Paper 1 hs

undefined. Beyond the Historic Record: Examining Neglected Perspectives on the Origins and Early Impacts of the Smith-Hughes Act of 1917 Introduction The passage of the Smith-Hughes Act of 1917 marked a pivotal moment in the development of vocational education in the United States. As the first major federal legislation to support vocational education, the Act formalized funding to establish vocational programs within public secondary schools across the country (Dawley, 1926; Nelson, 1991). While existing historical accounts provide useful context on the socio- political motivations and goals of the Smith-Hughes Act, some scholars argue that certain perspectives have been neglected that present an incomplete understanding of its consequences (Barton, 2007; Johnson, 2019). This paper aims to address gaps in the existing histories through a critical examination of neglected viewpoints on the origins and localized early impacts of the Smith-Hughes Act. Specifically, it will analyze perspectives that have been omitted from dominant narratives, such as writings from advocacy groups representing marginalized communities like women and people of color. Including such voices can offer "important insights" into debates surrounding the Act's provisions (Johnson, 2019, p. 140). The paper will also compare viewpoints between influential figures holding differing philosophies on vocationalism, such as Booker T. Washington and W.E.B. Du Bois, to.

[Audio] This paper aims to provide a more comprehensive understanding of the Smith-Hughes Act of 1917. It seeks to go beyond the existing scholarship examining the origins and impacts of the Act from neglected perspectives. We can gain greater insight into the socio-political forces behind its passing and localized impacts. Additionally a comparison of the views of Booker T Washington and W E B Du Bois can help uncover nuances in the debates around the role of vocationalism in education. Through exploring these sources and perspectives we can gain an enhanced understanding of the true implications of the Act and its ongoing relevance to educational policy..

[Audio] This research seeks to examine overlooked information in comprehending the initial effects of the Smith-Hughes Act of 1917. Sources such as newspapers school periodicals and gatherings minutes from disparate contexts may be used to figure out how the act was greeted and put into action in distinct areas for instance immigrant districts as opposed to rural territories. Moreover this examination can be utilized to examine the philosophical strains encompassing access and opportunity restrictions or expansions and the pertinence of this research for fairness focused discourses at the present time. Furthermore the impact of this legislation in the Jim Crow South will be studied where the extraordinary racial elements and rampant discriminatory precedents of that age developed extra difficulties in its implementation. By shedding light on these overlooked angles we can gain a more profound comprehension of the original ambitions and consequences of the Smith-Hughes Act..

In the state of Florida, African American leaders expressed concerns over the insufficient training provided to black teachers in the context of the prevailing segregationist societal climate.3 They contended that the allocated funds were directed towards skills that were not pertinent to the actual opportunities available to African Americans within the state.4 In a similar vein, white administrators in Lowndes County, Alabama, sought to establish agricultural programs exclusively for white individuals, thereby denying black individuals access to the same courses. This action is indicative of a racially discriminatory implementation process that perpetuated existing inequalities.5 Local newspapers also shed light on the ongoing debates surrounding these issues. The Chicago Defender commended the objectives of the Smith-Hughes Act but criticized the manner in which the Southern societal norms continued to marginalize black citizens.6 The Pittsburgh Courier advocated for equal treatment for "the 11 million Negro citizens,"7 highlighting the disparity between the Act's lofty aims and the discriminatory reality faced by African Americans as reported by African American publications. The implementation challenges were not confined to the South. For instance, in Portland, Oregon, the local Indian school faced difficulties in implementing agricultural training programs due to limited resources and a mismatch between the programs and the cultural needs of tribal communities.8 The attempt to tailor vocational programs.

[Audio] The Smith-Hughes Act of 1917 was an effort to provide vocational education to under-served non-white populations in the United States but its efficacy was largely stifled by the prevalent social inequities of the time particularly in the Jim Crow South. This paper will examine how the discriminatory practices of the time impeded the Act's implementation and how this insight can shape the equitable application of career education policies in the present day. A comprehensive evaluation of the Act is necessary encompassing an analysis of writings from advocacy groups representing marginalized communities views of influential figures with differing philosophies on vocationalism and local newspaper coverage from the period. These insights are essential for providing a more accurate understanding of the Smith-Hughes Act and its historical implications and for making sure we do not repeat the mistakes of the past when implementing similar policies in the present..

