career awareness, although findings are mixed (Aragon et al., 2013; Talbert & Balschweid, 2004, 2006).

Researchers have studied the reasons students choose to join a CTSO since participation is voluntary (Phelps et al., 2012; Rayfield et al., 2008;). One study evaluated the factors that influenced FFA membership and participation among rural high school agricultural education students in Arizona, Florida, and Texas (Rayfield et al., 2008). Out of the 2,111 respondents, the top three factors that influenced FFA membership were high school GPA, involvement with in-

37 school activities other than vocational student organizations, and grade level in high school

(Rayfield et al., 2008). Researchers found several other influences for students’ decisions to join the National FFA organization in a collective study involving 10 Illinois high schools (Phelps et al., 2012). Encouragement from friends, relatives, or teachers; personal gain; the social component; and fun and travel were the four major themes that emerged (Phelps et al., 2012). A stratified random sample of National FFA members and non-members enrolled in secondary agricultural education programs across four regions of the U.S. were surveyed and almost half of

FFA members indicated that their agricultural teacher was the biggest influencer for them to join

FFA (Talbert & Balschweid, 2004). Although reasons such as fun, travel, and involvement with other activities may have influenced high school members (Rayfield et al., 2012; Phelps et al.,

2012), these same reasons may not be the case for community college students. Most of community college students’ time on campus is spent in the classroom (Bailey & Alfonso, 2005), so this study included advisors since advisors are major influencers for community college populations.

The Office of Vocational and Adult Education granted the National Research Center for

Career and Technical Education $2,400,000 to conduct a large-scale study to determine the benefits of CTSO membership (Alfeld et al., 2007). Alfeld et al. (2007) used a quasi- experimental approach to examine students and teachers across multiple CTSOs and states during one academic year to better understand high school students and participation in CTSOs.

Alfeld et al. used a pre-test/post-test comparison of high-school students in CTE classes that included a CTSO and CTE classes without a CTSO. CTSO students had higher levels of academic motivation and engagement, civic engagement, career self-efficacy, and employability than CTE students who were not involved in a CTSO (Alfeld et al., 2007). Participation in

38 CTSOs also had a positive effect on leadership, community service, competitions, and professional development (Alfeld et al., 2007). The study followed students over the course of an academic year, so the full effects may not have been captured for students who participated in

CTSOs for more than one year, but this was one of the largest research studies to date examining

CTSO student participation and student outcomes using a rigorous research design (Alfeld et al.,

2007).

Talbert and Balschweid (2004) explored reasons about why students did not join FFA

(formerly Future Farmers of America). In a survey of national FFA members and non-members enrolled in secondary agricultural education programs, non-members reported that their greatest barriers to joining FFA were that they were not interested, did not have enough time, and did not know much about FFA (Talbert & Balschweid, 2004). Although these studies only reference one

CTSO, FFA, these studies provide insight on student perceptions and decisions that could help with future recruiting and marketing efforts for other individual CTSOs (Phelps et al., 2012;

Rayfield et al., 2008; Talbert & Balschweid, 2004). The majority of postsecondary CTE students differ from secondary students in that they are older, working, married, and financially independent from their parents (Hirschy et al., 2011). Understanding the rationale for joining is important to know within the context of CTSOs and the community college population.

Student organizations keep students motivated and engaged (Reese, 2010). Students who participated in a CTSO classroom had higher levels of academic motivation and engagement compared to students in general education classrooms (Aragon et al., 2013). Another qualitative study found similar findings with the experiences and perceptions of rural secondary students

(Gentry et al., 2008). CTSO participation was one of four main themes that emerged as a meaningful experience for gifted and talented students in CTE (Gentry et al., 2008). Although

39 the study only interviewed students who identified as gifted and talented at a CTE center, half of the 16 students participated in CTSOs, which influenced their professional and personal growth through the competitions, leadership, and the ability to work with others who had common interests (Gentry et al., 2008). From a teacher perspective, about 95% of surveyed educators found CTSOs to be an effective tool in keeping students engaged in the classroom (Ullrich et al.,

2007). CTSO participation has reduced the likelihood of students dropping out of high school, especially among at-risk learners (Reese, 2010; Wonacott, 2003). Although all studies found a positive association between CTSOs and students’ academic engagement and motivation

(Aragon et al., 2013; Gentry et al., 2008; Reese, 2010; Ullrich et al., 2007; Wonacott, 2003), learning if SkillsUSA keeps community college students engaged could contribute to conversations regarding postsecondary attainment goals (Lumina Foundation, 2017; myfutureNC

Commission, 2019; Nettles, 2017). This is important as only 39.2% of first-time community college students who started in 2012 earned a credential within six years (Shapiro et al., 2019).

Participation in CTSOs impacts psychosocial and achievement outcomes among students

(Aragon et al., 2013). Aragon et al. (2013) examined psychosocial (academic motivation, academic engagement, civic responsibility) and achievement (career self-efficacy, grades, employability skills, educational aspirations) outcomes among high school students participating in CTSOs, CTE classrooms, or non-CTE classrooms from 10 states in a cross-sectional descriptive research design. Students who participated in CTSOs had higher levels of academic motivation, career self-efficacy, and civic responsibility than CTE students who did not participate in CTSOs (Aragon et al., 2013). The study also suggests that participating in a CTSO provides additional benefits than what is offered in general education and CTE classrooms

40 (Aragon et al., 2013). This is important as students may be gaining additional benefits from

SkillsUSA than what is currently offered in community college CTE curriculum.

Although each CTSO has its own strengths and weaknesses (Camp et al., 2000), CTSOs are distinctive enough from other activities that participation may produce similar benefits for students participating in different CTSOs (Alfeld et al., 2007). In a survey given to national FFA organization participants, 83% of students found their student organization experiences to be exciting, interesting, and challenging as compared to 32% of non-CTE students (Brown, 2003).

Another research study examined the benefits of FFA membership based on the fulfillment of three basic human needs of love and belonging, self-esteem, and self-actualization (Rose et al.,

2016). In a sample of 397 high school students, the highest concentration of members claimed to have a more enjoyable high school experience as a result of their FFA membership (Rose et al.,

2016). The level of student engagement in DECA (formerly Distributive Education Clubs of

America) activities and its effect on GPAs was studied in a sample of 212 high school students from Virginia (Kosloski & Ritz, 2014). DECA members showed significant increases in overall academic GPAs during their membership with increases in additional years of membership

(Kosloski & Ritz, 2014). There was a positive relationship between levels of engagement, years of membership, and academic performance. Students who were more engaged in DECA activities showed greater academic gains than their passive DECA peers. Although the study considered levels of engagement as counted activities, it was not able to distinguish highly engaged members from passively engaged members; however, the study helped show that participation in DECA impacted student’s academic progress (Kosloski & Ritz, 2014). This is important given the mandate through the Perkins Act to integrate career and technical skills with academic skills and knowledge (ACTE, 2020).

41 Researchers have investigated students’ career aspirations and their attitudes toward work and career-related issues in relation to CTSOs (Aragon et al., 2013; Talbert & Balschweid, 2004,

2006). Although increased career self-efficacy and career awareness have been found as benefits in studies involving multiple CTSOs (Alfeld et al., 2007; Aragon et al., 2013), there has been other research to suggest a disconnect between career aspirations and actual career experiences at the individual CTSO level (Talbert & Balschweid, 2004, 2006). A random sample of 5,000 FFA members enrolled in secondary agricultural education programs across all 50 states were surveyed about career aspirations related to career clusters, supervised agricultural experiences

(SAE), career development events (CDE), and career-related demographics (Talbert &

Balschweid, 2006). With a response rate of 25.4%, this was the largest national sample of FFA members found in the literature to date (Talbert & Balschweid, 2006). One-third of respondents indicated their first choice of careers to be agriculture, followed by health sciences at 14%.

(Talbert & Balschweid, 2006). Specifically, half of all respondents were interested in categories related to life sciences, but one-third of respondents reported they had never participated in a career development event (Talbert & Balschweid, 2006). Similarly, although a higher percentage of FFA members than non-members reported being involved in a SAE, approximately two-fifths of respondents indicated they had never participated in a CDE in a survey of FFA members and non-members across four regions (Talbert & Balschweid, 2004). Career success is a component of the mission of FFA, so the data is unclear about whether there is a lack of perceived benefits of FFA, a lack of opportunities being offered by the specific chapter, or whether students are dissatisfied with the opportunities available to them (Talbert & Balschweid, 2006). SkillsUSA aims to produce a skilled workforce and helps students apply what they are learning to the needs of employers (SkillsUSA, 2020a). Career aspirations and CTSO activities should be explored

42 further to know if students are gaining experiences relevant for their future career (Talbert &

Balschweid, 2006).

Secondary Teachers’ Experiences and Career and Technical Student Organizations

Since teachers have been named as influencers for students to join CTSOs (Talbert &

Balschweid, 2004) and the classroom is often the primary source of information for CTSO members (Dunigan & Hoover, 2007), researchers have studied teacher involvement in advising

CTSOs (Russell et al., 2009; Stanislawksi & Haltinner, 2009). CTE instructors often serve as chapter advisors for student CTSO members (Reese, 2010). Effectively integrating a CTSO requires CTE teachers to take on roles beyond that of a typical teacher (Alfeld et al., 2007;

Reese, 2003), which include mentoring, guiding, managing, and motivating students

(Stanislawski & Haltinner, 2009). Given the prevalence of CTSOs within CTE curriculum it becomes important to understand how teachers are prepared to take on advisor roles

(Stanislawski & Haltinner, 2009).

The perceptions of teacher education program graduates’ preparedness to take on roles as

CTSO advisors at Future Business Leaders of America (FBLA), DECA, and Business

Professionals of America (BPA) were examined using a web-based survey sent to 83 alumni of a midwestern university (Stanislawksi & Haltinner, 2009). A designated course focusing on student organizations and co-advisement of a CTSO during student teaching were the two most significant factors contributing to the respondents’ confidence to take on CTSO advisement responsibilities as marketing and/or business teachers (Stanislawksi & Haltinner, 2009).

Although the sample did not include outside stakeholders’ perceptions of teachers’ preparedness, the study extended the notion that student teaching placements can include activities beyond the traditional classroom teacher role, such as CTSO advising (Stanislawski & Haltinner, 2009). The

43 studies show the importance of the advisors and teachers in student experiences through CTSOs

(Russell et al., 2009; Stanislawski & Haltinner, 2009), which is why advisors were included in this study.

Oklahoma secondary agriculture teachers who had won the most career and development events at competitions were purposely selected to participate in interviews about how teachers motivated their students to participate in career development events (Russell et al., 2009).

Teachers motivated students by making career development events an integral part of the classroom curriculum, drew upon traditions of the chapter, promised students that they will gain life skills, enabled students to have fun, recruited students who showed potential for doing well with career development events, and provided opportunities for students to compete (Russell et al., 2009). The findings are useful for CTSO advisors that are looking for ways to motivate their students to participate in competitive events (Russell et al., 2009), which is important because a common element in many CTSOs is the use of competitions to challenge students (Litowitz,

1995). Participation in CTSOs produced positive outcomes for students, especially those who participated in competitive events (Alfeld et al., 2007). CTSO competitions provide excitement and challenge to students to design and plan solutions to tasks (Litowitz, 1995). Students gain confidence and knowledge through these peer interaction and skill-based competitions (Saed &

Scates-Winston, 2017; Tummons et al., 2017). SkillsUSA is known for its competitions in which students demonstrate hands-on occupational and leadership skills (Holdsworth, 2007), such as architectural drafting, automotive service technology, computer programming, medical assisting, and prepared speech (SkillsUSA, 2020d).

44 SkillsUSA

SkillsUSA is a partnership of students, teachers, and employers working together to ensure a skilled workforce meets the economy’s demand (SkillsUSA, 2020a). Its mission is the following:

SkillsUSA empowers its members to become world-class workers, leaders and

responsible American citizens. SkillsUSA improves the quality of our nation’s future

skilled workforce through the development of Framework skills that include personal,

workplace and technical skills grounded in academics. (SkillsUSA, 2019, n.p.)

Founded in 1965 as the Vocational Industrial Clubs of America (VICA) by students and teachers, the organization initially had representation by 14 states (SkillsUSA, 2020e). The organization was later rebranded as SkillsUSA-VICA in 1999 and SkillsUSA in 2004

(SkillsUSA, 2020e). The reason for the name changes was the movement away from terms such as industrial, occupational, and vocational to career and technical education as it is called today

(Davis, 2012). The postsecondary division was approved at the constitutional convention in 1969

(SkillsUSA, 2020e). As of April 2019, there are approximately 427,000 members at 4,000 schools in 53 states and territorial associations (SkillsUSA, 2020g). SkillsUSA has occupation programs that represent 14 of the 16 career clusters (Wolfe, 2019). In 2019, the highest number of students by career cluster represented the following top five areas: (a) architecture and construction; (b) transportation distribution and logistics; (c) arts, A/V technology, and communications; (d) human services; and (e) law, public safety, and corrections (Wolfe, 2019).

SkillsUSA Competitions

Competitive events are one of the ways SkillsUSA challenges its members and showcases CTE students from across the nation through competitions at the regional, state, and

45 national levels (Reese, 2003). Students can choose to compete individually or as part of a team.

They are assessed in each competition by industry judges using standards (Brand et al., 2013).

To compete at the national championship (see Figure 2.1), known as the National Leadership and

Skills Conference, students must qualify at state conferences (SkillsUSA, 2018). Some states hold regional conferences to qualify for the state conference (SkillsUSA, 2017). Students first compete in local events and are evaluated on competencies they have gained through their CTE programs (SkillsUSA, 2018). In some areas, local winners will advance directly to state competitions. In other areas, local winners must compete with individuals from their state at the regional or district level (SkillsUSA, 2018). First-place district or regional winners advance to state competitions. Gold winners at the state level advance to the national championship

(SkillsUSA, 2018).

At the 2019 SkillsUSA Championships, nearly 6,500 students competed in 102 leadership and hands-on occupational skills competitions (SkillsUSA, 2020h). Each competition at the SkillsUSA championships falls under one of 11 categories known as sectors (see Appendix

C) (SkillsUSA, 2020d). Although specific rules and regulations for each competition vary, all competitors are required to submit a resume, interact with a judge who is an industry professional, wear appropriate attire, and display technical components for their competition

(SkillsUSA, 2017). SkillsUSA has embedded math, English, and science skills into its competitions (SkillsUSA, 2017). In addition to competitions, students, teachers, advisors, and industry partners enjoy opening and closing ceremonies, receptions, workshops, leadership development sessions, awards dinners, recognitions and celebrations, a career fair, and an exhibit hall (SkillsUSA, 2018). Selected national medalists may advance to international competition

46 and compete for the WorldSkills USA team to showcase their talents and skills on a global scale

(SkillsUSA, 2018).

State gold medalists compete at the SkillsUSA Championships.

District or regional Local winners winners compete at compete in state state events. events.

Local winners compete in district Students compete in or regional events. local events.

Path if area does not Students compete in have district or local events. regional competitions.

Path if area has district or regional competitions.

Figure 2.1. The Path to the National SkillsUSA Championships.

One study examined the relationship between SkillsUSA student contest preparation and academics (Threeton & Pellock, 2010). Eleven SkillsUSA advisors were interviewed at the 2006 national competition to determine what students needed to know and do to prepare for the

Occupational Health and Safety competition (Threeton & Pellock, 2010). Threeton and Pellock

(2010) conducted a focus group with eight CTE educators in Pennsylvania to determine if the national competition competencies aligned with any of the Pennsylvania 11th grade academic standards (Threeton & Pellock, 2010). Qualitative data indicate that two Pennsylvania 11th grade

47 reading standards aligned with three of the four competition competency categories (Threeton &

Pellock, 2010). Although competition competencies were only compared to one state, the findings are particularly useful for SkillsUSA advisors who are trying to integrate academics into

CTSO involvement (Threeton & Pellock, 2010). This is imperative as community colleges are often held accountable through federal legislation and required to document technical and academic integration in order to receive funding (ACTE, 2020).

SkillsUSA Framework

SkillsUSA developed a framework (see Figure 2.2) to highlight personal skills, workplace skills, and technical skills grounded in academics (SkillsUSA, 2020i). The skills highlighted in the framework are called essential elements and are skills in demand by employers

(SkillsUSA, 2020i). The framework provides a common language for students to articulate what they have gained from SkillsUSA participation; assesses student skill development; and creates a vision for programs at the local, state, and national levels (SkillsUSA, 2020i). Personal skills include work ethic, professionalism, sense of responsibility, and self-motivation. Workplace skills include teamwork, communication, decision-making, and leadership. Technical skills include computer and technology literacy, service orientation, and safety and health. The framework centers on industry demand and builds a foundation for learning that is relevant and intentional (SkillsUSA, 2020i). Chapters are strongly encouraged to use the framework when developing CTSO activities (P. Holland, personal communication, December 18, 2018).

48

Figure 2.2. SkillsUSA Framework.

Note. SkillsUSA. (2014). SkillsUSA framework [Graphic]. SkillsUSA.

(https://www.skillsusa.org/about/skillsusa-framework/). Copyright 2014 by SkillsUSA.

Reprinted with permission.

Developing personal, workplace, and technical skills is a lifelong process because work plays a significant role in people’s lives (Blustein, 2008; Coutinho et al., 2008). Most Americans spend one-third to one-half of their waking hours at work (Wachtel, 2006). Individuals are facing a much different workplace than prior generations. New economic realities such as deindustrialization, financial instability, organizational restructuring, and globalization have increased the demand for a highly skilled labor force (Coutinho et al., 2008; Hees et al. 2012) and have forced workers to cope and adapt to situations in which they have little or no control

(Blustein, 2006, 2008). New technologies such as computerization and information processing have also transformed the U.S. workplace (Wasbon, 2012). Precarious work, or jobs that do not

49 offer stability or commitment to the growth of workers, are also common in today’s labor market

(Standing, 2014). Continual training and development of workers is needed, even during periods of low unemployment, because the economy will continue to evolve (Blustein et al., 2008).

The U.S. workforce has also evolved with shifts in diversity (Blustein, 2006), although the opportunity structure remains influenced by race, class, and gender (Hees et al., 2012). Thus, workers are engaging in a complex relationship with their social world (Blustein et al., 2008).

Sociocultural factors play a central role in understanding career decisions and work experiences of all people regardless of background (Duffy et al., 2016). Given the changing labor and social landscapes, theoretical models are needed to integrate social and contextual factors along with individual needs (Duffy et al., 2016). The Psychology of Working Theory (PWT) (Duffy et al.,

2016) offers a new useful framework to understand community college students participating in

SkillsUSA as they navigate changing economic and diversity conditions.

The Psychology of Working Theory

The PWT (see figure 2.3) is a career development perspective that emphasizes contextual factors as being critical in the process of attaining decent work (Duffy et al. 2019). The definition of decent work is defined by the International Labour Organization (ILO), which is a specialized agency of the United Nations (International Labour Organization [ILO], 2012). Decent work is a combination of safe working conditions, access to health care, personal time and rest, respect for the needs of family, social values, and provision for compensation when income is not assured or diminished (ILO, 2012). People who have access to decent work are more likely to have their human needs (e.g., survival, social connection, and self-determination) met by work (Duffy et al., 2016). Decent work is increasingly harder to obtain with the rise of precarious work, or insecure, part-time, and time-limited work (ILO, 2014). A more inclusive understanding of work

50 was a major motivator for the development of the PWT to better understand the experiences and circumstances of people who work or want to work (Blustein et al., 2008; Blustein, 2011). The theory embraces a world where work is not stable and where access to work is shaped by both macrolevel and individual forces (Duffy et al., 2016).

Figure 2.3. The Psychology of Working Theory.

Note. From “The Psychology of Working Theory,” by R. D. Duffy, D. L. Blustein, M. A.

Diemer, and K. L. Autin, 2016, Journal of Counseling Psychology, 63(2), p. 129

(https://10.1037/cou0000140). Copyright 2016 by the American Psychological Association.

The PWT was designed to include populations that have been overlooked or omitted from vocational psychology research, as traditional career development theories had not accounted for the working experiences of the vast majority of workers (Duffy et al., 2016). Duffy

51 et al. (2016) developed the PWT with a goal of applying the theory to individuals in or near poverty, facing discrimination, experiencing marginalization, or other contextual factors that influence their ability to secure work. The PWT helps to understand how to reduce barriers (e.g., job shortages, low wages, and discriminatory practices) and strengthen resources that increase access to decent work, which ultimately enhances well-being and work fulfillment (Duffy et al.,

2016). This section provides an overview of the origins of the PWT, reviews existing literature on the PWT, and describes its constructs.

Origins of the Psychology of Working Theory

The PWT builds on the work of Frank Parsons (1909) and research of more recent scholars to address contemporary work-related issues for all individuals who work (Guerrero &

Singh, 2013). Duffy et al. (2016) credit Richardson (1993) as a seminal figure who provided foundations for many of the tenants associated with the PWT and argued that the field of vocational psychology needed to be more inclusive of everyone who works or wants to work.

Blustein (2001) initially developed the psychology of working as a framework (PWF) for examining work with a more inclusive definition and including a broader range of populations.

The PWF and other empirical research was used to support ideas within the model (Duffy et al.,

2019). The PWF was recommended to examine the work experiences of a wide variety of individuals but did not contain specific empirically testable propositions (Duffy et al., 2016).

Duffy et al. extended the psychology of working into the PWT, which included a testable model

(see figure 2.3). It focuses on attaining decent work, particularly among populations that are considered marginalized, facing economic constraints, or forced to make involuntary work-based transitions (Duffy et al., 2016; Kenny et al., 2019). Performing decent work leads to work

52 fulfillment and well-being (Duffy et al., 2016). Efforts are ongoing to develop the central features of the PWT perspectives (Duffy et al., 2016).

Frank Parsons founded the vocational guidance movement more than 100 years ago

(Hees et al., 2012). Vocational psychology is focused on individual decision-making and one’s career trajectories (Hees et al., 2012). Parsons (1909) focused on education issues for people transitioning from school to work, immigrants, the working class, and people who had been displaced. Parsons himself changed careers from an engineer to a laborer as a result of an economic downturn and later became a teacher, lawyer, professor, and vocational guidance leader (Hees et al., 2012). While the vocational psychology field started its focus on underserved populations through the work of Parsons, scholars in the last half of the 20th century shifted their focus to more privileged populations such as middle-class and wealthy individuals who are often

White men (Blustein et al., 2008; Richardson, 1993) or hold college degrees (Peterson &

Gonzáles, 2000). Most vocational research from the past century is based on samples of middle- class adults or individuals with a college education (Blustein, 2006; Hirschi, 2018). This is a main criticism of career development theories, as there has been a neglect of the poor, working class, and individuals without postsecondary degrees (Blustein et al., 2002).

Research on work and career has often explored individuals with degrees of privilege and choice regarding employment options (Brown, 2003; Brown & Lent, 2005). Many career development theories focus on individual choice that is based on choosing careers based on values, abilities, and interests, which may not be accurate or an option for all people (Blustein,

2011; Peterson & Gonzales, 2005). Vocational psychology has also been criticized for not factoring in concepts such as barriers or obstacles that challenge workers (Richardson, 1993).

Economic and social barriers such as prejudice and discrimination based on gender, race,

53 ethnicity, sexual orientation, ableism, religious affiliation, and social class may impact choice in career decision-making and employment (Guerrero & Singh, 2013). Employees’ careers should be understood in connection with the broader context of their lives (Baruch et al., 2016).

Several movements in career counseling have addressed inequities in working in relation to gender (Betz & Fitzgerald, 1987; Fassinger, 2000) and race (Carter & Cook, 1992; Helms &

Cook, 1999; Smith, 1983), which must be acknowledged. Traditional career theories were constructed around the experiences of men (Betz & Fitzgerald, 1987; Fassinger, 2000) and had also neglected racism and other forms of oppression (Smith, 1983). The psychology of working perspective is an alternative to traditional career development theories to address those who have been ignored because of oppressions such as ableism, ageism, classism, heterosexism, and racism (Blustein et al., 2008; Coutinho et al., 2008). Other theoretical frameworks, such as social cognitive career theory (Lent et al., 1994; Lent & Brown, 2013), career construction theory

(Savickas, 2013), and the integrated contextual model of career development (Lapan, 2004) have pushed the field to recognize the role of contextual factors, but individual factors remain a main component of the frameworks (Kenny et al., 2019).

The PWT is unique because it includes a discussion of marginalization and economic constraints as a primary determinant of one’s access to decent work. Social and economic factors are placed at the forefront (Duffy et al., 2016). Previous theories did not provide tools or interventions to address or understand barriers to work. The PWT is meant to augment existing theories, rather than replace them (Blustein, 2006). It seeks to create an inclusive framework that acknowledges work as a main component of people’s lives (Blustein, 2006). The PWT was valuable for the study because it provided a lens to examine community college students who

54 may be facing or have experienced instances of discrimination, marginalization, or economic constraints in their lives in their pursuit of work.

Psychology of Working Theory and Human Needs

The PWT was developed to help explain the process of securing decent work and how performing such work may lead to work fulfillment and well-being (Duffy et al., 2018). The theory places the concept of decent work at the center of the model (Duffy et al., 2016). The model consists of both predictors and outcomes of securing decent work, as well as the moderators of the relations between predictor variables and decent work (Kenny et al., 2019).

The PWT also considers the challenges that people confront as they try to access decent work (Duffy et al., 2016). The primary predictors in the PWT are economic constraints and marginalization experiences that frame how people navigate work-based transitions, such as the movement from postsecondary education to the workforce (Duffy et al., 2016). Economic constraints are defined as limited access to economic resources, such as household income and family wealth, which creates circumstances that inhibit the ability to secure decent work (Duffy et al., 2016). Marginalization is defined as the relegation of people or groups to less powerful positions within a society (Duffy et al., 2016). The PWT does not specify how and in what ways to measure economic constraints and marginalization, but rather leaves it up to the expertise of researchers in various fields (Duffy et al., 2016). Duffy et al. (2016) proposed that individuals who have greater levels of marginalization and economic constraints will be less likely to secure decent work.

Work volition and career adaptability are proposed to mediate the relations between economic constraints and marginalization and decent work (Duffy et al., 2016). Work volition represents an individual’s perception of choice in career decision-making despite constraints.

55 Career adaptability is an individual’s readiness and resources for coping with career development tasks (Savickas, 1997). Duffy et al. (2016) proposed that those with higher work volition and career adaptability will be more likely to be engaged in decent work.

The PWT also has moderating variables, such as social support (i.e., perceived support from friends, family, and the community), critical consciousness (i.e., analysis of one’s social conditions and perceived capacity to change them), proactive personality (i.e., taking personal initiative in one’s environment), and economic conditions (Duffy et al., 2016). Having a proactive personality, critical consciousness, social support, and strong economic conditions will buffer the effects that marginalization and economic constraints have on work volition and career adaptability (Duffy et al., 2016). Finally, outcomes of survival, social connection, and self- determination needs will impact overall work fulfillment and general well-being (Duffy et al.,

2016).

Literature Related to the Psychology of Working Theory

Scholars explore the PWT to develop instruments to measure decent work (Duffy et al.,

2017) and examine core propositions though qualitative research (Autin et al., 2018; Kossen &

McIlveen, 2018). Most of the PWT research to date has focused on adults who have experienced social class and societal biases (Duffy et al., 2016). Researchers have applied the PWT as a framework in qualitative work to populations such as people who are unemployed (Kossen &

McIlveen, 2018), immigrants (Autin et al., 2018), or blue-collar workers (Koekemoer et al.,

2018). One qualitative study applied the PWT to examine the experiences of adults who are unemployed and 45 years of age or older (Kossen & McIlveen, 2018). The findings included themes that are consistent with the predictors in the theory, including marginalization, economic constraints, volition, career adaptability, proactive personality, critical consciousness, social

56 support, and economic conditions (Kossen & McIlveen, 2018). Although the findings are limited to mature-aged individuals, the study was useful to find evidence about the application of the

PWT to the experiences of individuals who are unemployed (Kossen & McIlveen, 2018). Kossen and McIlveen (2018) encouraged other researchers to conduct qualitative research to better understand the factors within the theory.

Using a consensual qualitative research approach, Autin et al. (2018) explored the impact of barriers and resources on work volition among young immigrants who were not authorized to work in the U.S. Economic strain and limited mobility were the barriers that most impacted work volition (Autin et al., 2018). Social support, institutional support, and public policy changes were the resources that most impacted work volition (Autin et al., 2018). The study showed that economic constraints and marginalization played a role in participants’ career development and work volition (Autin et al., 2018). Social support, especially from adult mentors, was especially important (Autin et al., 2018). Participants were recruited through an immigrant advocacy organization, so the study might be subject to sampling bias, but the study showed how different types of social support can impact young immigrants’ development of work volition (Autin et al.,

2018).

Koekemoer et al. (2018) examined blue-collar workers and the concept of career success using qualitative methods. In order for blue-collar workers to experience career success, certain needs should be fulfilled through their work (Koekemoer et al., 2018). Workers indicated a strong obligation to provide for their families, which relates to the human need of survival in the

PWT (Koekemoer et al., 2018). Participants also valued organizational support, especially from their managers. This relates to social connection and aspirations for progression which relates to the human need for self-determination (Koekemoer et al., 2018). Although the study was limited

57 to one manufacturing company, the study showed that the meanings blue-collar workers attached to career success were shaped by their work experiences (Koekemoer et al., 2018).

Using the Theory Within Career and Technical Education Contexts

Applying CTE to work is a main component of CTE curriculum (Clark et al., 2010;

Kosloski, 2014). The labor market challenges confronting youth and adults demand that educators consider how to best prepare them for the future. The PWT can enhance the delivery of career interventions to be inclusive for all people (Kenny et al., 2019). A main component when helping people gain employment is assessing and building upon employable skills

(Blustein et al., 2008). Interventions that promote work-based experiences (e.g., internships, apprenticeships, on-site programming, job shadowing, and student organizations) may enhance skill development for students and help facilitate the transition from school-to-work opportunities (Blustein et al., 2008). CTSOs provide students with learning experiences that encourage technical skill acquisition, growth, and workplace literacy skills (Ewing et al., 2014).

CTSOs can play a role in developing people with competencies to navigate uncertainty in the workplace.

Rationale for Using Psychology of Working Theory

The PWT is relevant to this study because the theory underscores three specific aspects reflected in this study. First, the study investigated a sample of community college students who participated in SkillsUSA. The PWT was developed to explain the work experiences of all individuals, particularly people transitioning from school-to-work, immigrants, the working class, the unemployed, and displaced workers. These populations exist on community college campuses. Second, the community college students may be facing discrimination, experiencing marginalization, or other economic constraints that influence their ability to secure work. The

58 PWT highlights that sociocultural factors should be considered in relation to individuals’ career decisions and their work experiences (Duffy et al., 2016). The PWT can be used to identify the resources and supports through SkillsUSA that promote career development. Finally, the PWT offers a structured look at predictors, moderators, and outcomes of decent work (Duffy et al.,

2016). The study contributed to the literature about the PWT and how the findings bolstered or challenged the PWT.

Chapter Summary

This literature review began with an overview of the need for a skilled workforce at the national and state level. Then I provided a brief background on community colleges, which are the primary providers of CTE at the postsecondary level (Laanan et al., 2006). I also reviewed the history and context of CTE and CTSOs. CTSO participation at the secondary level is associated with student outcomes, such as increased motivation and engagement (Alfeld et al.,

2007; Reese, 2010; Rose et al., 2016; Ullrich et al., 2007), increased academic achievement

(Aragon et al., 2013; Kosloski & Ritz, 2014), and career awareness, although findings are mixed

(Aragon et al., 2013; Talbert & Balschweid, 2004, 2006). SkillsUSA participation is mentioned in relation to contest preparation and academics in literature (Threeton & Pellock, 2010), but there is still much to learn about SkillsUSA participation among community college students.

Finally, I presented the theoretical framework for this study, the PWT, and reviewed qualitative studies using the framework (Autin et al., 2018; Koekemoer et al., 2018; Kossen & McIlveen,

2018). The study not only contributed to further development of the PWT, but also provided insights about the experiences of SkillsUSA members in the postsecondary context.

