{"title":"HEQ volume 63 issue 3 Cover and Front matter","authors":"","doi":"10.1017/heq.2023.25","DOIUrl":"https://doi.org/10.1017/heq.2023.25","url":null,"abstract":"","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42964550","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"HEQ volume 63 issue 3 Cover and Back matter","authors":"","doi":"10.1017/heq.2023.26","DOIUrl":"https://doi.org/10.1017/heq.2023.26","url":null,"abstract":"","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41388229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
DENTON AND GEORGE have attempted to test my findings about school attendance with multiple regression analysis. The comparison of results obtained through different statistical means is an interesting and instructive undertaking. It is a pity, therefore, that their paper does not permit such a comparison.
{"title":"Reply","authors":"Patricia Katz, S. Pedro, K. Michaud","doi":"10.2307/368041","DOIUrl":"https://doi.org/10.2307/368041","url":null,"abstract":"DENTON AND GEORGE have attempted to test my findings about school attendance with multiple regression analysis. The comparison of results obtained through different statistical means is an interesting and instructive undertaking. It is a pity, therefore, that their paper does not permit such a comparison.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-07-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.2307/368041","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48295118","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The educational mission of most western schools today includes the nurturing of children’s sexual upbringing, which many scholars see as a way of controlling their sexuality and forming them into “sexual citizens.” This article examines how official Swedish school guidelines and textbooks have mediated sexuality norms through education on masturbation. The professional discourse on masturbation started to change during the first half of the twentieth century, when masturbation shifted from being perceived as something harmful to something accepted as natural and harmless. This article focuses on a period following that shift in opinion: circa 1945-2000. The analysis shows that boys’ sexuality during this time received more attention than girls’, and a strong new norm about sex contributed to masturbation taking on less importance than heterosexual intercourse within a relationship. This article shows how state-controlled curricula have created norms about gender and sexuality, thus contributing to the development of a sexual citizenship.
{"title":"The Textbook Masturbator: A Renegotiated Discourse in Official Swedish Sex-Education Guidelines and Textbooks, circa 1945–2000","authors":"Sara Backman Prytz","doi":"10.1017/heq.2023.24","DOIUrl":"https://doi.org/10.1017/heq.2023.24","url":null,"abstract":"\u0000 The educational mission of most western schools today includes the nurturing of children’s sexual upbringing, which many scholars see as a way of controlling their sexuality and forming them into “sexual citizens.” This article examines how official Swedish school guidelines and textbooks have mediated sexuality norms through education on masturbation. The professional discourse on masturbation started to change during the first half of the twentieth century, when masturbation shifted from being perceived as something harmful to something accepted as natural and harmless. This article focuses on a period following that shift in opinion: circa 1945-2000. The analysis shows that boys’ sexuality during this time received more attention than girls’, and a strong new norm about sex contributed to masturbation taking on less importance than heterosexual intercourse within a relationship. This article shows how state-controlled curricula have created norms about gender and sexuality, thus contributing to the development of a sexual citizenship.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47742203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This article argues that the “airlift” language often used to describe the eight hundred Kenyan students who attended US and Canadian universities between 1959 and 1963 is misleading. It assumes that the students were being plucked out of substandard education, yet these youth had received some of the most rigorous education in the world—even though it was colonial education intended to inculcate in them British cultures and mores. The students took this education seriously because they knew it would help improve their economic status as well as that of their families. These elite students were not necessarily concerned with the politics of decolonization or the nation-state, as most studies of colonial elites at the end of empire have tended to claim. They were interested in uplifting their economic status. This uplifting was in and of itself a political act—even though it was not politically motivated.
{"title":"The “Airlift” Generation, Economic Aspiration, and Secondary School Education in Kenya, 1940-1960","authors":"K. Mutongi","doi":"10.1017/heq.2023.15","DOIUrl":"https://doi.org/10.1017/heq.2023.15","url":null,"abstract":"Abstract This article argues that the “airlift” language often used to describe the eight hundred Kenyan students who attended US and Canadian universities between 1959 and 1963 is misleading. It assumes that the students were being plucked out of substandard education, yet these youth had received some of the most rigorous education in the world—even though it was colonial education intended to inculcate in them British cultures and mores. The students took this education seriously because they knew it would help improve their economic status as well as that of their families. These elite students were not necessarily concerned with the politics of decolonization or the nation-state, as most studies of colonial elites at the end of empire have tended to claim. They were interested in uplifting their economic status. This uplifting was in and of itself a political act—even though it was not politically motivated.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-05-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46234881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
When the South Carolina legislature created the anti-NAACP oath in 1956, teachers across the state lost their positions. But it was the dismissal of twenty-one teachers at the Elloree Training School that captured the attention of the NAACP and Black media outlets. In the years following Brown v. Board of Education, South Carolina's Black and White communities went head-to-head in the battle over White supremacy versus expanded civil rights. The desegregation movement in 1955 and 1956 placed Black teachers’ activism in the spotlight—activism that mirrored what was happening in their community. This largely unknown episode of civil rights activism demonstrates that Black teachers were willing to serve not only as behind-the-scenes supporters in the equal education struggle but as frontline activists. Furthermore, it shows that South Carolina was an integral site of the long civil rights movement.
