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Eschbach traces the path of women toward intellectual emancipation from 18th-century precedents, through the hard-won access to college education in the 19th-century, to the triumphs (tempered by ongoing struggle) of the early 1900s. She compares women's experiences in both the US and England, rev
Traces the history of the struggle of women to achieve equality in American colleges from Colonial times to the present
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Evans reveals how black women demanded space as students and asserted their voices as educators - despite such barriers as violence, discrimination, and oppressive campus policies - contributing in significant ways to higher education in the United States. She argues that their experiences, ideas, and practices can inspire contemporary educators to create an intellectual democracy in which all people have a voice.
Excerpt from Before Vassar Opened: A Contribution to the History of the Higher, Education of Women in America The first two chapters of this book were originally published in the Educational Review for October and November, 1912, under the title of "College Education for Girls in America before Vassar opened." About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works.
This volume undertakes a comparative study of nineteenth and twentieth century universities in English Canada, the United States, United Kingdom, Australia, New Zealand, and Ireland, where unequal gender relations commonly regulated the voice of women and their perpetuation as a marginal group of academic intellectuals. It uses a variety of sources and methods to examine the experiences of the women students and professors who inhabited, constructed, and reproduced social and intellectual worlds within that context, showing how women negotiated their subjectivities and challenged expected norms in particular ways and forms within--and sometimes outside of--the intransigent rules and expectations on campus.
This study, first published in 1993, traces the path of women toward intellectual emancipation from eighteenth-century precedents, through the hard-won access to college education in the nineteenth-century, to the triumphs of the early 1900s. The author compares women's experiences in both the US and England, and will be of interest to students of history, education and gender studies.
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