59 CHAPTER 3: METHODOLOGY

The purpose of this qualitative case study was to understand the experiences of community college students who participate in SkillsUSA, a career and technical student organization (CTSO). Specifically, it explored the influence of SkillsUSA participation on community college students’ preparedness for the workforce and connection to campus. I also investigated the influence of SkillsUSA on former participants’ program of study and career endeavors. I focused my research efforts on SkillsUSA chapters at two different community colleges in North Carolina. The following research questions guided this qualitative case study:

1. How does SkillsUSA participation influence community college students’

preparedness for the workforce?

2. How does SkillsUSA participation influence connection to the community college?

3. How does SkillsUSA participation influence alumni’s perceptions of their program of

study?

4. How does SkillsUSA participation prepare alumni for their career endeavors?

To answer the research questions, this chapter addresses the methodological rationale and structure for the study, including a discussion of why qualitative research and the case study design were chosen for this research. Further, I describe the methods for the setting and participant selection as well as data generation procedures. I also provide an overview of data analysis, including the coding processes I employed. Since I am the primary instrument

(Merriam & Tisdell, 2016), I address trustworthiness of data, researcher positionality, and ethical concerns. These processes are described in sections below, but it is important to remember that these processes are iterative rather than linear processes (Merriam & Tisdell, 2016).

60 Qualitative Research Approach and Case Study Rationale

Due to the exploratory nature of the research questions, a qualitative approach, drawing on the epistemology of constructivism, was adopted for this study (Merriam & Tisdell, 2016). A qualitative approach was most appropriate for several reasons. Qualitative approaches are favored in the exploration of understudied populations (Merriam & Tisdell, 2016) as is the case with CTSO members in postsecondary settings. Qualitative research is also useful to better understand the context in which participants address an issue (Merriam & Tisdell, 2016).

Understanding the experiences of students participating in CTSOs at community colleges is different than research that has already been conducted about CTSOs in secondary settings

(Alfeld et al., 2007; Howell & Busby, 2002; Kosloski & Ritz, 2014; Rose et al., 2016; Threeton

& Pellock, 2010; Tummons et al., 2017). Qualitative inquiry allows researchers to obtain a deeper understanding of multiple individuals’ perspectives on a complex phenomenon and how people make sense of their world and experiences (Merriam & Tisdell, 2016; Patton, 2015).

Community college students need to be included in the conversations about work and careers as much of vocational psychology has focused on the work lives of individuals with four-year college degrees (Peterson & González, 2005). Collecting qualitative data allowed me to capture in-depth responses from students, alumni, and advisors about SkillsUSA participation that could not be gathered from quantitative data (Merriam & Tisdell, 2016). For all these reasons, a qualitative design was a better fit for my research questions.

This study seeks to explore a specific CTSO, SkillsUSA, and the perspectives of students, advisors, and alumni who are members of SkillsUSA. Since this study explored a specific organization and individual perspectives about this organization, a case study design was chosen as the qualitative approach for this study. The study was guided by Merriam’s (1988) definition

61 of case study: “A qualitative case study is an intensive, holistic description and analysis of a single instance, phenomenon, or social unit” (p. 21). Essentially it is an in-depth description and analysis of a bounded system (Merriam & Tisdell, 2016). A case study approach is useful because it allows researchers to better understand a process, situation, or context in-depth by understanding the experiences of those involved (Merriam & Tisdell, 2016). The case was made up of students, alumni, and advisors who were members of SkillsUSA chapters at two community colleges in North Carolina during the 2018-19 academic year. The explored phenomenon in the case study was SkillsUSA participation among students, alumni, and advisors.

Sampling Procedures

I used sampling in this study to showcase the different perspectives since I am working within a constructivist paradigm (Mertens, 2015). Two levels of sampling are needed in qualitative case studies (Merriam & Tisdell, 2016). I first had to select the case, and then I used criterion sampling to select two sites with SkillsUSA chapters (Mertens, 2015). Then, criterion and purposeful sampling were used to select participants (Mertens, 2015).

Bounded System

This study took place in the state of North Carolina. Specifically, Wilkes Community

College (WCC) and Catawba Valley Community College (CVCC) were chosen from the North

Carolina Community College System (NCCCS), a statewide network of 58 public community colleges and the third largest community college system in the nation (North Carolina

Community Colleges, 2019b). A bounded system characterizes a case study, and cases are bound within a specific person or group, geographic setting, or timeframe (Merriam & Tisdell, 2016).

Since the community colleges are only 40 miles apart, I bounded the case by geographic and

62 socioeconomic data (i.e., education, income, poverty) of the counties in which the community colleges are located (Merriam & Tisdell, 2016). The data provides an understanding of the environment and context, another feature of case study research design (Patton, 2015). Students, alumni, and advisors may live in one county but attend school or work in another county depending on the close proximity of the community colleges.

One chosen site, CVCC, founded in 1959, is a public, two-year, open-door institution serving the people in Catawba County (Catawba Valley Community College [CVCC], 2019).

Another chosen site, WCC, is a public, two-year, open-door institution serving the people in the

Wilkes, Ashe, and Alleghany counties with campuses in three locations (Wilkes Community

College [WCC], 2019a). Founded in 1964, WCC’s 151-acre campus is located in the foothills of the Blue Ridge and Brushy Mountains and is known for its gardens, recreational and cultural amenities, and world-renowned music festival (WCC, 2019d). Both institutions are only 40 miles apart or about an hour’s drive, thus attracting students from a similar geographic area in the western side of the state. WCC serves students in Wilkes, Ashe, and Alleghany counties, all of which are considered part of the Appalachian geographic region (Appalachian Regional

Commission [ARC], 2020a). CVCC serves students in Catawba County, which is not considered part of the Appalachian region (ARC, 2020a), but may have students, faculty, or administrators that travel from or work in the Appalachia region.

CVCC is located in Hickory, North Carolina, a town of 40,272 residents, and serves residents of Catawba County. The county consists of 75.3% White residents, followed by

Hispanic or Latino (9.9%), Black or African American (9.0%), Asian (4.4%), Two or More

Races (1.9%), American Indian and Alaska Native (0.4%), and Native American (0.1%) (U.S.

Census Bureau, 2018d). In Catawba County, only 21.5% of the population possessed a college

63 degree, compared to 29.9% in the state (U.S. Census Bureau, 2018d). Average high school completion in Catawba County was 84.0%, compared to 86.9% in the state (U.S. Census Bureau,

2018d). National averages for completion were 87.3% for high school and 30.9% for a bachelor’s degree (U.S. Census Bureau, 2018d). The median household income was $48,649, compared to the state average ($50,320), and national average ($57,652) with 12.5% (county),

14.7% (state), and 12.3% (national) of individuals living in poverty from 2013-17 (U.S. Census

Bureau, 201d).

WCC is located in Wilkesboro, North Carolina, a small town of about 3,700 residents. It is located in Wilkes County, which consists of 86.9% White residents, followed by Hispanic or

Latino (6.8%), Black or African American (4.7%), Asian (0.6%), American Indian and Alaska

Native (0.4%), and Native Hawaiian and Other Pacific Islander (0.1%) (U.S. Census Bureau,

2018e). WCC is located in an area where only 15.4% of the population possessed a college degree, compared to 29.9% in the state from 2013-17 (U.S. Census Bureau, 2018e). Average high school completion in Wilkes County was 78.3%, compared to 86.9% for the state (U.S.

Census Bureau, 2018e). National averages for completion were 87.3% for high school and

30.9% for a bachelor’s degree (U.S. Census Bureau, 2018e). The median household income was

$37,173 from 2013-2017, compared to the state average ($50,320), and national average

($57,652), with 18.5% (county), 14.7% (state), and 12.3% (national) of individuals living in poverty from 2013-2017 (U.S. Census Bureau, 2018e).

WCC also serves students from Alleghany and Ashe counties. Alleghany County consists of 95.1% White residents, followed by Hispanic or Latino (9.9%), Black or African American

(1.9%), Asian (0.8%), and American Indian and Alaska Native (0.6%) (U.S. Census Bureau,

2018b). From 2013-2017, only 18.7% of the population possessed a college degree and 78.9%

64 completed high school (U.S. Census Bureau, 2018b). The median household income was

$38,944, with 20.9% of individuals living in poverty from 2013-2017 (U.S. Census Bureau,

2018b). Ashe County consists of 92.2% White residents, followed by Hispanic or Latino (5.2%),

Black or African American (1.0%), Asian (0.6%), American Indian and Alaska Native (0.4%), and Native Hawaiian and Other Pacific Islander (0.1%) (U.S. Census Bureau, 2018c). From

2013-2017, only 19.5% of the population possessed a college degree and 84.9% completed high school (U.S. Census Bureau, 2018c). The median household income was $40,293, with 15.9% of individuals living in poverty from 2013-2017 (U.S. Census Bureau, 2018c).

It is important to understand the environment and context in case study research design

(Patton, 2015). Both institutions are located in areas with largely rural and White working-class populations. ARC (2020b) compiles poverty rates each year for all Appalachian counties in the

U.S. The average poverty rate from 2013-17 for North Carolina was 16.1%, while the average poverty rate for the Appalachian region in North Carolina was 17.1% (ARC, 2020d). All three counties that WCC serves were higher than both state and North Carolina Appalachian averages:

Alleghany (21%), Wilkes (20.9%), and Ashe (19.4%) (ARC, 2019c, 2019d, 2019e). As data from the U.S. Census Bureau (2018a; 2018b; 2018c; 2018d; 2018e) and the ARC (2020b) demonstrate, the region lags behind the state and nation in relation to educational attainment, income, and poverty. The combination of lower educational attainment rates and higher poverty rates, compared to the state and national average, creates more challenges for individuals to be successful in Wilkes, Ashe, Alleghany, and Catawba counties. Career choice in rural Appalachia has highlighted the importance of local context with respect to Appalachian attitudes toward community and work (Ali & Saunders, 2011; Irvin et al., 2012; Petrin et al., 2014).

65 Site Selection

I used Miles et al.’s (2014) four dimensions of site selection--setting, actors/participants, process, and events--to explain why WCC and CVCC were identified as the research sites to specifically explore the experiences of SkillsUSA members. There are several reasons why the settings where chosen for this study. Setting selection criteria included a review of all community colleges with SkillsUSA chapters in North Carolina, a discussion with the SkillsUSA

North Carolina Executive Director, a review of state and national SkillsUSA medalists, and the community colleges’ willingness to participate in the study.

North Carolina had the fifth largest postsecondary SkillsUSA membership (2,072 students) in the nation during the 2018-19 academic year and is one of the largest SkillsUSA delegations in the country (SkillsUSA, 2019a). It is also one of the fastest growing states in the country with the postsecondary division, having grown 310% since 2013 (P. Holland, personal communication, December 18, 2018). North Carolina had the highest medal count in the U.S.

(78) at the SkillsUSA National Leadership and Skills Conference (NLSC) in 2019 (P. Holland, personal communication, June 28, 2019). There were 501 registered North Carolina attendees and 19 community colleges represented (P. Holland, personal communication, June 28, 2019).

Out of the 291 competitors, 217 students placed in the top 10 at nationals (P. Holland, personal communication, June 28, 2019).

CVCC sent 23 student competitors to the 2019 SkillsUSA National Leadership and Skills

Conference and had 10 medalists (2 gold, 3 silver, 5 bronze). They won 12 medals (10 gold, 1 silver, and 1 bronze) at the 2018 NLSC (CVCC, 2018). CVCC had 40 medalists (23 gold, 10 silver, 7 bronze) at the state competition in April 2019, the most medals any school has ever won in the state of North Carolina (CVCC, 2019). CVCC received the National Model of Excellence

66 in 2019, which is awarded to only 24 out of 16,000 SkillsUSA chapters in the country

(SkillsUSA, 2019b). This award recognizes exceptional integration and application of personal, workplace, and technical skills in SkillsUSA chapter activities (SkillsUSA, 2019b). CVCC had

22 first place winners at the 2018 state competition (Hickory Daily Record, 2018).

WCC organized the first SkillsUSA club in 2005 and sent 12 students to the state and national competitions in 2006 (WCC, 2018a). WCC sent 115 competitors to the state competition in April 2018 and 81 were medalists (34 gold, 15 silver, 13 bronze, 12 fourth place finishes, and 7 fifth place finishes) (WCC, 2018a). In 2018, WCC sent 34 student competitors to the NLSC and 15 were medalists (5 gold, 6 silver, and 4 bronze) (WCC, 2018b). WCC sent 102 competitors to the state competition in April 2019 and 53 were medalists (29 gold, 10 silver, 4 bronze, 2 fourth place finishes, and 8 fifth place finishes) (WCC, 2019b). WCC sent 27 student competitors to the 2019 NLSC and had six medalists (2 silver, 4 bronze) (WCC, 2019c).

CVCC and WCC have a continued presence and high rankings in state and national

SkillsUSA competitions. As community colleges with SkillsUSA state and national winners, it can be argued that other community colleges may look to them as exemplary chapters. Both organizations are considered a North Carolina SkillsUSA Elite 100 Club, which means over 100 students have competed for the last five years (P. Holland, personal communication, December

18, 2018). During the 2018-19 academic year, WCC had 101 members (Fogle, N, personal communication, January 31, 2020) and CVCC had 500 members (E. LeGrand, personal communication, November 4, 2019). Students meet in smaller groups throughout the year and also participate in a couple of large meetings for all members. Although each chapter chooses, plans, and conducts its own activities, typical activities include chapter meetings in which members learn about the SkillsUSA framework, review provided SkillsUSA curriculum, and

67 prepare for competitions (SkillsUSA, 2020i). Activities may also include community service initiatives (Gordon, 2014). For example, WCC hosts a regional competition rally for high schools in the western part of the state and volunteers at Merlefest, a national music festival held on campus (H. Kennedy, personal communication, April 23, 2019). Members must fill out an application and pay membership dues of $14 for students or $26 for professionals (e.g., instructors, administrators, or industry professionals) (SkillsUSA, 2020f). Otherwise, there are no other requirements. Although many student members are enrolled in a CTE program offered at the community college, it is not a requirement for membership.

The process of my setting selection began with outreach to gatekeepers and informants. I contacted the Executive Director of North Carolina SkillsUSA, Peyton Holland, to discuss the postsecondary division of SkillsUSA and get ideas for possible sites. I was also fortunate to be connected with SkillsUSA advisors through the Executive Director and with the college presidents through my dissertation chair, Dr. Audrey J. Jaeger. Interactions with the presidents of

WCC and CVCC were helpful to ensure that the study would provide meaningful information for their campuses and that they would be supportive of my research aims. Willingness to participate and permission to conduct research was obtained from the community college presidents. Upon

Institutional Review Board (IRB) approval from North Carolina State University (NC State) and the individual campuses, I emailed the SkillsUSA advisors for assistance in recruiting participants and invited them to take part in the interview process if they so desired (see

Appendix E). The advisors were supportive of my research goals, willing to take part in the study themselves, and able to email participants on my behalf.

68 Participant Selection

The target population of interest was students, advisors, and alumni who were members of SkillsUSA at two community colleges in North Carolina. During the 2018-19 academic year, there were 2,072 student members at North Carolina postsecondary institutions and 1,502 alumni members (SkillsUSA, 2020g). There were 500 student members at CVCC (E. LeGrand, personal communication, November 4, 2019) and 101 student members at WCC (Fogle, N, personal communication, January 31, 2020) during the 2018-19 academic year.

After receiving IRB approval from North Carolina State University and the individual campuses, I began data generation. Each of the partner institutions had at least one main

SkillsUSA advisor on their campus. These individuals served as gatekeepers to student participants. I had conversations with the advisors to determine the best way of distributing the recruitment information to student, advisor, and alumni SkillsUSA members. The advisors sent out email announcements on my behalf to SkillsUSA members. Potential participants were sent a recruitment email about the research project, which explained the expectations of participation

(see Appendices D, E, and F).

When choosing actors/participants, I used criterion sampling and had potential participants meet certain criteria (Merriam & Tisdell, 2016). First, the student participant needed to be a student member and have participated in SkillsUSA for at least one year (i.e., two semesters) to ensure they have some exposure to the SkillsUSA organization. Second, the student participant needed to be currently enrolled on a full-time or part-time basis at the community college and at least 18 years of age. Criteria for the SkillsUSA advisors was that the advisor must be a current advisor for SkillsUSA at the community college. Criteria for the alumni was that they must have been a former member at one of the community colleges and

69 participated in SkillsUSA for at least one year (i.e., two semesters). The interest questionnaires

(see Appendices G, H, and I) also listed the events that comprise the study, which were interviews and resume collections. Respondents were asked to indicate their willingness to participate in each of them.

Data Generation

I generated data through interest questionnaires, interviews, and documents, as using multiple data sources is a main component in case studies (Merriam & Tisdell, 2016; Patton,

2015). I also conducted observations, wrote field notes, and collected resumes to help provide additional context for the study. These differing perspectives provided an in-depth analysis of the case.

Interest Questionnaires

Potential participants were provided a direct hyperlink to an interest questionnaire in the

Qualtrics Survey Platform (Version September 2019) to collect basic demographic data and ensure qualifications for participation were met. The platform provides online survey construction, distribution, analysis of results, and report functions. The student and alumni interest questionnaires contained questions regarding demographic characteristics, such as gender identity, age, and race/ethnicity, in addition to program of study, enrollment status, graduation date, hometown, and duration of SkillsUSA involvement (Appendices G and I). The advisor interest questionnaire contained questions regarding demographic characteristics, such as gender identity, age, and race/ethnicity, in addition to the program they advise, and duration of

SkillsUSA involvement. All participants were asked if they were interested in participating in interviews, and students and alumni were also asked if they wanted to submit a resume.

Participants were given a $25 Amazon gift card if they completed the interview or a $10 Amazon

70 gift card if they did not complete the interview in its entirety. These incentives were described on the informed consent forms. Multiple reminder emails were sent to potential participants to complete the questionnaire.

There were 17 students who completed the interest questionnaires. One individual completed the interest questionnaire but did not provide a resume or want to be interviewed. I emailed them thanking them for completing the questionnaire. Three students completed the questionnaire but did not follow through with an interview. There were 10 alumni who completed the interest questionnaires. Two of these individuals completed the interest questionnaire but did not follow through and complete the interviews. There were nine advisors who completed the interest questionnaire. Two advisors did not complete the questionnaire but expressed an interest in interviewing. Questionnaire information was gathered from them verbally during the interview.

Individual Interviews

Interviewing is considered an appropriate method for gathering perspectives from individuals and is considered a fundamental data source in case studies (Merriam & Tisdell,

2016; Patton, 2015). Talking personally with selected participants through interviews served as the primary source of data. Interviews are necessary when we cannot observe people’s interpretations or feelings of experiences (Merriam & Tisdell, 2016). They are also useful for exploration and providing in-depth information, but they can be time-consuming and perceived as less anonymous by participants (Johnson & Turner, 2003). They also explore what is observed through formal documents (Merriam & Tisdell, 2016). Thus, interview participation was completely voluntary and participants could withdraw consent for participation at any time.

Specifically, one-on-one semi-structured interviews were used, which allowed for flexibility with

71 follow-up questions about emerging viewpoints and new ideas (Merriam & Tisdell, 2016; Patton,

2015). Having a set of predetermined questions allowed me to be prepared and use interview time wisely (Patton, 2015). The questions also allowed for participants to provide clarifying information or elaboration on a particular issue (Patton, 2015).

Interview Procedures

Participants were selected based on information obtained in the interest questionnaires and contacted within three days of completing the questionnaire (Mertens, 2015). They received further details of participation and potential times to participate. Interviews took place at a time of the participant’s choosing from October through December 2019 and lasted approximately 30 to 60 minutes. Interviews were conducted in person on campus or virtually if they could not make the on-campus interview times. I conducted 22 interviews in person and nine interviews virtually. The on-campus interviews were held in conference or career center rooms to better facilitate sound quality and avoid distractions. Interview times were offered to be most convenient for participant schedules, as many community college students are often older with work and family responsibilities (AACC, 2019; Hirschy et al., 2011). The earliest interview began at 8:00 am and the latest interview began at 9:00 pm. In total, there were 31 people who were eligible and participated in interviews (13 students, 10 advisors, 7 alumni, and 1 alumnus/advisor).

Interview Protocols

Consent forms (see Appendices J, K, and L) were given to each participant prior to conducting an interview. I discussed the study, how the data were collected and stored, and how confidentiality was maintained. All individuals agreed to sign the content forms. Upon signing the informed consent form, I made sure participants agreed to be recorded and then turned on

72 two audio recorders. A preliminary draft of the interview protocol was shared with my dissertation committee during my proposal defense to gather feedback. The questions were also pilot-tested with two non-participants before I traveled to the sites. The pilot interviews helped identify questions that needed to be rewritten, eliminated, or consolidated with other questions

(Jones et al., 2014). The final protocols represent the edits made based on committee feedback and pilot interviews.

I drafted sample interview protocols for student participants (see Appendix M), advisor participants (see Appendix N), and alumni participants (see Appendix O). The student and alumni interview protocols consisted of five main prompts with probing questions. Broad, open- ended questions that related back to research goals and The Psychology of Working Theory

(PWT) (Duffy et al., 2016) were established ahead of the interview (Anfara et al., 2002). The interview protocol draws on Duffy et al.’s (2016) the PWT by asking students to introduce themselves and describe the job opportunities available in the area. It also focused on the

SkillsUSA organization at their community college, their specific involvement in SkillsUSA, and how SkillsUSA relates to their career decisions. I developed questions to relate to the following pieces of the PWT: economic constraints, work volition, proactive personality, and social support. Sample questions included: What is one of your most meaningful experiences with

SkillsUSA?; Tell me about a time, if any, that you took initiative?; and What types of social support, if any, have you received from SkillsUSA?

The interview protocol for advisors was similar to the student and alumni protocols. The interview protocol draws on Duffy et al.’s (2016) the PWT by asking advisors to introduce themselves, talk about the community, and discuss the job opportunities available in the area. It also focused on the SkillsUSA organization at their community college, their specific

73 involvement in SkillsUSA, and how SkillsUSA related to student careers. I developed questions to relate to the following pieces of the PWT: economic constraints, work volition, proactive personality, and social support. Sample questions included: What do you think students have learned about the workforce through their involvement with SkillsUSA?; What kinds of support does SkillsUSA offer students?; and How has SkillsUSA impacted student perceptions of choice of work?

Due to the semi-structured nature of the interviews, additional questions were asked to gather more details and clarify statements made during the interviews (Starks & Brown Trinidad,

2007). I left my contact details with the participants in case they had follow-up questions or had additional information to share following the interview. None of the participants contacted me after the interviews.

Data were generated using two audio recording devices as audio recording is less distracting than taking lots of notes during interviews (Forsey, 2012). The time period, number, and duration of sessions were recorded to better help with data organization (Shenton, 2004).

The interviews were labeled under pseudonyms and the real names of participants were kept in a separate electronic file (Mertens, 2015). Upon completion of the interview, I saved the recording into a folder on my laptop, after which they were uploaded to a third-party transcription company. My laptop was password-protected to ensure the integrity of the data, and a folder of the recordings and transcriptions was kept in my personal North Carolina State Two-Factor

Authentication Google Drive (Mertens, 2015). I kept the audio recorders in a personal locked safe when not in use (Mertens, 2015).

74 Documents

Documents are particularly helpful in qualitative case studies because they are products of the context of the study (Merriam & Tisdell, 2016). Documents are useful to learn more about institutional culture or to develop interview questions (Merriam & Tisdell, 2016). The value of the data source depends on whether it contains insights relevant to the research question(s) and whether it can be obtained in a reasonable manner (Merriam & Tisdell, 2016; Mertens, 2015). If these two criteria are met, then the source is deemed appropriate for the study (Merriam &

Tisdell, 2016). It is important to determine the authenticity and accuracy when reviewing documents (Merriam & Tisdell, 2016). Additionally, lack of documents or documents that seemed uninformative also informed me of the value placed on the topic or provided additional insight on resources (Guba & Lincoln, 1981).

I collected data from the U.S. Census Bureau to gather information about the hometowns and the socioeconomic context of the counties of the hometowns. I also gathered SkillsUSA membership administrative data to gain insight into the background characteristics of the

SkillsUSA members at the institutions. I gathered resumes from students and alumni to triangulate information shared in the interviews. Documents were not analyzed for themes but were used to triangulate participant interviews and to provide context for the case.

Hometown and County Profiles

I looked up student and alumni hometowns, which were indicated on the interest questionnaires, using American Fact Finder (https://factfinder.census.gov). This source pulls data from the U.S. Census Bureau (2018a) to provide information about the demographic, economic, and education characteristics of residents within a certain geographic area. I identified the population for the hometown and the county where the hometown is located. Then I compared

75 the county’s community demographics, educational attainment levels, and poverty levels to state and national averages.

SkillsUSA Demographic and Academic Information

I interacted with employees in the institutional research office at each community college to gather demographic information for SkillsUSA student members from academic year 2018-19.

To protect confidentiality, the main SkillsUSA advisor provided a list of SkillsUSA member names directly to the institutional research office. The institutional research professional gathered data from multiple sources across the community college about the members and compiled it into one Excel file. They then redacted all identifying information before the Excel file was given to me. I was able to get information about gender, race/ethnicity, age, and program

(see tables 7.1 and 7.2). The information helped provide context for the students involved in

SkillsUSA at each community college.

Resumes

Student and alumni were given the option of providing resumes. These artifacts helped provide more context to what participants were sharing in their interviews, such as academic programs and activities, past and current work experiences, and the inclusion (or exclusion) of

SkillsUSA information. It was helpful to see how participants showcased SkillsUSA on their resumes. Out of the 13 students, 7 submitted resumes. Out of the eight alumni, three submitted resumes.

Field Observations

For this study, observations served as supplemental information to richly describe the community college context and allowed me to generate data in a natural setting (Merriam &

Tisdell, 2016). Researchers can assume one of several roles while making observations ranging

76 from a full participant to a full observer (Merriam & Tisdell, 2016). I was a full observer. I accomplished this by exploring the physical space around campus to notice any artifacts on walls, in trophy cases, or on bulletin boards (e.g. awards, posters, signage) while on campus for interviews at the community colleges. I also attended the SkillsUSA National Leadership and

Skills Conference (NLSC) for one week in June 2019 in Louisville, Kentucky. Nearly 6,500 students competed in 102 leadership and hands-on occupational skills competitions at the 2019

NLSC (SkillsUSA, 2020h). I was able to observe three competitions, two awards ceremonies, three professional development workshops, and one employer workshop in addition to walking around the spaces and halls. An observation protocol (see Appendix P) brought focus as I observed the following: physical setting, individuals, activities, interactions, and conversations

(Merriam & Tisdell, 2016). The observations were purposeful and systematic to ensure that I thoroughly documented all that was taking place before me.

Field Notes

I used field notes to record my thoughts, feelings, and insights as the study progressed.

Field notes were taken through the collection of all sources of data, including notes taken about the interview protocols. I tried to take notes immediately or as soon as I was able upon completion of the interviews to avoid forgetting details and to write down initial impressions

(Merriam & Tisdell, 2016; Patton, 2015). I noted things about the participants, including their level of comfort and rapport during the interview. I wrote down my thoughts regarding this topic before I began the study and continued to write throughout the study to explore thoughts, reactions, biases, and assumptions that arose (Shenton, 2004). I used pseudonyms and did not refer to participants by name in my field notes, which were kept on my personal North Carolina

State Two-Factor Authentication Google Drive (Mertens, 2015).

77 Data Analysis

Qualitative data analysis is an iterative process that involves identifying meanings and reexamining those meanings continuously throughout the data generation and data analysis process (Mertens, 2010; Merriam & Tisdell, 2016). I employed multiple data collection strategies and conducted different stages of strategies concurrently. For example, I listened to my audio recordings and took note of initial impressions throughout the interview generation phase.

Analysis took place while reading the interest questionnaires, reviewing documents, and conducting interviews. The following section provides an overview of my data analysis processes.

Role of the Theoretical Framework

The PWT (Duffy et al., 2016) helped guide the initial coding process. Before beginning to code, I created a code list that included a priori coding terms for various components of the theory. I also coded data that did not align with the theoretical framework. My coding process is described in the following section.

Data Analysis Procedures

The data were guided by three phases of data analysis (Mertens, 2015). The first phase involved having my audio recordings transcribed using an online transcription service (Mertens,

2015; Patton, 2015). I then listened to the audio recordings for accuracy and made changes on the transcripts. I read and reread through the transcripts to note initial thoughts and tentative themes in my journal (Merriam & Tisdell, 2016). I identified information, such as names or locations, that should be confidential and replaced them with pseudonyms. I then formatted the text to better prepare the documents for uploading into ATLAS.ti, a computer-assisted qualitative data analysis software program used to code and analyze data (Miles et al., 2014).

78 The second and third phase involved data exploration and data reduction, which occurred simultaneously. I referred back to field notes I had kept as I interviewed participants. A log was kept of all interview dates, transcripts, observations, and field notes collected throughout the study. I coded transcripts as interviews were completed rather than waiting until the completion of all interviews (Saldaña, 2016). Information from demographic questionnaires, observations, and documents helped provide context while I reviewed the data. Data were coded and grouped into themes and transcripts were compared to each other (Miles et al., 2014). As codes and themes began to emerge across interviews, I used this information to inform future interviews with other participants (Patton, 2015). Memos helped me record thoughts and draw connections throughout the coding and data analysis process (Miles et al., 2014).

Coding

Coding is an iterative process, and I employed two cycles of coding (Saldaña, 2016). The following coding methods were selected based on my methodology and research question alignment. Eclectic coding was used in the first cycle of coding because I used several different methods: attribute, descriptive, In Vivo, initial, and process coding (Saldaña, 2016). I first used attribute coding, which is a notation at the beginning of the data set providing descriptive information, such as the setting, participant characteristics and demographics, date, time, and data format (e.g., interview transcript, document) (Saldaña, 2016). It is particularly useful for multiple sites and data sources as a data management technique. Descriptive coding was used for field notes. Descriptive coding summarizes the main topic of a passage of qualitative data in a word or noun (Saldaña, 2016). In Vivo coding was used with interview transcripts where the codes match words that participants use (Saldaña, 2016). Initial coding, sometimes known as open coding, was used for codes that best fit the data, which allowed for new, unexpected codes

79 to emerge (Saldaña, 2016). Finally, process coding uses gerunds to indicate action in the data

(Saldaña, 2016). I read and coded each of my transcripts twice. Upon conclusion of first cycle code mapping, I used code mapping to organize the codes (Saldaña, 2016).

Code mapping is when one reviews, combines, and eliminates codes from one’s first cycle coding (Saldaña, 2016). I used a priori codes drawn from Duffy et al.’s (2016) PWT model to organize the initial codes. I kept codes that did not fit the theory so I could remain open to different interpretations. Then I grouped and integrated data into categories during second cycle coding (Saldaña, 2016). I also re-examined my open codes and decided that some codes could be classified to the PWT upon reviewing additional literature using the PWT. Specifically, pattern coding was used to group codes into a smaller number of categories. They are explanatory or inferential codes that identify an emergent theme (Saldaña, 2016). Finally, matrices and rich, thick descriptions were used to display the qualitative themes that emerged from interviews and field notes (Miles et al., 2014). A rich, thick description of the case was the final product

(Merriam & Tisdell, 2016).

Trustworthiness

There are a variety of ways to ensure trustworthiness and assess whether the information obtained through the qualitative data generation is accurate (Shenton, 2004). I wrote down my thoughts regarding this topic before I began the study and kept a journal throughout the study to explore thoughts, reactions, biases, and assumptions that arise (Shenton, 2004). I also used a variety of techniques to defend the integrity of my study: credibility, reliability, and transferability (Shenton, 2004).

80 Credibility

Credibility is the criterion for evaluating the internal validity of qualitative research

(Hammarberg, 2015). It describes to the extent to which a researcher’s findings accurately capture what participants portray as their experience (Merriam & Tisdell, 2016). It refers to whether the findings are well presented and meaningful (Kitto et al., 2008). Credibility can be improved through strategies such as triangulation and peer review (Merriam & Tisdell, 2016).