Carolina touted new vocational funding yet lamented lack of resources for more academic subjects in addition to vocational training. Comparisons of news portrayals between immigrant enclaves and agricultural towns also reveal tensions around Smith-Hughes. In Chicago, the Defender (1918) praised the aims of expanding access to job training but criticized how the Act played out under the racial inequities of the Jim Crow South that excluded Black citizens. The Pittsburgh Courier (1922) further demanded equal treatment and opportunities for "the 11 million Negro citizens" under the new legislation. Implementation challenges also emerged in less studied regions, as illustrated by struggles initially faced by the local Indian school in Portland, Oregon in implementing agricultural programs relevant to tribal communities' cultures and livelihoods (Oregonian, 1921). Analyzing such localized sources provides a more nuanced examination of diverse reactions and experiences with Smith-Hughes beyond dominant policy narratives. Inclusion of these perspectives' sheds light on debates, tensions, and variances in impact often obscured in broader historical accounts. Colored Women's Perspectives on Vocationalism The National Association of Colored Women (NACW) expressed concerns that Smith- Hughes risked exacerbating racial inequities through its provisions (NACW, 1904). In its 1904 report "On Industrial Education," the NACW acknowledged the merits of skills.

[Audio] The Smith-Hughes Act of 1917 was aimed at broadening and diversifying vocational training in the US but this was not accepted by everyone. Mary Church Terrell a member of the National Association of Colored Women was among those who voiced dissent believing the Act overly emphasized manual and domestic occupations while sidelining liberal education and thereby reinforcing the 'Jim Crow' structure thus shrinking African American educational and professional prospects. Local Black women's clubs such as the Wednesday Morning Music Club in Jacksonville Florida spoke up to point out the lack of resources dedicated to the education of Black teachers necessary for the success and cultural value of segregated vocational programs. Consequently even though the Smith-Hughes Act proposed to grant all learners diverse abilities its aims could only be accomplished with the retraction of structural barriers like the inadequate investment in minority teacher training..

[Audio] This slide explores writings from advocacy groups representing marginalized communities and compares viewpoints between influential figures with differing philosophical views on vocationalism. Through an examination of the National Association of Colored Women's 1904 Report on Industrial Education Mary Church Terrell's 1905 essay on the role of Negro women and the Wednesday Morning Music Club's 1919 meeting minutes in Jacksonville Florida we gain an understanding of the original intent of the Smith-Hughes Act of 1917 and draw insight into philosophical tensions around vocationalism's capacity to truly broaden opportunity or potentially reinforce limiting circumstances. We also analyze the writings of Barton Freire Johnson Dawley and Nelson to inform our understanding of the historical and ongoing implications of the Smith-Hughes Act allowing us to parse out the nuances and craft a deeper exploration of the act's impact on marginalized groups. This body of research provides a comprehensive and multi-faceted look into the Smith-Hughes Act and its implications..

[Audio] Examining the origins and early impacts of the Smith-Hughes Act of 1917 this slide will explore writings from advocacy groups representing marginalized communities and compare viewpoints between influential figures with differing philosophies on vocationalism. To do this references from Alice Dunbar-Nelson Jerome Kett Amy Lauzon Booker T Washington the Boston Evening Transcript the Chicago Defender the Goldsboro Messenger and the Henderson Daily Dispatch will be analyzed. By critically examining these sources a better understanding of the Smith-Hughes Act and its implications for early vocational education in America can be achieved..

[Audio] Examining the neglected perspectives of the Smith-Hughes Act of 1917 writings from advocacy groups representing marginalized communities will be explored and the viewpoints between influential figures with differing philosophies on vocationalism will be compared. As an example Oregonian in 1921 noted the struggles of Indian schools to implement vocational programs and the Pittsburgh Courier in 1922 reported on the demand for equal opportunity for Negro citizens..