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"Women in higher education United States History 20th century."
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A New Moral Vision
InA New Moral Vision, Andrea L. Turpin explores how the entrance of women into U.S. colleges and universities shaped changing ideas about the moral and religious purposes of higher education in unexpected ways, and in turn profoundly shaped American culture. In the decades before the Civil War, evangelical Protestantism provided the main impetus for opening the highest levels of American education to women. Between the Civil War and World War I, however, shifting theological beliefs, a growing cultural pluralism, and a new emphasis on university research led educators to reevaluate how colleges should inculcate an ethical outlook in students-just as the proportion of female collegians swelled.
In this environment, Turpin argues, educational leaders articulated a new moral vision for their institutions by positioning them within the new landscape of competing men's, women's, and coeducational colleges and universities. In place of fostering evangelical conversion, religiously liberal educators sought to foster in students a surprisingly more gendered ideal of character and service than had earlier evangelical educators. Because of this moral reorientation, the widespread entrance of women into higher education did not shift the social order in as egalitarian a direction as we might expect. Instead, college graduates-who formed a disproportionate number of the leaders and reformers of the Progressive Era-contributed to the creation of separate male and female cultures within Progressive Era public life and beyond.
Drawing on extensive archival research at ten trend-setting men's, women's, and coeducational colleges and universities,A New Moral Visionilluminates the historical intersection of gender ideals, religious beliefs, educational theories, and social change in ways that offer insight into the nature-and cultural consequences-of the moral messages communicated by institutions of higher education today.
eBook
College Women In The Nuclear Age
In the popular imagination, American women during the time between the end of World War II and the 1960s-the era of the so-called \"feminine mystique\"-were ultraconservative and passive.College Women in the Nuclear Agetakes a fresh look at these women, showing them actively searching for their place in the world while engaging with the larger intellectual and political movements of the times.
Drawing from the letters and diaries of young women in the Cold War era, Babette Faehmel seeks to restore their unique voices and to chronicle their collective ambitions. She also explores the shifting roles that higher education played in establishing these hopes and dreams, making the case that the GI Bill served to diminish the ambitions of many American women even as it opened opportunities for many American men. A treasure-trove of original research, the book should stimulate scholarly discussion and captivate any reader interested in the thoughts and lives of American women.
eBook
Higher education for women in postwar America
This history explores the nature of postwar advocacy for women's higher education, acknowledging its unique relationship to the expectations of the era and recognizing its particular type of adaptive activism. Linda Eisenmann illuminates the impact of this advocacy in the postwar era, identifying a link between women's activism during World War II and the women's movement of the late 1960s. Though the postwar period has been portrayed as an era of domestic retreat for women, Eisenmann finds otherwise as she explores areas of institution building and gender awareness. In an era uncomfortable with feminism, this generation advocated individual decision making rather than collective action by professional women, generally conceding their complicated responsibilities as wives and mothers. By redefining our understanding of activism and assessing women's efforts within the context of their milieu, this innovative work reclaims an era often denigrated for its lack of attention to women.
eBook
To know her own history
To Know Her Own Historychronicles the evolution of writing programs at a landmark Southern women's college during the postwar period. Kelly Ritter finds that despite its conservative Southern culture and vocational roots, the Woman's College of the University of North Carolina was a unique setting where advanced writing programs and creativity flourished long before these trends emerged nationally.Ritter profiles the history of the Woman's College, first as a normal school, where women trained as teachers with an emphasis on composition and analytical writing, then as a liberal arts college. She compares the burgeoning writing program here to those of the Seven Sisters (Wellesley, Smith, Radcliffe, Barnard, Vassar, Bryn Mawr, and Mount Holyoke) and to elite all-male universities, to show the singular progressivism of the Woman's College. Ritter presents lively student writing samples from the early postwar period to reveal a blurring of the boundaries between \"creative\" and \"expository\" styles.By midcentury, a quantum shift toward creative writing changed administrators' valuation of composition courses and staff at the Woman's College. An intensive process of curricular revisions, modeled after Harvard's \"Redbook\" plan, was proposed and rejected in 1951, as the college stood by its unique curricula and singular values. Ritter follows the plight of individual instructors of creative writing and composition, showing how their compensation and standing were made disproportionate by the shifting position of expository writing in relation to creative writing. Despite this unsettled period, the Woman's College continued to gain in stature, and by 1964 it became a prize acquisition of the University of North Carolina system.Ritter's study demonstrates the value of local histories to uncover undocumented advancements in writing education, offering insights into the political, cultural, and social conditions that influenced learning and methodologies at \"marginalized\" schools such as the Woman's College.
eBook
Redemption and Revolution
In the early twentieth century, a good number of college-educated Protestant American women went abroad by taking up missionary careers in teaching, nursing, and medicine. Most often, their destination was China, which became a major mission field for the U.S. Protestant missionary movement as the United States emerged to become an imperial power. These missionary women formed a cohort of new women who sought to be liberated from traditional gender roles. As educators and benevolent emancipators, they attempted to transform Chinese women into self-sufficient middle-class professional women just like themselves. As Motoe Sasaki shows inRedemption and Revolution, these aspirations ran parallel to and were in conflict with those of the Chinesexin nüxing(New Women) they encountered.