Triangulation

One way to improve validity is to triangulate data across multiple qualitative data sources, participants, methods, or theories (Kitto et al., 2008; Merriam & Tisdell, 2016; Miles et al., 2014; Patton, 2015). I used triangulation of interviews across multiple participant interviews

(e.g., students, advisers, and alumni) to gain diverse perspectives about SkillsUSA participation.

Participants expressed different perspectives, but all contributed to the overall understanding of

SkillsUSA participation. I also triangulated data across multiple data sources, including interviews, observations, and document analysis. Generating data through multiple sources is especially important in case studies (Merriam & Tisdell, 2016).

Peer Review

Employing peer review helps ensure trustworthiness by asking colleagues to comment on findings as they emerge (Merriam & Tisdell, 2016; Shenton, 2004). It provides an external check of the research process (Merriam & Tisdell, 2016). I shared the transcripts with researchers trained in qualitative research as well as individuals familiar with the topic. I asked the colleagues to read through three transcripts (one for each participant group) and to assess whether my findings were plausible based on the transcripts presented to them. They helped me detect biases, provide alternative explanations to my own explanations, or discover

81 interpretations not substantiated by the data (Merriam & Tisdell, 2016; Shenton, 2004). They also asked questions about my interpretation and meanings.

Reliability

Reliability in qualitative research refers to whether the results are consistent with the data collected (Merriam & Tisdell, 2016). An audit trail and understanding of my positionality helped to improve the reliability of my study.

Audit Trail

A systematic process of coding was developed for an audit trail to make sure the results were consistent with the data collected (Merriam & Tisdell, 2016). A codebook was created with code labels, definitions, and examples using codes based on the PWT as well as additional codes identified in the study (DeCuir-Gunby et al., 2011; Miles et al., 2014; Saldaña, 2016).

Researcher Paradigm, Role, and Positionality

All researchers have their own values, experiences, and perspectives that impact how they view their research, their participants, and ethical considerations (Mertens, 2015). My view of research aligns with the constructivist worldview. I believe multiple realities exist and that each individual’s experience is unique and valuable (Mertens, 2015). When considering

SkillsUSA participation, each participant has a unique perception of their experience that can only be understood by examining it through their point of view. As typical in qualitative work and within a constructivist paradigm, I served as the primary instrument for data generation and inquiry (Merriam & Tisdell, 2016; Mertens, 2015) and understood that I was representing the lives of individuals (Agee, 2009). I designed the interest questionnaires, created the interview and observation protocols, and obtained all the documents. An advantage of serving as an instrument is that I was responsive and adaptive by clarifying and exploring responses and

82 checking with participants during the interviews (Merriam & Tisdell, 2016). Serving as the instrument, however, brings biases that can have an impact on the study (Merriam & Tisdell,

2016).

It was important that I recognized the positionality that I brought to the analysis of this study as a researcher (Merriam & Tisdell, 2016). My professional background includes over 10 years working in career centers helping teenagers and adults make career-related decisions.

Interacting within postsecondary environments with various populations, such as veterans, continuing education students, displaced workers, immigrants, international students, alumni, and students with disabilities allowed me to understand student and employer perspectives while navigating the labor market. I strengthened my listening skills as they discussed their excitement and frustration with their professional and career goals. Although I have not participated in

SkillsUSA nor advised a chapter, I am passionate about assisting individuals in finding a career path that best fits their needs. My previous career services experience helped me create rapport with my participants; however, I needed to be careful to not allow my experiences to influence my interpretation of their experiences (Merriam & Tisdell, 2016).

I also want to identify my background. I grew up in a town of about 6,000 people surrounded by cornfields in a valley of the Appalachian mountains. Although the county I grew up in is not considered part of the Appalachia region, the neighboring county is considered part of greater Appalachia (ARC, 2020a). I saw many of my high school classmates struggle to make decisions about what to do after high school. They also experienced feelings of whether to remain in the area or whether they needed to move away to pursue work or school. Those who remained in the area spoke about the limited job opportunities or financial constraints they saw in the area. On the other hand, I saw instances when friends thrived in the community and found

83 ways to secure employment or enter postsecondary environments. Thus, I understand how environment plays a role in future career aspirations.

Finally, I acknowledged that my enthusiasm for helping students identify a career path and my geographic background could create a level of bias. Although subjectivity is not the focus in qualitative studies, my role as a credible researcher relies on my ability to develop strategies to keep such influence from the research process (Merriam & Tisdell, 2016; Shenton,

2004). Throughout the process of data generation and analysis, I kept extensive memos to assist in meaning-making (Miles et al., 2014). Memos allowed me to reflect on my feelings and identify potential personal biases. Triangulation helped reinforce findings in the data rather than relying on my own interpretation of the data. I also reported disconfirming evidence or evidence in contrary to the evidence (Creswell & Plano Clark, 2018). I shared my work with colleagues who were familiar with the topic or the qualitative process (Creswell & Plano Clark, 2018).

These strategies challenged any preconceived notions I had about the participants or the organization and ensured that my findings were supported by the data.

Transferability

Finally, the transferability, or generalizability, is the extent to which findings can be generalized beyond the context of the study (Merriam & Tisdell, 2016). Rich descriptions involving quotes from multiple perspectives were incorporated throughout the findings and conclusion sections, which enhances the ability of the reader to determine the generalizability of the study’s findings (Miles et al., 2014; Patton, 2015).

Ethical Considerations

In order to ethically protect the human rights of participants I completed the process and obtained approval from NC State’s IRB and the individual community colleges before beginning

84 the recruitment phase. I also provided all my participants with human subjects consent forms

(see Appendices J, K, and L) and requested written confirmation once participants had the opportunity to review the form and ask questions. Participation was completely voluntary and participants could withdraw consent for participation at any time. Pseudonyms were given to all participants, and I let participants know how I would protect their confidentiality (Mertens,

2015). My laptop was password-protected to ensure the integrity of the data and a Google folder was stored in my personal NC State Two-Factor Authentication Google Drive to which only I had access (Mertens, 2015). The pseudonyms and their real names were kept in a Google sheet separate from other study files.

I have no pre-existing relationships with these students, advisors, or alumni that would involve issues of power imbalance with these students (e.g., I do not work or teach at the community colleges, nor do I advise any SkillsUSA chapters). I emphasized with students that study participation would not impact students’ academic records or SkillsUSA participation. I also let advisors know that participation (or lack of participation) would not be reported back to their supervisor or community college.

Another ethical concern was that many of the participants knew each other and made references about other individuals in the interviews. They would say, “Oh, I know you interviewed my friend [name] the other day.” I had to maintain confidentiality and tell them I could not verify or deny that I interviewed that person. I also had to make sure to redact specific names or organizations referenced in interviews to protect the confidentiality of places and people not interviewed as part of this study. There were times when participants shared information and asked if this information would be shared with the community college. I

85 reiterated that I would not be associating their specific comments with their name and that pseudonyms would be used.

Interviewing in qualitative research may have unintended consequences, such as participants disclosing personal information or feeling exposed (Sullivan et al., 2012). I let participants know that they did not need to answer questions with which they felt uncomfortable.

One specific ethical concern for this study was that the interviews could bring up emotions related to thinking about future careers or job searching. My task was to gather data (Merriam &

Tisdell, 2016; Mertens, 2015), but I identified information at the two community colleges about career services in case issues or concerns arose during the study (Sullivan et al., 2012). These emotional issues did not arise during the study.

Limitations and Delimitations

Although this qualitative case study provides an in-depth analysis of community college students participating in SkillsUSA, there are limitations that need to be acknowledged.

Limitations are influences that cannot be controlled that present weaknesses and pose validity challenges (Merriam & Tisdell, 2016; Patton, 2015). Although this case study approach allowed for an exploration of two SkillsUSA chapters, the findings from this study may not be generalizable to other institutions. Each community college has their own mission, values, and institutional context that may not be comparable to other community colleges of different sizes or geographic regions. Additionally, participants volunteered to participate in the study, so there may be some attributes among those who self-select to participate in research and those who do not.

This study has self-imposed limits, or delimitations, that reduce the scope of the study

(Merriam & Tisdell, 2016). The participants of this study were delimited to community colleges

86 in North Carolina that have a SkillsUSA chapter. Although SkillsUSA chapters exist at middle schools, secondary schools, and four-year institutions in other states, they are beyond the scope of this study. Selecting students in only one state delimited the ability to explore differences that might exist in other regions of the country. Thus, the study was delimited to students from these two community colleges who participated in SkillsUSA.

Chapter Summary

This chapter described the case study methodology, including the setting, the participants, sampling methods, data generation, and data analysis procedures. Through a theoretical framework of constructivism (Mertens, 2015) and the PWT (Duffy et al., 2016), I was able to gather in-depth perspectives from participants. Two community colleges in North Carolina were used as research sites, from which I explored the perspectives of students, advisors, and alumni.

Criterion sampling was used to select the two community colleges with SkillsUSA chapters and participants within the case (Mertens, 2015). Data were generated through interest questionnaires, semi-structured interviews, and documents (e.g., hometown and county profiles, and demographic and academic information for SkillsUSA members). Observations, field notes, and resumes served as supplemental information to richly describe the community college context and allow me to generate data in a natural setting (Merriam & Tisdell, 2016). Two cycles of coding (eclectic and pattern coding) were used during data analysis procedures (Saldaña,

2016). Measures of trustworthiness, such as triangulation, audit trails, and peer reviews, were described (Merriam & Tisdell, 2016; Patton, 2015). The chapter also included the limitations and delimitations to the study findings and a positionality statement, describing the biases I brought to the study as the primary instrument.

87 CHAPTER 4: INSTITUTIONAL AND PARTICIPANT PROFILES

This chapter provides insight into the institutions and participants of this qualitative case study. There were 31 participants interviewed for this study (13 students, 10 advisors, seven alumni, and one alumnus/advisor). All participants engaged with SkillsUSA at two community colleges in North Carolina. Profiles of the community colleges and participants are highlighted in this chapter (see Tables 4.1-4.5). The descriptions and tables help highlight the voices in this research study and provide context for additional chapters. This chapter also presents composite participant profiles written in first-person narrative, which combine a number of participants’ interview quotations into one story (Todres, 2008; Wertz et al., 2011; Willis, 2019).

Institutional Profiles

This study focused on Catawba Valley Community College (CVCC) and Wilkes

Community College (WCC) in the western region of North Carolina. Both institutions attract students from a similar geographic area in the western region, as they are only 40 miles apart or about an hour’s drive.

Catawba Valley Community College

CVCC is a public, two-year, open-door institution with approximately 4,700 students enrolled in over 50 programs of study (CVCC, 2020). In 2018-19, the annual enrollment was the following: curriculum (3,747), workforce/continuing education (752), and basic skills (219)

(North Carolina Community College System [NCCCS], 2019). Curriculum was made up of general education instruction (2,139 or 45%) and career and technical education instruction

(1,510 or 32%) (NCCCSS, 2019). Based on 2018-19 data, the following demographic information helps provide context for the student body that attends CVCC (IPEDS, 2019).

Females (56%) outnumbered males (44%). The majority of the students at the institution were

88 White (68%), with 12% of students identifying as Hispanic, 7% Black or African American, 7%

Asian, and 6% Other. The majority of students were part-time (63%). Approximately 78% were age 24 or younger.

There were approximately 500 students considered SkillsUSA members during the academic year 2018-19, which is almost 10% of the student body (see Table 7.1). The following descriptive statistics for SkillsUSA participation at CVCC provide context for the group for potential participant recruitment (E. LeGrand, personal communication, November 4, 2019).

There were 323 males (65%) and 177 females (35%). Approximately 73% identified as White, followed by 4% respectively for Blacks and Asians/Pacific Islanders, 4% Other/Unknown, 4%

Hispanic, and 1% American Indian. SkillsUSA members represented 45 different programs of study. Approximately 77% are considered 24 and younger.

Overall, SkillsUSA members were represented by more Hispanics (14% vs. 12%) and

Whites (73% vs. 68%) than the overall CVCC student body. SkillsUSA had a higher percentage of males (65%) than the overall student body population (44%). SkillsUSA members represented

45 out of 50 programs of study available at CVCC and were similar in age.

Wilkes Community College

WCC is a public, two year, open-door institution with approximately 3,000 students enrolled in over 35 programs of study (WCC, 2019a) at WCC. In 2018-19, the annual enrollment was the following: curriculum (2,176), workforce/continuing education (571), and basic skills

(232) (NCCCSS, 2019). Curriculum is made up of general education instruction (1,049 or 35%) and career and technical education instruction (1,085 or 36%) (NCCCSS, 2019). Based on 2018-

19 data, the following demographic information helps provide context for the student body that attends WCC (N. Fogel, personal communication, December 16, 2019). Females (59%)

89 outnumbered males (41%). The vast majority of the students at the institution were White (85%), with 8% of students identified as Hispanic or Latino, 3% Black or African American, and 4%

Other. The majority of students were full-time (65%). The average age was 24.6 years old.

There were 101 SkillsUSA members during the academic year 2018-19 (see Table 7.2).

The following descriptive statistics for SkillsUSA participation at WCC provide context for the group for potential participant recruitment (N. Fogle, personal communication, February 4,

2020). There were 80 males (79%) and 21 females (21%). Ages of participants ranged from 19-

24 years with a mean age of 21.5. Full-time students represented 56%. Approximately 34% of

SkillsUSA members received Pell Grants. Approximately 77% identified as White, followed by

11% Other/Multi/Unknown, 9% Hispanic, and 2% Black. Members represented 17 different programs of study.

Overall, SkillsUSA members were represented by slightly more Hispanics (9% vs. 8%) and Other/Multi/Unknown individuals (11% vs. 4%) than the overall WCC student body. There was a lower percentage of Whites (77% vs. 85) and Blacks (2% vs. 3%) than the overall student body. SkillsUSA had a higher percentage of males (79%) than the overall student body population (41%). SkillsUSA members represented 17 out of 35 programs of study available at

WCC. SkillsUSA members were slightly younger than the overall student body population (21.5 vs. 24.6). Students who participated in SkillsUSA at CVCC and WCC were similar in regard to gender identity (male) and race/ethnicity identity (White). The average age of participants at

CVCC was slightly older than students at WCC (23 vs. 21) and had a wider range of ages.

Participant Profiles

I provide demographic, academic, and membership information for the 31 student, advisor, and alumni participants in this study (Tables 4.1 to 4.5). All participants are represented

90 by pseudonyms in the study. CVCC had 18 total participants (six students, six advisors, and six alumni), and WCC had 13 total participants (seven students, four advisors, one alumnus, and one advisor/alumnus).

Student Participants

There were seven students from WCC and six students from CVCC. Table 4.1 presents the student participants’ demographic information. Twelve of the 13 student participants are originally from North Carolina. The majority of students are from the town or city in which the community college is located or within a 35-minute drive of the community college. Students’ hometowns ranged in size. Six students are from towns with populations less than 5,000 people:

Wilkesboro (3,478), Yadkinville (2,899), and Taylorsville (2,174) (U.S. Census Bureau, 2018a).

Five students are from Hickory (40,925) with a population under 50,000 people (U.S. Census

Bureau, 2018a). Two students are from hometowns classified as unincorporated and had no official U.S. Census Bureau data (i.e., Boomer and Millers Creek). The students were between the ages of 18 and 31 during the time of the interview. The majority of students identified as male (7) and White (11).

Table 4.1. Student Participant Demographic Information.

Pseudonym Institution Hometown Age Gender Identity Race/Ethnicity

Fred WCC Wilkesboro, NC 18 Male White

Braden WCC Wilkesboro, NC 19 Male White

Callen WCC Boomer, NC 19 Male White

Ruth WCC Yadkinville, NC 19 Female White

Colin WCC Millers Creek, NC 20 Male White

Marcie WCC Wilkesboro, NC 24 Female White

91 Table 4.1. (continued).

Hannah WCC Taylorsville, NC 28 Female White

Elijah CVCC Taylorsville, NC 18 Male White

Riley CVCC Hickory, NC 18 Male White

Taylor CVCC Born in Conover, NC, but 19 Male Hispanic raised in Hilton, Head NC. Moved to Hickory, NC when 16.

Kenzie CVCC Hickory, NC 20 Female White

Jillian CVCC Hickory, NC 22 Female Hispanic

Erin CVCC Hickory, NC 31 Female White

Table 4.2 presents the student participants’ academic and SkillsUSA information. Nine were enrolled at the community college on a full-time basis. Eleven were enrolled in an associate degree program, one student was enrolled in an Associate in Arts program, and one student participated in an apprenticeship program. Students represented a variety of program of studies with architectural technology and diesel and heavy equipment enrolling two students each. Seven students were expected to graduate in 2020, three in 2021, two in 2022, and one was debating between graduating in 2021 or 2022. All students participated in SkillsUSA for at least two semesters, with one student who participated for more than eight semesters.

92 Table 4.2. Student Participant Academic and SkillsUSA Information.

Pseudonym Status Degree Program of Expected Duration of Study Graduation Involvement Fred Full- Associate in Diesel and May 2021 5-6 Time Applied Heavy or 2022 Semesters Science Equipment Technology

Braden Full- Associate in CNC May 2021 3-4 Time Applied Machining Semesters Science Technology

Callen Full- Associate in Diesel and May 2021 5-6 Time Applied Heavy Semesters Science Equipment Technology

Ruth Full- Associate in Engineering 2022 More than 8 Time Applied in Robotics, Semesters Science Aviation, and Mechatronics Technology

Colin Full- Associate in Applied May 2020 2 Semesters Time Applied Engineering Science Sciences

Marcie Part- Associate in Architectural 2020 3-4 Time Applied Technology Semesters Science

Hannah Part-Time Associate in Architectural May 2020 3-4 Applied Technology Semesters Science

Elijah Part- Associate in Marketing May 2021 5-6 Time Arts with a focus Semesters on Sales

Riley Full- Apprenticeship Mechatronics 2022 2 Semesters Time Program

93 Table 4.2. (continued).

Taylor Full- Associate in Computer May 2020 2 Semesters Time Applied Integrated Science Machining Technologies

Kenzie Full- Associate in Photographic May 2020 7-8 Time Applied Technology Semesters Science

Jillian Full-Time Associate in Advertising 2020 3-4 Applied and Graphic Semesters Science Design

Erin Part-Time Associate in Accounting May 2020 7-8 Applied Semesters Science

Alumni Participants

There were six alumni from CVCC, one alumnus from WCC, and one alumnus/advisor from WCC. Table 4.3 presents the alumni participants’ demographic information. Five of the alumni participants are originally from North Carolina; the remaining two moved to North

Carolina around the age of 10 or 11. All the alumni are from towns within a 30-minute drive of the community colleges or from the town or city in which the community college is located. One alumna is from a community with less than 1,000 people: Catawba (620) (U.S. Census Bureau,

2018a). One alumnus is from a town with a population of less than 5,000 people: Wilkesboro

(3,478) (U.S. Census Bureau, 2018a). Four alumni are from cities with populations under 50,000 people: Hickory (40,925), Newton (13,129), and Conover (8,400) (U.S. Census Bureau, 2018a).

The alumni were between the ages of 18 to 38 during the time of the interview. Six alumni identified as male and all identified as White. Currently, three of the alumni are attending a four- year institution, four are currently employed full-time, and one is taking a gap year. All remain in

94 the area, with the exception of three of the individuals who attend school about 2-2.5 hours away.

Table 4.3. Alumni Participant Demographic Information.

Pseudonym Institution Hometown Age Gender Current Institution or Job Identity Lyle CVCC Hickory, NC 19 Male Western Carolina University

Selena CVCC Born in 19 Female Taking a Gap Year Spartanburg, SC and moved to Hickory, NC at age 10/11

Harper CVCC Born in 21 Female Graphic Designer and Stroudsburg, PA Instructor and moved to Catawba, NC at age 10

Emmett CVCC Conover, NC 21 Male Payroll Department at Company

Gatlin CVCC Hickory, NC 22 Male Western Carolina University

Zayd CVCC Newton, NC 38 Male University of North Carolina – Chapel Hill Anderson a WCC unknown 25 Male Wilkes Community College

Boone WCC Wilkesboro, 38 Male Drafting Department at NC Company

Note. All alumni identify as White. a The alumnus is also an advisor of SkillsUSA at WCC.

Table 4.4 presents the alumni participants’ academic and SkillsUSA information. Seven were enrolled at the community college on a full-time basis. One alumnus started full-time and

95 later switched to part-time status. All alumni graduated between 2012 and 2019 and received an associate degree. Alumni represented the following academic programs: graphic design, psychology/political science, science, arts, communication, and architectural technology.

Duration of involvement ranged from two to more than eight semesters.

Table 4.4. Alumni Participant Academic and SkillsUSA Information.

Pseudonym Status Degree Program of Study Graduation Duration of Involvement Lyle Full- Associate Communication Unknown 7-8 Time degree Semesters

Selena Full- Associate in Arts May 2019 5-6 Time Arts Semesters

Harper Full- Associate in Graphic Design May 2018 3-4 Time Arts Semesters

Emmett Full- Associate in Entrepreneurship May 2016 7-8 Time and Applied Semesters Switched Science to Part- Time

Gatlin Full-Time Associate in Science 2016 More than 8 Science and Semesters Transfer Credits

Zayd Full-Time Associate in Psychology and May 2018 3-4 Arts Political Science Semesters

Anderson a Full- Associate in Diesel and 2015 2 Semesters Time Applied Heavy Science Equipment Technology

Boone Part-Time Associate in Architectural May 2012 2 Semesters Applied Technology Science Note. a The alumnus is also an advisor of SkillsUSA at WCC.

96 Advisor Participants

There were six advisors from CVCC, four advisors from WCC, and one alumnus/advisor from WCC. Table 4.5 presents the advisor participants’ demographic and SkillsUSA information. The advisors were between the ages of 25-64 during the time of the interview.

Seven advisors identified as male and all identified as White. One advisor had just started advising, while four advisors had advised for more than eight semesters. All the advisors are employed by the community colleges, and nine are faculty members. They advise students in the following fields: health, transportation, business, and advertising/graphic design fields. Their specific program affiliation was not included in the table to help protect confidentiality, as some advisors were the only advisor for that program area.

Table 4.5. Advisor Participant Demographic and SkillsUSA Information.

Pseudonym Institution Age Gender Duration of Identity Involvement Beckett CVCC 28 Male 7-8 Semesters

Jasper CVCC 45 Male 5-6 Semesters

Ivy CVCC 46 Female 7-8 Semesters

Celia CVCC 54 Female More than 8 Semesters

Sky CVCC 56 Female 5-6 Semesters

Asher CVCC 64 Male More than 8 Semesters

Anderson a WCC 25 Male Less than 1 Semester

Axel WCC 56 Male More than 8 Semesters

Darby WCC 60 Female 5-6 Semesters

97 Table 4.5. (continued).

Bishop WCC unknown Male 1-2 Semesters

Bradford WCC unknown Male More than 8 Semesters

Note. All advisors identify as White. a The advisor is also an alumnus of SkillsUSA from WCC.

Composite Profiles

Composite first-person narratives are a unique way to represent qualitative data (Todres,

2008; Wertz et al., 2011; Willis, 2019). Composites combine multiple participants’ interview quotations into one story presented as a single individual (Willis, 2019). The voices of participants are blended with the researcher and emphasize the connectedness between readers, researchers, and participants (Wertz et al., 2011). The composite narratives were constructed from the common features identified in the experiences of the student and alumni participants in each composite. Composites have been used in fields such as psychotherapy (Blundy, 2017) and health (Wertz et al., 2011). While composite narratives have been used with vulnerable groups

(Lawthom & Kagan, 2016) or with high-profile interviewees to protect anonymity (Willis,

2018), they also can build understanding of particular people and groups in ways that are accessible to a variety of readers (Taber, 2013).

I provided the rationale for my decision and process to develop composite narratives as reflective stories. Then I presented the composites for student and alumni with a focus on what it means to be a participant of SkillsUSA, a career and technical student organization, at a community college. Advisors, while influential for students, were not included in the composite profiles. Each of them had very specific experiences within their program that made it difficult to

98 develop into one overall composite story. Findings from the 11 advisors were included in the scholarly manuscript in chapter five.

Qualitative researchers select and arrange data in order to interpret and analyze the data

(Miles et al., 2014). I interviewed 21 students and alumni, but I wanted to find a qualitative approach that combined the richness of data, kept confidentiality of the participants, and made the information easy to read. Creating stories based on individual accounts is one way to do this, as they are useful and accessible to non-academic audiences (Willis, 2019). While I provided participant demographic and academic information with tables (see Tables 4.1-4.5) of categorizations such as gender, age, and program, this information did not allow a reader to know what it means to be a member of SkillsUSA. I wanted to provide rich qualitative data in a way that informed practitioners, researchers, and policymakers about how students and alumni experience SkillsUSA (Watson, 2011). One could easily dismiss the narrative as overly simplistic, but I established a process to make sure the composites accurately represented the data. My process for creating the composites involved four steps to ensure there was a clear process between the interview transcripts and the first-person narratives.

1. Each composite is based on transcripts from interviews.

2. Quotations are used from the student and alumni interview transcripts. I removed or

changed identifying details and linked some quotations together with my own words,

phrases, or explanatory sentences. I kept grammar as spoken from the participants but

removed any repetitive or filler words (e.g., like, umm, kinda, you know) to help with

readability. These excess words were picked up in the transcription but were not

necessary to convey the participant’s perspective. These composites are stories; thus,

quotations are not associated with specific pseudonyms.

99 3. I avoided imposing any opinions or judgements in the narratives themselves.

4. I acknowledge that as a researcher I had to make choices about what quotations

would be used in the composites. At least one quote from each of the participants is

used, and no participant is quoted more than four times. While these groupings were

selected as the final composite narratives, the narratives could have been combined in

several different ways.

Following this approach, I created four composite narratives. All composite characters and community colleges are fictional. Composite profiles do not represent the experiences of any one participant, nor do they communicate that all participants had the same experience. ‘Rory’ is a composite of nine student participants from Catawba Valley Community College (CVCC) and

Wilkes Community College (WCC) and is considered a full-time student. ‘Arden’ is a composite of four student participants from CVCC and WCC and is considered a part-time student. ‘Quinn’ is a composite of four alumni participants from WCC and CVCC who are working full-time.

‘Bailey’ is a composite of four alumni participants from CVCC who are attending a four-year institution or taking a gap year and applying to four-year institutions. I created composites that showcase five themes common to what a SkillsUSA participant might experience: introduction into the SkillsUSA chapter, involvement in the chapter, competitions at state and national competitions, influence on career and technical education (CTE) fields, and opportunities that opened up as a result of SkillsUSA participation. The composites help the reader understand what it is like to be a student or alumni participant in SkillsUSA at a community college.

Rory – A Full-Time Student

Rory is a composite of nine students participants from CVCC and WCC. Rory is enrolled on a full-time basis and is pursuing an associate degree.

100 Being Introduced to the SkillsUSA Chapter

I would not have believed you if you told me that SkillsUSA would make such a difference in my community college experience. I probably would have laughed. I thought I would come to the community college, finish my program, and move on. For my community college experience, it’s done a whole lot. I can’t even imagine what my schooling would have been without it. It’s been so integrated into my entire study and everything, that it’s really become an integral part. I can’t even think of anything without it.

I actually participated in SkillsUSA in high school. I took four years of automotive classes. And my automotive teacher was the SkillsUSA advisor for my school. It kind of has an influence because in high school, SkillsUSA changed my life. I fell in love with SkillsUSA and competing and learning new things. I wanted to continue that through college because I knew the benefits from it and how it could continue to affect my life for the better. So the fact that the community college is really big into SkillsUSA, it did determine a big factor into me going there.

I also heard that it looked good on resumes, and I heard that it was a good way to test yourself to see if you were actually good in the field. I mean, a couple friends of mine signed up with an advisor. My advisor made a difference. He’s really big into 3D printing. And he got me into that.

I took his modeling classes, and he said I excelled at it, and that I should try this. My team member partner and I both love doing what we did. And we actually got to the national level. I guess that is how I initially became involved.

Staying Involved in the SkillsUSA Chapter

I am not sure why I stayed involved with SkillsUSA. I could have quit, but I didn’t. I don’t really know. It’s just kind of fun to see what people can do. My peers really make a difference. I love the people; the people are just wonderful. Just being able to do events through

101 SkillsUSA. I heard most people talk about the competitions. I was very intrigued and very curious about what more they do because I know for me it was more than a competition. And then once I got there, I really saw everything that SkillsUSA did with welding and just seeing the list of all areas that you can compete in. I was very impressed and very, very thankful that I gave it a good shot. I know SkillsUSA is a big part of several things. There are other activities the organization sometimes offer in leadership, community service, and professional development. I know my advisors nominated me or suggested me for the leadership program. We held a leadership workshop a few times. And I’ve tried to do it but sometimes I can’t find time to fit that in. I’m involved in so many different clubs now. My friend though is an officer. My friend said, “As a regional officer, some things that I put into initiative was planning meetings, when we were going to practice our opening and closing ceremonies. Making sure everybody was doing their part and work into it. Because it’s not something that you can just walk in and expect to do nothing because you’re not gonna really get anywhere. You’ve got to want it and you’ve got to put your own work in it.”

I’ve done one or two community service projects. We have Skills for Skills at our community college. That’s a craft show that helps the local community get involved with selling crafts and that takes place down at the complex. And so the community gets together. There’s a bake sale as well. And the funds help fund the chapter for SkillsUSA. I know that we’ve done a food pantry before. But we also help with the different activities volunteering for the celebration of nations where it’s ethnic groups coming together. The community college offers different activities you can do as part of being a member of SkillsUSA.

102 Competing at State and National Competitions

The stage was set. Thousands of students and advisors filled the auditorium. Lights were beaming across the audience. Music was blaring. The atmosphere was electric. This was the scene at the national SkillsUSA awards ceremonies where medals were distributed to students representing the best career and technical education students in the state and nation. And it’s hard to explain the essence of it, but the main part of SkillsUSA is trying to make it to state and national competition. Competitions are a good way to test yourself in the field. I didn’t realize how big it was. I mean, everything from art, to nursing to, to construction, and law enforcement.

It was all there under 22 football fields at the National Leadership and Skills Competition

(NLSC). You know, my first year I went to Louisville, Kentucky for the NLSC, we didn’t know what to expect, or what we were going to be getting into.

For me, going and competing makes me feel I’m learning something. It is a good way to test yourself to see if you were actually good in the field. So it was a real learning experience paying attention to the details that they put in your blueprints. It taught me a lot going on and competing. And then you had timeframes you had to do stuff. It showed you how to manage among your team more efficiently. It’s very cooperative. It’s kind of the odd man out. That’s what kind of stands out to me. It’s a group. Really the biggest thing is time management for us because we were timed when getting our project done, but it was definitely a great learning experience. Also, some of my friends had never been outside the state before. They got to see a different part of the country when traveling to compete in nationals. It was fun but competing can be stressful and overwhelming at times. It is very grueling and long hours. During the nationals week, you are pretty much at the exhibition hall all day. I didn’t really sleep at all. The thing that surprised me was that the judges seemed to want to be at the events. The people who

103 were conducting the examinations were fun to be around, and they had smile on their face. They looked happy to be there. They were there because they wanted to be there.

Influencing Career and Technical Education Fields

SkillsUSA helped me think about my future career a bit more. SkillsUSA didn’t necessarily influence me entering a career and technical education (CTE) field. I already knew what field I wanted to go into when I started community college. Growing up, we would race motorcycles so we were always having to do maintenance on them ourselves. I decided whenever I started working in high school about what I wanted to do. But I took the automotive classes in high school, and I chose to carry it over into college because it was something that I fell in love with. And I wanted to continue doing it, because I knew it was something I was really good at. And I understood it very well. So that that kind of helped a lot into choosing what I was doing. It also influenced my thoughts about innovation. It persuaded me to or influenced me to learn more about programming. It makes me look forward to what we have coming and how we can be creative. There’s always a new, innovative design or a new type of machine that’s coming out, and we may using these types of machines.

My friend has a different perspective and told me, “It definitely influenced me. Yeah, I wanted to be a cook before I started SkillsUSA. It started my love for engineering.” So I think it depends on the person. I will probably be looking for work locally after I finish my program. I don’t really want to move off anywhere. If I have to drive 45 minutes or so to get a job or something that’ll be fine. I want to get a job with decent pay. I’m not trying to start out making a ton of money but rather get a job where I can afford to have my own house and not struggle.

