IAED Resources

Online Learning

Included in this page are a collection of sessions, courses and toolkits featuring inclusion, access, equity and diversity in CTE. To learn more about IAED and how to get involved, visit our Inclusion, Access, Equity and Diversity page.

Download IAED Definitions

Summer Institute on Education, Equity & Justice, American University
Leveling the Playing Field: Intersecting Race and Disabilities
Virtual Conference, June 28-30

Inclusion, Access, Equity & Diversity in Career & Technical Education
Join ACTE’s 2020 National Teacher of Year, Kimberly Wilson, who is a Family and Consumer Sciences Teacher at T.C. Williams High School in Alexandria, VA, as she leads a discussion on the importance of IAED in the career and technical education context. Watch Webinar

Inclusion, Access, Equity & Diversity: CTE Learners Discuss
Educators often discuss how to ensure our programs are more inclusive, accessible, equitable and diverse but how often do we discuss this topic with learners, the individuals most affected? Dr. Roger Cleveland, a national expert who has been at the forefront of equity and inclusion for over a decade, will lead a panel discussion with CTSO leaders to better understand student viewpoints and what they advise related to moving forward. Watch Webinar

Are Your Agricultural Students Ready for Employment in the Diverse, Global Workforce and Economy?
CTE educators should not only shape students by preparing them for the knowledge and technical skills needed in their future careers but also prepare them for the increasingly multicultural work environments they will enter. Join Minorities in Agriculture, Natural Resources and Related Sciences (MANRRS), The Cultivating Change Foundation and the National Association of Agricultural Educators as they discuss best practices teachers should consider as they seek to foster culturally responsive and inclusive classrooms. This webinar initiated based on an article that appeared in NAAE’s The Agricultural Education Magazine. Watch Webinar

IAED Sessions at Virtual VISION 2020

A Wider Vision of the Whole Horizon
Presenter: Laura VanWaardhuizen, Iowa State University
At the turn of the 20th century, after blazing a trail for women to finally enter the post-secondary world, Ellen Swallow Richards reflected that “woman’s education has. . .given a wider vision of the whole horizon.” Ellen would no doubt be proud of initiatives encouraging “Girls in STEM,” but would be disheartened to see the silence in regards to men being encouraged to pursue careers in traditionally female-founded spheres. This session seeks to examine how we, as FCS and CTE teachers, can give a wider vision to our own horizons by examining and dismantling barriers in the hopes of welcoming new, diverse cohorts to blaze the way towards our next horizon.

Accessibility For All
Presenters: Larry Batson, Tulsa Technology Center-Admin; Jill Nerio, Tulsa Technology Center-Admin
This presentation will provide information on providing accessible materials for students, parents and clients. There will be examples of technologies and methods presented to show how instructors, career advisement, admissions, and others can provide accessible content for all. Tools will be presented for translating, screen reading, color contrast identification and more. Join us for new and exciting ways to improve your materials so that it is more accommodating and accessible for all.

Counselors and Career Development Specialists – Looking Through the Lens of Access and Equity
Presenter: Shelly Thome, West-MEC
When our “Why” is about student success, we must all be ambassadors for access and equity, creating opportunities rather than hurdles for students. In this session, we will look at how counselors and career development specialists play a unique role in school recruitment, intervention, and campus culture through the lens of access and equity. We will identify potential barriers to recruitment and retention while also considering the student experience. Participants will engage in discussions regarding best practices to see diversity, access, and equity as a larger focus than only the non-traditional gender enrollment and completion in the Perkins Performance Measures.

Creating Inclusive & Equitable Learning Environments
Presenter: Roger Cleveland
A school should become more culturally responsive to provide better services for their consumers (students & families). In a global society, a school cannot be academically, socially or programmatically culturally responsive unless it is culturally competent. Striving for cultural competence is a long-term developmental process. It is a process in which schools can measure their progress according to achievement of specific developmental tasks. This workshop will examine several topics (cultural responsiveness, cultural competency, equity and implicit bias) and how these topics impact policy, practices and programs in schools.

CTE for Everyone: Creating a Classroom Culture that Encourages Differentiation
Presenter: Sarah Grossi, Region 14 ATC – ConVal High School
Right Students, Right Program, Right Reason: That’s what we’re all striving for as CTE instructors, but how does that work when students come in with diverse needs and backgrounds? Learn how to create a culture that allows you to differentiate your instruction and meet the needs of all your students.

