Stephanie Y. Evans
- Published in print:
- 2008
- Published Online:
- September 2011
- ISBN:
- 9780813032689
- eISBN:
- 9780813039299
- Item type:
- book
- Publisher:
- University Press of Florida
- DOI:
- 10.5744/florida/9780813032689.001.0001
- Subject:
- History, African-American History
This book chronicles the stories of African American women who struggled for and won access to formal education, beginning in 1850, when Lucy Stanton, a student at Oberlin College, earned the first ...
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This book chronicles the stories of African American women who struggled for and won access to formal education, beginning in 1850, when Lucy Stanton, a student at Oberlin College, earned the first college diploma conferred on an African American woman. In the century between the Civil War and the civil rights movement, a critical increase in black women's educational attainment mirrored unprecedented national growth in American education. The author reveals how black women demanded space as students and asserted their voices as educators — despite such barriers as violence, discrimination, and oppressive campus policies — contributing in significant ways to higher education in the United States. She argues that their experiences, ideas, and practices can inspire contemporary educators to create an intellectual democracy in which all people have a voice. Profiles include Anna Julia Cooper, who was born enslaved yet ultimately earned a doctoral degree from the Sorbonne, and Mary McLeod Bethune, founder of Bethune-Cookman College. Exposing the hypocrisy in American assertions of democracy and discrediting European notions of intellectual superiority, Cooper argued that all human beings had a right to grow. Bethune believed that education is the right of all citizens in a democracy. Both women's philosophies raised questions of how human and civil rights are intertwined with educational access, scholarly research, pedagogy, and community service. This history of black women traces quantitative research, explores black women's collegiate memories, and identifies significant geographic patterns in America's institutional development.Less
This book chronicles the stories of African American women who struggled for and won access to formal education, beginning in 1850, when Lucy Stanton, a student at Oberlin College, earned the first college diploma conferred on an African American woman. In the century between the Civil War and the civil rights movement, a critical increase in black women's educational attainment mirrored unprecedented national growth in American education. The author reveals how black women demanded space as students and asserted their voices as educators — despite such barriers as violence, discrimination, and oppressive campus policies — contributing in significant ways to higher education in the United States. She argues that their experiences, ideas, and practices can inspire contemporary educators to create an intellectual democracy in which all people have a voice. Profiles include Anna Julia Cooper, who was born enslaved yet ultimately earned a doctoral degree from the Sorbonne, and Mary McLeod Bethune, founder of Bethune-Cookman College. Exposing the hypocrisy in American assertions of democracy and discrediting European notions of intellectual superiority, Cooper argued that all human beings had a right to grow. Bethune believed that education is the right of all citizens in a democracy. Both women's philosophies raised questions of how human and civil rights are intertwined with educational access, scholarly research, pedagogy, and community service. This history of black women traces quantitative research, explores black women's collegiate memories, and identifies significant geographic patterns in America's institutional development.
Andrew Feffer
- Published in print:
- 2019
- Published Online:
- September 2019
- ISBN:
- 9780823281169
- eISBN:
- 9780823285969
- Item type:
- chapter
- Publisher:
- Fordham University Press
- DOI:
- 10.5422/fordham/9780823281169.003.0009
- Subject:
- History, Social History
This chapter recounts the full takeover of the AFT leadership by Counts and his liberal supporters, who by 1940, as Coudert’s inquisition unfolded, were able to push an anti-communist agenda on the ...
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This chapter recounts the full takeover of the AFT leadership by Counts and his liberal supporters, who by 1940, as Coudert’s inquisition unfolded, were able to push an anti-communist agenda on the entire union on the claim that communist teachers act in bad faith and must be expelled not only from the union, but from the schools as well. Supporting this campaign were liberals and social democratic intellectuals in New York City, who fashioned a justification of the emerging anti-communist crusade around the claim that communists inherently act in bad faith.Less
This chapter recounts the full takeover of the AFT leadership by Counts and his liberal supporters, who by 1940, as Coudert’s inquisition unfolded, were able to push an anti-communist agenda on the entire union on the claim that communist teachers act in bad faith and must be expelled not only from the union, but from the schools as well. Supporting this campaign were liberals and social democratic intellectuals in New York City, who fashioned a justification of the emerging anti-communist crusade around the claim that communists inherently act in bad faith.