Getting a job that offers benefits and insurance is a big thing for me, especially when you are

104 working in a shop. Mainly, I would like to be able to work and make a living and take care of my family.

Opening Up Other Opportunities

I had a lot of fun doing SkillsUSA, and it’s opened up opportunities for me.

They have the expo set up, and I talked to the employers. And some of the pay they offered, it kind of opened my eyes. They had applications laid out there if you were interested. It opened up a lot offered opportunities for us as students. I’m definitely connecting with not only community leaders but with career professionals or professionals that are in my field and other fields that I’m interested in. You really get the opportunity to connect and gain experience from them, talk to them, and sit down. They have made that time to come and connect with you. For example, it wasn’t our entrepreneurship team, but one of the other teams, they had gotten connected with an angel investor for their business, and they helped them start their business after the competition ended. And it went on from there. I learned something new every single time I competed. I walked in there not knowing what it was and then learning it by the time I went out. I feel I accomplished something.

Arden – A Part-Time Student

Arden is a composite of four student participants from CVCC and WCC. Arden is enrolled on a part-time basis and working on an associate degree.

Being Introduced to the SkillsUSA Chapter

Although some of my friends participated in high school, I didn’t hear about SkillsUSA until I came to community college. I was on campus for two years before I heard about it. And the chairman of the board had mentioned SkillsUSA to me and that was really the very first time

I’d ever heard of it. And then as I was doing well in my classes and getting deeper into my

105 program, I was approached by one of the deans to participate in the entrepreneur side because they were trying to put together a diverse group. Once I got my feet wet, I just kind of dove right in, but that was how I really had heard about it. I was invited to come to a meeting and talk about something or talk about it to see if I would be interested. And it sounded interesting. And then I just kind of got bit by the bug and been in it ever since.

Staying Involved in the SkillsUSA Chapter

I could have quit, but I felt like staying involved after the first semester I was in it. I stayed involved because it was a good opportunity. It was SkillsUSA. They present opportunities and it’s the experiences that you get see all the new people that you wouldn’t really meet at your community college. We participate in some other things as part of the organization that are not competitions. We are assisting the advisors and making sure that we have students to help cover events that are on campus. For instance, we have fall flings where different clubs set up tables.

So we’ll set up a table and have information about the organization, and then we actually interact with the students and try to reach out to new students.

And then we do a lot of different community service projects throughout the year. And we’re trying to push it to where it’s a year-round thing instead of just fall and spring, trying to really focus on making it a year-round thing so that everybody’s kind of able to get involved at some point. But we really partner with the instructors to take it a step further, because they can only do so much before they have to stop working and start teaching or get to other meetings.

They have actual positions here at the college. So we pick up where they may not be able to, to go forward. So often times I’m reaching out to students, “Hey, I need somebody at this event from this time to this time, can you do it? Or hey, we’re doing a drive for this. Can you help push

106 flyers in the community to get the word out?” So stuff that the advisors don’t necessarily have the opportunity to do.

I know some students do not really do as much besides competitions. I don’t think the

SkillsUSA at our community college does a lot of leadership because we already have an excellent leadership program outside of SkillsUSA at our college that I’ve participated in. They have presidents for the chapter, but that’s too much effort for me. I’m getting older. I don’t want that requirement.

Competing at State and National Competitions

It was a privilege to go to states. They usually only take the top of the class. So it’s an honor, I guess for you to be invited. Because they want somebody that’s going to be responsible, that’s going to showcase our school and our attitudes, and how we respond to certain things.

I think there’s a lot that goes on at nationals. It’s different when you go to state level. It’s kind of small. Once you go to nationals, you understand. You can talk about it all day long, but it’s a completely different experience from talking about it or hearing about it, versus seeing it.

Nationals blows your mind.

Competing is important because it’s a job interview. You have turn in your resume. So when we go there, we have to turn in our artwork and display ourselves. For graphic design, you turn in a portfolio when you go to the interview. How are you going to handle this pressure in this field? Can you handle this? If you can handle this then you’re going to succeed in this.

That’s kind of how I think of it ,but I wouldn’t change nothing. I felt challenged. And it made me want to do my best thing. So pretty much being in a competition with a bunch of the people that could be better or worse than you goes in your head a little bit and inspires you to do better. It’s a great opportunity to step out and do something.

107 Influencing Career and Technical Education Fields

Before SkillsUSA, I probably never would have gotten into more videography. And after experiencing that and really getting into it, I absolutely love it. That would definitely make me look forward to maybe participating or looking into a career in that field now. Same with entrepreneurship. I’m not a business major by any means. But if I had an opportunity to participate in even creating my own business and freelancing and all that, I would totally do it, and I have the confidence now to actually take on the endeavor because of Skills and in participating in the entrepreneurship competition. One of my friends told me that Skills really didn’t influence their future career. They said, “I mean, personally, I don’t think Skills is the reason behind why I chose what I’ve done. I think that’s just more on a personal aspect of life.”

Opening up Other Opportunities

I’ve done stuff with Skills I never would have done before. I’ve done an interview on national radio, never would have done that before. It was a craft show that we were doing for our fundraiser. And the Dean comes up to me and goes, “Hey, you want to do an interview? I say,

“Sure.” “Okay, I’ll let him know.” I had five minutes to prepare for an interview on the radio. So you learn to think on your feet. I’m just expecting to help do whatever they need me to do.

Overall, I wouldn’t be where I am today without SkillsUSA. And it’s odd for me to think where I would be if I wouldn’t have found SkillsUSA. And so the big agenda is always tell people about SkillsUSA, get them involved, and reach out to them because I know it’s changed my life, and it’s changed hundreds of thousands of people’s lives. I know it has the potential to change more.

108 Bailey – Alum Attending a Four-Year Institution

Bailey is a composite of four alumni participants from CVCC who are attending a four- year institution or taking a gap year and applying to four-year institutions. Bailey graduated from community college with an associate degree and is currently attending a four-year institution.

Being Introduced to the SkillsUSA Chapter

SkillsUSA was not anything on my platform at all. I’d never even heard of it going into community college. I was there a semester and had never heard of it. At that point time I was in a debate class. That’s when they presented us with the option to go to the SkillsUSA competition over in Greensboro, and that’s how I got involved. That was the beginning. Around that same time I got stopped in the hallway by one of my friends who was the president of the club at the time and said, “Hey, do you want to do customer service? We need more people.” “Yeah, sure,

I’ll do it. I needed more extracurriculars.” And I didn’t really understand the full grasp of what I was getting into until I went to a state competition. And then I was instantly hooked. Once you’re at a state competition, you see all these people working together for the same cause. All types of people just like myself.

Staying Involved in the SkillsUSA Chapter

At first, I was having fun with it. Then I was taking on more responsibilities at the chapter. I enjoyed whatever I was doing. The advisors are people to be around. They were starting to be like family. You get to know all the other officers and all the other people in

SkillsUSA. You get to hang out and start to be friends. So it became a close-knit community after my first year, and so I just didn’t ever feel like dropping out of it. I stayed involved because of my background where I just came from and needing different skills. SkillsUSA also allowed me to interact with the administration on a higher level.

109 I also stayed involved because of the leadership with the teachers and the community.

The advisors were the most helpful people in the entire world. They would constantly be there for you if you needed them, whether it was with SkillsUSA, or if it was academically or socially.

Whatever you needed them for, they were always there for you. I really liked that it felt like no matter where you came from or what your background was or what you enjoyed doing, we could all bond over something. SkillsUSA meetings became one of my favorite things to go to throughout my time, because it constantly gave me something to look forward to. And we’re constantly looking for ways to help the community or serve others and constantly planning events that are going to happen and so that definitely kept me involved.

Competing at State and National Competitions

It takes many months to prepare for competitions. We meet a couple times a week in

February. And so it ramps up exponentially. Then we’ll meet about half of the week in March.

And then as soon as April hits, we’re going every day. If we make it past states then we’re definitely going every day. In fact, we’re meeting most of the afternoon every day. And then we go to nationals.

I don’t know how to describe nationals. It’s just massive. It’s huge, and there’s so much to do and so much to see. For two years in a row now I don’t know that I fully have seen everything. And so it’s definitely crazy. Another big thing is people everywhere have these little pins with our states on them. And so people go crazy trying to trade pins for other states, but that’s the fun aspect of it.

Influencing Career and Technical Education Fields

SkillsUSA didn’t influence what type of career I went into, because I went into science, but it did influence how I wanted to be educated. It influenced that I didn’t want to work with my

110 hands and that was a major component. Once I saw that it wasn’t all classroom or come in, take this test, get a lecture, and leave, my focus shifted to lab components. Even for science, I demanded that I wanted to be in a lab, and I wanted to do research. My friend has a different story. They definitely think SkillsUSA has influenced their decision to pursue CTE fields. They told me, “Because I’ve seen all the different careers that people have had. I have some friends that are several years older than me. They’re using the stuff that they participated in SkillsUSA for their careers now as they’re just getting out of college, and they’re starting to enter the workforce and live on their own.”

Opening Up Other Opportunities

I think being able to have SkillsUSA on my resume is beneficial. It’s a good talking point because if people aren’t familiar with career and technical students organizations then they won’t understand what SkillsUSA is. Employers saw that on my resume. They said, “Oh, could you explain what SkillsUSA is?” I think it’s a good talking point to share my experience in

SkillsUSA. I actually started a chapter at a four-years university that was 100% on my own. And not a lot of people thought that a university chapter could be started. After I left community college, I thought my journey wasn’t done in SkillsUSA. I knew it wasn’t. So at the time, I was wanting to be a state officer. I wanted to transition to leadership and wanted to see other experiences with SkillsUSA. So I started a chapter at the university in order to do that. Also it’s nice to know that I can still participate in the competitions because I’m a student who started

SkillsUSA at my four-year institution.

111 Quinn – Alum Currently Working

Quinn is a composite of three alumni participants from WCC and CVCC who are working full-time. Quinn graduated from community college with an associate degree and currently has a full-time job.

Being Introduced to the SkillsUSA Chapter

So we first heard about it when I was a first-year student from the program head over graphic design. They came into our class and said, “Hey, we competed in this last year, and it’s really being pushed with the school, and we would like to know if anyone would be interested in it.” Well, that year though, it turned into an actual class project to design a SkillsUSA t-shirt and a SkillsUSA pin. We designed these t-shirts and then they picked the best ones. Mine was really good as well as two other students’. So they took three t-shirts and three pins and we went to states. So the advisors were really the ones who introduced all the students to SkillsUSA. We constantly talk about how great SkillsUSA is for the graphic design department and how involved we get. We have a lot of students who end up going. So it’s really cool. My friend was coached into it from the advisors at community college. They asked them if they wanted to compete by showing off or demonstrating what they learned. Students were eager to participate.

Staying Involved in the SkillsUSA Chapter

We do several different type of fundraisers throughout the year to help fund the program.

So we are all involved in that.

Competing in State and National Competitions

Oh, there were many times I wanted to quit. Competing was probably one of the most stressful times because you’re basically locked in a room with two of your best friends for a summer. We were working hard. It was the summer right before we went to college so it was not

112 something that we wanted to necessarily be doing 24-7. And that was one of those times I wanted to quit. But at the same time, I had this new and exciting entrepreneurship business where I was able to learn about basic business techniques and how to write a business plan. So I basically gave up a free summer. I heard stories of the kids who went to nationals. But then I actually went. It’s just so cool that you get to see all these other kids from other states who are just as nerdy as you are in this exact degree.

Influencing Career and Technical Education Fields

I already knew what I wanted to do before I joined SkillsUSA. I don’t know if it had an influence on me toward my career path. I think it was more of me just showing off in a different way other than taking a final exam at the end of the semester. It gave me another opportunity to show my skills off to the nation. My friend thought it did influence them though. It was more with the leadership side of Skills USA, because there can be two sides of SkillsUSA--very career and technical sides with masonry, auto mechanics, and things like that. But then you have the other sides of leadership and public speaking.

Opening Up Other Opportunities

I know that there are some employers who didn’t know what Skills was until I explained it to them. I think it’s probably opened up some job opportunities for me. And so I think that definitely helped. It showed a lot of leadership and growth, and it showed everything that colleges look for in a candidate. I think it opened up the job that I have now because without the skills that I was taught in SkillsUSA I don’t know if I would have been as confident to even go apply for a job. So that definitely played a huge part in it.

It is overall very positive. It gave me the opportunity to travel some, which was fun. It exposed me to various things that I probably would not have been exposed to without the

113 experience, so for me, SkillsUSA ranks pretty high. I enjoyed my time, and I have fond memories of being part of the organization. It helps you grow connections, whether they’re future connections with employers or just friendships. It’s just a really good opportunity to get involved with your school and learn more about the specific field that you’re studying.

Chapter Summary

This chapter provided descriptive demographics and profiles for the institutions and participants involved in this study as well as composite narratives of the participants. The composite stories of Rory, Bailey, Quinn, and Arden draw on the experiences of 21 students and alumni who participated in SkillsUSA. While all participants attended or worked at a community college in western North Carolina, each participant had a unique story to tell about their experience in SkillsUSA. It is not intended to be generalizable to all postsecondary students who participate in SkillsUSA, but the use of composite characters informed readers about the participants’ lives (Watson, 2011).

Looking Ahead

The remaining chapters of this dissertation are presented as two scholarly manuscripts and two impact briefs for future publication and dissemination. The pieces are intended to stand alone, but they all addressed research questions relating to the experiences of students, alumni, and advisors participating in SkillsUSA at the postsecondary level. Both manuscripts included introductions, literature reviews, theoretical frameworks, methodologies, findings, discussions, and implications written specifically for academic peer-reviewed journals. The two impact briefs are for distribution to the community colleges. I provided rationale for the format as well as a brief summary of the structure for the pieces that resulted from this research.

114 My reasons for including these pieces were twofold. I will submit the manuscripts for peer review with the goal of a future publication. Even though a dissertation shares new knowledge, a traditional five-chapter format may not be the best format for doctoral candidates who wish to publish their research in journals (Duke & Beck, 1999). Thus, I have purposefully followed the submission guidelines of two academic journals to decide the most relevant findings for scholars and practitioners in the field. I will incorporate revisions suggested during the dissertation defense before submitting the final manuscripts to the journals. I also committed to providing impact briefs to the community colleges to more readily inform practice.

Administrators at the community colleges were generous with their time and support in sharing information about their campuses and helping me recruit participants. Reading about the study in a brief format will be easier than trying to skim through a dissertation. I will be doing more of this style of writing after I complete my degree.

Chapter five is a scholarly manuscript written to the specifications of the submission guidelines for the Career and Technical Education Research Journal. The journal accepts empirically-based manuscripts that report the results of original research (Career and Technical

Education Research Journal [CTER], 2020). Given that the primary audience is scholars and researchers with interests in the connection between education and work, my research around a career and technical student organization at community colleges closely aligns with the journal’s particular interest of receiving manuscripts that relate to this area (CTER, 2020). This manuscript addressed two main research questions and uses data sources from interest questionnaires, student and advisor interviews, and documents. The manuscript described how Duffy et al.’s

(2016) The Psychology of Working Theory (PWT), a relatively new career development theory, was applied to answer the research questions.

115 Chapter six is a scholarly manuscript written to the specifications of the submission guidelines for the Career Development Quarterly. I selected this journal because it publishes articles related to individual and career development issues (National Career Development

Association, 2020). The article is a shorter manuscript, addressing two research questions based on interest questionnaires and interviews with the alumni participants.

Finally, I elected to include two impact briefs in chapter seven for use by the community colleges. Impact briefs are typically two to eight pages in length. Recommendations were provided in the briefs to help inform practice for the individual SkillsUSA chapters.

116 CHAPTER 5: EXPLORING SKILLSUSA PARTICIPATION AMONG

POSTSECONDARY STUDENTS AND ADVISORS

This scholarly manuscript was written to the specifications of the submission guidelines of the Career and Technical Education Research Journal (CTER) in mind. My research around

SkillsUSA, a career and technical student organization (CTSO), at two community colleges closely aligns with the journal’s interest of receiving manuscripts that relate education and work

(Career and Technical Education Research Journal [CTER], 2020). The CTER’s guidelines are an abstract of 150 words or less and a full manuscript length of no more than 30 double-spaced pages, excluding references and tables (CTER, 2020). This article addressed two main research questions and used data from interest questionnaires, student and advisor interviews, resumes, and the U.S. Census Bureau.

The manuscript includes an introduction and theoretical framework section, an overview of the literature and methodology, an exploration of the six themes I identified from my data that relate to the research questions, and a discussion about why the themes are significant. The themes are: (a) Trading Pins - Geography Matters; (b) 102 Competitive Events – Learning About

Jobs; (c) Tools for Life – Overcoming Obstacles; (d) Stepping Up to the Podium – Taking

Initiative; (e) The Spectators’ Applause – Receiving Support; and (f) Show Me the Gold -

Investing in Success. I explore areas where findings map onto my theoretical framework, the

Psychology of Working Theory (PWT) (Duffy et al., 2016). I also provide limitations, implications, and avenues for future research for the journal’s primary audience of scholars and researchers. All citations in the manuscript are listed at the end of the full dissertation in one main references section.

117 Abstract

Researchers have investigated career and technical student organizations (CTSOs) more at the secondary level than the postsecondary level. This qualitative case study investigated how

SkillsUSA participation influenced community college students’ preparedness for the workforce and connection to campus. SkillsUSA is one of 11 CTSOs funded by the U.S. Department of

Education. Data were gathered from interest questionnaires, interviews, resumes, and from the

U.S. Census Bureau. Using the Psychology of Working Theory (PWT) to frame the study, findings revealed that while hometowns impacted access to job opportunities and industries,

SkillsUSA participation influenced students’ work choices, initiative, and confidence in overcoming obstacles. Participants also reported support from peers, advisors, and the institutions. The study provided an extension of the PWT to community college populations and has implications for practitioners and policymakers.

Keywords: postsecondary career and technical education, career and technical student organizations, community colleges, the psychology of working theory

Introduction

Approximately 48% of all job openings through 2024 will require applicants to be skilled technical workers (National Skills Coalition, 2017). These skilled technical workers perform functions that are critical to innovation, health care, infrastructure, and economic growth in the

United States (U.S.) (Boettcher, 2017; E. Gordon, 2014; Rothwell, 2016). States are facing a shortage of workers to fill these jobs that require education beyond high school but less than a four-year degree (National Skills Coalition, 2020b). Individuals receive training for these jobs through career and technical education (CTE) programs at community colleges. Many CTE programs offer learning experiences called CTSOs to help students explore career interests and

118 prepare for employment (Scott & Sarkees-Wircenski, 2008; Zirkle & Jeffery, 2019). The present study focused on SkillsUSA, a CTSO available across the U.S. with participants at middle school, high school, and postsecondary levels enrolled in technical, skilled, and service occupation training programs (SkillsUSA, 2017). SkillsUSA hosts state and national competitions in which students demonstrate hands-on occupational and leadership skills

(Holdsworth, 2007), such as architectural drafting, automotive service technology, computer programming, medical assisting, and prepared speech (SkillsUSA, 2020d).

There are 11 CTSOs officially recognized by the U.S. Department of Education (2019) and authorized by the U.S. Congress in the Perkins Acts (ACTE, 2020). More than two million students are members of CTSOs (National Coordinating Council for Career and Technical

Student Organizations [NCCCSTSO], 2018) through which they participate in leadership, professional development, competitions, and community service activities (Alfeld et al., 2007;

Zirkle & Jeffery, 2019). While there is established research on CTSO participation at the secondary level (Alfeld et al., 2007; Howell & Busby, 2002; Kosloski & Ritz, 2014; Rose et al.,

2016; Threeton & Pellock, 2010; Tummons et al., 2017), CTSO participation at the postsecondary level is understudied. CTSOs are found at both two-year and four-year institutions. In 2019, SkillsUSA included 427,000 members from 4,000 middle school, high school, and postsecondary institutions in 53 states and territorial associations (SkillsUSA,

2019a). Of these, 44,700 are considered postsecondary members (SkillsUSA, 2019a).

Purpose of the Study

With a multitude of jobs requiring more than a high school degree but less than a bachelor’s degree (National Skills Coalition, 2020b), employers look to community colleges to meet the demand for future skilled technical workers (Lowry & Thomas-Anderson, 2017).

119 Community colleges have CTSOs that are designed to support the development of the technical and soft skills required by employers (ACTE, 2011; Reese, 2003). The problem is that the value of SkillsUSA is unknown at the postsecondary level because the experiences of students participating in SkillsUSA at the postsecondary level are not well understood. The purpose of this study is to investigate the influence of SkillsUSA participation on community college students’ preparedness for the workforce and connection to campus. This qualitative case study explored SkillsUSA student and advisor members enrolled or working at two community colleges in the U.S. Southeast. The study sought to answer the following research questions:

1. How does SkillsUSA participation influence community college students’

preparedness for the workforce?

2. How does SkillsUSA participation influence connection to the community college?

Theoretical Framework

The Psychology of Working Theory (PWT) (Duffy et al., 2016) framed the study. The

PWT stresses that macrolevel forces, or large-scale social processes, must be given equal consideration to individuals’ career decisions and work experiences. It is inclusive of both economic and social aspects that shape access to work (Duffy et al., 2016). The theoretical perspective centers on decent work, defined by the International Labour Organization (ILO), a specialized agency of the United Nations. Decent work is a combination of safe working conditions, access to health care, personal time and rest, respect for the needs of family, social values, and provision for compensation when income is not assured or diminished (International

Labour Organization [ILO], 2012). The theory has predictors (i.e., economic constraints and marginalization), mediators (i.e., work volition and career adaptability), and moderators (i.e., proactive personality, critical consciousness, social support, and economic conditions) that

120 influence the experience of acquiring decent work. Decent work can lead to satisfaction of needs, work fulfillment, and well-being (Duffy et al., 2016).

Career development theories from the past century have often been based on samples of middle-to-upper class adults with a college education (Blustein, 2006; Hirschi, 2018). The PWT, a relatively new career development theory, was developed to explain the work experiences of all individuals, particularly people transitioning from school-to-work, immigrants, those without postsecondary degrees, the working class, and the unemployed (Duffy et al., 2016). The PWT has also been applied in qualitative work to populations who are unemployed (Kossen &

McIlveen, 2018), immigrants (Autin et al., 2018), or blue-collar workers (Koekemoer et al.,

2018).

The rationale for using the PWT in the study is provided. First, this study explored a sample of community college students. The PWT was developed to explain the work experiences of all individuals, particularly those without four-year degrees who have not been studied as frequently. Second, the PWT highlights that sociocultural factors, such as economic constraints, should be considered in relation to individual’s career decisions and their work experiences

(Duffy et al., 2016). For example, students often face financial insecurity despite the affordability of public two-year colleges (Goldrick-Rab, 2016). Finally, the PWT focuses on identifying resources and barriers (Duffy et al., 2016). Interventions that promote work-based experiences (i.e., CTSOs) provide resources, enhance skill development for students, and help transition students from school-to-work opportunities (Blustein et al., 2008). SkillsUSA helps students assess and build upon skills needed when trying to gain entry into the labor market

(Blustein et al., 2008). The theoretical framework guided the study in terms of the interview protocols and data analysis procedures (Merriam & Tisdell, 2016).

121 Literature Review

A number of studies involving CTSOs are explored within the secondary school environment (Alfeld et al., 2007; Howell & Busby, 2002; Kosloski & Ritz, 2014; Rose et al.,

2016; Threeton & Pellock, 2010; Tummons et al., 2017). Multiple CTSOs (Alfeld et al., 2007) and specific CTSOs, such as Technology Student Association (TSA) (Howell & Busby, 2002),

FFA (formerly Future Farmers of America) (Dunigan & Hoover, 2007; Rose et al., 2016;

Tummons et al., 2017), and DECA (formerly Distributive Education Clubs of America)

(Kosloski & Ritz, 2014), appear in the literature. CTSO participation has a positive impact on students. Research indicates that students who participate in CTSOs have increased motivation and engagement (Alfeld et al., 2007; Reese, 2010; Rose et al., 2016; Ullrich et al., 2007), higher levels of experiences related to leadership (Hansen et al., 2003), increased academic achievement

(Aragon et al., 2013; Kosloski & Ritz, 2014), and increased cognitive skills (Taylor, 2006).

Benefits of participation also include skills such as teamwork, decision-making, competitive proficiency, leadership, community awareness, and personal and social development (Alfeld et al., 2007). Other skills, including employability, dependability, teamwork, and trustworthiness, have been enhanced by CTSO participation (Alfeld et al. 2007; Ullrich et al., 2007). Much of the current literature on CTSOs is focused on the secondary school environment (Alfeld et al., 2007;

Howell & Busby, 2002; Kosloski & Ritz, 2014; Rose et al., 2016; Threeton & Pellock, 2010;

Tummons et al., 2017). It is unknown if these same positive impacts are experienced by students participating in CTSOs at the postsecondary level. This is important as students may be gaining additional benefits from SkillsUSA participation than what is currently offered in community college CTE curriculum.

122 Students and Careers

Researchers have explored CTSOs and students’ career aspirations and their attitudes toward work and career-related issues (Aragon et al., 2013; Talbert & Balschweid, 2004, 2006).

In a survey of 23,000 high school students, The Manufacturing Institute (2015) found that for students who participate in any CTSO, 55% plan to pursue a career and technical field of study compared to 37% of non-CTSO members. This rises to 63% when looking specifically at

SkillsUSA student members who participated in the survey. Some studies have found increased career self-efficacy and career awareness for students as a benefit of CTSO participation (Alfeld et al., 2007; Aragon et al., 2013), while other research has found a disconnect between career aspirations and actual career experiences (Talbert & Balschweid, 2004, 2006).

Students who participated in HOSA-Future Health Professionals, a CTSO, felt more prepared to make career decisions (Decken, 2012). FFA members enrolled in secondary agricultural education programs across all 50 states were surveyed about career aspirations related to career clusters, supervised agricultural experiences, career development events (CDE), and career-related demographics (Talbert & Balschweid, 2006). About half of all respondents were interested in career categories related to life sciences, but one third reported they had never participated in a career development event (Talbert & Balschweid, 2006). Career success is a component of the mission of FFA, so the data is unclear about whether there is a lack of perceived benefits of FFA, a lack of opportunities being offered by the specific chapter, or whether students are dissatisfied with the opportunities available to them (Talbert & Balschweid,

2006). Based on the research, it is still unclear how CTSO participation impacts career decisions- making (Talbert & Balschweid, 2006).

123 Advisor Experiences

SkillsUSA chapters have advisors to oversee the organization at the local level and prepare students for competition (Stone, 2014). CTE instructors often serve as chapter advisors

(Reese, 2010) and take on roles beyond that of a typical teacher (Alfeld et al., 2007; Reese,

2003). Some advisors may receive a supplemental salary, while other advisors volunteer (Zirkle

& Jeffery, 2019). They are promoting chapter activities such as officer training, community service, competitions, and leadership training (Gordon, 2014). Advisors also motivate students as they prepare and compete in local, state, and national competitive events (Russell et al. 2009).

Oklahoma secondary agriculture teachers were interviewed about how they motivated their students to participate in career development events (Russell et al., 2009). Findings revealed that advisors incorporated the events into the curriculum, highlighted life skills, showcased chapter traditions, and had targeted recruitment efforts (Russell et al., 2009).

Understanding how teachers are prepared to take on advisor roles is important, as teacher preparation programs have historically not included training on CTSO advising (Stanislawski &

Haltinner, 2009). Alumni of a teacher education program at a Midwestern university completed a survey of their preparedness to take on advisor roles at three different CTSOs (Stanislawski &

Haltinner, 2009). The two most significant factors contributing to confidence to take on CTSO advisement responsibilities was participation in a course focusing on student organizations and co-advisement of a CTSO during student teaching assignments (Stanislawksi & Haltinner, 2009).

The studies show the importance of the ability of advisors to influence student experiences

(Russell et al., 2009; Stanislawski & Haltinner, 2009), but advisors at community colleges may not have participated in teacher preparatory programs and could have been hired based on past work experience. Researchers are calling for more research to learn more about advisors’ impact

124 on student success (Zirkle & Jeffery, 2019). This is important since students may have different interactions with their CTSO advisors than they have with classroom instructors, so examining students’ experiences is necessary.

Methodology

The research questions guided the decision to employ a qualitative approach for the study because the purpose was to explore how SkillsUSA participation influences community college students’ workforce preparation and campus connections (Merriam & Tisdell, 2016). A case study design was chosen as the qualitative approach because the study explored a specific organization, SkillsUSA, and individual perspectives about this organization (Merriam &

Tisdell, 2016). The case was comprised of students, alumni, and advisors who were members of

SkillsUSA chapters at two community colleges in one state in the U.S. Southeast during the

2018-19 academic year. Determining what to study and identifying the bounded context are important aspects of case study methodology (Merriam & Tisdell, 2016). Criteria for selecting the research sites included a discussion with the state SkillsUSA Executive Director, a review of all SkillsUSA community college chapters in the state, an examination of state and national

SkillsUSA competition medalists, and community colleges’ willingness to participate in the study. Both institutions have a continued presence and rankings in state and national SkillsUSA competitions. Since the community colleges are only 40 miles apart, the case is bounded by geographic and socioeconomic data (i.e., education, income, poverty) of the surrounding counties of the community colleges (Merriam & Tisdell, 2016). The data helps to provide an understanding of the environment and context, which is another feature of case study research design (Patton, 2015).

125 The target population of interest was students and advisors who were members of

SkillsUSA at two community colleges. There were 500 SkillsUSA members at one community college and 101 members at the other community college. Criterion sampling was used at the individual level to make sure participants met certain criteria for eligibility (Merriam & Tisdell,

2016). Student participants needed to be members of SkillsUSA and to have participated in

SkillsUSA for at least two semesters. Student participants also needed to be currently enrolled at the community college and at least 18 years of age. Advisors had to be current advisors for

SkillsUSA at the community college.

Participants

The SkillsUSA advisor at each campus sent e-mail announcements to SkillsUSA members and advisors describing the study. Interested students and advisors were asked to complete an interest questionnaire to collect basic demographic data and assure qualifications were met. The student interest questionnaires contained questions regarding demographic characteristics such as gender identity, age, and race/ethnicity in addition to program of study, enrollment status, graduation date, hometown, and duration of SkillsUSA involvement

(Appendix G). The advisor interest questionnaire contained questions regarding demographic characteristics, such as gender identity, age, and race/ethnicity, and duration of SkillsUSA involvement (see Appendix H). Participants were selected based on information obtained in the interest questionnaires.

Overall, the participants were comprised of 13 students and 11 advisors (see Tables 5.1 and 5.2). The majority of student participants identified as White and were enrolled on a part- time basis. They were between the ages of 18 and 31. All participated in SkillsUSA for at least two semesters with one student participating for more than eight semesters. The majority of

126 advisors were male and all identified as White. One advisor started advising the semester of the interviews while three advisor participants had advised more than eight semesters. Participants were assigned pseudonyms, and all identifying institutional program information has been removed to maintain confidentiality.

Table 5.1. Student Participant Demographic, Academic, and SkillsUSA Information.

Pseudonym Age Gender Race/ Status Duration of SkillsUSA Identity Ethnicity Involvement Fred 18 Male White Full-Time 5-6 Semesters

Braden 19 Male White Full-Time 3-4 Semesters

Callen 19 Male White Full-Time 5-6 Semesters

Ruth 19 Female White Full-Time More than 8 Semesters

Colin 20 Male White Full-Time 2 Semesters

Marcie 24 Female White Part-Time 3-4 Semesters

Hannah 28 Female White Part-Time 3-4 Semesters

Elijah 18 Male White Part-Time 5-6 Semesters

Riley 18 Male White Part-Time 2 Semesters

Taylor 19 Male Hispanic Full-Time 2 Semesters

Kenzie 20 Female White Full-Time 7-8 Semesters

Jillian 22 Female Hispanic Full-Time 3-4 Semesters

Erin 31 Female White Part-Time 7-8 Semesters

127 Table 5.2. Advisor Participant Demographic and SkillsUSA Information.

Pseudonym Age Gender Race/ Duration of SkillsUSA Identity Ethnicity Involvement Beckett 28 Male White 7-8 Semesters

Jasper 45 Male White 5-6 Semesters

Ivy 46 Female White 7-8 Semesters

Celia 54 Female White More than 8 Semesters

Sky 56 Female White 5-6 Semesters

Asher 64 Male White More than 8 Semesters

Anderson 25 Male White Less than 1 Semester

Axel 56 Male White More than 8 Semesters

Darby 60 Female White 5-6 Semesters

Bishop unknown Male White 2 Semesters

Bradford unknown Male White More than 8 Semesters

Data Generation

Data generation began after receiving Institutional Review Board (IRB) approval from the researcher’s institution and the community colleges. One main component of a case study is generating data through multiple sources (Merriam & Tisdell, 2016). The researcher conducted all site visits and took field notes. The primary mode of data generation was semi-structured interviews, which is consistent with the constructivist paradigm (Merriam & Tisdell, 2016).