CTE in Comprehensive High Schools: Creating Programs for All Students
Presenters: Jennifer Cusmano, Northern Valley Regional High School District; David Janosz, Northern Valley Regional HS District; James Santana, Northern Valley Regional HS District; Deborah Sarmir, Northern Valley Regional HS District; April Vella, Northern Valley Regional HS District
Comprehensive high schools provide a structure for CTE programs that allow all students to achieve success. This session will demonstrate evidence-based research to build programs tailored for the needs of your population, increase participation rates of underrepresented students, and use engaging pedagogical strategies in the classroom.

Cultural Humility 101
Presenter: Erica Gray
Cultural Humility is the process of being self-reflective, and having a lack of superiority toward an individual’s cultural background and experience. This workshop has been designed to increase cultural awareness, knowledge, and skills in the competencies necessary to effectively work with and relate to ethnically and culturally diverse students and families.

Equity and Cultural Influences in Schools
Presenter: Candice Hardin, Jefferson County Public Schools
In many schools cultural discontinuity exist between students and staff of all walks of life. There is a cultural mis-match between some students and some teachers. In a diverse classroom students learn in remarkably different ways, skilled teachers take these differences into account in developing instruction. This training will define and demonstrate how culture is one of the most salient issues when providing instructional services for diverse students. The participants in this training will have the opportunity to examine how, education equity, culture and cultural competence are all germane to student achievement.

Expanding Equity in Access and Outcomes: Lessons from the Aspen Institute
Presenters: Tess Henthorne, College Experience Program, The Aspen Institute; Michael Connet, ACTE
Based on hundreds of interviews with college leaders, employers, and community partners, this session will provide an overview of the Aspen Institute College Excellence Program’s latest research on equity in high-quality STEM programs that lead to good jobs and explore case studies from winners of the Excellence and Equity in Community College STEM Award.

Implicit Bias: Check Your Blind Spots
Presenter: Jaime Nebbitt
Implicit Bias or Unconscious bias is the stereotyping and prejudice that guides our preference for a social group that is often automatic. Implicit bias is ubiquitous in society, and shaped by individual’s experiences, perceptions, and upbringing, everyone has some form of unconscious bias. Recent studies have shown that this bias also exist in educators, and that can have significant impact on students achievement and success. This session will introduce participants to the concept “Blind Spots”, challenge participants to explore their own unconscious bias, and then we will have discussion around approaches that may assist educators to become conscious of their biases, and how they may be able to remedy them for the benefit of the students.

IAED Chat with Eva Scates-Winston
We are holding an open discussion with Eva Scates-Winston on the impact of culture and identity on student engagement and equity!

IAED Chat with Kevin Johnson
We are holding an open discussion with Kevin Johnson on building a CTE program with equity in the design!

IAED Chat with Rana McVay
We are holding an open discussion with Rana McVay on “How Conscious are You…A Discussion Regarding Your Unconscious Bias”!

IAED Chat with Snehal Bhakta
We are holding an open discussion with Snehal Bhakta on exploring terms to better connect with young people!

Left Behind: Boys Need CTE
Presenters: Speranta Klees, West MEC; Aaron Parsons, WEST-MEC; Patrick Clawson, WEST-MEC
This session will examine the research regarding the decline in the academic performance of boys and show how CTE is the most powerful strategy to remedy this alarming trend impacting half of the U.S. workforce. Participants will learn how to improve boys’ academic achievement, engagement and transition to postsecondary. Participants will also learn of action research focusing on kinesthetic activity and mindfulness training to improve student outcomes.

Post-Secondary’s need to D.R.I.V.E. Inclusion, Access, Equity and Diversity
Presenter: “AL” Long, J.D., Southern State Community College
Now more than ever inclusion, access, equity, and diversity (IAED) are vital within our society. The need for post-secondary institutions to place a greater emphasis on attracting and retaining students as well as a focus on fairness are crucial to their success.  This training will highlight post-secondary’s need to DRIVE IAED matters in the new normal of American higher education.

Special Education Support for Your CTAE Classes
Presenters: Lesley Naterman, Milton High School; Scott Greb, North Springs Charter High School
Lesley Naterman and Scott Greb are Career and Technical Intervention (CTI) Specialist since 2014. We both hold specialized degrees in the area of exceptional student education. We are passionate about student success and initiatives to help ensure high level achievement of all students in our CTAE classes. We hope to spread the word about Georgia’s innovative CTI services and how they can be incorporated into your states. Come join us as we explore the services, accommodations and best practices that you can implement in your classrooms to help your students to become a pathway completer.

