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Author: C. Myers
Publisher: Springer
ISBN: 0230109934
Category : Nature
Languages : en
Pages : 295
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Book Description
University Coeducation in the Victorian Era chronicles the inclusion of women in state-supported male universities during the nineteenth century. Based on primary sources produced by the administrators, faculty, and students, or other contemporary Victorian writers, this book provides insight from multiple perspectives of an important step in the progress of gender relations in higher education and society at large. By studying twelve institutions in the United States, and another twelve in the United Kingdom, the comparative scope of the work is substantial and brings local, regional, national, and international questions together, while not losing sight of individual university student experiences.
Author: C. Myers
Publisher: Springer
ISBN: 0230109934
Category : Nature
Languages : en
Pages : 295
Get Book Here
Book Description
University Coeducation in the Victorian Era chronicles the inclusion of women in state-supported male universities during the nineteenth century. Based on primary sources produced by the administrators, faculty, and students, or other contemporary Victorian writers, this book provides insight from multiple perspectives of an important step in the progress of gender relations in higher education and society at large. By studying twelve institutions in the United States, and another twelve in the United Kingdom, the comparative scope of the work is substantial and brings local, regional, national, and international questions together, while not losing sight of individual university student experiences.
Author: Georgia Oman
Publisher: Springer Nature
ISBN: 3031299876
Category : History
Languages : en
Pages : 267
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Book Description
This book offers a spatial history of the decades in which women entered the universities as students for the first time. Through focusing on several different types of spaces – such as learning spaces, leisure spaces, and commuting spaces – it argues that the nuances and realities of everyday life for both men and women students during this period can be found in the physical environments in which this education took place, as declaring women eligible for admittance and degrees did not automatically usher in coeducation on equal terms. It posits that the intersection of gender and space played an integral role in shaping the physical and social landscape of higher education in England and Wales in the late-nineteenth and early-twentieth centuries, whether explicitly – as epitomised by the building of single-sex colleges – or implicitly, through assumed behavioural norms and practices.
Author: E. Lisa Panayotidis
Publisher: Routledge
ISBN: 1134458177
Category : History
Languages : en
Pages : 304
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Book Description
This edited collection illustrates the way in which women’s experiences of academe could be both contextually diverse but historically and culturally similar. It looks at both the micro (individual women and universities) and macro-level (comparative analyses among regions and countries) within regional, national, trans-national, and international contexts. The contributors integrally advance knowledge about the university in history by exploring the intersections of the lived experiences of women students and professors, practices of co-education, and intellectual and academic cultures. They also raise important questions about the complementary and multidirectional flow and exchange of academic knowledge and information among gender groups across programmes, disciplines, and universities. Historical inquiry and interpretation serve as efficacious ways with which to understand contemporary events and discourses in higher education, and more broadly in community and society. This book will provide important historical contexts for current debates about the numerical dominance and significance of women in higher education, and the tensions embedded in the gendering of specific academic programs and disciplines, and university policies, missions, and mandates.
Author: Nancy Weiss Malkiel
Publisher: Princeton University Press
ISBN: 069118111X
Category : Education
Languages : en
Pages : 672
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Book Description
A groundbreaking history of how elite colleges and universities in America and Britain finally went coed As the tumultuous decade of the 1960s ended, a number of very traditional, very conservative, highly prestigious colleges and universities in the United States and the United Kingdom decided to go coed, seemingly all at once, in a remarkably brief span of time. Coeducation met with fierce resistance. As one alumnus put it in a letter to his alma mater, "Keep the damned women out." Focusing on the complexities of institutional decision making, this book tells the story of this momentous era in higher education—revealing how coeducation was achieved not by organized efforts of women activists, but through strategic decisions made by powerful men. In America, Ivy League schools like Harvard, Yale, Princeton, and Dartmouth began to admit women; in Britain, several of the men's colleges at Cambridge and Oxford did the same. What prompted such fundamental change? How was coeducation accomplished in the face of such strong opposition? How well was it implemented? Nancy Weiss Malkiel explains that elite institutions embarked on coeducation not as a moral imperative but as a self-interested means of maintaining a first-rate applicant pool. She explores the challenges of planning for the academic and non-academic lives of newly admitted women, and shows how, with the exception of Mary Ingraham Bunting at Radcliffe, every decision maker leading the charge for coeducation was male. Drawing on unprecedented archival research, “Keep the Damned Women Out” is a breathtaking work of scholarship that is certain to be the definitive book on the subject.