Interviews lasted approximately 30 to 60 minutes with each participant and took place in October and November of 2019. They were conducted in person at the designated community colleges or virtually if participants could not make the on-campus interview times. The student and advisor interview protocols were developed based on the research questions and theoretical framework

128 (see Appendices M and N). The questions were also pilot-tested with two non-participants before traveling to the sites. The pilot interviews helped identify questions that needed to be rewritten, eliminated, or consolidated with other questions (Jones et al., 2014). U.S. Census Bureau data were used to gather information regarding the hometowns and the socioeconomic context of the corresponding counties. Resumes from students were triangulated with information shared in the interviews. Seven students submitted resumes.

Data Analysis

Data analysis included transcribing and coding the interviews and reviewing the resumes and U.S. Census Bureau data (Merriam & Tisdell, 2016; Patton, 2015). Interviews were audio recorded and transcribed by a professional online service as well as by the researcher. The researcher created a code list that included a priori coding terms for various components of the

PWT and coded data that did not align with the theoretical framework. These codes helped to establish a preliminary codebook. The researcher employed two cycles of coding using Atlas.ti.

Eclectic coding was used in the first cycle of coding because several different methods were used: attribute, descriptive, In Vivo, initial, and process coding (Saldaña, 2016). The researcher used code mapping to organize the codes, and review, combine, and eliminate codes from first cycle coding (Saldaña, 2016). This helped to further develop the codebook. Second cycle coding was used to group and integrate data into categories (Saldaña, 2016). Specifically, pattern coding was used to group codes into a smaller number of categories to identify emergent themes

(Saldaña, 2016).

To supplement interviews, document analyses were used to examine hometown and county profiles. The researcher referred to U.S Census Bureau data to provide information about demographic, economic, and education characteristics of the counties where the students’ home

129 communities are located. County demographics, educational attainment levels, income levels, and poverty levels were compared to state and national averages. Understanding the characteristics of these home communities and counties can shape opportunities available for students. Resumes were used to triangulate information about work, education, and SkillsUSA experiences referenced in the interviews.

Trustworthiness

The researcher employed several trustworthiness checks including peer review, audit trails, rich descriptions, and triangulation to defend the integrity of the study. Peer reviewers commented on the identified findings (Merriam & Tisdell, 2016; Shenton, 2004). Their comments helped the researcher detect biases, provide alternative explanations, or discover interpretations not substantiated by the data (Merriam & Tisdell, 2016; Shenton, 2004). The peer reviewers agreed with the findings and offered suggestions for other possible themes to consider.

A systematic process of coding was developed for an audit trail to make sure the results were consistent with the data collected (Merriam & Tisdell, 2016). A codebook was created with code labels, definitions, and examples using codes based on the PWT as well as additional codes identified in the study (DeCuir-Gunby et al., 2011; Miles et al., 2014; Saldaña, 2016). Rich descriptions involving quotes from student and advisor perspectives were used to display the qualitative identified themes (Miles et al., 2014; Patton, 2015).

Limitations and Delimitations

It is important to interpret the findings within the context of limitations and delimitations.

Each community college has its own mission, values, and institutional context that may not be comparable to other community colleges of different sizes or geographic regions. Thus, there is a delimitation, or self-imposed limit, that reduces the scope of the study (Merriam & Tisdell,

130 2016). The participants represented two community colleges with postsecondary SkillsUSA chapters in one state in the U.S. Southeast.

Findings

The researcher identified six overall themes in the process of data analysis to address the research questions and represent key findings across the experiences of student and advisor participants. The following section summarizes the themes: (a) Trading Pins - Geography

Matters; (b) 102 Competitive Events – Learning About Jobs; (c) Tools for Life – Overcoming

Obstacles; (d) Stepping Up to the Podium – Taking Initiative; (e) The Spectators’ Applause –

Receiving Support; and (f) Show Me the Gold - Investing in Success. The findings include quotes from 13 student and 11 advisor participants and reference data obtained from the U.S.

Census Bureau. The theme headings relate to activities observed at the annual SkillsUSA

National Leadership and Skills Conference (NLSC) in the first part of the title. The second part of the title captures the essence of the findings. Table 5.3 displays the thematic findings and their relation to the PWT (Duffy et al., 2016).

Table 5.3. Thematic Findings and Their Relation to Theory.

Theme The Psychology of Working Theory Trading Pins – Geography Matters Economic Constraints

102 Competitive Events – Learning About Jobs Work Volition

Tools for Life – Overcoming Obstacles Career Adaptability

Stepping Up to the Podium – Taking Initiative Proactive Personality

The Spectators’ Applause – Receiving Support Social Support

Show Me the Gold - Investing in Success Economic Conditions

131 Trading Pins - Geography Matters

There are thousands of students in red blazars talking to each other and trading state pins at the NLSC. The goal is to collect pins from all 53 states and territorial associations. This long- standing pin tradition has competitors putting down their phones to talk to peers about their home states and geographic areas. Students’ hometowns informed the worldviews of the participants in this study and laid the foundation for their perceptions about job opportunities or industries existing in the geographic area. All student participants are from the town or city in which the community college is located or within a 35-minute drive. Four students grew up in communities of less than 2,500 people, which is considered rural by the U.S. Census Bureau

(2018a). Four students came from towns with populations greater than 2,500, but less than 5,000, and five students came from towns with a population around 40,000. These towns are considered urban clusters by the U.S. Census Bureau (2018a).

One community college serves students in three counties which are considered part of the central Appalachian geographic region, and the other community college serves students in a county not considered part of the Appalachian region (Appalachian Regional Commission

[ARC], 2020a), but has students, faculty, or administrators that travel from or to work from the bordering Appalachia region. Both institutions are located in an area with a largely rural and

White working-class environment. Document analysis revealed that all students were from counties that lag behind the state and nation in relation to educational attainment, income, and poverty, according to U.S. Census Bureau (2018a) and ARC (2020b) data.

Students referenced the lack of job opportunities that existed in their geographic regions.

When asked about the job opportunities in the region, Colin replied, “Not much, just basically local things, Walmart, for example. You could go work there…just fairly low-income, part-time

132 jobs.” Ruth described the types of job activities people usually find: “Basically maintenance stuff. Hands on…either you’re working something or fixing it, or you’re waiting tables somewhere…That’s about it.” Marcie made a similar statement about lack of job options: “Well around here it’s mainly [two companies] and then you got a bunch of retail…there’s very few options for actually going into a career for college most of the time.” Fred stated, “I only know one person that has a job in [town]…that is still working after graduating [from community college]. That’s it. Everybody else is gonna work somewhere else.”

Students and advisors spoke about the availability of job opportunities in their geographic area. Braden, a student, voiced:

I’m not saying there’s not opportunities in [town] but you are very limited…there’s

certain opportunities that you have to explore more out of the [town]…Nursing and the

health sciences fields seemed to have more plentiful opportunities.

Darby, an advisor, agreed: “We have hospitals in each of our three counties and all the surrounding areas...so we’re able to obviously have plenty of jobs for nurses.” Beckett, an advisor, believed that students need to be flexible when seeking work:

There’s a lot of opportunity for freelance. But not as much opportunity in graphic design

freelance as it would be in a larger city. A lot of the people coming out of our program

are ending up in house in a business where it’s a small business, medium business serving

in a marketing team and design team…So the job market is here, but they had to be

flexible in what they want to pursue.

Ivy, an advisor, also spoke about how students needed to be open to extending their job search in surrounding regions to find work:

133 We don’t have the opportunities that [larger metropolitan areas] affords and so that’s a

little bit more challenging for us…I think students have to be willing to consider maybe

possibly extending out their job search even into the southern part of our county.

Ivy discussed that some fields may have virtual work to combat some of these geographic barriers: “The great thing with graphic design is that the traditional office walls are broken down…you can work remotely.”

When asked about whether students wanted to remain in the area despite limited jobs,

Bishop, an advisor, replied, “Someone talked about how it was hard to find a job here. And they were going to have to move and they didn’t really want to move.” The community in which the student grew up often shaped their perceptions about job availability. Some participants thought job opportunities were lacking while others thought jobs were available in their field of interest.

Students also debated about whether they would have to move away from their hometown to find work.

102 Competitive Events – Learning About Jobs

Nearly 6,500 students competed in 102 leadership and hands-on occupational skills competitions at the annual NLSC (SkillsUSA, 2020h). While many students competed in events related to their field of study, this was not a requirement. Students and advisors spoke about how

SkillsUSA broadened students’ perspectives about potential occupations and jobs. Darby remarked about the importance of learning about other fields of study, “I don’t think they were aware. And because they had been so focused on health science they had no need to be aware of other things a college does or other links that we have in the community.” Celia commented:

“They have a very rigorous schedule in competition, but then they have a lot of downtime. Our students are on the competition floor, so they’re able to see all of these opportunities at work…

134 one moment could change their life.” Marcie, a student, learned about jobs watching competitions: “There’s also things in your local community that you wouldn’t think about…it’s kind of like finding a job that you didn’t know existed, but that you might fall in love with.”

Jasper, an advisor, said, “They don’t know a lot of people that are doing some of the technical things out there…these are valuable professions. So I think they’re getting some understanding of the value of these different employment opportunities. Taylor, a student, summed up the perspective by saying, “…just gives us a broader view of all the potential jobs…whether it be aeronautic or just regular machine shops of automotive….the imagination is the limit when it comes so that definitely opened my eyes up.”

For some students, SkillsUSA influenced their career aspirations or individual choice of work. Braden explained, “It persuaded me or influenced me to learn more about programming.”

Riley implied that it helped him discover what he wants to do. “SkillsUSA has motivated me to continue onto college and especially into [a] technical career choice for college...And it’s helped me pick what I want to do.” Elijah described about how he initially wanted to be a chiropractor but then his experience with SkillsUSA influenced him to go into entrepreneurship. “I think the big one was…changing what I wanted to do with my life basically.” Kenzie commented about future careers, “… before Skills, I probably never would have really gotten into videography.

And after experiencing that and really getting into it, I absolutely love it.” Erin revealed that

SkillsUSA helped her decide what she did not want to do for a job.

I wanted a career that wasn’t just one of those stepping-stone jobs where you get into

retail position and then they promote you up and then you’re stuck in the same thing

doing the same things over and over and that basically becomes your career.

135 Several participants had a different perspective and did not think SkillsUSA influenced their choice of work. Hannah, a student, explained, “I don’t think Skills personally is the influence reason behind why I chose what I’ve done. I think that’s just more on a personal aspect of life,” Sky, an advisor, agreed, “For my students, they’ve already got in their mind what they want to do… so it really doesn’t change. They just feel more confident in going into that field.”

Other participants shared information about the transferability of the skills they are acquiring. Erin, a student, revealed:

You can see how these technical skills are applicable and see what kind of work is

available out there a lot more than what I initially thought. I’m going for accounting. I’m

going to be either be a CPA or a bookkeeper. But you can do so much more with it.

Anderson, an advisor, articulated a similar statement: “I’ve heard a couple [students] say that I can take this degree, I may never turn a wrench with it but I may go out here and be a recruiter for something. I may go out here and be a mentor for somebody.” Ivy stated, “It helps them to see that yes, you’re studying for this specific degree, but it’s helping them to understand that I can take this degree and do so much more with it.” Finally, Colin expressed an appreciation for the future of careers: “It makes me look forward to what we have coming. There’s always a new innovative design or a new type of machine that’s coming out...” While SkillsUSA did not influence all students regarding their program of study, they learned about a variety of jobs and discovered soft skills that could transfer to various professions.

Tools for Life - Overcoming Obstacles

Student participants mentioned more about personal and workplace skills than the technical skills they were developing through their program of study or for their competitive

136 event. SkillsUSA helped them cope or handle obstacles, such as stress. Erin described stepping outside her comfort zone:

I was the quiet person who didn’t really like being called on and putting me in front of a

crowd talk to somebody was not what I would want to do normally, but I’ve learned…to

get out of that comfort zone. I’ve done things with Skills that I never would have done

before.

Competing at SkillsUSA states and nationals provided some reflections for students. Erin talked about her experience competing:

Well, I have had doubts with my abilities, because sometimes I don’t see how good I do

at stuff. But being able to compete and actually sit down and get feedback from the

judges, and hear them say, this is a workable plan.

Fred agreed, “Once you do it I guess when you’re competing and…you feel more confident about doing it. I guess building confidence in what you’re doing.” Sky stated, “They are very scared at first, because they’re like, I can’t do this…But by the time they start, and by the time they finished and won nationals…so much confidence and maturity that they get is unbelievable.” Kenzie noted, “Well, it’s more like a learning experience…more the ability to overcome more hardships.”

The pressures of competing proved challenging. Ivy said, “It’s intense. The competition in a good way.” Beckett spoke about how some students, despite the stress, recognized the opportunities that existed:

It’s stressful getting ready for it…it’s a very stressful time in the semester as the

wrapping up and preparing for graduation. But those who have been to SkillsUSA say,

137 “I’ll do whatever it takes. I’ll do it all if it involves missing a couple night’s sleep, I’m

gonna get it all done so that I could be there.”

Other participants had a harder time managing the stress. Darby recalled, “…just because of the stress, I had several students back out.” Marcie admitted the organization was helpful, but debated whether to continue with SkillsUSA the following year:

It’s a lot of stress. I’ll be honest, it’s definitely a lot of stress…So you’re just working

full-time then having to catch up with homework and then doing that on top of it. It’s a

lot of work, but it’s definitely beneficial.

Overall, SkillsUSA participation helped students step outside their comfort zone and learn to handle obstacles, such as stress.

Stepping Up to the Podium – Taking Initiative

At the NLSC, winners step up to the podium to claim their gold, silver, and bronze medals. They represented their state and are the best in the country in their respective fields.

Student participants recognized their ability to step up, drive decisions, and take initiative while participating in SkillsUSA. Callen, a student, recalled the summer he spent preparing for nationals:

The most initiative that I took was when we had to practice for states or practice for

nationals…I was working a full-time job that summer…We were coming in at nine

o’clock at night and practiced for three or four hours trying to get a feel for what we were

doing.

Jillian, a student, decided to contact former participants to help her prepare for competitions:

I saw a need of us really having to prepare and see what we what we could do to get

ready for our portion of the competition…so I reached out to [advisor], “Are there any

138 people with prior experience to tell us what we could do in order to prepare and get

ready.”

Taylor talked about trying to motivate teammates: “I think the most initiative that I’ve taken is just trying to motivate my classmates: “Hey man, we can do this.” Participants took initiative, sought out opportunities to gain additional practice, and reached out to alumni to get advice about competing. They saw the importance of establishing connections with people that had competed at the state and national level.

The Spectators’ Applause – Receiving Support

The roar of the crowd at the NLCS was electric as spectators cheered on the medalists. Another theme identified theme was the social support students received from peers, advisors, and the institution during SkillsUSA participation. Erin noted the continued relationships she formed with peers: “I’ve developed a lot of networking relationships, not just with advisors, but with other students…a lot of these students have gone on to other universities, but we still stay in touch.” Kenzie expressed a similar sentiment: “I still stay in touch [with peer]. She’s so excellent. She’s even been helping me put together some paperwork if I want to start my own business on the side.” Asher summed up how SkillsUSA involves students across the campus:

I can’t find another organization that I can think of that allows us to have every student

on campus participate and be a part of, whether it’s the community service or the

professional development competitions. So there’s nobody at [community college] that

can’t be included.

Students spoke in particular about the continued support they received from their advisors. Kenzie articulated what teachers and advisors meant to her:

139 Teacher and advisors have always given me opportunity and duties that you would never

get anywhere else. They always offer support. And if you need someone to talk to you,

they’re always there…They’re willing to give you their time and energy if you need it.

Braden agreed: “…my instructor is really into SkillsUSA and encourages me to work hard in it.”

Jillian voiced, “We knew that we could go to them with any questions or concerns that we had concerning Skills. Bradford said, “Our goal is if we can help just one student then we did our job.” Callen recalled devotion of advisors:

Both of them gave us encouragement a lot early, it was more than I could ask for because

they took time out of their schedule for us to practice and money to buy materials for us

to practice with…I mean, they supported us a lot.

Riley recalled how advisors wanted to see students succeed:

Each advisor that I’ve worked with…they keep encouraging me to keep doing SkillsUSA

and keep going on with your career. Make sure you’re on the right track.…it’s not just,

“Hey, I’ll see you next season.” It’s, “I’ll talk to you later. Have a good summer.”

Advisors made comments about the dedication of their peer advisors. Bishop talked about what he observed with one advisor at the national competition:

I’ll walk with [advisor]. He knew people from all over the country. I mean, people from

Alaska were calling his name. People from Georgia were talking to him. He’s been doing

it so long. He’s really the backbone of our SkillsUSA competition here…I just wish he

could get more people involved like he is.

Ivy commented that the institution’s culture is conducive to working with advisors across campus:

140 I think we do a nice job of breaking down those traditional silos and really working

across schools to be a better institution…I get to work with lots of advisors that I don’t

see much throughout the rest of the year because of our course schedules.

Participants made references to the institution itself and what it was doing to support

SkillsUSA students and advisors. Axel exclaimed, “The college is really good about support…if you need something, there’s always somebody there that’s willing to help you. Darby explained:

This school is very supportive of Skills and very supportive of whoever wants to go and

participate…And I think having gone it really broadens their horizons as to [name

withheld] community college is all about, and what education in a community college is

about, that we do things differently…that we are here for the community. I don’t think

they always get that just from a single program. Looking at Skills is what helps them see

that.

Ivy articulated the institutional involvement:

And so from [President] through Dean, through department heads, everybody is so

supportive and encouraging Skills…And so there’s this real sense of community within

the advisors and the leadership of the college as well.

There was also evidence of support of the integral relationship between the CTE programs at the community colleges and SkillsUSA. Erin explained, “But we try to really emphasize it down to the classroom level. It’s not just something that’s in the chapter, but we’re trying to make this something present campus wide, and that it’s a basic integral core value.”

With the exception of one student, all participants were familiar or had at least heard about the

SkillsUSA framework. Beckett remarked, “So for us, it’s a natural integration that every part of

141 the Skills framework is just what we’re doing every day in the classroom with every one of our classes, our exercises, our projects, every bit of it.

There were varying opinions about whether SkillsUSA influenced students’ desires to remain enrolled. Beckett thought it did: “I would think so. I can speak for our program at least…it’s become part of the culture, the environment, the traditions that they look forward to, and everybody wants to go to Skills. Ivy agreed, “I think that it has helped on our retention. I don’t have any data for that. That’s just kind of my kind of professional observation as well.”

Jasper remarked about how students wanted to stay in SkillsUSA after graduation. Students told him: “We’re graduating, we’re going to go onto a four year, but we’re going to enroll in a class at [community college] so we can do Skills again. Hannah said:

I don’t know if I knew anyone, personally, that had an experience like that. I know that a

lot of people connect more with the school after competing and participating in activities

and competitions for Skills. But I haven’t had anyone personally, tell me that.

Participants developed relationships with peers, advisors, and the institution that carried beyond

SkillsUSA competitions and activities. Students and advisors met people across campus that they did not typically see while in classes and developed a better sense of campus community.

Going for the Gold - Investing in Success

The community colleges in this study have a record of success at the state and national competitions with numerous individual and team gold medalists. It was evident while visiting both community colleges and seeing the individual and team awards and trophies displayed throughout classrooms and buildings. The community colleges invested in their success by paying for travel, hotel, registration, and some food expenses for the state and national

SkillsUSA conferences for both students and advisors. Jillian explained, “… [my advisor] told us

142 that we were going to have a hotel room there, and that not a lot of other colleges or institutions get that privilege and that we had everything covered for us, which I really appreciated.”

Beckett said that they still needed to be aware of the budget:

…But of course, we have to be cautious and limit how many we take as to not put a strain

on the budgets, of course, because we’re very fortunate that [community college] takes

care of all the funding…other institutions do not do that.

Erin realized what a big financial commitment this is for the institution:

…when you total up the cost of registration, the cost of getting whatever uniforms they

need, gas to get there, the hotel food, and then multiply that by 130 plus advisors. Yeah,

that’s a lot of money that they’re investing. And that just goes to show how much they’re

invested in the success of their students.

Investing financially in the SkillsUSA program shows the commitment the institution is making to students and advisors. Providing financial assistance removes economic barriers allowing more students to participate.

The findings suggested that that while hometowns impacted access to job opportunities and industries, SkillsUSA participation influenced students’ choice of work, initiative, and confidence in overcoming obstacles. Institutional social support, especially from advisors and peers, was especially influential for participants. The institution also provided financial assistance for the state and national competitions to ease the economic burden of students.

Discussion

The study found evidence that the Psychology of Working Theory (PWT) (Duffey et al.,

2016) could be applied to understand the responses of community college SkillsUSA participants. These findings related to the following pieces of the PWT model: economic

143 constraints, work volition, career adaptability, proactive personality, social support, and economic constraints. The discussion is organized according these PWT domains.

Economic Constraints

Consistent with the PWT model, the geographic and economic constraints played a pivotal role in participants’ background and experiences through a theme titled Trading Pins –

Geography Matters. Economic constraints defined by limited economic resources (e.g., income, family wealth) represent a critical barrier to securing decent work in the PWT (Duffy et al.,

2016). Eight students are from counties considered part of the Appalachia region (ARC, 2020a) and four are from communities considered rural by the U.S. Census Bureau (2019). Geography is important to economic mobility and often influences the types of pathways, training, and jobs that a person can access, which has been limited in Appalachia (Kannapel & Flory, 2017).

Similarly, the rural community’s economy often shapes students’ educational aspirations (Cox et al., 2013; Petrin et al., 2014). The challenging economic context and limited job opportunities play a role in career development issues for Appalachia students (Kannapel & Flory, 2017).

Students from rural areas receive exposure to a narrower range of occupations compared to students from urban areas (Haller & Virkler, 1993) and may also be more likely to pursue careers in agriculture, education, health sciences, and management than urban students (Bajema et al.,

2002). Participants had varying perceptions about the types of job opportunities existing in immediate area. Some saw limited opportunities while others thought opportunities existed in specific fields. While some participants wanted to stay in the geographic area, other participants realized that they may have to move to a larger city or different county to access job opportunities. Others saw opportunities in freelancing or virtual work. SkillsUSA broadened students’ thinking about potential jobs and opportunities that exist.

144 Work Volition

The theme 102 Competitive Events – Learning About Jobs relates to work volition in the

PWT. Work volition is an individual’s perception of choice in career decision-making despite constraints (Duffy et al., 2016). Work volition has been linked with positive outcomes such as increased career maturity, sense of control, and academic satisfaction among college students

(Duffy et al., 2014, 2015). Individuals with greater work volition are more likely to be engaged in decent work (Duffy et al., 2016). In a survey of 23,000 high schools students, The

Manufacturing Institute (2015) found that for students who participate in any CTSO, 55% plan to pursue a CTE field of study compared to 37% of non-CTSO members. SkillsUSA is known for developing students’ technical skills, especially in CTE fields (SkillsUSA, 2020i). While some students credited SkillsUSA with influencing their CTE path, the findings from this study extend the notion that students are learning about fields other than those in their individual program of study. Students also recognized jobs that might not be a good fit for them after receiving their certificate or degree.

Career Adaptability

The theme Tools for Life – Overcoming Obstacles relates to career adaptability. Career adaptability is an individual’s readiness and resources for coping with career development tasks

(Savickas, 1997). Higher levels of career adaptability have been related to increased career maturity and increased confidence in making career decisions (Douglass & Duffy, 2015; Duffy et al., 2015). It is relevant to understand how individuals survive in an ever-changing labor market (Blustein, 2006). Students spoke about stepping outside their comfort zone, developing more confidence, or learning to handle the pressures of competition. Learning these adaptive attitudes now through SkillsUSA will be beneficial as they navigate challenging work situations

145 in the future. Furthermore, students also displayed career maturity by thinking about how their skillsets can be transferable to other professions.

Proactive Personality

The theme of Stepping Up to the Podium – Taking Initiative is reflected in the PWT moderator of proactive personality, which contributed positively to confidence in skills and perceived ability to influence their own environment (Duffy et al., 2016). Proactive personality has been found to be related to behaviors such as work-related motivation and networking (Fuller

& Marler, 2008). Personal skills, including as work ethic, sense of responsibility, and self- motivation, are stressed in the SkillsUSA framework developed by SkillsUSA to assess student skill development and provide a common language for students to articulate what they have gained from SkillsUSA participation (SkillsUSA, 2020i). Preparation for SkillsUSA competitions is rigorous with practices starting in late fall or early spring and increasing each week for the competitions. Students demonstrated strong work ethic by preparing before and after classes in addition to evenings and weekends. Students also networked with advisors or alumni to gather information about how to best prepare for competitions.

Social Support

Social support is defined as the perceived support from friends, family, and the community in the PWT (Duffy et al., 2016). This is reflected in the finding The Spectators’

Applause – Receiving Support. Participants reported social support, especially from peers, advisors, and the institution, as influential in their success. Social relationships help students feel comfortable and provide them access to important information (Karp, 2011). This is important for community college students that may have competing demands on their time from work and family commitments (Hirschy et al., 2011), multiple part-time or full-time jobs (American

146 Association of Community Colleges [AACC], 2019), and financial constraints (Goldrick-Rab,

2016). Additionally, community college students may have fewer friends or peers who have successfully completed college and may lack peer support in navigating the institution (Karp,

2011; Karp et al., 2008).

Advisors were very involved with SkillsUSA members and were interested in their progress. They promoted chapter activities and spent many hours preparing students for various activities (Gordon, 2014; Reese, 2011). These relationships with institutional agents encouraged student success by providing interpersonal connections, advice, motivation, and information

(Bensimon, 2007). Activities that promote interaction of peers and professors, such as in

SkillsUSA, are designed to facilitate this relationship building. However, these relationships must be meaningful to help students connect to the institution or be comfortable in reaching out to them to gain information (Karp et al., 2010). Student participants felt comfortable reaching out to advisors and peers, especially during times of stress. Students developed relationships with peers that they were able to maintain upon conclusion of official SkillsUSA events. They established connections across campus by meeting other peers and advisors that they did not meet in classes. Students also felt supported from the broader campus community. Reducing financial barriers increases feelings of being supported by the community college at large.

There was also evidence of the integral relationship between CTE programs and the

SkillsUSA chapters at the institutional level. CTSOs are considered to be intra-curricular activities where curriculum and activities are integrated throughout the curriculum by trained professionals with additional opportunities available to members outside the classroom setting

(Talbert et al., 2007). CTSOs are an extension of the classroom (Stone, 2014; Ullrich et al.,

2017). Students and advisors were familiar with the SkillsUSA framework and able to articulate

147 skills. Students noted the incorporation of the framework in classroom projects and assignments.

This study provides evidence to support the integration between curriculum and SkillsUSA chapters at the postsecondary level.

Economic Conditions

Resources may attenuate the impact of barriers in the PWT model (Duffy et al., 2016).

The financial commitment of the institutions to the SkillsUSA chapters demonstrated their investment. Having strong economic conditions, which were the travel and hotel expenses covered by the community colleges, helped buffer the financial constraints individuals were experiencing and opened up access for students (Duffy et al., 2016). Essentially, the community college was removing the barrier of fees and expenses so students did not quit or decide not to participate because of financial issues. Given the high number of community college students who receive Pell Grants and other forms of financial aid (AACC, 2019) and the socioeconomic data of the counties (ARC, 2020c, 2020d, 2020e), however, the food costs at the competitions may still be a barrier for students.

This study found that SkillsUSA can enhance individual skills (i.e. proactive personality, work volition, and career adaptability). SkillsUSA also created and fostered opportunities for students to better connect with peers and advisors across the campus environment. Finally, the community colleges made a financial commitment to support their chapters.

Implications

This qualitative case study was unique in that it explored how SkillsUSA participation influences postsecondary participation rather than secondary participation, which is more prevalent in the literature (Kosloski & Ritz, 2014; Russell et al., 2009; Stanislawski & Haltinner,

2009; Threeton & Pellock, 2010). The purpose of this study was to investigate the influence of

148 SkillsUSA participation on community college students’ preparedness for the workforce and connection to campus. These findings have important implications for practice, policy, and theory.

Implications for Practice

The findings provided several practical implications for advisors, administrators, and employers. While job opportunities may be more limited in this geographic region of the U.S.

Southeast, SkillsUSA helped students learn more about career pathways that exist across a range of occupations. Creative career strategies, such as entrepreneurial training, may help students learn that they can create their own jobs or start part-time businesses that could provide additional income. SkillsUSA has an entrepreneurial competition but exposing non-participants to entrepreneurship may broader students’ perspectives of what a career entails. Several students commented that their SkillsUSA participation was a catalyst for them to start their own businesses. Fees could be waived for students hoping to register for entrepreneurial sessions at local, small business centers. Community colleges could offer grants to students to subsidize start-up costs. Besides individual benefits, entrepreneurship creates products, services, and jobs for the local economy.

This study also provided insight about the meaningful social support students received from peers and advisors. Finding ways to meet students, advisors, and administrators throughout the year may prove beneficial. Since most of the activities happened in late fall through June, some students commented that there was community momentum going into the June national championship, but then they did not interact with fellow members again until late fall. There could be a celebratory dinner or gala in early fall to recognize the achievements of students and advisors. Alumni, local employers, and Board of Trustee members could be invited to hear a

149 SkillsUSA annual update and address. The gala could also serve as a fundraising event to help cover future SkillsUSA expenses, such as food costs. While the two community colleges use

U.S. Perkins Act funding for CTSOs, they also indicted that they needed to use institutional funds and donations to sustain SkillsUSA activities.

There is evidence that students gained confidence in overcoming obstacles, learned to take initiative, and adequately handled pressure. Finding ways to continue to build initiative and confidence would prove useful. The SkillsUSA framework, which highlights personal skills, workplace skills, and technical skills grounded in academics, provides a common language for students to articulate what they have gained from participation and assesses student skill development (SkillsUSA, 2020i). Chapters are encouraged to not only incorporate it into

SkillsUSA activities, but also throughout curriculum components. Educators need to teach particular subject matter, but by taking elements or pieces of the framework and integrating them into lessons, more students will be exposed to these framework skills. The ability to articulate personal, workplace, and technical skills to other individuals, such as employers, is important during job interviews. Employers will see these students as more competitive candidates, which could lead to job offers.

Implications for Policy

Findings may inform future policy directions for SkillsUSA and other CTSOs that share similar missions and structures. The data from the participants in this study may be of value for policymakers to ensure that U.S. Perkins Act funding continues for the 11 CTSOs recognized by the U.S. Department of Education (2019). Additionally, many participants in the study developed an interest in their field prior to community college or even prior to high school. If SkillsUSA wants to recruit students into technical, skilled, and service occupations, the organization may

150 want to consider strategies for reaching students at earlier ages. At the same time, middle school students are facing increasing pressure to make preliminary decisions that will impact their future (Osborn & Reardon, 2006). Expanding SkillsUSA middle school chapters may be beneficial to help provide an earlier exposure to fields of work and provide opportunities for students to explore their interests, values, and skills.

