Books like Gender and Higher Education in the Progressive Era

As a teacher of US women’s history and educational history, I have long been interested in women’s colleges—in their faculties, administrators, students, alumnae, goals, and achievements. Most recently, as the biographer of a woman educator (a dean of Barnard College in the early 20th century), I became more deeply involved with the literature on single-sex schools. Major books focus on the older women’s colleges, the “Seven Sisters,” but devote attention to other colleges as well. I am impressed with the talents of historians, with their skill at asking questions of their subjects, with the intensity of mission at the women’s schools, and with changing styles of campus culture.

As a teacher of US women’s history and educational history, I have long been interested in women’s colleges—in their faculties, administrators, students, alumnae, goals, and achievements. Most recently, as the biographer of a woman educator (a dean of Barnard College in the early 20th century), I became more deeply involved with the literature on single-sex schools. Major books focus on the older women’s colleges, the “Seven Sisters,” but devote attention to other colleges as well. I am impressed with the talents of historians, with their skill at asking questions of their subjects, with the intensity of mission at the women’s schools, and with changing styles of campus culture.

As a teacher of US women’s history and educational history, I have long been interested in women’s colleges—in their faculties, administrators, students, alumnae, goals, and achievements. Most recently, as the biographer of a woman educator (a dean of Barnard College in the early 20th century), I became more deeply involved with the literature on single-sex schools. Major books focus on the older women’s colleges, the “Seven Sisters,” but devote attention to other colleges as well. I am impressed with the talents of historians, with their skill at asking questions of their subjects, with the intensity of mission at the women’s schools, and with changing styles of campus culture.

As a teacher of US women’s history and educational history, I have long been interested in women’s colleges—in their faculties, administrators, students, alumnae, goals, and achievements. Most recently, as the biographer of a woman educator (a dean of Barnard College in the early 20th century), I became more deeply involved with the literature on single-sex schools. Major books focus on the older women’s colleges, the “Seven Sisters,” but devote attention to other colleges as well. I am impressed with the talents of historians, with their skill at asking questions of their subjects, with the intensity of mission at the women’s schools, and with changing styles of campus culture.

I am a graduate of Williams College and Princeton University and now a professor and former dean of arts and letters at the University of Notre Dame. As dean, I learned that too many of Notre Dame’s students were majoring in business. Invariably, when I asked them about their rationale, they would confess that their favorite courses were in the arts and sciences. They might have followed their passions, I thought, if they and their parents had a deeper sense of the value of a liberal arts education, so I wrote this book to answer their questions and give them justified confidence in the value of liberal arts courses.  

Women’s empowerment is my passion and my purpose, which is why I founded Women Connect4Good, Inc., a 501(c)3 foundation to help support other organizations that work to advance women and girls. Our name says it, and our work proves it. Women make phenomenal leaders, and while I can do a lot through my foundation to promote women’s leadership, we can all do something in our day-to-day lives to help women lead. Every day we can do something to support another woman, or partner with another woman, like the women who’ve written the books I’ve reviewed here – friends, colleagues, and fierce advocates for equality on every level. We are all lifting as we rise.

I am passionate about talent development and college access. I started my journey as a researcher when I learned that high school valedictorians’ adult success depends in large part on their race, social class, and gender. This work led me to life-long questions. How do we recognize talent and give young people opportunities without requiring their total assimilation into the dominant culture? How do we change our schools and colleges to welcome everyone and to benefit from the viewpoints and voices of all of our students? Answering these questions is imperative for our collective well-being in our changing society and world. 

I'm passionate about understanding and fixing how we teach and learn for a simple reason: My own journey as a learner was very nearly cut short. While attending one of the most competitive universities in India, I witnessed firsthand what can happen when a once-promising student runs into learning roadblocks. I nearly gave up on my academic career, only to be saved by—of all things—a hands-on, corporate training program. As I moved back into academia, it became my goal, first as an educator and later as MIT’s Vice President for Open Learning, to empower how we teach and learn with findings from cutting-edge research. And to avail these possibilities to as many learners as possible. 

My interests as a historian involve examining how Americans organize to change policy or politics through affiliations beyond political parties and, by extension, thinking about how culture is made and supported through institutions and businesses. These messy networks and relationships ultimately define how we relate to one another in the U.S. Indie music scenes are one way to trace all of these relationships, from federal policy governing radio stations and what goes out over the airwaves to the contours of local music scenes, to the business of record labels, to ordinary DJs and music fans trying to access information and new sounds that they love.

I have been involved with teaching in prison for the last 22 years, and have taught everything from creative writing to meditation to college classes across carceral facilities in New York, California, and Massachusetts. As the founder and director of the Emerson Prison Initiative at Emerson College’s campus at Massachusetts Correctional Institution at Concord, I constantly work with faculty and students who are navigating the teaching and learning environment under some of the most adverse circumstances. These books have helped me feel less alone in this work.