Student Teaching: Embedding Practicum Work into your Education Program
Presenter: Sarah Grossi, Region 14 ATC – ConVal High School
This workshop will provide Careers in Education and Early Childhood Education instructors the logistics needed to place their students into early childhood, elementary and middle school classrooms for hands-on training. Explore ways to embed practicum experiences in classrooms at a variety of age and grade levels and with specialists such as speech, occupational therapy, art, music, and physical education.

The Opportunities and Challenges of Virtual CTE
Presenter: Heather Buskirk, Instructional Methods Advisor
Join us to hear a variety of voices from the field of virtual career readiness education as we discuss the ways virtual learning have allowed us to connect students to high quality CTE learning experiences. A panel of educators, student, admins, and other support staff will share their stories of challenges and successes.

We’ve Got You: Providing Holistic Wraparound Service to Students Pursuing a CTE Credential 
Presenter: Kelly Washington, Altierus Career College
It is noted that many of the students enrolled at Altierus are struggling with need outside the walls of the campus. An analysis of 2019 drop reasons has shown that many students who do not have access to basic resources are forced to drop out of school prior to graduating. It is clear that in addition to academic help, Altierus students need support in providing basic needs for themselves and their families. This is has only been increased following the COVID-19 Pandemic.

Who needs a C.R.A.S.H. pad?
Presenter: Kia Keyton, Greenville Technical College
This session will address the housing insecurities that plague many American students. Participants will come away with a better understanding of how to spot students who require food and/or housing. We will discuss strategies to help, including Community Residential Assistance for Student Housing (C.R.A.S.H.)

Respect for Diversity in the Classroom: Free Resource from ACTE and Asia Society
The rise in diversity across the United States means today’s students will be working and living with people from a wide array of backgrounds. It also means instructors increasingly have diverse populations of students in their classrooms. ACTE has partnered with Asia Society to create new free tools and online professional development to assist educators in creating a culturally responsive classroom that is respectful of diversity and inclusive of all perspectives and backgrounds. To learn more, visit CTE Learn.

Featured Articles & Resources including IAED

Looking for more recent content on inclusion, access, equity and diversity?

You might enjoy:

Research Round-up on Equity
Equity in Dual/Concurrent Enrollment: The College in High School Alliance has released another policy snapshot exploring state approaches to ensuring quality for dual/concurrent enrollment in high school programs. In order for states to provide early college courses in high schools, the researchers suggest using existing structures for oversight and regulation and adapt them to the dual or concurrent enrollment space, or create new requirements, such as program accreditation, to ensure students have access to quality college in high school programs.

Addressing Equity Gaps in Community College CTE Programs
CTE programs in community colleges are striving to achieve equity goals and reduce equity gaps, finds MDRC in their report Voices from the Field: How Community Colleges Are Advancing Equity in Career and Technical Education. In 2019, MDRC did a scan of 17 CTE programs in community colleges and interviewed CTE administrators, state level CTE administrators, instructors, employer and community partners, and students. The report provides best practices on how CTE stakeholders can improve equity in their CTE programs.

Racial Equity in CTE Programs

Research Round-up: Equity Edition
Over the past few months, there have been a number of new resources and research papers released on equity in CTE or related education and workforce development programs. See below for more details:

Making Good on the Promise: Ensuring Equitable Success Through CTE
The fifth brief in Advance CTE’s “Making Good on the Promise” series, this report examines ways that states can help more students complete their chosen career pathway. It explores three state strategies, including using data-driven support systems to meet learners’ needs; providing integrated support services to secure wellness, academic preparation and financial stability; and creating the enabling conditions for successful transitions.

Practitioner Perspectives on Equity in Career and Technical Education
MDRC’s Center for Effective Career and Technical Education released this brief over the summer to share insights from practitioners in innovative CTE programs around the topic of equity. The brief shares the results of practitioner discussions on barriers to equity within CTE and ways to address those challenges in order to achieve more equitable access and outcomes.

Ensuring Equity in Evolving High school Career and Technical Education Policies
This research/policy brief from the Institute for Research on Poverty (IRP) presents key takeaways from a research workshop hosted by the IRP at the University of Wisconsin–Madison involving researchers, practitioners and policymakers. Suggestions include making equitable access a policy goal, addressing rural challenges and investing in data collection.

