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Reading: Coping at the Crossroads: Societal and Educational Transformation in the United States

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Coping at the Crossroads: Societal and Educational Transformation in the United States

Authors:

Glenn E. Baker ,

Texas A & M University, US
About Glenn

Professor in the Department of Industrial, Vocational and Technical Education, Texas A & M University, College Station, TX.

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Daniel L. Householder,

Texas A & M University, US
About Daniel
Professor in the Department of Industrial, Vocational and Technical Education, Texas A & M University, College Station, TX.
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Richard A. Boser

Illinois State University, US
About Richard
Assistant Professor in the Department of Industrial Technology, Illinois State University, Normal, IL.
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Abstract

As the nature of a workforce changes over time, one broadly-defined group of workers diminishes in numbers while another group increases in numbers. For example, during the period 1890-1910, the major proportion of the workforce in the United States shifted from agriculture to industrial production (U.S. Bureau of the Census, 1975). Figure 1 presents the concept. Relentless technological developments gave rise to new job classifications and to increased employment opportunities in industrial production. At the same time, technological developments diminished employment opportunities in another field, in this case, agriculture. Over the long term, then, one might expect that demand for groups of occupations will increase over time, but will be expected to decline when that employment sector is eclipsed by yet another employment sector, driven by a new technological wave.

How to Cite: Baker, G. E., Householder, D. L., & Boser, R. A. (1992). Coping at the Crossroads: Societal and Educational Transformation in the United States. Journal of Technology Education, 4(1), 5–17. DOI: http://doi.org/10.21061/jte.v4i1.a.1
Published on 22 Sep 1992.
Peer Reviewed

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