自19世紀開始，技職教育便為美國培育了各種社會發展需要的人才。然而在面對產業轉型與全球化的影響之下，技職教育的內涵發生轉變，此反映在美國社會最具爭議的族群議題中，更是明顯。為求深入探討，本研究運用批判種族理論，針對美國由1862年發展至今的技職教育政策進行分析，並分為種族主義、意識形態及社會正義三個面向，將其按時間發展與政策特性分為四期，指出當前政府如何在追求卓越的目標與社會正義之間保持平衡。此外，本研究由美國技職教育經驗回顧我國原住民與新住民教育，建議教育當局應更謹慎地研擬技職教育政策，思考其中族群的議題，方能回應社會真實、反思主流價值，並關注弱勢族群的需求。

From the nineteenth century, vocational education has provided human resources for different fields in the USA. However, in recent years, industrial transformation and globalization has made impacts on technical and vocational education, which contents the complicated issue of ethnicity and racism. To understand ethnic issues in vocational education, I apply critical race theory (CRT) to analyze technical and vocational policy from 1862 until now by three dimensions: racism, ideology, and social justice. Study shows there are four historical periods can be categorized, and it implies a new balance between the pursuit of excellence while protecting social justice. As a result, I suggest Taiwanese educators and policy makers should be more aware of what has happened in the USA. To provide a better technical and vocational education for the minority, education policy should be more inclusive for native Taiwanese and South-East Asian immigrants. By truly reflecting to social reality, reflecting on main-stream values, and focus on needs of the minority, technical and vocational education policy should provide students with different background a better future.