Since the 1980s there has been considerable discussion of the "vocationalizing" of universities in the U.S. Critics see a narrowing of focus to career objectives at the expense of a more broad-based humanities education and the citizenship training necessary to a democracy. There has been much less discussion, however, of the reform initiatives intended to change actual vocational education programs. In its beginnings early in the 20th century vocational education was designed to train a working class for massive industrialization. Influential figures like Charles Prosser insisted on a rigid separation between vocational and academic training. Students were to be taught limited and very job-specific skills. The reforms of the 1980s and 1990s in contrast were directed not only at making vocational training more "academic" in content, but also at transforming the psychology of student expectations toward the idea of middle class careers. This book argues that the complexities of...

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