Despite robust qualitative research to explore the efficacy and equity of secondary CTEbuilding and construction pathways (Montoya et al., 2020; 2018), there is still a need to further interrogate these studies with novel methods. Quantitative Ethnography (QE) has been established as a reliable means to interpret qualitative data (Arastoopur et al., 2023; Shaffer,2017). Furthermore, Epistemic Network Analysis (ENA) has been used to create QE models to help interpret qualitative data (Bauer et al., 2019). In this study, we use QE and ENA as novel methods to interrogate the silo structure and neoliberal rationality of Career Technical Education(CTE) secondary pathways, which have been shown to limit students’ critical consciousness(Lundell et al., 2023; Brown, 2017). Despite its history of racial tracking, CTE pathways still neglect critical thinking/dialogue around social/environmental justice issues, drastically hurting workers’ ability to confront these inequities (Darder, 2017; Oakes & Saunders, 2011; Shor &Freire, 1987). Using quantitative ethnography and epistemic network analysis to enhance a qualitative research design, researchers found that constructivism, critical pedagogy, and interdisciplinary collaboration can positively impact the experience, participation, and critical consciousness of students and educators in a CTE building and construction pathway.(PDF) Using Quantitative Ethnography to Explore Interdisciplinary Collaboration in a CTE Building and Construction Pathway.