Author: Sara Z. MacDonald
Publisher: McGill-Queen's Press - MQUP
ISBN: 0228009901
Category : Education
Languages : en
Pages : 400
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Book Description
Bessie Scott, nearing the end of her first year at university in the spring of 1890, recorded in her diary: “Wore my gown for first time! It didn’t seem at all strange to do so.” Often deemed a cumbersome tradition by men, the cap and gown were dearly prized by women as an outward sign of their hard-won admission to the rank of undergraduates. For the first generations of university women, higher education was an exhilarating and transformative experience, but these opportunities would narrow in the decades that followed. In University Women Sara MacDonald explores the processes of integration and separation that marked women’s contested entrance into higher education. Examining the period between 1870 and 1930, this book is the first to provide a comparative study of women at universities across Canada. MacDonald concludes that women’s higher education cannot be seen as a progressive narrative, a triumphant story of trailblazers and firsts, of doors being thrown open and staying open. The early promise of equal education was not fulfilled in the longer term, as a backlash against the growing presence of women on campuses resulted in separate academic programs, closer moral regulation, and barriers that restricted their admission into the burgeoning fields of science, technology, engineering, and mathematics. The modernization of higher education ultimately marginalized women students, researchers, and faculty within the diversified universities of the twentieth century. University Women uncovers the systemic inequalities based on gender, race, and class that have shaped Canadian higher education. It is indispensable reading for those concerned with the underrepresentation of girls and women in STEM and current initiatives to address issues of access and equity within our academic institutions.
Author: C. Myers
Publisher: Palgrave Macmillan
ISBN: 9780230622371
Category : Nature
Languages : en
Pages : 0
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Book Description
University Coeducation in the Victorian Era chronicles the inclusion of women in state-supported male universities during the nineteenth century. Based on primary sources produced by the administrators, faculty, and students, or other contemporary Victorian writers, this book provides insight from multiple perspectives of an important step in the progress of gender relations in higher education and society at large. By studying twelve institutions in the United States, and another twelve in the United Kingdom, the comparative scope of the work is substantial and brings local, regional, national, and international questions together, while not losing sight of individual university student experiences.
Author: Kate Parker
Publisher: Rutgers University Press
ISBN: 1684485053
Category : Education
Languages : en
Pages : 127
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Book Description
In this timely collection, teacher-scholars of “the long eighteenth century,” a Eurocentric time frame from about 1680 to 1832, consider what teaching means in this historical moment: one of attacks on education, a global contagion, and a reckoning with centuries of trauma experienced by Black, Indigenous, and immigrant peoples. Taking up this challenge, each essay highlights the intellectual labor of the classroom, linking textual and cultural materials that fascinate us as researchers with pedagogical approaches that engage contemporary students. Some essays offer practical models for teaching through editing, sensory experience, dialogue, or collaborative projects. Others reframe familiar texts and topics through contemporary approaches, such as the health humanities, disability studies, and decolonial teaching. Throughout, authors reflect on what it is that we do when we teach—how our pedagogies can be more meaningful, more impactful, and more relevant. Published by Bucknell University Press. Distributed worldwide by Rutgers University Press.
Author: Mordechai Feingold
Publisher: Oxford University Press
ISBN: 0199668388
Category : Education
Languages : en
Pages : 329
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Book Description
This volume in a series of history of universities contains a mix of chapters and book reviews. The book acts as a tool for the historian of higher education. The volume combines original research and reference material. Topics include teaching and learning in the University of Bologna, religious debates in eighteenth-century University of Oxford, and Richard Bentley's intellectual genesis.
Author: T. Irish
Publisher: Springer
ISBN: 1137409460
Category : History
Languages : en
Pages : 260
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Book Description
Drawing on examples from Britain, France, and the United States, this book examines how scholars and scholarship found themselves mobilized to solve many problems created by modern warfare in World War I, and the many consequences of this for higher education which have lasted almost a century.
Author: Carly S. Woods
Publisher: MSU Press
ISBN: 1628953381
Category : Language Arts & Disciplines
Languages : en
Pages : 241
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Book Description
Spanning a historical period that begins with women’s exclusion from university debates and continues through their participation in coeducational intercollegiate competitions, Debating Women highlights the crucial role that debating organizations played as women sought to access the fruits of higher education in the United States and United Kingdom. Despite various obstacles, women transformed forests, parlors, dining rooms, ocean liners, classrooms, auditoriums, and prisons into vibrant spaces for ritual argument. There, they not only learned to speak eloquently and argue persuasively but also used debate to establish a legacy, explore difference, engage in intercultural encounter, and articulate themselves as citizens. These debaters engaged with the issues of the day, often performing, questioning, and occasionally refining norms of gender, race, class, and nation. In tracing their involvement in an activity at the heart of civic culture, Woods demonstrates that debating women have much to teach us about the ongoing potential for debate to move arguments, ideas, and people to new spaces.
