Abstract
Career and technical education (CTE) students pursuing occupational associate's degrees or certificates differ from students seeking academic majors at 2-year institutions in several ways. This article examines several theoretical models of student persistence and offers a conceptual model of student success focused on CTE students in community colleges.
| Original language | English (US) |
|---|---|
| Pages (from-to) | 296-318 |
| Number of pages | 23 |
| Journal | Community College Review |
| Volume | 39 |
| Issue number | 3 |
| DOIs | |
| State | Published - Jul 2011 |
| Externally published | Yes |
Bibliographical note
Funding Information:The author(s) disclosed that they received the following financial support for the research, authorship, and/or publication of this article: The work reported herein was supported under the National Research Center for Career and Technical Education PR/Award (No. V051A070003), as administered by the Office of Vocational and Adult Education, U.S. Department of Education.
Keywords
- associate's degrees
- career and technical education
- career integration
- student persistence
- student retention
- theory