Implications for Theory

The Psychology of Working theory (PTW) (Duffy et al., 2016) guided the study. The six identified themes bolstered the support of the following domains within the PWT: economic constraints, work volition, career adaptability, proactive personality, social support, and economic constraints. With many of the students from greater Appalachia and rural communities, a proactive personality, a strong social support system, and institutional financial support helped to cancel out some of the economic effects students experienced. This allowed for greater development of work volition and career adaptability, also evident in this study, which increases the likelihood of finding work or pursuing career endeavors. Evidence was not found of the outcomes that lead to work fulfillment and well-being in the PWT (Duffy et al., 2016).

While all students had previously worked during summers or while attending school, many were

22 or younger (10 out of 13) and did not share as much about what work provided them in terms of survival, social connection, or self-determination needs. Future research on alumni or individuals who have worked for a longer period of time may better explore this concept.

The model was developed to understand adults who have experienced social class and societal biases (Duffy et al., 2016). Evidence from this study suggests that researchers can apply the model to explore community college students and their transition from school to work. This study focused on community college students who are from the greater Appalachia region or

151 rural communities, but researchers could apply the theory to other subpopulations of community college students. Community college students are often older (average age of 28), single parents

(15%), and working various jobs (62% of full-time and 72% of part-time students) (AACC,

2019). Additionally, more and more individuals, some with earned degrees, will return to community colleges for education and training to remain competitive in the labor market.

Quantitative and qualitative research on the PWT is still emerging, so this study informs ongoing research.

One area to explore further in the model is the consideration of expectations from others and how that influences people as they aim to acquire work. Several students spoke about the expectations from family about pursuing a four-year degree after high school. They had not received much information growing up about the value of pursuing CTE fields and their enrollment in community college was not always supported by family members. A few participants in the study spoke about how SkillsUSA participation encouraged them to pursue paths that were in opposition to family expectations. Literature has shown associations between parental expectations and children’s educational attainment (Diemer & Li, 2012). While expectations could relate to social support or economic constraints in the theory, future studies could explore the role of expectations as a possible predictor in the PWT.

Future Research

There are several potential research directions for future exploration. Future research could explore the experiences of community colleges students at institutions located in different geographic areas, especially more urban areas. Future research could also benefit from a longitudinal perspective of following up with the participants. This would allow researchers to better understand the outcomes that appear in the PWT model. Additionally, students voluntarily

152 join SkillsUSA, so there may be some attributes among those who self-select to participate in

SkillsUSA versus those who do not. Quantitative research, such as propensity score matching, could address this self-selection issue by comparing general student success metrics (i.e., GPA, retention, and completion) of the overall student population to students who participate in

CTSOs. Quasi-experimental techniques could also address whether students who participate in

CTSOs are more employable than students who do not participate in CTSOs.

Conclusion

The study contributed to the growing body of knowledge of postsecondary CTE research.

CTSOs receive significant support at the local, state, and national levels (Zirkle & Jeffery, 2019), yet few studies explore postsecondary CTSOs. While hometowns impacted access to job opportunities and industries, SkillsUSA participation influenced students’ work choices, initiative, and confidence in overcoming obstacles. Participants also reported support from peers, advisors, and the community colleges. The findings also are evidence of the PWT’s utility for research on community college students and the transition from the community college to the workforce. While there is still more to learn about how SkillsUSA prepares students for the workforce and connects them to campus, the current research is encouraging, as SkillsUSA is making a difference in the overall college experience and workforce preparation of community college students.

153 CHAPTER 6: THE INFLUENCE OF SKILLSUSA PARTICIPATION ON CAREER

ENDEAVORS: THE VOICES OF COMMUNITY COLLEGE ALUMNI

This scholarly manuscript was written to the specifications of the submission guidelines for the Career Development Quarterly (CDQ), the journal of the National Career Development

Association. I selected the journal because it publishes articles related to individual and career development issues (National Career Development Association [NCDA], 2020), which relate to my research around SkillsUSA, a career and technical student organization (CTSO), and the experiences of alumni who participated in SkillsUSA while enrolled as a community college student. Manuscripts should include implications for practice, as CDQ values fostering career development for people of all ages (NCDA, 2020). I am following the guidelines for a regular manuscript with an abstract of 150 words or less. Manuscripts must be double-spaced and must not exceed 25 pages, including references (NCDA, 2020). This manuscript addresses two main research questions and uses data from interest questionnaires and interviews.

The manuscript includes a shortened introduction, literature review, and theoretical framework sections, as well as a methodology section. An exploration of the two main themes I identified from my data that relate to the research questions and a discussion about why the themes are significant are also included. Implications for practice and ideas for future research are provided for the journal’s primary audience of practitioners and researchers. All citations in the manuscript are listed at the end of the full dissertation.

Abstract

Students have participated in career and technical student organizations (CTSOs) for 90 years, but the long-term effects of participation in these programs remain underexplored. This qualitative case study focused on one CTSO, SkillsUSA, and used interest questionnaires and

154 interview data from community college alumni to explore the perceived influence of SkillsUSA participation on their program of study and career endeavors. Using the Psychology of Working

Theory (PWT), the study provided evidence that while SkillsUSA participation did not influence all community college alumni to pursue a career and technical education (CTE) field, alumni gained more knowledge about CTE fields and considered themselves to be advocates for CTE.

Findings also suggested that alumni are able to apply lessons they learned from SkillsUSA into work or educational settings. Implications for CTSO advisors, career development professionals, and community college administrators are highlighted.

Keywords: career and technical student organizations, community college, alumni

Introduction

States are facing a shortage of skilled technical workers, which make up the largest part of the labor market in the United States (U.S.) (National Skills Coalition, 2020a, 2020b;

Rothwell, 2016). They perform jobs critical to the innovation, health care, infrastructure, and economic growth of the U.S. economy (Boettcher, 2017; E. Gordon, 2014; Rothwell, 2016).

Community colleges help prepare these skilled workers, as the jobs often require education beyond high school but less than a four-year degree (National Skills Coalition, 2020b). Students at community colleges can choose to participate in career and technical student organizations

(CTSOs), which help students explore career interests and prepare for employment (Scott &

Sarkees-Wircenski, 2008; Zirkle & Jeffery, 2019). This study focused on SkillsUSA, a CTSO that has a postsecondary division.

Career and Technical Student Organizations

Student organizations are popular extracurricular, co-curricular, or intra-curricular activities at postsecondary institutions (Eccles, 2015). CTSOs have been called co-curricular

155 activities (Aragon et al., 2013; Kosloski, 2014; Scarkees-Wircenski & Wircenski, 2004), but the relationship between the institution and CTSOs is more intra-curricular (Talbert, 2007).

Activities are integrated throughout the curriculum by a trained professional with additional opportunities outside the classroom (Talbert et al., 2007). These activities often include competitions, community service, professional development, and leadership components (Alfeld et al., 2007; Brown, 2003; Kosloski & Ritz, 2014; Ullrich et al., 2007).

CTSOs have helped students explore career interests and prepare for employment since the early 1900s (Lynch, 2000; McNally & Harvey, 2001). Over two million students participate

(National Coordinating Council for Career and Technical Student Organizations [NCCCSTSO],

2018) in the 11 CTSOs recognized by the U.S. Department of Education (2019). Students are often enrolled in educational programs related to agriculture, skilled trades, business, education, health, and information technology (NCCCSTSO, 2018). CTSO members are not required to be enrolled in career and technical education (CTE) programs, but many of the members are enrolled in CTE certificates or programs at community colleges. CTSOs offered at the postsecondary level include SkillsUSA, HOSA – Future Health Professionals, Future Business

Leaders of America – Phi Beta Lambda (FBLA-PBL), and the National Postsecondary

Agricultural Student Organization (PAS) (Zirkle & Jeffery, 2019).

Students who participate in CTSOs have increased motivation and engagement (Alfeld et al., 2007; Reese, 2010; Rose et al., 2016; Ullrich et al., 2007), increased academic achievement

(Aragon et al., 2013; Kosloski & Ritz, 2014), and increased cognitive skills (Taylor, 2006).

Benefits of participation also include skills such as teamwork, decision-making, dependability, trustworthiness, competitive proficiency, leadership, community awareness, and personal and social development (Alfeld et al., 2007; Ullrich et al., 2007). Although increased career self-

156 efficacy and career awareness has been found as a benefit in studies involving multiple CTSOs

(Alfeld et al., 2007; Aragon et al., 2013), there has been other research to suggest a disconnect between career aspirations and experiences at the individual CTSO level (Talbert & Balschweid,

2004, 2006). Less is known about the experiences of students participating in CTSOs at the postsecondary level.

Purpose of the Study

In 2019, there were approximately 427,000 SkillsUSA members from 4,000 middle, high, and postsecondary schools, which include students, advisors, professional members, and alumni

(SkillsUSA, 2019a). SkillsUSA offers regional, state, and national competitions in which students demonstrate skills in occupational and leadership events (Holdsworth, 2007) in addition to leadership, community service, and professional development activities (Alfeld et al., 2007;

Brown, 2003; Kosloski & Ritz, 2014; Ullrich et al., 2007). Although thousands of students participate in SkillsUSA across the country, researchers do not know how they perceive their participation once they are no longer part of SkillsUSA. The purpose of this study was to investigate the influence of SkillsUSA on former participants’ program of study and career endeavors. The term ‘alumni,’ is used for former participants for the rest of the manuscript. This qualitative case study explored the experiences of SkillsUSA alumni from two community colleges in the U.S. Southeast and sought to answer the following research questions:

1. How does SkillsUSA participation influence alumni’s perceptions of their

program of study?

2. How does SkillsUSA participation prepare alumni for their career endeavors?

157 The Psychology of Working Theory

Duffy et al.’s (2016) The Psychology of Working Theory (PWT), which highlights that sociocultural factors should be considered in relation to individuals’ career decisions and their work experiences, guided the work (Duffy et al., 2016). It is inclusive of both economic and social aspects that shape access to work. The theory has been used in qualitative work to explore the work experiences of all individuals, such as people who are unemployed (Kossen &

McIlveen, 2018), immigrants (Autin et al., 2018), blue-collar workers (Koekemoer et al., 2018), and students transitioning from school-to-work (Kenny et al., 2019). The PWT is useful for studying individuals without four-year degrees, such as community college students. Other career development theories have focused more on individuals with bachelor’s degrees (Blustein,

2006; Hirschi, 2018).

The theory has predictors (i.e., economic constraints and marginalization), mediators

(i.e., work volition and career adaptability), and moderators (i.e., proactive personality, critical consciousness, social support, and economic conditions) that influence the experience of acquiring decent work. According to the International Labour Organization (ILO) (2012), a specialized agency of the United Nations, decent work is defined as a combination of safe working conditions, health care, personal time and rest, respect for the needs of family, social values, and provision for compensation when income is not assured or diminished. Decent work can lead to outcomes such as satisfaction of needs, work fulfillment, and well-being (Duffy et al.,

2016). The PWT is also used to identify resources and barriers. Interventions that promote work- based experiences (i.e., CTSOs such as SkillsUSA) provide resources and enhance skill development for individuals in their transition to the workforce (Blustein et al., 2008).

158 Methodology

This study utilized a qualitative case study design (Merriam & Tisdell, 2016). Data were collected from interest questionnaires and interviews with alumni, as generating data through multiple sources is a main component in case study research (Merriam & Tisdell, 2016). The case was alumni who were members of SkillsUSA chapters at two community colleges in the

U.S. Southeast during the 2018-19 academic year. Since the community colleges are only 40 miles apart, the case is bounded by geographic and socioeconomic data (i.e., education, income, and poverty) of the surrounding counties in which the community colleges are located (Merriam

& Tisdell, 2016). The research selected sites based on the following criteria: (a) a discussion with the state SkillsUSA Executive Director; (b) a review of all SkillsUSA community college chapters in the state; (c) an examination of state and national SkillsUSA competition medalists; and (d) community colleges’ willingness to participate in the study. Both community colleges have a record of state and national individual and team medalists and chapter recognition within

SkillsUSA. The study was able to explore how alumni from two different community colleges considered their SkillsUSA participation in the same general geographic area.

Participants

The target population of interest was alumni of SkillsUSA from two community colleges in one state in the U.S. Southeast. There were approximately 1,500 alumni members in this state during the 2018-19 academic year. Participants met certain criteria for eligibility (Merriam &

Tisdell, 2016). Alumni participants needed to be former members of SkillsUSA and have participated in the CTSO for at least two semesters. Eight alumni participated in interviews.

Table 6.1 presents the alumni participants’ demographic, academic, and SkillsUSA information. The alumni were between the ages of 18 and 38 during the time of the interview.

159 Six alumni identify as male and all identify as White. Seven were enrolled at the community college on a full-time basis. Three alumni received an associate in arts, one received an associate in science, three received an associate in applied science, and one received an associate degree.

All graduated between 2012 and 2019. Alumni represented the following academic programs: graphic design, psychology, political science, science, arts, communication, and architectural technology. Duration of SkillsUSA involvement ranged from two semesters to more than eight semesters. Currently, three of the alumni are attending four-year institutions, four are employed full-time, and one is taking a gap year and applying to schools. One limitation is that the study was not able to delve deeply into race/ethnicity and gender identities to see if there were similarities and differences based on this aspect of backgrounds.

Table 6.1. Alumni Participant Demographic, Academic, and SkillsUSA Information.

Pseudonym Age Gender Status Program of Study Graduation Duration of Identity Involvement Lyle 19 Male Full-Time Communication Unknown 7-8 Semesters

Selena 19 Female Full-Time Arts May 2019 5-6 Semesters Harper 21 Female Full-Time Graphic Design May 2018 3-4 Semesters Emmett 21 Male Full-Time Entrepreneurship May 2016 7-8 and Semesters Switched to Part- time

Gatlin 22 Male Full-Time Science 2016 More than 8 Semesters

Zayd 38 Male Full-Time Psychology and May 2018 3-4 Political Science Semesters

160 Table 6.1. (continued).

Anderson 25 Male Full-Time Diesel and Heavy 2015 2 Semesters Equipment Technology

Boone 38 Male Part-Time Architectural May 2012 2 Semesters Technology Note. All alumni identify as White and received an associate degree.

Data Generation

Potential participants were provided a direct hyperlink to an interest questionnaire to collect basic demographic data and assure qualifications for participation were met. The alumni interest questionnaires contained questions regarding demographic characteristics, such as gender identity, age, and race/ethnicity, in addition to program of study, enrollment status, graduation date, hometown, and duration of SkillsUSA involvement (Appendix I). At the end of the interest questionnaire, respondents were asked if they were interested in participating in an interview. There were ten alumni who completed the interest questionnaire. Two individuals completed the interest questionnaire and did not complete the interviews. Eight alumni participated in interviews and all were assigned pseudonyms. Semi-structured interviews were used to be consistent with a constructivist paradigm (Merriam & Tisdell, 2016) and were conducted in-person at the selected community colleges or virtually. The alumni interview protocol questions were designed to align with components of the PWT (Duffy et al., 2016) and were structured around five main prompts (see Appendix O).

Data Analysis and Trustworthiness

Questionnaire data were analyzed by conducting descriptive analysis of the demographic questions. Before beginning to code, a code list was created that included a priori coding terms for various components of the theory. Data were coded that did not align with the theoretical

161 framework and coded over two cycles. The first cycle of coding involved eclectic coding based on several different methods: attribute, descriptive, In Vivo, initial, and process coding (Saldaña,

2016). The researcher code-mapped codes by reviewing, combining, and eliminating codes from first cycle coding (Saldaña, 2016). Finally, pattern coding was used in second cycle coding to categorize codes into themes. The researcher kept extensive memos to assist in meaning-making

(Miles et al., 2014).

Peer debriefing and rich, thick descriptions were used to defend the integrity of the study.

The researcher asked colleagues to comment on the identified findings, which helped detect bias, provide alternative explanations, and discover interpretations not substantiated by the data

(Merriam & Tisdell, 2016; Shenton, 2004). The peer reviewers agreed with the findings and offered suggestions for other possible quotes or themes to consider. Finally, qualitative themes were conveyed using rich, thick descriptions involving quotes (Miles et al., 2014; Patton, 2015).

Findings

Analysis from the interest questionnaire data provided insight into the geographic and socioeconomic characteristics of alumni’s hometowns and their current geographic locations.

The researcher reviewed the hometowns against U.S. Census Bureau data. All of the alumni grew up in towns or communities within a 30-minute drive of the community colleges or are from the town or city in which one of the community colleges is located. The U.S. Census

Bureau (2019, The Rural Definition) defines rural as “any population, housing, or territory not in an urban area.” One alumna grew up in a community with less than 1,000 people, so this community is considered rural by the U.S. Census Bureau (U.S. Census Bureau, 2019). All other alumni are from towns considered to be urban clusters with populations ranging from 3,400 to

40,900 (U.S. Census Bureau, 2019). All alumni remain in the area where they grew up, with the

162 exception of three alumni who attend four-year institutions approximately 2-2.5 hours away from the community college they attended.

All the hometowns are in two counties. Average high school completion in county A

(78.3%) and county B (84.0%) was lower than state (86.9%) and national (87.3%) averages (U.S.

Census Bureau, 2018e). The median household income was $37,173 (county A) and $48,649

(county B) from 2013-2017, which is less than state ($50,320) and national ($57,652) averages.

Poverty in county A (18.5%) was higher than state (14.7%) and national (12.3%) averages, while county B (12.5%) was similar to the national average (U.S. Census Bureau, 2018e). As data from the U.S. Census Bureau (2018b, 2018c, 2018e, 2018e) demonstrate, the region lags behind the state and nation in relation to educational attainment, income, and poverty.

Influence on Program of Study

Several subthemes were identified in the process of data analysis to address the first research question and represent key findings across the experiences of alumni participants. The following section summarizes the two subthemes that comprise findings related to the influence on program of study: Influenced CTE Field and Emphasized Leadership Skills and No Influence on Program and Learned about Other Fields.

Influenced CTE Program and Emphasized Leadership Skills

Participants commented that SkillsUSA influenced their decision to pursue a CTE program of study. However, they spoke more about the leadership skills they acquired when asked about this influence. Selena remarked, “I definitely think it has…leadership skills that I’ve learned within SkillsUSA have taught me a lot more than I probably would have ever learned otherwise.” Emmett also mentioned leadership:

163 I went with more the leadership side of SkillsUSA, because there can be two sides of

it…career and technical sides with like the masonry, the auto mechanics…then you have

other side of which is the leadership…

Students acknowledged that SkillsUSA influenced their decision to pursue a CTE field, yet other skills, such as leadership, seemed to make a more lasting impression.

No Influence on Program and Learned About Other Fields

Half of the alumni indicated that SkillsUSA did not influence their program of study.

These participants were enrolled in arts and sciences programs of study that are not considered

CTE (e.g. arts, communication, science, political science, and psychology). Participants commented that they had ideas about what paths to pursue from friends, family, and additional educational experiences. Harper said, “I already knew what I wanted to do that before I joined

SkillsUSA. I don’t know if it had an influence on me toward my career path.” Gatlin remarked that it helped him decide the type of education he wanted to receive:

So SkillsUSA didn’t influence what type of career I went into, because I went into

chemistry…but it did influence how I wanted to be educated. It influenced that I want to

work with my hands and that was a major component….Even for chemistry, I demanded

that I wanted to be in a lab, I wanted to do research.

While SkillsUSA did not influence their specific field, SkillsUSA provided exposure to jobs and fields they had not previously considered. Boone, an architectural technology major, stated:

I think I already had a pretty good idea of what I wanted to do. I know what SkillsUSA

did do for me was brought awareness that there’s a lot of jobs out there. There’s a lot of

technical type jobs that do not necessarily require bachelor’s degrees and master’s

degrees to be successful.

164 Walking around at state and national competitions allowed students to see peers competing in other events. Harper reported, “…I could walk around when I wasn’t in a competition and see so many other jobs and competitions like cosmetology, carpentry, electricity, automotive, and detective…I didn’t even know.” Zayd remarked, “On a vocational side it can put you in areas that you never thought about ….whether it be HVAC, machining, carpentry, cabinetmaking…So the vocation side--it’s very in depth.” Several students already knew what they wanted to do before they joined SkillsUSA; so while SkillsUSA participation did not influence them, it did give them exposure to a variety of CTE jobs that exist across the nation.

Preparation for Current Endeavors

The researcher analyzed interview data to address the second research question regarding how prepared alumni felt for their current endeavors. Three subthemes were identified: (a)

Applying Lessons from SkillsUSA; (b) Advocating for CTE; and (c) What’s Next?--Future

Career Aspirations.

Applying Lessons from SkillsUSA

Now that the alumni are either working, attending four-year institutions, or applying to schools, they have had some time to reflect upon what they learned through SkillsUSA. Gatlin shared, “I was able to grow specifically in skills like adaptability and leadership so I can apply them my work, my labs, and classes now.” Lyle stated, “I think the experiences I got with

SkillsUSA…opened up the fact that I know how to talk to people…taught me how to be patient with people…how to be polite, smile, things like that whenever someone is frustrating you.”

Zayd spoke the importance of multicultural sensitivity in the workplace:

165 SkillsUSA can teach you a vocation and it can teach you a lot of different qualities that

you may not otherwise have thought about…multicultural sensitivity…But previously I

never thought about that being in the workplace skills industry.

Three alumni remarked about how SkillsUSA helped them understand the realities of their chosen profession. Harper reflected, “…I always thought I would just be creating something for someone. But there are a lot of aspects of my job as a graphic designer that I might have to recreate something for someone. Boone spoke about having to work under time constraints: “…gave me a taste of what work life would be…So not only are you trying to complete a task, but you’re trying to complete it under a time constraint.” Emmett shared the importance of communicating well in the workplace:

I am in a very high-stress environment…I need to communicate with them about policies

or about just listening to them…SkillsUSA has made me actually look at people and talk

with people, talk with multiple people from around our country and interact with people

and see how other regions react to different things…

Two alumni spoke about how SkillsUSA encouraged them to be open to other career opportunities in the future. Anderson remarked, “If I’ve got a mechanic degree, I’m not going to be a mechanic the rest of my life…I might do 30 years wrench turning….but there’s other options. Harper valued creating her own opportunities, “So what’s really good about my field is that you can freelance and you can build your own little business and work with local people and people that you meet on the internet.” Alumni stressed how they applied lessons of adaptability, patience, multicultural sensitivity, and communication to their workplace experiences.

SkillsUSA prepared them for common realities, such as working under time constraints and interacting with a variety of people.

166 Advocating for CTE

An unexpected finding was how alumni now see themselves as advocates for CTE.

Selena believed she has the capacity to bring awareness to other people about CTE: “It starts this whole conversation, what career technical education is and how Skills is trying to close the gap…I can be that person to bring awareness to other people…and how we can help close the

Skills gap.” Emmet and Selena reflected on how their view of CTE trade professionals changed.

Emmet disclosed, “It made me believe that there is no job that I am beneath because there’s a lot of stigma with a plumber who is someone who didn’t do well in high school.” Selena made a similar statement:

…before SkillsUSA, I always looked at trade workers…I never really understood how

much money that they could make. But after being in SkillsUSA and seeing all the need

for those jobs, so many are left empty because people are wanting to do other things.

Boone remarked:

As a as a nation…We do a poor job of making individuals aware that there’s alternate

paths to where you don’t have to commit to time commitments of four or five years for

bachelor’s or master’s degrees or the financial burden that may come with those type of

degrees.

Alumni recognized that SkillsUSA should promote the organization to individuals in fields other than CTE. Gatlin proposed:

SkillsUSA is promoted as CTE…But it doesn’t present itself to being an area where

someone who is good in mathematics could go and compete. But there are competitions

for people who are awesome in mathematics. If there was a lot more advertising out there

on more than the CTE side of things, I think that would tear down a lot of the barriers.

167 Gatlin also observed that students attending four-year institutions would benefit from SkillsUSA:

I’ve always been a huge advocate for university level SkillsUSA. And we have not

ventured into that direction yet. A lot of people from what I’ve seen could benefit from

the technical training and the two other components, workplace skills and personal skills

and they really, really, really need it.

Finally, alumni spoke about wanting to stay involved with SkillsUSA in some capacity. Harper exclaimed, “I would love to be involved in advising and going to competitions and being the mentor.” SkillsUSA encouraged alumni to think about CTE from a broader perspective and recognize that all types of jobs are valued. They noted their responsibility to pass on their knowledge, skills, and experiences to others.

What’s Next? Future Career Aspirations

The alumni have high hopes for their future. Three are planning for further education.

Selena explained, “I definitely put SkillsUSA on a bunch of my college applications.” Zayd revealed, “Proposed me on a path to attain a law degree. And also a Psych D.” Gatlin said,

“Probably doing a chemistry Ph.D. I want to go to industry.”

Others have specific employment ideas. Emmett remarked, “One day I will have my own business. I like being my own boss. I want to do that and I only learned that I want to be my own boss after doing it with Skills.” Harper also wants to be an entrepreneur: “I’ve always said I wanted to create my own business. But I know that I would just love to have a storefront somewhere.” Lyle shared, “So I’m wanting to hopefully start off in news production or online production company. And then if that doesn’t work out, I’ll use my marketing skills to try to do something else with video. But eventually, long term, I want to make documentaries.” Boone is aiming to acquire increasing levels of responsibility in his current profession: “Honestly, it is to

168 stay in my profession of choice--just to continually move up the ladder. I started at the bottom coming out of college; I guess you would consider me a middle-management type position right now.”

Alumni have high aspirations for their future and sought out opportunities, many of which, were in fields other than CTE. Some alumni wanted to continue to further their education, while others wanted to stay and advance at their current employers.

Discussion

The study provided evidence that while SkillsUSA participation did not influence all community college alumni to pursue a CTE field, alumni gained more knowledge about CTE fields and considered themselves to be advocates for CTE. Findings also suggested that alumni were able to apply lessons they learned from SkillsUSA into work or educational settings. These findings can be applied to the economic constraints, work volition, career adaptability, self- determination needs, and social connection needs of the PWT theory.

PWT acknowledges that the economic conditions one experiences can influence the types of career opportunities one has access to (Duffy et al., 2016). The analysis of the hometowns of alumni participants at the community colleges revealed that one alumnus grew up in a community considered rural by the U.S. Census Bureau and three other alumni grew up in towns with less than 15,000 people (U.S. Census Bureau, 2019). Five of the alumni live in counties that have income levels lower than state and national averages and poverty levels higher than state and national averages (U.S. Census Bureau, 2018b, 2018c, 2018e, 2018e). Economies of rural communities often shape students’ educational aspirations (Cox et al., 2013; Petrin et al., 2014).

Students from rural areas have exposure to a narrower range of occupations compared with students from urban areas (Haller & Virkler, 1993). They may also be more likely to pursue

169 careers in agriculture, education, health sciences, and management, whereas students from rural areas are more likely to pursue arts, business, science, and social science (Bajema et al., 2002).

More affluent communities appear to offer more educational and family support in career exploration, resulting in a broader range of career options than students in limited socio- economic communities (Ferry, 2006). Evidence from this study suggests that SkillsUSA can expand knowledge about career fields for students pursuing a variety of programs of study. For the alumni currently employed, they found opportunities to remain in the region.

For some alumni, SkillsUSA influenced their plan to pursue a CTE field. This data is consistent with a survey distributed to 23,000 students by the Manufacturing Institute (2015). For students who participated in SkillsUSA and completed the survey, 63% plan to pursue a CTE field of study compared to 35% of non-CTSO participants. While data does not show that

SkillsUSA participation influenced all alumni to enter CTE fields, SkillsUSA exposed students to other job opportunities. This is consistent with studies that found increased career self-efficacy and career awareness as a benefit of CTSO participation (Alfeld et al., 2007; Aragon et al.,

2013). Findings also showed evidence of career adaptability (i.e., one’s ability to cope with career changes) in the PWT theory (Duffy et al., 2016). Alumni indicated that lessons from

SkillsUSA became a resource for them as they experienced situations in the workplace such as the realities of daily work life, multicultural sensitivity, and being open to other career possibilities. Higher levels of career adaptability has been related to increased career maturity

(Douglass & Duffy, 2015; Duffy et la., 2015). A sense of control of future careers has been linked to work volition (Duffy et al., 2014, 2105). This is evident in the PWT with individuals more likely to be engaged in decent work if they have greater work volition and career adaptability (Duffy et al., 2016).

170 Aspirations to progress and responsibility toward others relate to two fundamental needs

(self-determination needs and social connection needs) that individuals potentially fulfill when working as described by the PWT (Duffy et al., 2016). Self-determination needs are based off of self-determination theory, where one feels competent in an array of areas, has passion for their work, and takes pride in quality work (Ryan & Deci, 2002). Alumni actively sought opportunities to develop themselves through further education, entrepreneurial opportunities, or promotions. They did not want to remain in their current work indefinitely. Social connections focus on one’s broader societal network (Autin et al., 2018). Mentoring and passing on one’s knowledge to other SkillsUSA members is one example sharing information with the broader community. Advocating for CTE, in general, may help alumni feel they are contributing to a broader economic and social context (Blustein, 2011). Alumni are engaging in activities that are intrinsically or extrinsically motivating in a meaningful way. Social connection and self- determination are two outcomes of decent work which lead to work fulfillment and a sense of well-being (Duffy et al., 2016).

Finally, with approximately 40% of the total undergraduate enrollment in the U.S. attending community colleges (Ma & Baum, 2015), this study contributes to the literature about student involvement in community colleges. Community college students may have limited time for student involvement activities, as they are more likely to be older (average age of 28), single parents (15%), and working (62% of full-time and 72% of part-time students) (American

Association of Community Colleges, 2019). Community college student perspectives are important in relation to these competing family and work responsibilities. In considering research on CTSOs, scholars have largely focused on the secondary environment (Alfeld et al.,

2007; Howell & Busby, 2002; Kosloski & Ritz, 2014; Rose et al., 2016; Threeton & Pellock,

171 2010; Tummons et al., 2017). This study contributes to the literature about CTSOs within the postsecondary context.

Implications for Practice

This qualitative case study has implications for practice and policy. Many alumni noted that while they had already decided on a program of study before joining SkillsUSA, they still benefitted from their participation. Finding ways to involve non-CTE majors into SkillsUSA could prove beneficial. SkillsUSA could be used as a recruiting tool for the community colleges to attract and enroll new students. Both campuses have a dual enrollment high school program.

Admission recruitment efforts should be examined to see what role, if any, SkillsUSA is playing in the recruiting efforts to help high school students decide whether to continue their education in the community college environment. Additionally, there are probably non-CTE majors on campus that do not realize the benefits of SkillsUSA. Findings from this study show the mutual benefit of partnerships between arts and sciences programs and the SkillsUSA chapters.

Establishing connections with these departments will help to promote that SkillsUSA is not only for students in CTE-related programs of study, but beneficial for all students.

Findings also showed that several alumni wanted to continue SkillsUSA participation past the community college level, but their four-year institution did not have a chapter. Given the growth of the postsecondary division of SkillsUSA over the last five years (SkillsUSA, 2019a) this could be an area of exploration. SkillsUSA state and national offices could consider expanding chapters to more four-year institutions to provide opportunities for students wanting to continue to develop their technical, workplace, and personal skills. SkillsUSA has an alumni group with an elected, national executive committee (SkillsUSA, 2020b). This board could identify new four-year institutional partnerships, especially since one of the board’s initiatives is

172 to increase membership (SkillsUSA, 2020b). Expanding chapters to four-year institutions allows

SkillsUSA alumni from high schools and community colleges to continue their participation and opens up opportunities for students who may never have participated previously.

Implications for Theory

The Psychology of Working theory (PTW) (Duffy et al., 2016) guided the study. The themes bolstered the support of the following domains within the PWT: economic constraints, work volition, career adaptability, self-determination needs, and social connection needs. Future research could ask alumni more questions about the outcomes piece of the model. While the researcher found evidence of self-determination needs and social connection needs, a second interview scheduled with the alumni may have allowed for follow-up questions regarding work fulfillment and well-being.

Avenues for Further Research

Future research could benefit from incorporating the experiences of postsecondary members of other CTSOs such as Educators Rising, Future Business Leaders of America, and

HOSA-Future Health Professionals. These other perspectives can lead to additional knowledge about the experiences of postsecondary members and their career trajectories that may be similar or dissimilar to SkillsUSA members. Developing leadership skills is a primary goal of CTSOs

(Zirkle & Jeffery, 2019), which was evident in this study, but future research could examine former members who obtained leadership roles in business, government and education. Future research should also continue to incorporate qualitative, quantitative, and mixed methods approaches focusing on the influence of identities and the ways SkillsUSA can provide access for broader participation.

