Paper 1 hs

[Audio] The Smith-Hughes Act of 1917 was a pivotal event in the history of vocational education in the United States. It formalized the funding of public secondary schools resulting in a lasting impact on educational opportunities for many Americans. While existing studies have provided some context on the sociopolitical motivations and objectives of the Act gaps remain in our understanding. This paper will examine perspectives that have been neglected from current readings such as works from advocacy groups representing underrepresented communities including women and people of color. Furthermore the paper will analyze the debates that occurred over the Act's provisions by comparing opinions between leading figures with varying viewpoints on vocationalism such as Booker T Washington and W E B Du Bois. Through this effort this paper aspires to bring forth a more inclusive portrayal of the Smith-Hughes Act and its impact on localized contexts..

[Audio] The Smith-Hughes Act of 1917 is renowned for being the first legislation to offer federal funds for vocational education in the United States. This paper seeks to provide a deeper insight into the Act's beginnings and early effects at the local level by examining perspectives usually not included in the current historiography. The voices of advocacy groups advocating for marginalized segments of the population and the contrasting opinions of public figures with varying philosophies on vocationalism are both taken into consideration. Research of these sources sheds light on the conflicts that arose with the Act's implementation and its standing today..

[Audio] This paper undertakes a critical examination of the Smith-Hughes Act of 1917 focusing on neglected viewpoints on the origins and early impacts of the Act. Sources such as newspapers school publications and meeting minutes may yield insights into the perspectives of advocacy groups representing marginalized communities such as women and people of color as well as contrasting viewpoints among influential figures holding different philosophies on vocationalism. Additionally a sociocultural examination of implementation in the Southern states will be conducted to investigate the difficulties experienced by African American citizens during that period. By considering a variety of perspectives this analysis promises to add nuance to our understanding of Smith-Hughes' original intentions and outcomes and provides ongoing relevance for contemporary career and technical education policy considerations..

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 sought to meet the educational needs of populations across the United States. However in the Jim Crow South implementation of the Act was hampered by social inequities along lines of race gender and class. These dynamics were often omitted from historical accounts yet closer examination of community-level debates in newspaper coverage from 1917-1922 offers a more detailed understanding of the issues. Analysis of these records demonstrates how the Act's objectives were often undermined in the face of racial and other forms of discrimination. Examining this history is important for comprehending both the past and the present as it helps provide direction in our work today to ensure equitable educational access and outcomes..

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] At the implementation of the Smith-Hughes Act of 1917 many perspectives were disregarded in the wide-ranging policy changes it created. The National Association of Colored Women claimed that manual and domestic skills were prioritised over liberal education which would limit potential pathways for African Americans. Mary Church Terrell asserted that if the curriculum was limited African Americans would only be suitable for menial jobs and not professional careers. Likewise the Wednesday Morning Music Club of Jacksonville Florida cautioned that if there was no investment in minority teacher training vocational programs for Black students would not yield realistic opportunities. It is imperative to factor in views which may have been disregarded when formulating educational policy in order for educational chances to be accessible to individuals from any background..

[Audio] In this slide we will explore some of the neglected viewpoints on the origins and early impacts of the Smith-Hughes Act of 1917. In particular we will focus on perspectives from advocacy groups representing marginalized communities such as women and people of color. Through this exploration we will gain insight into the philosophical tensions around vocationalism and its capacity to genuinely broaden opportunity or potentially reinforce limiting circumstances for historically marginalized groups. To understand this important issue let us look at some of the sources we have available. We can start with the National Association of Colored Women who published a Report on Industrial Education in 1904. Moving forward there is Mary Church Terrell's 1905 article What Role for the Negro Woman? as well as the Wednesday Morning Music Club's Meeting Minutes from 1919. We can then look to the works of modern authors such as Barton Johnson and Nelson to evaluate their perspectives. By combining these various sources we can gain a nuanced understanding of this important issue..

[Audio] This paper explores how existing histories overlook different perspectives on the Smith-Hughes Act of 1917 as well as the localized early impacts of the Act. Through the works of Alice Dunbar-Nelson John F Kett Annie Lauzon Stanley H Nelson and Booker T Washington this paper seeks to gain an understanding of how advocacy groups representing marginalized communities such as women and people of color as well as differing philosophies on vocationalism between influential figures approached the topic. Their contributions combined with historical newspaper articles from the time provide insight on our current systems of vocational education and potential collaboration and improvement opportunities..

[Audio] This paper critically examines overlooked perspectives on the history and early localized impacts of the Smith-Hugges Act of 1917. It draws attention to the voices of various advocacy groups representing marginalized communities and compares the ideologies of influential figures with differing philosophies on vocationalism. Examples of this used in the paper include a 1921 Oregonian newspaper article 'Indian school struggles to implement vocational programs' and a 1922 Pittsburgh Courier article 'Equal opportunity demanded for Negro citizens'. By taking into account these powerful voices this paper aims to fill the gaps in the existing histories of the Act..