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ERIC Number: EJ813344
Record Type: Journal
Publication Date: 2007-Feb
Pages: 23
Abstractor: ERIC
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0018-2680
Education and Marginality: Race and Gender in Higher Education, 1940-1955
Crocco, Margaret Smith; Waite, Cally L.
History of Education Quarterly, v47 n1 p69-91 Feb 2007
Recent historiography has documented the singular contributions made by women to racial uplift and progress during the Jim Crow era. In these endeavors, women's contributions were greatly shaped by race, gender, and class. Given the feminization of education in the United States during this time, it is not surprising that their "race work" was for a long time concentrated in the field of education. Although they operated within a predominantly female environment, they nevertheless encountered racism and sexism. Those with the most extensive formal education, that is, master and doctoral degrees, faced particular problems along with opportunities. Three dissertations written by black women who earned doctorates between 1940 and 1955 highlight the marginalization of women as a result of higher education. Many of these women understood their role of advancing the cause of racial progress to include expanding notions of the black woman's "place." The dissertations analyzed in this article provide insights into how black women college graduates perceived their "place" and the ways in which they challenged conventional role formulations. Marion Cuthbert, Ina Bolton, and Jeanne Noble all earned PhD degrees in education and went on to become professors of education. Their careers were marked by achievement and an abiding interest in women's issues. To varying degrees, they found themselves at odds with prevailing notions of black middle-class womanhood; their research and activism provided opportunities for "talking back" to those who would limit women's scope for racial uplift and recognition of those contributions. (Contains 88 footnotes.)
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A