Legacy of the Vocational Bureau of Cincinnati: Research Advances Social Justice

Abstract

who together shaped the legacy of the Vocational Bureau of Cincinnati. Using scientific research in controlled experimental settings allowed Woolley and Campbell to legitimize their social and vocational reform agendas and influence powerful government, school, and social service leaders. By 1921, they created 1 of the most progressive vocational programs in the country, delivering career counseling, vocational guidance and placement, physical and psychological testing, educational measurement and testing, protection and services for the physically and mentally handicapped, preventative measures for juvenile delinquency, and scholarships for students.A discussion of the progenitors and pioneers of the vocational guidance movement must include the contributions of Helen Bradford Thompson Woolley and M. Edith Campbell, who together shaped the legacy of the Vocational Bureau of Cincinnati between the years of 1909 and 1926. Campbell and Woolley created names for themselves in their respective communities before bringing together their talents for only 1 decade to facilitate potent change in the vocational landscape for women and children. The two women expertly wielded the power of research to promote social reform and transformation in a time when women, like children, were to be seen and not heard. This article brings together the story of these two prominent women and the legacy they created at the Vocational Bureau of Cincinnati.Understanding the socially constructed role of women at the turn of the century assists in the appreciation of the accomplishments of these two courageous women. Scientific discussions by men such as W. L. Distant, William James, and G. H. Schneider, at the time, alleged that women were nothing more than frail and ignorant. Science deemed that the sole female traits of vanity, egotism, irritableness, and nervousness were transformed only by the experience of motherhood. These types of narratives commonly served as validation for men to exclude women with their "inborn" limitations from educational and occupational opportunities. Within this defeatist environment, two women challenged and changed the social and vocational fabric for women and children in America.

The Meaning of Work for Black African Immigrant Adult College Students

“…Career development professionals can continue to serve as agents of social change, especially because the origins of these professions were grounded in social justice work and educating for social progress (Burns, 2009;Zytowski, 2001). Given these historical implications, it is important that career counselors continue to help the immigrants of this century.…”

Opportunities for Action: Traditionally Marginalized Populations and the Economic Crisis

“…Although the United States provides vast opportunities for success in career and work pursuits, these opportunities are not and have not been equally accessible to all people (Blustein, 2006;Blustein, McWhirter, & Perry, 2005;Burns, 2009;Fouad, 2006;Metz & Guichard, 2009). Further, even when those who have been afforded less societal and cultural privilege are able to access such opportunities, their success and achievements may not be recognized in an equitable manner (Badgett et al, 2007;Coombs & King, 2005;Fouad et al, 2008;Juntunen et al, 2001).…”

“…On a systemic level, social norms and structures shape traditionally marginalized individuals' experiences of career and work in ways that disadvantage them in future career pursuits (Adams et al, 2005;Gottfredson, 2005;Lapour & Heppner, 2009;Martín-Baró, 1994;West-Olatunji et al, 2010). During childhood and adolescence, marginalized populations experience a lack of support and resources for pursuing higher education (Adams et al, 2005;Blustein, 2006;Deil-Amen & DeLuca, 2010) and are less likely to finish high school (Greene & Winters, 2005), which is problematic given the relationship between educational attainment and the likelihood of future employment (U.S. Census Bureau, 2006, 2009, 2013. Members of such populations who go on to higher education in pursuit of their career goals face further difficulties and barriers (e.g., sexism, racism, financial constraints, conflicts between their own cultures and the dominant culture; Fouad et al, 2008;Guiffrida & Douthit, 2010;Juntunen et al, 2001).…”

“…This economic climate was precipitated by the collapse of the housing market (Rothstein, 2012) and has significantly impacted the work experience and employment status of many individuals in the United States (Jacobe, 2012;U.S. Census Bureau, 2006, 2009, 2013. Although a broad range of populations have experienced such career development problems associated with this economic context, the economic circumstances have impacted traditionally marginalized populations more dramatically than others (Rothstein, 2012;U.S.…”

“…Although a broad range of populations have experienced such career development problems associated with this economic context, the economic circumstances have impacted traditionally marginalized populations more dramatically than others (Rothstein, 2012;U.S. Census Bureau, 2006, 2009, 2013. For the purposes of this study, the term traditionally marginalized populations was defined broadly to include many historically oppressed groups including women; certain racial/ethnic groups; people who identify as lesbian, gay, bisexual, transgender or queer (LGBTQ); immigrants; individuals with mental or physical disabilities; older individuals; and those of lower socioeconomic status prior to the onset of the current economic climate (Constantine, Hage, Kindaichi, & Bryant, 2007;Savage, Harley, & Nowak, 2005;Vera & Speight, 2003).…”