173 Conclusion

Findings from this qualitative research study are important because SkillsUSA not only helps graduates develop technical and soft skills, but also brings the additional value of connecting alumni to the community college context. Alumni were able to apply lessons they learned from SkillsUSA into work or educational settings. The study also provided evidence that while SkillsUSA participation did not influence all community college alumni to pursue a CTE field, alumni gained more knowledge about fields and considered themselves to be advocates for

CTE.

174 CHAPTER 7: IMPACT BRIEFS

This chapter presents two impact briefs that will be distributed to Catawba Valley

Community College and Wilkes Community College. Impact briefs are typically short (i.e. two to eight double-spaced pages) and written toward non-academic audiences (e.g., decision- makers, practitioners, and policymakers). The briefs focus on how research impacts practice in a more accessible way than a traditional dissertation format, which decision-makers may not have time or library access to read. The information is presented in non-technical language.

Recommendations are provided to help inform practice for the individual SkillsUSA chapters.

The quotations provided in the briefs are from students, advisors, or alumni who attended that respective community college. The participant tables provided in chapter four will also be provided to the community colleges. The briefs are double-spaced to accommodate NC State’s electronic thesis and dissertation guidelines but will be single-spaced for the community colleges.

Impact Brief for Catawba Valley Community College

What are the added values of having a SkillsUSA chapter?

Introduction

This qualitative case study explored how SkillsUSA participation influenced community college students’ preparedness for the workforce and connection to campus. The study also explored the perceived influence of SkillsUSA participation on alumni’s program of study and career endeavors. Results indicated that while hometowns impacted access to job opportunities and industries, SkillsUSA participation influenced students’ work choices, initiative, and confidence in overcoming obstacles. Participants also reported benefitting from a supportive campus community. The study provided evidence that while SkillsUSA participation did not

175 influence all community college alumni to pursue a career and technical field (CTE), alumni gained more knowledge about CTE fields and considered themselves to be advocates for CTE.

This research is important because SkillsUSA not only helps graduates and students develop technical and soft skills but also brings the additional value of connecting students to the community college context.

Key Points

• Students and alumni gained more knowledge about CTE fields, job opportunities, and

work choices beyond their program of study.

• Through their SkillsUSA involvement, students and alumni met peers, faculty members,

and administrators who they had not previously interacted with in classes or campus

activities.

• Students continued their involvement in SkillsUSA even after completing their degree by

taking online community college classes to continue their membership.

• While winning competitions was meaningful, students and alumni were more reflective

about personal growth and overcoming obstacles.

• Alumni were able to apply lessons they learned from SkillsUSA into work or educational

settings.

The Project

North Carolina set a state postsecondary attainment goal to have two million North

Carolinians have a postsecondary degree or high-quality credential by 2030 (myfutureNC

Commission, 2019). Currently, only 49% of North Carolinians ages 25-44 have completed this level of education (myfutureNC Commission, 2019). Community colleges train individuals for many of jobs that may require a certificate or education beyond high school but less than a four-

176 year degree. Community colleges offer career and technical student organizations (CTSOs) to help improve the career readiness of students seeking skilled-technical jobs requiring certificates and degrees (Association for Career and Technical Education, 2011). Although CTSOs are 90 years old, researchers have primarily studied CTSOs at the secondary level rather than within the context of postsecondary education. Because the experiences of students participating in CTSOs at the postsecondary level are not well understood, there is a lack of understanding of the value of CTSOs in community colleges. This study focused on SkillsUSA, a CTSO that has a postsecondary division. SkillsUSA participation prepares students for future employment opportunities by developing personal, workplace, and technical skills needed in the workplace.

The researcher gathered data in fall of 2019 from Catawba Valley Community College

(CVCC) through interest questionnaires, interviews, and documents. The researcher also conducted observations at the SkillsUSA National Leadership and Skills Conference, wrote field notes, and gathered resumes to provide additional context for the study. There were 18 total participants from CVCC (six students, six advisors, and six alumni). Data were coded and analyzed for themes. Basic descriptive analysis was used for SkillsUSA members compared to the overall CVCC student body population (Table 7.1).

177 Table 7.1. Characteristics of Catawba Valley Community College’s SkillsUSA Members and Overall Student Body.

SkillsUSA Members a Overall Student Body b (n=500) (n=4,700) Gender Identity

Male 65% 44%

Female 35% 56%

Race/Ethnicity Identity

White 73% 68%

Hispanic 14% 12%

Black or African American 4% 7%

Asian or Pacific Islander 4% 7%

Other/Unknown 4% 6%

American Indian 1%

Age

24 or younger 77% 78%

25 or older 23% 22%

Programs of Study 45 50 Represented Note. Includes students who were enrolled during 2018-19 academic year at

Catawba Valley Community College (CVCC). a Source: CVCC administrative data. b Source: IPEDS data.

All participants spoke highly of CVCC’s SkillsUSA chapter and its meaning in their lives. One student remarked, “For my community college experience its done a whole lot…I can’t even imagine what my schooling would have been like without it. It’s been so integrated into my entire study.” Another student shared, “…leadership skills that I’ve learned within

178 SkillsUSA have taught me a lot more than I would have learned otherwise. I think that it definitely has helped me grow out of my shell because before I wouldn’t really talk much…”

An alumnus said, “I think SkillsUSA has always just been a big influence. Honestly, not just in my career field, but personal life as well. It’s taught me to take more responsibility. I had to really figure out something for me to do that I would enjoy.”

Students spoke about how SkillsUSA broadened their view of occupations and jobs. One student said, “…just gives us a broader view of all the potential jobs…whether it be aeronautic or just regular machine shops of automotive…the imagination is the limit when it comes so that definitely opened my eyes up.” Another student described about how SkillsUSA influenced him to go into entrepreneurship when he initially thought he wanted to be a chiropractor. “I think the big one was…changing what I wanted to do with my life basically.” While SkillsUSA did not influence all students regarding their program of study, the participants learned about a variety of jobs and discovered soft skills that could transfer to various professions.

What stood out in the interviews was how much students, alumni, and advisors described the relationships they established across campus as part of their SkillsUSA experience. One alumnus recalled, “Whenever I was at CVCC I knew a lot of different advisors from very different fields that I knew…would listen to me.” An advisor noted that it was more than just peers forming relationships with peers:

It gives us an opportunity to further develop our relationship with the students too…you

have lots of conversations, and you get to know more about the students and their

backgrounds, their lives, and they get to learn more about us.

Another finding was that students spoke about being physically on campus more after they joined SkillsUSA. One alumnus said, “My first semester I would go to class, and I would go

179 home…Getting involved in SkillsUSA kept me on campus a lot longer.” Another alumnus expressed, “It got me involved with different instructors and different administrators.” Students and alumni developed relationships with peers and advisors across the institution that they normally did not see during their regular coursework. Being on campus and feeling connected is important because social and academic integration is critical to student success. Faculty engagement is also important for student learning and program completion.

Another interesting finding was that students wanted to stay involved in SkillsUSA even after finishing their program of study. One alumnus explained:

I have seen individuals who wanted to be a part of SkillsUSA but have moved on to a

four-year institution. So what we would do is still take an online class or something like

that at CVCC so that we can still be a part of SkillsUSA.

This shows the value students placed on SkillsUSA. Students stayed involved in SkillsUSA by enrolling in online CVCC coursework and receiving college credit from a four-year university at the same time.

Participants were also reflective in how SkillsUSA pushed them outside their comfort zone and toward confronting obstacles. One alumnus disclosed, “I’d wear flip flops, have holes in my jeans, I wasn’t necessarily the most presentable person, let alone the most employable person in the world. But SkillsUSA pushed me to be something better.” Students are developing the personal, workplace, and technical skills through SkillsUSA that are needed to navigate the labor market.

An unexpected finding was how alumni now see themselves as advocates for CTE. One alumna believed she has the capacity to bring awareness to other people about CTE. “It starts this whole conversation, what career technical education is and how Skills is trying to close the

180 gap…I can be that person to bring awareness to other people…and how we can help close the

Skills gap.” SkillsUSA encouraged alumni to move beyond the individual level and think about

CTE from a broader perspective.

For Decision Makers: Impact on Policy and Practice

The following recommendations for consideration are made based upon the data and observations collected by the researcher and ideas suggested by participants. Decision makers who are interested in continuing to promote SkillsUSA participation should consider:

• Continuing the momentum from when the national competition ends in June to when

practices start up again in the fall. There could be a celebratory dinner or gala in the

summer or early fall to recognize the achievements of students and advisors. Alumni,

local employers, and Board of Trustee members could be invited.

• Creating physical space for SkillsUSA officers on campus. Students indicated that having

an office or dedicated space for officers would be helpful to manage the variety of

SkillsUSA opportunities offered to students. The need for increasing the number of

officers to serve as a resource when training new officers was also noted. Asking past

officers to return could help to divide responsibilities.

• Encouraging conversations about paths to four-year degrees. Students recognized that

individuals pursuing CTE fields can be competitive in the labor force without a four-year

degree, but some students felt apprehensive about admitting that they wanted to obtain a

four-year degree to better themselves. Students not pursuing CTE fields still developed

skillsets that would be useful for further education. Several students have future career

aspirations of continuing their education at a four-year institution.

181 • Finding ways to engage student populations that may have different demands and

obligations on their time but may not be able to commit to competing at the state and

national level. SkillsUSA provides a meaningful experience for students even if they do

not participate in competitive events. Missing work or classes and stress at competitions

made some students question whether they should continue in the organization the

following year.

• Encouraging and supporting advisors to attend one or two of the one-hour trainings

offered at the state and national competitions. Advisors may have to rotate to cover for

each other while students are competing but this will allow them to receive professional

development that has already been developed by the state and national SkillsUSA offices.

The trainings relate to topics about advising chapters and feature innovative

programming. The professional development allows advisors to meet other advisors and

work on their individual development.

• Consider using employer advisor boards or consult with the Foundation team to identify

receptive employer partners that could provide financial or in-kind support to cover food

or other expenses related to travel to conferences. Students noted that food costs could be

prohibitive for them even with the institutional stipend. Employers benefit from the

students and the skills they acquired through SkillsUSA.

• Exploring ways SkillsUSA could be an admissions recruitment strategy. Some students

were involved in SkillsUSA high school chapters, dual enrollment programs, or had

heard about it at the secondary level. The continued success of the chapter may be of

interest to students wanting to continue SkillsUSA at the postsecondary level. High

182 schools with SkillsUSA chapters in the surrounding geographic area could be identified

to examine matriculation numbers and target admission efforts.

Conclusion

CVCC’s commitment and support to SkillsUSA was recognized, appreciated, and acknowledged by students, advisors, and alumni participants. CVCC has received a National

Model of Excellence designation from SkillsUSA and is considered a full-participation chapter.

The chapter should continue to evaluate activities, sustain resources, and retain advising talent to remain competitive in the coming years. SkillsUSA participation influenced student and alumni’s knowledge of jobs, initiative, and confidence in overcoming obstacles. Participants also reported benefitting from a supportive campus community. The findings from this study are important because SkillsUSA participation not only develops students’ skills from an individual perspective, but participation encourages connections across the community college. Findings also suggested that alumni were able to apply lessons they learned from SkillsUSA into work or educational settings.

This impact brief was written during an unusual time in our nation’s history with the coronavirus (COVID-19) spreading across the United States. SkillsUSA North Carolina and

SkillsUSA National Office cancelled their 2020 conferences. This new reality will require the

SkillsUSA chapter to interact with members in virtual spaces and set goals besides competitive events for the remainder of the academic year. Advisors will have to find ways to engage students in team meetings and discussions of the SkillsUSA framework. This unique time could open up conversations with other community colleges about collaborations or trade and professional associations about free online materials for educators. While there are no easy

183 answers, the time may allow for reflection and implementation of changes the chapter had been considering but has not had the time to accomplish.

About this Brief

Maldonado, L. G. (2020). Connecting to Campus and the Workforce: A Case Study of

Community College Students Participating in SkillsUSA [Unpublished doctoral

dissertation.] North Carolina State University.

Contact: Laura G. Maldonado, [email protected]

Further Reading

Association for Career and Technical Education. (2020). Career and technical student

organizations. https://www.acteonline.org/professional-development/high-quality-cte-

tools/career-and-technical-student-organizations/#tab-id-1 myfutureNC Commission. (2019). A call to action for the state of North Carolina.

https://www.myfuturenc.org/wp-content/uploads/2019/02/A-Call-to-Action-Final-

Report_Call-to-Action-for-NC.pdf

Zirkle, C., & Jeffery, J. (2019). Vocational student organizations and student success. In

McGrath, S., Mulder M., Papier, J., Suart R. (Eds.), Handbook of Vocational Education

and Training (pp 1-17). Springer International Publishing.

Impact Brief for Wilkes Community College

What are the added values of having a SkillsUSA chapter?

Introduction

This qualitative case study explored how SkillsUSA participation influenced community college students’ preparedness for the workforce and connection to campus. The study also explored the perceived influence of SkillsUSA participation on alumni’s program of study and

184 career endeavors. Results indicated that while hometowns impacted access to job opportunities and industries, SkillsUSA participation influenced students’ work choices, initiative, and confidence in overcoming obstacles. Participants also reported benefitting from a supportive campus community. The study provided evidence that while SkillsUSA participation did not influence all community college alumni to pursue a career and technical field (CTE), alumni gained more knowledge about CTE fields and considered themselves to be advocates for CTE.

This research is important because SkillsUSA not only helps graduates and students develop technical and soft skills but also brings the additional value of connecting students to the community college context.

Key Points

• Students and alumni gained more knowledge about CTE fields, job opportunities, and

work choices beyond their program of study as well as the transferability of the skills

across professions.

• Students commented about wanting to stay at the community college to continue in

SkillsUSA competitive events.

• The geographic area played a role in participants’ thinking about whether students could

find work in the area or if they would need to move to find a job.

• Through their SkillsUSA involvement, students and alumni met peers, faculty members,

and administrators who they had not previously interacted with in classes or campus

activities.

• Students and advisors commented that the campus community was unaware of the

magnitude of SkillsUSA competitions and events.

185 The Project

North Carolina set a state postsecondary attainment goal to have two million North

Carolinians have a postsecondary degree or high-quality credential by 2030 (myfutureNC

Commission, 2019). Currently, only 49% of North Carolinians ages 25-44 have completed this level of education (myfutureNC Commission, 2019). Community colleges train individuals for many of jobs that may require a certificate or education beyond high school but less than a four- year degree. Community colleges offer career and technical student organizations (CTSOs) to help improve the career readiness of students seeking skilled-technical jobs requiring certificates and degrees (Association for Career and Technical Education, 2011). Although CTSOs have been in existence for 90 years, researchers have primarily studied CTSOs at the secondary level rather than within the context of postsecondary education. Because the experiences of students participating in CTSOs at the postsecondary level are not well understood, there is a lack of understanding of the value of CTSOs in community colleges. This study focused on SkillsUSA, a CTSO that has a postsecondary division. SkillsUSA participation prepares students for future employment opportunities by developing personal, workplace, and technical skills needed in the workplace.

The researcher gathered data in fall of 2019 from Wilkes Community College (WCC) through interest questionnaires, interviews, and documents. The researcher also conducted observations at the SkillsUSA National Leadership and Skills Conference, wrote field notes, and gathered resumes to provide additional context for the study. There were 13 total participants from WCC (seven students, four advisors, one alumnus, and one advisor/alumnus). Data were coded and analyzed for themes. Basic descriptive analysis was conducted for SkillsUSA members compared to the overall student body population (Table 7.2).

186

Table 7.2. Characteristics of Wilkes Community College’s SkillsUSA Members and Overall Student Body.

SkillsUSA Members Overall Student Body (n=101) (n=3,000) Gender Identity

Male 79% 59%

Female 21% 41%

Race/Ethnicity Identity

White 77% 85%

Hispanic 9% 8%

Black or African American 2% 3%

Other/Unknown 11% 4%

Mean Age 21.5 24.6

Status

Full time 56% 65%

Part time 44% 35%

Programs of Study 17 35 Represented Note. Includes students who were enrolled during 2018-19 academic year at

Wilkes Community College (WCC). Source: WCC administrative data.

All participants spoke highly of WCC’s SkillsUSA chapter and its meaning in their lives.

One student said, “SkillsUSA is really big into creating leaders and teaching leadership and how to not really take control but stepping up to the plate and knowing the reasons and the responsibility of being a leader.”

187 What stood out in the interviews was that students were learning about other jobs, opportunities, and career options besides their individual field of study. One alumnus articulated:

I think I already had a pretty good idea of what I wanted to do. I know what SkillsUSA

did for me was brought awareness that there’s a lot of jobs out there. There’s a lot of

opportunities for technical type jobs that do not necessarily require a bachelor’s degree or

a master’s degree to be successful.

A student made a similar statement: “…there’s things out there, you just have to go and look for them. But there’s also things in your local community that you wouldn’t think about.” SkillsUSA exposed them to other jobs, which is important because these may be local opportunities they consider for future employment.

Another interesting finding was that some participants felt that SkillsUSA participation encouraged them to stay enrolled in or continue a program. One advisor noted:

…for students who may be struggling maybe it’s getting down to the end of their career

as far as at the college and their thinking was it really worth it? Is it really worth it? Well,

if I stay in and I can go Skills…there’s possibility of winning that…I think that gives

them that sense of drive.

A student made a similar comment, “…that would make me want to stay to be able to just put that on a resume so an employer can see it.” SkillsUSA provided a connection to the campus that made them excited to remain at WCC, which is important when discussing retention efforts.

Another finding was that SkillsUSA opened up opportunities for students to speak with employers and receive job leads. One student saw this at the state competition: “This past year there was a garage at state and they took up applications and in person interviews at one of the stations.” One advisor explained:

188 …a couple of our carpentry students said that contractors had confronted them there [at

competition] and asked them if I they were interested in working or interested in travel

and talked to them a little bit about pay scales, insurance, and retirement…I think there

are businesses that go to these competitions just for that purpose.

Students at SkillsUSA competitions met employers whom they had not met in other settings.

Networking is often a main factor in finding employment opportunities.

Students and alumni also spoke about the relationships they established across campus as part of their SkillsUSA experience. One alumnus expressed:

…a lot of moral support and involvement from the advisors at the community college,

very active and trying to get students to participate…very active in ensuring the students

have a positive experience of participating in the organization.

Feeling connected is important because social and academic integration is critical to student success. Engaging with faculty is also important for student learning and program completion.

Despite the success of the chapter, some participants did not feel it is widely known across campus. One student explained, “…you would you think that SkillsUSA would be a really well known organization but [it] really isn’t. And if it was more shown throughout the school, then maybe a lot of people would know about it. Participants wanted others across campus to be more aware of the chapter’s success.

For Decision Makers: Impact on Policy and Practice

The following recommendations for consideration are made based upon the data and observations collected by the researcher and ideas suggested by participants. Decision makers who are interested in continuing to promote SkillsUSA participation should consider:

189 • Enhancing program visibility which may encourage future member involvement. One

challenge noted by students and advisors was that it was hard to convince students to

compete in SkillsUSA competitions. Consider finding ways to showcase the competitions

and achievements of students and advisors across the campus by sharing videos via social

media outlets or internal communication channels. This will allow the campus

community to better witness the magnitude of the SkillsUSA competitions.

• Continuing the momentum from when the national competition ends in June to when

practices start up again in the fall. There could be a celebratory dinner or gala in the

summer or early fall to recognize the achievements of students and advisors. Alumni,

local employers, and Board of Trustee members could be invited.

• Identifying ways to involve alumni and employers in other career or academic

programming. Students and alumni spoke about how impactful it was to establish

connections with people across the campus. Students referenced the networking they

were able to do with employers and industry professionals at the state and national

competitions, which would be advantageous to students if it also occurred more

frequently in their local academic environment. Interacting with local employers may

help students learn more about jobs in the local area and present themselves as candidates

for open positions.

• Encouraging students to list SkillsUSA on their resume. SkillsUSA was a conversation

starter in employment and school interviews for students who listed it on their resume.

Students said that employers either recognized SkillsUSA or asked for more information

if they were unfamiliar with the organization.

190 • Consider using employer advisor boards or consult with the Foundation team to identify

receptive employer partners that could provide financial or in-kind support for SkillsUSA

members to cover food or other expenses related to travel to conferences. Students noted

that food costs could be prohibitive for them and advisors noted the college’s support was

very beneficial but not sufficient for some students. Employers benefit from the students

and the skills they acquired through SkillsUSA.

• Exploring ways SkillsUSA could be an admissions recruitment strategy. Some students

were involved in SkillsUSA high school chapters, dual enrollment programs, or had

heard about it at the secondary level. The continued success of the chapter may be of

interest to students wanting to continue SkillsUSA at the postsecondary level. High

schools with SkillsUSA chapters in the surrounding geographic area could be identified

to examine matriculation numbers and target admission efforts.

• Finding ways to engage student populations that may have different demands and

obligations on their time but may not be able to commit to competing at the state and/or

national level. SkillsUSA provides a meaningful experience for students even if they do

not participate in competitive events. Missing work or classes and stress at competitions

made some students question whether they should continue in the organization the

following year.

Conclusion

WCC’s commitment and support to SkillsUSA was recognized, appreciated, and acknowledged by students, advisors, and alumni participants. The chapter should continue to evaluate activities, sustain resources, and retain advising talent to remain competitive in the coming years. SkillsUSA participation influenced students’ knowledge of jobs, initiative, and

191 confidence in overcoming obstacles. Participants also reported benefitting from a supportive campus community. The findings from this study are important because SkillsUSA participation not only develops students’ skills from an individual perspective, but participation encourages connections across the community college. Findings also suggested that alumni are able to apply lessons they learned from SkillsUSA into work or educational settings.

This impact brief was written during an unusual time in our nation’s history with the coronavirus (COVID-19) spreading across the United States. SkillsUSA North Carolina and

SkillsUSA National Office cancelled their 2020 conferences. This new reality will require the

SkillsUSA chapter to interact with members in virtual spaces and set goals besides competitive events for the remainder of the academic year. Advisors will have to find ways to engage students in team meetings and discussions of the SkillsUSA framework. This unique time could open up conversations with other community colleges about collaborations or trade and professional associations about free online materials for educators. While there are no easy answers, the time may allow for reflection and implementation of changes the chapter had been considering but has not had the time to accomplish.

About this Brief

Maldonado, L. G. (2020). Connecting to Campus and the Workforce: A Case Study of

Community College Students Participating in SkillsUSA [Unpublished doctoral

dissertation.] North Carolina State University.

Contact: Laura G. Maldonado, [email protected]

192 Further Reading

Association for Career and Technical Education. (2020). Career and technical student

organizations. https://www.acteonline.org/professional-development/high-quality-cte-

tools/career-and-technical-student-organizations/#tab-id-1 myfutureNC Commission. (2019). A call to action for the state of North Carolina.

https://www.myfuturenc.org/wp-content/uploads/2019/02/A-Call-to-Action-Final-

Report_Call-to-Action-for-NC.pdf

Zirkle, C., & Jeffery, J. (2019). Vocational student organizations and student success. In

McGrath, S., Mulder M., Papier, J., Suart R. (Eds.), Handbook of Vocational Education

and Training (pp 1-17). Springer International Publishing.

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226 APPENDICES

227 Appendix A

CTSOs Recognized by the U.S. Department of Education

Abbreviation Full Name Year CTE Area Est. BPA Business Professional of America a 1966 Business Education

DECA DECA a 1947 Marketing Education (formerly Distributive Clubs of America)

Educators Educators Rising 1937 Education Rising

FCCLA Family, Career and Community 1945 Family and Consumer Science Leaders of America Education

FBLA-PBL Future Business Leaders of America – 1940 Business Education Phi Beta Lambda a

FFA National FFA (formerly Future 1928 Agricultural Education Farmers of America)

HOSA HOSA – Future Health Professionals 1976 Health Occupations (formerly Health Occupations of America) a

PAS National Postsecondary Agricultural 1980 Agriculture/Agribusiness Student Organization a

NYFEA National Young Farmer Educational 1966 Agricultural Education Association

SkillsUSA SkillsUSA (formerly Vocational 1965 Technical, Skilled, and Service Industrial Clubs of America)a Occupations

TSA Technology Student Association 1965 Technology Education

Note. All the CTSOs exist at the secondary level, except for the National Postsecondary Agricultural Student Organization. a The CTSO exists at the postsecondary level.

228 Appendix B

National Career Clusters

Agriculture, Food, and Natural Resources

Architecture and Construction

Arts, A/V Technology and Communications

Business Management and Administration

Education and Training

Finance

Government and Public Administration

Health Science

Hospitality and Tourism

Human Services

Information Technology

Law, Public Safety, Corrections, and Security

Manufacturing

Marketing

Science, Technology, Engineering, and Mathematics

Transportation, Distribution, and Logistics

229 Appendix C

SkillsUSA Contests by Competition Sector

Arts and Communications Designing, producing, exhibiting, performing, writing, and publishing multimedia content including visual and performing arts and design, journalism, and entertainment services.

3-D Visualization and Animation Advertising Design Audio/Radio Production Broadcast News Production Digital Cinema Production Graphic Communications Graphic Imaging Sublimation Interactive Application and Video Gaming Photography Pin Design Screen Printing Technology T-Shirt Design Telecommunications Cabling Television (Video) Production Web Design

Construction Designing, planning, managing, building and maintaining the built environment.

Architectural Drafting Building Maintenance Cabinetmaking Carpentry Electrical Construction Wiring Heating, Ventilation, Air Conditioning and Refrigeration (HVACR) Masonry Plumbing Sheet Metal TeamWorks Welding Welding Fabrication Welding Sculpture

Health Sciences Planning, managing, and providing therapeutic services, diagnostic services, health informatics, support services, and biotechnology research and development.

Basic Health Care Skills

230 Dental Assisting First Aid/CPR Medical Assisting Medical Math Medical Terminology Nurse Assisting Practical Nursing

Hospitality and Tourism The management, marketing and operations of restaurants and other food services, lodging, attractions, recreation events and travel related services.

Commercial Baking Culinary Arts Restaurant Service

Human Services Preparing individuals for employment in Career Pathways Showcase that relate to families and human needs such as counseling and mental health services, family and community services, personal care, and consumer services.

Barbering (demo) Cosmetology Esthetics Nail Care

Information Technology Building linkages in IT occupations for entry level, technical and professional careers related to the design, development, support and management of hardware, software, multimedia and systems integration services.

Computer Programming Cybersecurity (Technology demo) Information Technology Services Internetworking Technical Computer Applications

Leadership

Action Skills American Spirit Chapter Business Procedure Chapter Display Community Action Project Community Service Customer Service

231 Employment Application Process Entrepreneurship Extemporaneous Speaking Health Knowledge Bowl Health Occupations Professional Portfolio Job Interview Job Skill Demonstration A Job Skill Demonstration Open Opening and Closing Ceremonies Occupational Health and Safety Outstanding Chapter Prepared Speech Principals of Technology Promotional Bulletin Board Quiz Bowl Career Pathways Showcase: Arts and Communications Career Pathways Showcase: Business Management Technology Career Pathways Showcase: Health Sciences Career Pathways Showcase: Human Services Career Pathways Showcase: Industrial Engineering Technology Career Pathways Showcase: Natural Resources and Agriculture

Manufacturing Planning, managing and performing the processing of materials into intermediate or final products and related professional and technical support activities such as production planning and control, maintenance and manufacturing/process engineering.

Additive Manufacturing Automated Manufacturing Technology CNC Milling Technology CNC Technician CNC Turning Technology Humanoid Robotics (demo) Industrial Motor Control Major Appliance and Refrigeration Technology Mechatronics Mobile Robotics Technology Residential Systems Installation and Maintenance Robotics and Automation Technology Robotics: Urban Search and Rescue Technical Drafting

Public Safety Planning, managing, and providing legal, public safety, protective services and homeland security, including professional and technical support services.

232 Crime Scene Investigation Criminal Justice Firefighting

Science, Technology, Engineering and Mathematics (STEM) Planning, managing and providing scientific research and professional and technical services (e.g., physical science, social science, engineering) including laboratory and testing services, and research and development services.

Electronics Technology Engineering Technology/Design Mobile Electronics Installation Related Technical Math Team Engineering Challenge (Middle School)

Transportation Planning, management, and movement of people, materials, and goods by road, pipeline, air, rail and water and related professional support services such as transportation infrastructure planning and management, logistics services, mobile equipment and facility maintenance.

Automotive Maintenance Light Repair (technology demo) Automotive Refinishing Technology Automotive Service Technology Aviation Maintenance Technology Collision Damage Appraisal (demo) Collision Repair Technology Diesel Equipment Technology Marine Service Technology Motorcycle Service Technology Power Equipment Technology

233 Appendix D

Student Recruitment Email

Dear SkillsUSA member,

I am currently a doctoral candidate at North Carolina State University in the College of Education and conducting a dissertation study to gather feedback from students about SkillsUSA. The purpose of this study is to explore the experiences of community college students who participate in SkillsUSA. Since you are a member of SkillsUSA, I would like to invite you to participate in an interview for this study.

I anticipate an interview lasting about 60 minutes during [insert dates] in fall of 2019 at a time and location which is most convenient to you at your community college. I will ask questions related to your experience with SkillsUSA as well as other experiences relating to your career development.

Please complete a quick questionnaire [insert Qualtrics link] by [date] to be considered for participation in the study. You will receive a $25 Amazon gift card as a thank you for upon completion of the interview.

Thank you so much for considering this request! Feel free to contact me at [email protected] if you have any questions.

Thank you,

Laura G. Maldonado Doctoral Candidate Educational Leadership, Policy, & Human Development – Higher Education North Carolina State University

234 Appendix E

Advisor Recruitment Email

Dear SkillsUSA advisor,

I am currently a doctoral candidate at North Carolina State University in the College of Education and conducting a dissertation study to gather feedback about SkillsUSA. The purpose of this study is to explore the experiences of community college students who participate in SkillsUSA. Since you are an advisor of SkillsUSA, I would like to invite you to participate in an interview for this study. I value your insights about students and the SkillsUSA environment at your community college.

I anticipate an interview lasting about 60 minutes during [insert dates] in fall of 2019 at a time and location which is most convenient to you at your community college. I will ask questions related to your experience with SkillsUSA. A decision to participate (or not) will have no bearing on your employment activities, nor will others on campus be informed of your involvement as a participant.

Please complete a quick questionnaire [insert Qualtrics link] by [date] to be considered for participation in the study. I will email you to let you know if you have been selected and we can work on scheduling our interview. You will receive a $25 Amazon gift card as a thank you for upon completion of the interview.

Thank you so much for considering this request! Feel free to contact me at [email protected] if you have any questions. I look forward to hearing from you!

Thank you,

Laura G. Maldonado Doctoral Candidate Educational Leadership, Policy, & Human Development – Higher Education North Carolina State University

235 Appendix F

Alumni Recruitment Email

Dear SkillsUSA alumni,

I am currently a doctoral candidate at North Carolina State University in the College of Education and conducting a dissertation study to gather feedback from individuals about SkillsUSA. The purpose of this study is to explore the experiences of community college students who participate in SkillsUSA. Since you are a former member of SkillsUSA, I would like to invite you to participate in an interview for this study.

I anticipate an interview lasting about 60 minutes during [insert dates] in fall of 2019 at a time and location which is most convenient to you. I will ask questions related to your experience with SkillsUSA.

Please complete a quick questionnaire [insert Qualtrics link] by [date] to be considered for participation in the study. I will email you to let you know if you have been selected and we can work on scheduling our interview. You will receive a $25 Amazon gift card as a thank you for upon completion of the interview.

Thank you so much for considering this request! Feel free to contact me at [email protected] if you have any questions. I look forward to hearing from you!

