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"Bessie Scott, nearing the end of her first year at university in the spring of 1890, recorded in her diary: "Wore my gown for first time! It didn't seem at all strange to do so." Often deemed a cumbersome tradition by men, the cap and gown were dearly prized by women as an outward sign of their hard-won admission to the rank of undergraduates. For the first generations of university women, higher education was an exhilarating and transformative experience, but these opportunities would narrow in the decades that followed. In University Women Sara MacDonald explores the processes of integration and separation that marked women's contested entrance into higher education. Examining the period between 1870 and 1930, this book is the first to provide a comparative study of women at universities across Canada. MacDonald concludes that women's higher education cannot be seen as a progressive narrative, a triumphant story of trailblazers and firsts, of doors being thrown open and staying open. The early promise of equal education was not fulfilled in the longer term, as a backlash against the growing presence of women on campuses resulted in separate academic programs, closer moral regulation, and barriers that restricted their admission into the burgeoning fields of science, technology, engineering, and mathematics. The modernization of higher education ultimately marginalized women students, researchers, and faculty within the diversified universities of the twentieth century. University Women uncovers the systemic inequalities based on gender, race, and class that have shaped Canadian higher education. It is indispensable reading for those concerned with the underrepresentation of girls and women in STEM and current initiatives to address issues of access and equity within our academic institutions."--

For many millennia, the history of the world has been written by, for, and about men. This fascinating volume takes a different approach, offering brief biographies of dozens of women who have played a role in key world events. Learn more about the influence and impact of ladies like Cleopatra, Joan of Arc, Pocahontas, Marie Antoinette, and many others

The topic of women and education has historically held a strong focus in the history of education field. Feminist scholars brought together the fields of women's studies and the history of education. Their research examined the hierarchies embedded in the social structures of education departments. Such work left an important mark in the historiography of the field, but the focus on women and gender has dropped off in recent years. This is despite the fact that there is still a great deal of work that must be done to effect change. This article explores the stalled progress and even regression towards incorporating women's histories and stories in schools. We provide a case study analysis of the history of curriculum reform in Ontario from the 1960s to the present to demonstrate that over the last five decades women's issues have been squeezed into the margins of Ontario's educational learning objectives and related policy initiatives. We conclude that to support a new wave of feminist consciousness among young people women's issues must become a mandatory and integral part of education. All women's issues, ways of knowing, historical experiences, and justice movements must be central to curricular reform.Résumé Le thème des femmes et de l'éducation a toujours été un élément prédominant dans le champ de l'histoire de l'éducation. Les chercheurs féministes ont réuni les champs des études féministes et de l'histoire de l'éducation. Leurs recherches ont étudié les hiérarchies intégrées dans les structures sociales des départements de l'éducation. Bien que ce travail ait marqué l'historiographie de manière importante, l'accent mis sur les femmes et le genre a chuté au cours des dernières années. Ceci en dépit du fait qu'il reste beaucoup de travail à faire pour produire du changement. Cet article explore la stagnation, et même la régression, du mouvement vers l'intégration des femmes et de leurs histoires dans les écoles. Nous présentons une analyse de l'histoire de la réforme des programmes scolaires en Ontario des années 1960 à aujourd'hui pour démontrer qu'au cours des cinq dernières décennies, les enjeux relatifs aux femmes ont été réduits aux marges des objectifs éducatifs de l'Ontario et des initiatives politiques connexes. Nous concluons que pour soutenir une nouvelle vague de conscience féministe chez les jeunes, les enjeux relatifs aux femmes doivent devenir une partie intégrante et obligatoire de l'éducation.

"Für 'Kind, Wissenschaft und Staat' - mit diesem Credo hat sich die Pädiatrie in ihrer Gründungszeit als eine 'soziale Wissenschaft vom Kind' verstanden, die noch natur- und sozialwissenschaftliches Wissen in sich vereinte und die sowohl wissenschaftlich ambitioniert als auch sozialkritisch sein wollte. Nach dieser frühen, quasi omnipotenten Phase, hat sich die Pädiatrie peu à peu in ein naturwissenschaftlich fundiertes medizinisches Fach gewandelt, wobei sozialpädiatrische Bezüge nur noch für die klinische Praxis relevant blieben. Die Haltung zum Kind hat sich dabei vom sozialreformerischen Aufklärungspädiater bis hin zum Patrioten und repressiven Erzieher, der seine anwaltliche Funktion aus den Augen verlor, immer wieder gewandelt. Innerhalb der pädiatrischen Wissensentwicklung hat das Thema der Erziehung kontinuierlich eine Rolle gespielt, wenngleich die entwickelten Erziehungsideen ein Spiegel der jeweiligen Situation des Faches waren, sich zwischen politischer Vereinnahmung, neutraler Professionalität und sozialkritischem Engagement immer wieder neu positionieren zu müssen. Im folgenden Beitrag werden diese sozialen Implikationen pädiatrischer Fachtheorien dargestellt." (Autorenreferat)