Expansion and Exclusion: A History of Women in American Higher Education

Graham, Patricia Albjerg

doi:10.1086/493536

Cited by 75 publications

(7 citation statements)

References 1 publication

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“…In that same year, white women comprised 35 percent of the undergraduate student population. 7 Historian Eleanor Flexner reported that by 1890, white women had made such great strides in the medical fields that they were no longer a rarity in this area and numbered almost 4,500. 8 In 1892, Oberlin-educated Anna Julia Cooper published A Voice from the South and addressed the issues of sexism and racism in American society.…”

Section: African American Women and Higher Education Before 1915mentioning

confidence: 99%

“Bound to Them By a Common Sorrow”: African American Women, Higher Education, and Collective Advancement

Perkins¹

2015

The Journal of African American History

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Section: African American Women and Higher Education Before 1915mentioning

confidence: 99%

“Bound to Them By a Common Sorrow”: African American Women, Higher Education, and Collective Advancement

Perkins¹

2015

The Journal of African American History

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“…One of the primary missions of the LGIs was to increase the proportion of women at their institutions (Bowman, 1962), in an eff ort to improve the numbers of women receiving higher education since their fi rst permissible admittance to U.S. colleges in 1837 (begun at Oberlin College in 1837; Graham, 1978). While most educational training programs for women focused primarily on "home economics", LGIs found that most female students preferred more STEM oriented subjects that had been intended for males-resulting in the employment of women in a broad range of jobs that were not in any way related to home economics, including participating in and teaching STEM subjects (Bowman, 1962).…”

mentioning

confidence: 99%

Gender Representation in Faculty and Leadership at Land Grant and Research Institutions

2017

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A gronomy J our n al • Volume 10 9, I ssue 1 • 2 017 I t could be argued that the ongoing concern about recruiting and retaining women in science, technology, engineering, and mathematics (STEM) has roots back to the fi rst formative years of the Land Grant Institutions (LGIs) in the United States, aft er their establishment in 1862 and 1890. One of the primary missions of the LGIs was to increase the proportion of women at their institutions (Bowman, 1962), in an eff ort to improve the numbers of women receiving higher education since their fi rst permissible admittance to U.S. colleges in 1837 (begun at Oberlin College in 1837; Graham, 1978). While most educational training programs for women focused primarily on "home economics", LGIs found that most female students preferred more STEM oriented subjects that had been intended for males-resulting in the employment of women in a broad range of jobs that were not in any way related to home economics, including participating in and teaching STEM subjects (Bowman, 1962). Despite this promising beginning over 150 yr ago, the number of women in STEM professions has continued to lag well behind men.Th ere has been much consternation, targeted recruitment, creation of focused support programs, and academic study into increasing the numbers of women in STEM (McGuire et al., 2012). Some progress has been made, particularly at institutions other than LGIs. Th e training of women in some STEM disciplines has shown improvement; for example, women earned bachelor's degrees in STEM in equal numbers to men by 1996 (Luckenbill-Edds, 2002), and doctoral degrees in biology also reached equality between men and women (McGuire et al., 2012). In fact, the stages where the numbers of women decrease during the academic training process, were considered gone at the bachelor's and master's levels by the 1990s, such that the number of women and men at these academic stages reached equal numbers (LuckenbillEdds, 2002). Despite the equal numbers of women and men obtaining degrees at these levels, there is still evidence of fewer women in the sciences at many levels, from doctoral training programs to eventual career placement. In fact, for engineering and natural sciences, at each successive stage in the academic and career pathways (bachelor's, master's, doctorate, faculty, administration) the retention of women drops in comparison to the previous stage (Goldberger and Crowe, 2010;Kaminski and Geisler, 2012 ABSTRACTRepresentation of women in agricultural science was 5% in 1979, increasing to 12% by 2005. Th e near equal numbers of women and men receiving Ph.D. degrees in agricultural science in 2012 (44 to 56%, respectively) would suggest an upward trend of women scientists above 12% should be occurring over time.To monitor possible trends in the representation of women in agricultural science, we quantifi ed the numbers of women at land grant institutions at the faculty and higher administration level and in leadership positions within scientifi c societies, industry boards, and govern...

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“…The history of people of color in higher education mirrors the history of people of color groups, and other minorities, such as women, in American society. In other words, White males have dominated American higher education (Bledstein, 1976;Fass, 1989;Graham, 1978;Solomon, 1985). Consequently, the historical sources that apply include general discussions of the role of people of color in United States history (Patterson, 2001;Takaki, 1993).…”

Section: Literature Reviewmentioning

confidence: 99%

An Examination of the Barriers to Leadership for Faculty of Color at U.S. Universities

Freeman

Krier

Al-Asfour

et al. 2019

IISIT

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Aim/PurposeThe aim and purpose of this study is to understand why there is a dearth of faculty of color ascending to senior levels of leadership in higher education institutions, and to identify strategies to increase the representation of faculty of color in university senior administrative positions. Future ResearchHigher education researchers may extend the findings of this study to explore how faculty of color have ascended to specific leadership roles within the academy such as department chair, academic dean, provost, and president.

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Expansion and Exclusion: A History of Women in American Higher Education

Cited by 75 publications

References 1 publication

“Bound to Them By a Common Sorrow”: African American Women, Higher Education, and Collective Advancement

“Bound to Them By a Common Sorrow”: African American Women, Higher Education, and Collective Advancement

Gender Representation in Faculty and Leadership at Land Grant and Research Institutions

An Examination of the Barriers to Leadership for Faculty of Color at U.S. Universities

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