Unlocking Potential: A State Policy Roadmap for Equity and Quality in College in High School Programs
This report, from the College in High School Alliance and Level Up coalition, provides policy recommendations and state examples around increasing equity within six key components of college in high school programs: (1) equity goal and public reporting, (2) program integrity and credit transfer, (3) finance, (4) course access and availability, (5) instructor capacity, and (6) navigational supports.

Funding for Equity: Designing State Dual Enrollment Funding Models to Close Equity Gaps
This report, also from the College in High School Alliance, presents a breakdown of funding models for dual enrollment programs, which states are using those models, policy questions to consider and best practices. A goal of the paper is “to help states identify a dual enrollment funding model that maintains a focus on equity while taking leaders’ programmatic aspirations and a state’s funding predispositions into account.”

Passively-sensed Behavioral Correlates of Discrimination Events in College Students
A new study from researchers at the University of Washington and University of Michigan examines the short-term physical and psychological impacts of discrimination on college students (with engineering students a particular focus of the study) that have the potential to impact educational outcomes. The study found that incidents of discrimination led to acute changes in students’ sleep and social patterns.

CTE in the Juvenile Justice System (recording is be available at https://careertech.org/webinars)
Advance CTE, the Council of State Government (CSG) Justice Center, and Oklahoma’s CareerTech program hosted a webinar to discuss how state leaders can leverage Perkins V funding to improve CTE programs in juvenile justice systems. CSG discussed findings from their most recent publication “On Track: How Well Are States Preparing Youth in the Juvenile Justice System for Employment,” which included: states lack necessary workforce development for successful programs, many programs lacked partnerships with workforce development agencies, and most states do not have enough workforce data on incarcerated youth. Oklahoma also showcased best practices from their CTE program involving incarcerated youth.

The Roadmap for Racial Equity: An Imperative for Workforce Development Advocates
This report, from the National Skills Coalition, addresses “issues of racism and exclusion in the workforce and education systems, as well as potential solutions for remedying these persistent problems.” The report presents nine recommendations to advance racial equity through workforce and education policy.

The Equity Equation
McGraw Hill has released a paper outlining strategies to address the college completion gap that persists for first-generation students, low-income students, and students of color. The paper focuses on adaptive learning solutions and provides examples from various colleges.

DC Digest: November 18-24, 2019

ACTE demonstrates its commitment to IAED through initiatives such as the IAED Mentorship Program and the IAED Advisory Group; via implementation of the Quality CTE Program of Study Framework; and in such information-rich resources as Techniques.

In September 2020, Techniques launched a new column — IAED in CTE —  to examine inclusion, access, equity and diversity in practice. Four articles have been published to date, in print and online. They include:

These resources below are for ACTE Members and can be found in the Techniques Archives.

  • Embracing the V word (in print, November/December 2020)
  • The softer side of STEM (in print, September 2020)
  • Accessibility for all (in print, September 2020)
  • Harness data to drive equity (in print, March 2020)
  • The voice of CTE success (in print, March 2020)
  • Strengthening work-based learning with Perkins V (in print, March 2020)
  • Understanding CTE for students with disabilities: What educators need to know (in print, February 2020)
  • Intention to action: Recruiting women in CTE (in print, November/December 2019)
  • I am a success because of FCS (in print, October 2019)
  • Supporting the gender expansive student (in print, September 2019)
  • TECHNOLOchicas & the future: Girls in STEM (in print, March 2019)
  • Advancing access & equity in the Mississippi Delta (in print, March 2019)
  • Equity in action — stories from the field (in print, March 2019)
  • Improving postsecondary outcomes for students of low socioeconomic status with CTE (in print, March 2019)
  • Can immigrant professionals help address CTE teacher shortages? (in print, November/December 2018)
  • Sweet success at Milton Hershey School (in print, May 2018)
  • Connecting to opportunity: Career and technical education for at-risk students (in print, April 2018)
  • How CTE can help prepare students with disabilities for the future  (in print, October 2017)
  • Driving gender diversity in computer science (in print, October 2017)
  • Making an impact: How CTSOs support students in poverty (in print, September 2017)

The March 2019 issue of Techniques, themed “Advancing Access & Equity,” featured articles encouraging a whole school approach to the advancement of access and equity. One theme told readers the story of an inspirational teacher who expected growth from his students. And they grew! ACTE members, learn more about collaboration, community and how to improve postsecondary outcomes for all students with CTE. Read Techniques >