The subjectivity of the New Woman was an element of global modernity expressing gendered visions of progress. At the same time it was closely intertwined with the view of historical progress in the nation. Though American and Chinese New Women emphasized individual autonomy in that each sought to act as historical agents for modern progress, their notions of subjectivity were in different ways linked to the ideologies of historical progress of their nations. Sasaki's transnational history of these New Women explores the intersections of gender, modernity, and national identity within the politics of world history, where the nation-state increased its presence as a universal unit in an ever-interconnecting global context.
eBook
Trends in educational assortative marriage from 1940 to 2003
This paper reports trends in educational assortative marriage from 1940 to 2003 in the United States. Analyses of census and Current Population Survey data show that educational homogamy decreased from 1940 to 1960 but increased from 1960 to 2003. From 1960 to the early 1970s, increases in educational homogamy were generated by decreasing intermarriage among groups of relatively well-educated persons. College graduates, in particular, were increasingly likely to marry each other rather than those with less education. Beginning in the early 1970s, however, continued increases in the odds of educational homogamy were generated by decreases in intermarriage at both ends of the education distribution. Most striking is the decline in the odds that those with very low levels of education marry up. Intermarriage between college graduates and those with \"some college \" continued to decline but at a more gradual pace. As intermarriage declined at the extremes of the education distribution, intermarriage among those in the middle portion of the distribution increased. These trends, which are similar for a broad cross section of married couples and for newlyweds, are consistent with a growing social divide between those with very low levels of education and those with more education in the United States.
Journal Article
Changing the Subject
This remarkable story begins in the years following the Civil War, when reformers—emboldened by the egalitarian rhetoric of the post–Civil War era—pressed New York City’s oldest institution of higher learning to admit women in the 1870s. Their effort failed, but within twenty years Barnard College was founded, creating a refuge for women scholars at Columbia, as well as an academic beachhead \"from which women would make incursions into the larger university.\" By 1950, Columbia was granting more advanced degrees to women and hiring more female faculty than any other university in the country. In Changing the Subject, Rosalind Rosenberg shows how this century-long struggle transcended its local origins and contributed to the rise of modern feminism, furthered the cause of political reform, and enlivened the intellectual life of America’s most cosmopolitan city. Surmounting a series of social and institutional obstacles to gain access to Columbia University, women played a key role in its evolution from a small, Protestant, male-dominated school into a renowned research university. At the same time, their struggles challenged prevailing ideas about masculinity, femininity, and sexual identity; questioned accepted views about ethnicity, race, and rights; and thereby laid the foundation for what we now know as gender. From Lillie Devereux Blake, Annie Nathan Meyer, and Virginia Crocheron Gildersleeve in the first generation, through Ruth Benedict, Margaret Mead, and Zora Neale Hurston in the second, to Kate Millett, Gerda Lerner, and Ruth Bader Ginsburg in the third, the women of Columbia shook the world.
eBook
Dissenting Students as a Disruptive Force in Higher Education Philanthropy: Indiana University and the 1920s War Memorial Campaign
In the opening years of the 1920s, Indiana University-Bloomington (IU) faced a dilemma. Enrollment was growing and demand among students for co-curricular and leisure activities was growing with it. But the university had few adequate facilities to support such activities and state appropriations were barely enough to cover expenses related to purely instructional purposes. Given these challenges, president William Lowe Bryan and his administration did what many have done throughout the course of American higher education: they turned to private philanthropy to bridge the gap between demand and available funding. The Memorial Fund Campaign, IU's first mass fundraising campaign, was a clear success when considering the end result. It secured more than $1.4 million (almost $24 million today) in commitments from students, alumni, and community members to support the construction of a union, a women's dormitory, and the first football stadium. This financial success, however, masked dissent among a group of students who used their voices to speak out against a massively popular fundraising campaign they saw as dishonest and threatening to the academic integrity of the institution, serving as a kind of moral conscience for the administration (Howe 2017). The rise and fall of this \"outsider\" group of students both extends and challenges existing historical treatments of the time period and is a cautionary tale for contemporary leaders about the ramifications of choosing to enshrine and legitimize one student culture over another.
Journal Article
Seeking Equity for Women in Journalism and Mass Communication Education
This volume concentrates on the study and efforts of women and minority men to gain respect and parity in journalism and mass communication, and focuses on trends over the past three decades. Contributions to the volume provide a history of the equity efforts and offer updates on equity in the academy and in the professions. Theoretical and international perspectives on equity are also included, as are the concerns about equity from the new generations now coming into the profession. This anthology serves as a benchmark of women's current status in journalism and mass communication and provides a call to action for the future. As such, it is required reading for all concerned with establishing equity throughout the discipline.
eBook