Thank you,

Laura G. Maldonado Doctoral Candidate Educational Leadership, Policy, & Human Development – Higher Education North Carolina State University

236 Appendix G

Student Interest Questionnaire

Thank you for your interest in participating in the SkillsUSA research study. This research is being conducted by a doctoral candidate at North Carolina State University in order to learn more about the experiences of community college students who participate in SkillsUSA. Participation in the study includes taking part on one 60-minute interview with the researcher at your community college in a mutually convenient space. The following questionnaire will be used to determine your eligibility for this study. You will be notified about your status as a study participant by [date]. You will also receive a $25 Amazon gift card as a thank you if you complete the interview. Thank you for responding to the questions below.

1. How long have you been a member of SkillsUSA? a. Not currently a member of SkillsUSA b. Less than 1 semester c. 1-2 semesters d. 3-4 semesters e. 5-6 semesters f. 7-8 semesters g. More than 8 semesters

2. What is your current enrollment status at this institution? a. Full Time b. Part Time c. Not currently enrolled

3. What type of program are you currently pursuing? a. High School Dual Enrollment b. Noncredit Offering c. Continuing Education d. Certificate e. Associate Degree f. Transfer credits to a 4-year institution g. Other ______

4. What is your major(s) or specific program of study? ______

5. What is your expected graduation date? ______

6. What is your hometown (city/state)? ______

237 7. Are you interested in participating in an individual interview to discuss your involvement in SkillsUSA? a. Yes b. No

8. Are you interested in providing a resume? c. Yes d. No

9. What is your birth year? ______

10. What is your gender identity? ______

11. What is your race/ethnicity? ______

12. What is your email? ______

13. What is your institution? ______

14. What is your name? ______

238 Appendix H

Advisor Interest Questionnaire

Thank you for your interest in participating in the SkillsUSA research study. This research is being conducted by a doctoral candidate at North Carolina State University in order to learn more about the experiences of community college students who participate in SkillsUSA. Participation in the study includes taking part on one 60-minute interview with the researcher at your community college in a mutually convenient space. The following questionnaire will be used to determine your eligibility for this study. You will be notified about your status as a study participant by [date]. You will also receive a $25 Amazon gift card as a thank you if you complete the interview. Thank you for responding to the questions below.

1. How long have you been an advisor of SkillsUSA? h. Not currently an advisor of SkillsUSA i. Less than 1 semester j. 1-2 semesters k. 3-4 semesters l. 5-6 semesters m. 7-8 semesters n. More than 8 semesters

2. What career and technical education program(s) do you advise through SkillsUSA? ______

3. Are you interested in participating in an individual interview to discuss your involvement in SkillsUSA? e. Yes f. No

4. What is your birth year? ______

5. What is your gender identity? ______

6. What is your race/ethnicity? ______

7. What is your email? ______

8. What is your institution? ______

9. What is your name? ______

239 Appendix I

Alumni Interest Questionnaire

Thank you for your interest in participating in the SkillsUSA research study. This research is being conducted by a doctoral candidate at North Carolina State University in order to learn more about the experiences of community college students who participate in SkillsUSA. Participation in the study includes taking part on one 60-minute interview with the researcher at in a mutually convenient space. The following questionnaire will be used to determine your eligibility for this study. You will be notified about your status as a study participant by [date]. You will also receive a $25 Amazon gift card as a thank you if you complete the interview. Thank you for responding to the questions below.

1. How long were you involved with SkillsUSA as a student? o. Never was involved in SkillsUSA p. Less than 1 semester q. 1-2 semesters r. 3-4 semesters s. 5-6 semesters t. 7-8 semesters u. More than 8 semesters

2. What was your enrollment status at the community college as a student? d. Full Time e. Part Time f. Other ______

3. What type of program were you pursuing at the community college as a student? h. High School Dual Enrollment i. Noncredit Offering j. Continuing Education k. Certificate l. Associate Degree m. Transfer credits to a 4-year institution n. Other ______

4. What was your major(s) or specific program of study? ______

5. What was your graduation date (if any)? ______

6. What is your hometown (city/state)? ______

7. Are you interested in participating in an individual interview to discuss your prior involvement in SkillsUSA? g. Yes h. No

240 8. Are you interested in providing a resume? i. Yes j. No

9. What is your birth year? ______

10. What is your gender identity? ______

11. What is your race/ethnicity? ______

12. What is your email? ______

13. What community college did you attend? ______

14. What is your name? ______

241 Appendix J

Student Consent Form

North Carolina State University INFORMED CONSENT FORM for RESEARCH

Title of Study: An Examination of the Experiences of Community College Students Who Participate in SkillsUSA: A Case Study Approach and eIRB number 17961 Principal Investigator: Laura G. Maldonado, [email protected], XXX-XXX-XXXX

Faculty Point of Contact: Dr. Audrey J. Jaeger, [email protected], XXX-XXX-XXXX

What are some general things you should know about research studies? You are being asked to take part in a research study. Your participation in this study is voluntary. You have the right to be a part of this study, to choose not to participate and to stop participating at any time without penalty. The purpose of this dissertation study is to gain a better understanding of the experiences of community college students who participate in SkillsUSA, a career and technical student organization. We will do this through asking you to participate in an interview and provide a resume.

You are not guaranteed any personal benefits from being in this study. Research studies also may pose risks to those who participate. You may want to participate in this research because you may find the discussion interesting and insightful about your SkillsUSA experiences. You may not want to participate in this research if you do not wish to share any information about your involvement with SkillsUSA.

In this consent form you will find specific details about the research in which you are being asked to participate. If you do not understand something in this form it is your right to ask the researcher for clarification or more information. A copy of this consent form will be provided to you. If at any time you have questions about your participation, do not hesitate to contact the researchers named above or the NC State IRB office (contact information is noted below).

What is the purpose of this study? The purpose of the study, which is a dissertation in partial fulfillment of the Ph.D. program at NC State in the Educational Leadership, Policy, and Human Development program, is to investigate the experiences of community college students who participate in SkillsUSA, a career and technical organization. It will also explore students’ perceptions about preparation for the workforce.

Am I eligible to be a participant in this study? There will be approximately 6-30 participants in this study.

In order to be a participant in this study you must be a student member of SkillsUSA, have participated in SkillsUSA for at least one year at your community college, and be at least 18 years of age or older. You also need to be currently enrolled on a full-time or part-time basis at your community college.

You cannot participate in this study if you are not a current member of SkillsUSA, not currently enrolled at the community college, or younger than 18 years of age.

What will happen if you take part in the study? If you agree to participate in this study, you will be asked to participate in a single 60-minute interview during the 2019-2020 academic year, which I will be digitally audio recording in order to produce a transcript for later use. All interviews will be conducted in a quiet space that is mutually convenient for us. In the event that an in-person interview is not logically feasible, then I will arrange a video conference with you at a time that is mutually convenient. I would audio-record our conversation with your consent.

242 I will also ask you to provide a resume without any name, address, phone number or other identifying information. Providing a resume is voluntary.

The total amount of time that you will be participating in this study is approximately 60 minutes.

I will also be observing meetings and/or events relating to SkillsUSA at your community college campus or at competitions, in which you may be in attendance. The SkillsUSA advisor will inform me of when and where these meetings and/or events will occur so I can attend. My role in observation will be an observer. I will not interfere in any meetings unless the advisor asks me a question. I will record data through field notes (no recording device will be used in the observations).

Audio If you want to participate in this research, you must agree to being audio recorded. If you do not agree to being audio recorded you cannot participate in this research.

As a part of this research, I would like your consent to audio record you. ____ I consent to be audio recorded ____ I do not consent to be audio recorded

Risks and benefits There are minimal risks associated with participation in this research. The length of the involvement is moderate, so care will be taken to ensure that the timeframe for the interview is not violated. The risk involved is psychological/emotional. You may feel uncomfortable answering some questions in these interviews. The questions in the interview protocol ask about sensitive topics such as job and career searching. The likelihood of you experiencing anxiety or discomfort is slim although it may depend on your previous experiences discussing job and career searching. The steps taken to minimize these risks include allowing you to take their time with responses during interviews. You can also skip a question or stop participation at any point.

The risk involved is social/reputational. You may feel uncomfortable answering some questions in their interviews. The questions in the interview protocol ask about topics related to your involvement with SkillsUSA. The likelihood of you experiencing anxiety or discomfort is slim although it may be dependent on your experiences at the institution and with SkillsUSA. You likely have discussed these topics with peers, family, or university faculty/staff, thus minimizing your anxiety discussing their experiences. The steps taken to minimize these risks include allowing you to take your time with responses during interviews. You can also skip a question or withdraw participation at any point.

Preserving your confidentiality is the primary concern and every effort will be made to do so during the study (see confidentiality section below). Participants will not be identified in the discussion of findings using real participant names. All public sharing of the study’s findings and discussion will remove identifiers and replace participant names with appropriate pseudonyms.

Participating in this study can provide direct benefits such as insight that leads to new learning. The study will facilitate a better understanding about the experiences of students in SkillsUSA at community colleges. The insights gained from the study may have useful implications for practitioners and scholars at your institution and the field of higher education to help other students and advisors.

Right to withdraw your participation You can stop participating in this study at any time for any reason. In order to stop your participation, please tell me to stop the interview and that you are no longer interested in participating. Remember, being in a study is up to you and there will be no penalties if do not want to participate or change your mind and want to stop participating.

243 If your choose to withdraw your consent and stop participating you can expect me to thank you for your time and reiterate the confidentiality procedures described below. No one on your campus will be told about your participation withdrawal.

Confidentiality The information in the study records will be kept confidential to the full extent allowed by law. Data will be stored securely on a password protected personal laptop. Electronic data will be stored in a Google Drive folder within my personal North Carolina State University Two-Factor Authentication Google Drive. Unless you give explicit permission to the contrary, no reference will be made in oral or written reports which could link you to the study. Individual data with identifiable details removed may be made available to the public as required by a professional association, journal, or funding agency. All audio recordings of the interviews will be destroyed after transcription. Faculty, staff, and administrators, including your SkillsUSA advisor, will neither be present at the interview nor have access to raw notes or transcripts.

Compensation For participating in this study you will receive a $25 Amazon gift card upon completion of the interview.

If you withdraw from the study prior to its completion, you will receive a $10 Amazon gift card.

You will be given the gift card in person or I will mail the gift card if you participated in a video conference interview.

What if you are a community college student? Participation in this study is not a course requirement and your participation or lack thereof, will not affect your class standing or grades at the community college.

What if you have questions about this study? If you have questions at any time about the study itself or the procedures implemented in this study, you may contact the researcher, Laura G. Maldonado by mail at [address], or via email [email protected], or by phone at XXX.XXX.XXXX.

What if you have questions about your rights as a research participant? If you feel you have not been treated according to the descriptions in this form, or your rights as a participant in research have been violated during the course of this project, you may contact the NC State IRB (Institutional Review Board) Office via email at [email protected] or via phone at 1.919.515.8754. An IRB office helps participants if they have any issues regarding research activities.

You can also find out more information about research, why you would or would not want to be a research participant, questions to ask as a research participant, and more information about your rights by going to this website: http://go.ncsu.edu/research-participant

Consent To Participate “I have read and understand the above information. I have received a copy of this form. I agree to participate in this study with the understanding that I may choose not to participate or to stop participating at any time without penalty or loss of benefits to which I am otherwise entitled.”

Participant’s printed name ______

Participant’s signature ______Date ______

Investigator’s signature ______Date ______

244 Appendix K

Advisor Consent Form

North Carolina State University INFORMED CONSENT FORM for RESEARCH

Title of Study: An Examination of the Experiences of Community College Students Who Participate in SkillsUSA: A Case Study Approach and eIRB number 17961 Principal Investigator: Laura G. Maldonado, [email protected], XXX-XXX-XXXX

Faculty Point of Contact: Dr. Audrey J. Jaeger, [email protected], XXX-XXX-XXXX

What are some general things you should know about research studies? You are being asked to take part in a research study. Your participation in this study is voluntary. You have the right to be a part of this study, to choose not to participate and to stop participating at any time without penalty. The purpose of this dissertation study is to gain a better understanding of the experiences of community college students who participate in SkillsUSA, a career and technical student organization. We will do this through asking you to participate in an interview.

You are not guaranteed any personal benefits from being in this study. Research studies also may pose risks to those who participate. You may want to participate in this research because you may find the discussion interesting and insightful about your SkillsUSA experiences. You may not want to participate in this research if you do not wish to share any information about your involvement with SkillsUSA.

In this consent form you will find specific details about the research in which you are being asked to participate. If you do not understand something in this form it is your right to ask the researcher for clarification or more information. A copy of this consent form will be provided to you. If at any time you have questions about your participation, do not hesitate to contact the researchers named above or the NC State IRB office (contact information is noted below).

What is the purpose of this study? The purpose of the study, which is a dissertation in partial fulfillment of the Ph.D. program at NC State in the Educational Leadership, Policy, and Human Development program, is to investigate the experiences of community college students who participate in SkillsUSA, a career and technical organization. It will also gather your perceptions of students’ preparation for the workforce.

Am I eligible to be a participant in this study? There will be approximately 2-10 advisor participants in this study.

In order to be an advisor participant in this study you must be a current advisor of SkillsUSA and have advised SkillsUSA for at least one year at your community college.

You cannot participate in this study if you are a former advisor of SkillsUSA or have advised SkillsUSA for less than one year.

What will happen if you take part in the study? If you agree to participate in this study, you will be asked to participate in a single 60-minute interview during the 2019-2020 academic year, which I will be digitally audio recording in order to produce a transcript for later use. All interviews will be conducted in a quiet space that is mutually convenient for us. In the event that an in-person interview is not logically feasible, then I will arrange a video conference with you at a time that is mutually convenient. I would audio-record our conversation with your consent.

245 I will also ask you to provide a resume without any name, address, phone number or other identifying information. Providing a resume is voluntary.

The total amount of time that you will be participating in this study is approximately 60 minutes.

I will also be observing meetings and/or events relating to SkillsUSA at your community college campus, in which you may be in attendance. You can inform me of when and where these meetings and/or events will occur so I can attend. My role in observation will be an observer. I will not interfere in any meetings unless you ask me a question. I will record data through field notes (no recording device will be used in the observations).

Audio If you want to participate in this research, you must agree to being audio recorded. If you do not agree to being audio recorded you cannot participate in this research.

As a part of this research, I would like your consent to audio record you. ____ I consent to be audio recorded ____ I do not consent to be audio recorded

Risks and benefits There are minimal risks associated with participation in this research. The length of the involvement is moderate, so care will be taken to ensure that the timeframe for the interview is not violated.

The risk involved is psychological/emotional. You may feel uncomfortable answering some questions in these interviews. The questions in the interview protocol ask about sensitive topics such as job and career searching. The likelihood of you experiencing anxiety or discomfort is slim although it may depend on your previous experiences discussing job and career searching. The steps taken to minimize these risks include allowing you to take their time with responses during interviews. You can also skip a question or stop participation at any point.

The risk involved is social/reputational. You may feel uncomfortable answering some questions in their interviews. The questions in the interview protocol ask about topics related to your involvement with SkillsUSA. The likelihood of you experiencing anxiety or discomfort is slim although it may be dependent on your experiences at the institution and with SkillsUSA. You likely have discussed these topics with peers, family, or university faculty/staff, thus minimizing your anxiety discussing their experiences. The steps taken to minimize these risks include allowing you to take your time with responses during interviews. You can also skip a question or withdraw participation at any point.

The risk involved is employment (affect job). Advisors may feel uncomfortable answering some questions in their interviews. The questions in the interview protocol ask about topics related to your advisement of SkillsUSA. The likelihood of participants experiencing anxiety or discomfort is slim although it may be dependent on their experiences at the institution and with SkillsUSA. Participants who meet the criteria for this study are likely to have discussed these topics with other advisors or university faculty/staff, thus minimizing their anxiety discussing their experiences. The steps taken to minimize these risks include allowing you to take their time with responses during interviews. You can also skip a question or stop participation at any point.

Preserving your confidentiality is the primary concern and every effort will be made to do so during the study (see confidentiality section below). Participants will not be identified in the discussion of findings using real participant names. All public sharing of the study’s findings and discussion will remove identifiers and replace participant names with appropriate pseudonyms.

Participating in this study can provide direct benefits such as insight that leads to new learning. The study will facilitate a better understanding about the experiences of students in SkillsUSA at community

246 colleges. The insights gained from the study may have useful implications for practitioners and scholars at your institution and the field of higher education to help other students and advisors.

Right to withdraw your participation You can stop participating in this study at any time for any reason. In order to stop your participation, please tell me to stop the interview and that you are no longer interested in participating. Remember, being in a study is up to you and there will be no penalties if do not want to participate or change your mind and want to stop participating.

If your choose to withdraw your consent and stop participating you can expect me to thank you for your time and reiterate the confidentiality procedures described below. No one on your campus will be told about your participation withdrawal.

Confidentiality The information in the study records will be kept confidential to the full extent allowed by law. Data will be stored securely on a password protected personal laptop. Electronic data will be stored in a Google Drive folder within my personal North Carolina State University Two-Factor Authentication Google Drive. Unless you give explicit permission to the contrary, no reference will be made in oral or written reports which could link you to the study. Individual data with identifiable details removed may be made available to the public as required by a professional association, journal, or funding agency. All audio recordings of the interviews will be destroyed after transcription. Faculty, staff, and administrators, including your SkillsUSA advisor, will neither be present at the interview nor have access to raw notes or transcripts.

Compensation For participating in this study you will receive a $25 Amazon gift card upon completion of the interview.

If you withdraw from the study prior to its completion, you will receive a $10 Amazon gift card.

You will be given the gift card in person or I will mail the gift card if you participated in a video conference interview.

What if you are a community college employee? Participation in this study is not a requirement of your employment at the community college, and your participation or lack thereof, will not affect your job.

What if you have questions about this study? If you have questions at any time about the study itself or the procedures implemented in this study, you may contact the researcher, Laura G. Maldonado by mail at [address], or via email [email protected], or by phone at XXX.XXX.XXXX.

What if you have questions about your rights as a research participant? If you feel you have not been treated according to the descriptions in this form, or your rights as a participant in research have been violated during the course of this project, you may contact the NC State IRB (Institutional Review Board) Office via email at [email protected] or via phone at 1.919.515.8754. An IRB office helps participants if they have any issues regarding research activities.

You can also find out more information about research, why you would or would not want to be a research participant, questions to ask as a research participant, and more information about your rights by going to this website: http://go.ncsu.edu/research-participant

Consent To Participate “I have read and understand the above information. I have received a copy of this form. I agree to participate in this study with the understanding that I may choose not to participate or to stop participating at any time without penalty or loss of benefits to which I am otherwise entitled.”

247 Participant’s printed name ______

Participant’s signature ______Date ______

Investigator’s signature ______Date ______

248 Appendix L

Alumni Consent Form

North Carolina State University INFORMED CONSENT FORM for RESEARCH

Title of Study: An Examination of the Experiences of Community College Students Who Participate in SkillsUSA: A Case Study Approach and eIRB number 17961 Principal Investigator: Laura G. Maldonado, [email protected], XXX-XXX-XXXX

Faculty Point of Contact: Dr. Audrey J. Jaeger, [email protected], XXX-XXX-XXXX

What are some general things you should know about research studies? You are being asked to take part in a research study. Your participation in this study is voluntary. You have the right to be a part of this study, to choose not to participate and to stop participating at any time without penalty. The purpose of this dissertation study is to gain a better understanding of the experiences of community college students who participate in SkillsUSA, a career and technical student organization. I will do this through asking you to participate in an interview and provide a resume.

You are not guaranteed any personal benefits from being in this study. Research studies also may pose risks to those who participate. You may want to participate in this research because you may find the discussion interesting and insightful about your SkillsUSA experiences. You may not want to participate in this research if you do not wish to share any information about your involvement with SkillsUSA.

In this consent form you will find specific details about the research in which you are being asked to participate. If you do not understand something in this form it is your right to ask the researcher for clarification or more information. A copy of this consent form will be provided to you. If at any time you have questions about your participation, do not hesitate to contact the researchers named above or the NC State IRB office (contact information is noted below).

What is the purpose of this study? The purpose of the study, which is a dissertation in partial fulfillment of the Ph.D. program at NC State in the Educational Leadership, Policy, and Human Development program, is to investigate the experiences of community college students who participate in SkillsUSA, a career and technical organization. It will also explore students’ perceptions about preparation for the workforce.

Am I eligible to be a participant in this study? There will be approximately 2-10 alumni participants in this study.

In order to be a participant in this study you must be a former member of SkillsUSA and have participated in SkillsUSA for at least one year at a community college.

You cannot participate in this study if you have never participated in SkillsUSA or participated for less than one year.

What will happen if you take part in the study? If you agree to participate in this study, you will be asked to participate in a single 60-minute interview during the 2019-2020 academic year, which I will be digitally audio recording in order to produce a transcript for later use. All interviews will be conducted in a quiet space that is mutually convenient for us. In the event that an in-person interview is not logically feasible, then I will arrange a video conference call with you at a time that is mutually convenient. I would audio-record our conversation with your consent.

249 I will also ask you to provide a resume without any name, address, phone number or other identifying information. Providing a resume is voluntary.

The total amount of time that you will be participating in this study is approximately 60 minutes.

I will also be observing meetings and/or events relating to SkillsUSA at community college campuses or at competitions, in which you may be in attendance. The SkillsUSA advisor will inform me of when and where these meetings and/or events will occur so I can attend. My role in observation will be an observer. I will not interfere in any meetings unless the advisor asks me a question. I will record data through field notes (no recording device will be used in the observations).

Audio If you want to participate in this research, you must agree to being audio recorded. If you do not agree to being audio recorded you cannot participate in this research.

As a part of this research, I would like your consent to audio record you. ____ I consent to be audio recorded ____ I do not consent to be audio recorded

Risks and benefits There are minimal risks associated with participation in this research. The length of the involvement is moderate, so care will be taken to ensure that the timeframe for the interview is not violated. The risk involved is psychological/emotional. You may feel uncomfortable answering some questions in these interviews. The questions in the interview protocol ask about sensitive topics such as job and career searching. The likelihood of you experiencing anxiety or discomfort is slim although it may depend on your previous experiences discussing job and career searching. The steps taken to minimize these risks include allowing you to take their time with responses during interviews. You can also skip a question or withdraw participation at any point.

The risk involved is social/reputational. You may feel uncomfortable answering some questions in their interviews. The questions in the interview protocol ask about topics related to your involvement with SkillsUSA. The likelihood of you experiencing anxiety or discomfort is slim although it may be dependent on your experiences at the institution and with SkillsUSA. You likely have discussed these topics with peers, family, or university faculty/staff, thus minimizing your anxiety discussing their experiences. The steps taken to minimize these risks include allowing you to take your time with responses during interviews. You can also skip a question or withdraw participation at any point.

Preserving your confidentiality is the primary concern and every effort will be made to do so during the study (see confidentiality section below). Participants will not be identified in the discussion of findings using real participant names. All public sharing of the study’s findings and discussion will remove identifiers and replace participant names with appropriate pseudonyms.

Participating in this study can provide direct benefits such as insight that leads to new learning. The study will facilitate a better understanding about the experiences of students in SkillsUSA at community colleges. The insights gained from the study may have useful implications for practitioners and scholars and the field of higher education to help other students and advisors.

Right to withdraw your participation You can stop participating in this study at any time for any reason. In order to stop your participation, please tell me to stop the interview and that you are no longer interested in participating. Remember, being in a study is up to you and there will be no penalties if do not want to participate or change your mind and want to stop participating.

250 If your choose to withdraw your consent and stop participating you can expect me to thank you for your time and reiterate the confidentiality procedures described below. No one will be told about your participation withdrawal.

Confidentiality The information in the study records will be kept confidential to the full extent allowed by law. Data will be stored securely on a password protected personal laptop. Electronic data will be stored in a Google Drive folder within my personal North Carolina State University Two-Factor Authentication Google Drive. Unless you give explicit permission to the contrary, no reference will be made in oral or written reports which could link you to the study. Individual data with identifiable details removed may be made available to the public as required by a professional association, journal, or funding agency. All audio recordings of the interviews will be destroyed after transcription. Faculty, staff, and administrators, including SkillsUSA advisors, will neither be present at the interview nor have access to raw notes or transcripts.

Compensation For participating in this study you will receive a $25 Amazon gift card upon completion of the interview.

If you withdraw from the study prior to its completion, you will receive a $10 Amazon gift card.

You will be given the gift card in person or I will mail the gift card if you participated in a video conference interview.

What if you have questions about this study? If you have questions at any time about the study itself or the procedures implemented in this study, you may contact the researcher, Laura G. Maldonado by mail at [address], or via email [email protected], or by phone at XXX.XXX.XXXX.

What if you have questions about your rights as a research participant? If you feel you have not been treated according to the descriptions in this form, or your rights as a participant in research have been violated during the course of this project, you may contact the NC State IRB (Institutional Review Board) Office via email at [email protected] or via phone at 1.919.515.8754. An IRB office helps participants if they have any issues regarding research activities.

You can also find out more information about research, why you would or would not want to be a research participant, questions to ask as a research participant, and more information about your rights by going to this website: http://go.ncsu.edu/research-participant

Consent To Participate “I have read and understand the above information. I have received a copy of this form. I agree to participate in this study with the understanding that I may choose not to participate or to stop participating at any time without penalty or loss of benefits to which I am otherwise entitled.”

Participant’s printed name ______

Participant’s signature ______Date ______

Investigator’s signature ______Date ______

251 Appendix M

Student Interview Protocol

Start Time: Finish Time: Date: Place: Interviewer: Laura Garland Maldonado Student Pseudonym:

Questions

1. Let’s begin by introducing ourselves. I will begin by sharing some details about my background and research interests. [Possible prompts:] a. Tell me about yourself. Where did you grow up? Tell me about the community and access to job opportunities. b. What do you feel was emphasized the most when it came to careers when you were growing up? c. Why did you decide to attend this community college? d. Tell me about the program you are studying. e. What have been your past experiences, if any, with obtaining employment? Has anything influenced your ability to secure work?

2. Tell me about the SkillsUSA organization at your community college. [Possible prompts:] a. How did you become interested in SkillsUSA? b. Why are you involved with SkillsUSA? c. What aspects of SkillsUSA do you find most valuable and why? d. What is one thing you wish you could change about SkillsUSA?

3. I want to ask about your specific involvement in SkillsUSA. [Possible prompts:] a. What types of activities have you been involved in with SkillsUSA (e.g. leadership, professional development, competitions, and/or community service)? b. What is one of your most meaningful experiences in SkillsUSA? Can you walk me through and tell me the story? c. Tell me about time, if any, that you took initiative within SkillsUSA? d. What was your least enjoyable SkillsUSA experience? What happened that made it less enjoyable? e. What types of social support, if any, have you received from SkillsUSA? f. Did SkillsUSA influence you to remain at the institution? Why or why not?

4. I want to talk to you about SkillsUSA in relation to careers. [Possible prompts:] a. Tell me about how you feel prepared to enter the workforce? b. What are your future career aspirations? c. Has participation in SkillsUSA influenced a future career in career and technical education? If so, what? If not, why not?

252 d. What do you want your future career or job to provide to you? e. How has SkillsUSA impacted your perceptions of your choice of work? f. How has SkillsUSA influenced your perceptions of economic mobility?

5. Finally, those are all of the questions I have at this time. a. Is there anything else you would like to add? b. Are there any questions you wished I had asked? If so, please describe. c. Do you have any additional questions for me?

Conclusion: Thank you so much for your time today. Pseudonyms will be used to protect confidentiality of your responses and this information will not be reported back to your community college or SkillsUSA advisor.

253 Appendix N

Advisor Interview Protocol

Start Time: Finish Time: Date: Place: Interviewer: Laura G. Maldonado Advisor Pseudonym:

Questions

1. Let’s begin by introducing ourselves. I will begin by sharing some details about my background and research interests. [Possible prompts:] a. Tell me about yourself. b. Tell me about your professional role at the college. c. Tell me about the community that this community college is located in. What job opportunities exist? d. What do you notice about students’ past experiences, if any, with obtaining employment? What has influenced their ability to secure work?

2. Tell me about the SkillsUSA organization at your community college. [Possible prompts:] a. How did you become interested in SkillsUSA? b. Why are you involved with SkillsUSA? c. Tell me about the history of this SkillsUSA chapter. d. What aspects of SkillsUSA do you find most valuable and why? e. What is one thing you wish you could change about SkillsUSA?

3. Now I want to ask about your specific involvement in SkillsUSA. [Possible prompts:] a. What types of activities have you been involved in with SkillsUSA (e.g. leadership, professional development, competitions, and/or community service)? b. What is one of your most meaningful experiences in SkillsUSA? Can you walk me through and tell me the story? c. What was your least enjoyable SkillsUSA experience? What happened that made it less enjoyable?

4. I want to talk to you about SkillsUSA in relation to students. [Possible prompts:] a. What do you think students have learned about the workforce through their involvement with SkillsUSA? b. Has SkillsUSA influenced students to remain or not remain at the institution? Please explain. c. What kinds of support does SkillsUSA offer students? d. How has SkillsUSA impacted student perceptions of choice of work? e. How has SkillsUSA influenced students’ perceptions of economic mobility?

254 5. Finally, those are all of the questions I have at this time. d. Is there anything else you would like to add? e. Are there any questions you wished I had asked? If so, please describe. f. Do you have any additional questions for me?

Conclusion: Thank you so much for your time today. Pseudonyms will be used to protect confidentiality of your responses and this information will not be reported back to your community college or supervisor.

255 Appendix O

Alumni Interview Protocol

Start Time: Finish Time: Date: Place: Interviewer: Laura Garland Maldonado Alumni Pseudonym:

Questions

1. Let’s begin by introducing ourselves. I will begin by sharing some details about my background and research interests. [Possible prompts:] a. Tell me about yourself. Where did you grow up? Tell me about the community and access to job opportunities. b. What do you feel was emphasized the most when it came to careers when you were growing up? c. Why did you decide to attend this community college? d. Tell me about the program you studied. e. What have been your past experiences, if any, with obtaining employment? Has anything influenced your ability to secure work? f. Tell me what you are currently doing. g. Did SkillsUSA participation influence a career in career and technical education for you? If so, what? If not, why not? h. How has SkillsUSA impacted your perceptions of your choice of work?

2. Tell me about the SkillsUSA organization at your community college. [Possible prompts:] a. How did you become interested in SkillsUSA? b. Why were you involved with SkillsUSA? c. What aspects of SkillsUSA did you find most valuable and why? d. What is one thing you wish you could change about SkillsUSA?

3. I want to ask about your specific involvement in SkillsUSA. [Possible prompts:] a. What types of activities were you involved with in SkillsUSA (e.g. leadership, professional development, competitions, and/or community service)? b. What was one of your most meaningful experiences in SkillsUSA? Can you walk me through and tell me the story? c. Tell me about time, if any, that you took initiative within SkillsUSA? d. What was your least enjoyable SkillsUSA experience, if any? What happened that made it less enjoyable? e. What types of social support, if any, did you receive from SkillsUSA? f. Did SkillsUSA influence you to remain at the institution? Why or why not?

4. I want to talk to you about SkillsUSA in relation to careers. [Possible prompts:]

256 f. How did SkillsUSA prepare you to enter the workforce? g. How has SkillsUSA impacted your perceptions of your choice of work? h. How has SkillsUSA influenced your perceptions of economic mobility? i. What are your future career aspirations?

5. Finally, those are all of the questions I have at this time. g. Is there anything else you would like to add? h. Are there any questions you wished I had asked? If so, please describe. i. Do you have any additional questions for me?

Conclusion: Thank you so much for your time today. Pseudonyms will be used to protect confidentiality of your responses and this information will not be reported back to your former community college or SkillsUSA advisor.

257 Appendix P

Observation Protocol

Start Time: Finish Time: Date: Place: Purpose: Researcher: Laura Garland Maldonado

Description of the physical setting What does it look like? What is the layout? Draw a diagram. What signage and artifacts are displayed?

Description of the activities that are occurring Why type of activity is taking place? Who is involved in the activities?

Description of the individuals present Who is present? What are they doing? What are the common characteristics of individuals?

Description of interactions between individuals Who is talking to whom? What is being conveyed verbally? What is being conveyed non-verbally? What are repetitive phrases or words? What behaviors are present? What unspoken values exist?

Unique aspects What is unique about the physical space? What is unique about the individuals? What is unique about interactions between individuals?