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.
"These 11 papers are mostly success stories—accounts of the rising numbers and prominence of women in higher education in the US and the UK and its dominions…So much opposition and hostile mythology to combat—higher education was beyond women’s capabilities, or it would make them unfit for their “natural” roles and duties. Higher education training for the job market threatened and insulted their male competitors. This was not an easy fight, as these essays highlighting women who led the charge, often succeeded, and who are properly given credit show. Summing Up: Recommended."
J. T. Rosenthal, SUNY at Stony Brook, CHOICE Reviews
"Women in Higher Education, 1850–1970 should be included in the libraries of those faculty and in-stitutions that offer women’s history and/or higher education programs. This book is a testament to the artistic research and activist scholarship both of Stortz and of Panayotidis, whose life and career ended unexpectedly and far too early."
Patrick Dilley, Spring 2017 issue (vol.29, no.1) of Historical Studies in Education / Revue d'histoire de l'éducation
Introduction E. Lisa Panayotidis and Paul Stortz 1. Gender, Subjectivity, and Lived Experience in University Education in Ireland, 1850-1910 Judith Harford 2. Imperial Ideals: Women in Scotland's Universities and the British Empire Christine D. Myers 3. The Final Barrier? Australian Women and the Nineteenth-Century Public University Julia Horne 4. Becoming Undergraduates: Women and University Culture in Nineteenth-Century Canada Sara Z. Burke 5. Intellectual Women, Social Science, and Political Power: Municipal Feminism and Reform at the London School of Economics, 1895 to 1960 Jane Martin 6. Journeys Toward a Gentleman’s Education: International Fellowships and Bryn Mawr College Students, 1900-1930 Jennifer Redmond 7. On the Margins? The Intellectual Community of Home Scientists at the University of New Zealand, 1911-1961 Tanya Fitzgerald 8. “Feverish Frolics of the Frivolous Frosh”: Women’s Cultures of Initiation in Western Canadian Universities, 1915–1935 E. Lisa Panayotidis and Paul Stortz 9. From Happy Homes to Contaminating Cloisters: Women’s University Communities in Interwar Britain Ann McClellan 10. KOREROTIA MO NGA PĀAKE: Māori Women Educators Speak Kura Marie Taylor and Kay Morris Matthews 11. “Honorary Men” and Incidental Students: Women in Post-World War II American Higher Education, 1945-1970 Linda Eisenmann