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Conway, Jill – History of Education Quarterly, 1974
A review of the development of educational institutions in United States history reveals that coeducation has not been automatically a liberating experience for women and that access to professional education has not naturally placed women on a level with male professional peers. (Author/KM)
Descriptors: Educational History, Employed Women, Feminism, Higher Education
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Wein, Roberta – History of Education Quarterly, 1974
A study of Wellesley and Bryn Mawr Colleges when molders of female colleges determined whether higher education for women would represent a break from the perpetuation in educational institutions of feminine passivity and dependence. (Author/KM)
Descriptors: Conflict Resolution, Educational History, Feminism, Higher Education
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Phillips, J. O. C. – History of Education Quarterly, 1974
An examination of Jane Addams' contributions leads to a charge leveled against the interpretations of her as the first of a new class of intellectual in revolt against middle class gentility and the constrictive atmosphere of the nineteenth century family. (Author/KM)
Descriptors: Biographies, Educational History, Feminism, Sex Role
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Perlmann, Joel; Siddali, Silvana R.; Whitescarver, Keith – History of Education Quarterly, 1997
Argues that female literacy in 18th-century America was more prevalent than suggested by previous studies. Relying on manuscript censuses and recent studies of deeds suggests that female literacy was almost universal by the 1790s. Explores the institutional opportunities for girls' education in colonial New England. (MJP)
Descriptors: Adult Literacy, Colonial History (United States), Cultural Influences, Educational History
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Albisetti, James C. – History of Education Quarterly, 1992
Reviews the European response to U.S. women's colleges. Contends that most international visitors believed that the United States was the world leader in women's rights in the latter part of the nineteenth century. Concludes that women's colleges' influence as models was limited severly by generally negative perceptions of all U. S. colleges. (CFR)
Descriptors: Comparative Education, Educational History, Educational Philosophy, Educational Theories
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Zschoche, Sue – History of Education Quarterly, 1989
Assesses the impact that Edward Hammond Clarke's position on women's right to participate in higher education had on the moderate wing of the women's movement. Reflects on the debate provoked by his views that women and men should be educated differently. (KO)
Descriptors: Access to Education, Educational Discrimination, Educational History, Females
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Jensen, Joan M. – History of Education Quarterly, 1984
In the late eighteenth and early nineteenth centuries the ideology of the "teaching daughters," which argues the benefits of employing women as teachers, was taking form. The development of this ideology and its practice in southeastern Pennsylvania and northern Delaware from 1790 to 1850 are described. (RM)
Descriptors: Blacks, Educational History, Elementary Secondary Education, Employed Women
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Albisetti, James C. – History of Education Quarterly, 1982
Helene Lange worked to obtain equal educational opportunities for women in Germany at the end of the nineteenth century. She tried to improve teacher training for women, enhance the curriculum in girls' high schools, and increase professional training opportunities for women. (AM)
Descriptors: Educational History, Equal Education, Feminism, High Schools
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Scott, Anne Firor – History of Education Quarterly, 1979
Discusses influences of the Troy Female Seminary, the first permanent institution offering American women a curriculum similar to that of contemporary men's colleges. Also discusses the role of founder Emma Willard in the social history of the nineteenth century and in the diffusion of feminist values. (KC)
Descriptors: American History, Educational History, Females, Feminism
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Pederson, Joyce Senders – History of Education Quarterly, 1979
Explores the relationship between institutional structures and social values in nineteenth century England by examining features of traditional private girls' schools. Concludes that the reformed institutions served the interests of the feminist movement by answering to the social needs and cultural values of various social groups associated with…
Descriptors: Educational Change, Educational History, Feminism, Higher Education