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Schools BetrayedRoots of Failure in Inner-City Education$
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Kathryn M. Neckerman

Print publication date: 2007

Print ISBN-13: 9780226569604

Published to Chicago Scholarship Online: February 2013

DOI: 10.7208/chicago/9780226569628.001.0001

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PRINTED FROM CHICAGO SCHOLARSHIP ONLINE (www.chicago.universitypressscholarship.com). (c) Copyright University of Chicago Press, 2021. All Rights Reserved. An individual user may print out a PDF of a single chapter of a monograph in CHSO for personal use.date: 28 July 2021

Vocational Education

Vocational Education

Chapter:
(p.107) Chapter Five Vocational Education
Source:
Schools Betrayed
Author(s):

Kathryn M. Neckerman

Publisher:
University of Chicago Press
DOI:10.7208/chicago/9780226569628.003.0006

This chapter follows the Chicago public schools as they constructed—and reconstructed—their system of vocational education, and shows how the consequences differed for young blacks and immigrants. In the early years of the twentieth century, Chicago's public schools took on a new function: they began explicitly to prepare students for the labor market. The school system's new vocational curricula blended academic education with commercial and technical training, and were particularly attractive for students from modest backgrounds, as so many black and immigrant students were. For educators, these curricula offered a way to retain and motivate students. At the turn of the century, Chicago's public schools did very little to train students for jobs. The local high schools offered a handful of vocational classes such as surveying and bookkeeping, but their curriculum was largely classical, with an emphasis on Latin, Greek, and the humanities.

Keywords:   Chicago Public Schools, vocational education, blacks, immigrants, labor market, academic education, technical training

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