Thesis (Ph. D.)--Florida State University, 2005. / Advisor: Neil Jumonville, Florida State University, College of Arts and Sciences, Dept. of History. Title and description from dissertation home page (viewed Jan. 25, 2006). Document formatted into pages; contains vi, 93 pages. Includes bibliographical references.

The study examined the following questions in relation to federal policy and social practice in education which contributed to the disadvantagement of African-Americans: 1. Did federal policy and social practice in education contribute to the conditions and struggles of the disadvantaged African-Americans? 2. Why did vocational education become a part of public education? 3. Did federal policy and practice play a role in maintaining the conditions of the disadvantaged in vocational education? 4. How was the focus of vocational special needs education achieved leading to the 1963 Vocational Education Act? Societal conditions and federal policies of the late 1800s and early twentieth century, produced adverse conditions which prevented Negroes from obtaining adequate education. During this period, the education system of the early 1900s could not adequately lend itself to the structure and practice of the economic system. This was realized by the leaders and policymakers and they called for the federal government to enter into partnership with the states in making vocational education a part of the public school system. Its manifest objective was to relieve those conditions conducive to poverty, economic stagnation and disadvantagement by training the youth. Because of the interpretation of the federal mandate, the Smith-Hughes Act (P. L. 64-347), by the policymakers, certain segments of the population did not prosper, the majority of whom were these African-Americans. By late 1958, conditions brought about a change in philosophy relative to the concerns of the poor and the disadvantaged and a different emphasis in education began to emerge. The leaders and policymakers realized that it was necessary to focus their attention on the disadvantaged through vocational special needs education. This focus brought about the legislative process which produced the Vocational Education Act of 1963 (P. L. 88-210). / Ed. D.

The problem was a study of the School of Technology graduates and non-graduates of Texas Southern University with implications for curriculum revision.

This study is concerned with the problem of identifying the nature of and the similarities and differences among the attitudes of three ethnic groups (Mexican-Americans, Blacks, and Anglos) toward vocational education.The purposes of the study were threefold. The first was to determine the attitudes toward vocational education that prevail among Mexican-American, Black, and Anglo students who attend a vocational/technical high school. Secondly, the purpose was to determine the attitudes toward vocational education that prevail among Mexican-American, Black, and Anglo students who attend regular academic schools. The third purpose was to compare the attitudes toward vocational education of students who attend a vocational/technical high school with those of students who attend regular academic high schools.

Since the days of Booker T. Washington and W. E. B. Du Bois, the argument has flourished relative to the value of vocational education for Black youth. This study, using data from the "High School and Beyond 1980 Sophomore Cohort Third Follow-Up (1986)" survey, investigated three basic areas, namely: (a) the demographic, personological, and educational profile of Black youth enrolled in vocational education, and the manner in which this profile varied in relation to their vocational concentration patterns, (b) the profile of these youth in terms of their employment outcomes, educational expectations, and civic and political participation > practices after completion of their secondary schooling, according to their concentration patterns, and (c) the changes over time among these youth within their vocational concentration patterns, with regard to aptitude, educational and vocational expectations, and employment status. Major findings of this study have been presented for the students by concentration patterns. Some of the major overall findings were: Students with greater concentration in vocational education course work tended to come from urban areas, the southern region of the United States, and the lowest socioeconomic status quartile. Both educational and occupational expectations were unrealistic in terms of Standardized test performance and grades. A large percentage waS not in the labor force and a very small percentage was participating in civic or political activities. Findings for outcome and change over time variables were presented for the three vocational participation patterns, Concentrators, Limited Concentrators, and Samplers. / Ed. D.

Develops a culturally and linguistically sensitive curriculum that provides unskilled and underemployed African Americans living in San Bernardino County with vocational education for technical and office occupations. This project will operate as a resource for teachers, counselors, and trainers who assist unskilled African Americans entering the workplace and that are in need of career and professional development in office protocol, computer software applications, and verbal and written communication skills.