Large disparities in CTE access and participation

 This paper presents the first evidence of how students make career technical education (CTE) course-taking decisions. Among the universe of Michigan high-schoolers the authors find large disparities in CTE access and participation by gender, race, and income. 

Student preferences for CTE content drive participation gaps by gender, inequities in access drive gaps by income, and school-level supply and demand factors combine to create the gaps by race.