{"title":"“Hell Is Popping Here in South Carolina”: Orangeburg County Black Teachers and Their Community in the Immediate Post-Brown Era – CORRIGENDUM","authors":"Candace A. Cunningham","doi":"10.1017/heq.2021.3","DOIUrl":"https://doi.org/10.1017/heq.2021.3","url":null,"abstract":"When the South Carolina legislature created the anti-NAACP oath in 1956, teachers across the state lost their positions. But it was the dismissal of twenty-one teachers at the Elloree Training School that captured the attention of the NAACP and Black media outlets. In the years following Brown v. Board of Education, South Carolina's Black and White communities went head-to-head in the battle over White supremacy versus expanded civil rights. The desegregation movement in 1955 and 1956 placed Black teachers’ activism in the spotlight—activism that mirrored what was happening in their community. This largely unknown episode of civil rights activism demonstrates that Black teachers were willing to serve not only as behind-the-scenes supporters in the equal education struggle but as frontline activists. Furthermore, it shows that South Carolina was an integral site of the long civil rights movement.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1017/heq.2021.3","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"56624728","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract The educational attainment literature has brought back interest in early American primary schools, and much current research views those schools as superior to their European peers in the education offered to youth. Its emphasis, though, on using school enrollment as the prime indicator of attainment conflicts with the revisionist view of a previous generation of historians who argued that education in the heavily rural and agricultural society of the time should be considered as a process of social reproduction delivered by households, with schools being peripheral for most youth. This article, relying on evidence from statutes, indentures, and a 1798 New York State school survey, finds increased resort to primary schooling over the eighteenth century, attributable not to American exceptionalism but to a transatlantic movement away from scribal-dominated literacy and numeracy toward common use of a standardized written vernacular and “arithmetic by pen.” However, the dependence of households on child labor meant that the Three Rs did not get distributed in either an egalitarian or compact fashion. Small doses spread over a number of years—educational sprawl—best describes the system, and it lasted through much of the nineteenth century.
{"title":"The Extent and Duration of Primary Schooling in Eighteenth-Century America","authors":"C. Shammas","doi":"10.1017/heq.2023.12","DOIUrl":"https://doi.org/10.1017/heq.2023.12","url":null,"abstract":"Abstract The educational attainment literature has brought back interest in early American primary schools, and much current research views those schools as superior to their European peers in the education offered to youth. Its emphasis, though, on using school enrollment as the prime indicator of attainment conflicts with the revisionist view of a previous generation of historians who argued that education in the heavily rural and agricultural society of the time should be considered as a process of social reproduction delivered by households, with schools being peripheral for most youth. This article, relying on evidence from statutes, indentures, and a 1798 New York State school survey, finds increased resort to primary schooling over the eighteenth century, attributable not to American exceptionalism but to a transatlantic movement away from scribal-dominated literacy and numeracy toward common use of a standardized written vernacular and “arithmetic by pen.” However, the dependence of households on child labor meant that the Three Rs did not get distributed in either an egalitarian or compact fashion. Small doses spread over a number of years—educational sprawl—best describes the system, and it lasted through much of the nineteenth century.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-04-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47751945","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This article uses oral history, archival material, and published primary sources to examine the competing conceptions of “innovation” at work in the creation and operation of the West Philadelphia Community Free School (WPCFS) from 1969 to 1978. One of the longest-running initiatives in the School District of Philadelphia's experimental Office of Innovative Programs, the WPCFS stood at the crossroads of conflicting imperatives for “innovation.” These included: (1) institutional interests in advancing “humanizing” pedagogy; (2) Black activists’ interests in operating a community-controlled school for students of color in West Philadelphia; and (3) teachers’ interests in balancing their commitments to “humanizing” instruction and a surrounding community with different educational priorities. We highlight two instances where the frictions between these uses of “innovation” became pronounced in the WPCFS—debates over “free time” and the 1973 teachers’ strike. These incidents clarify how the burden of reconciling opposing innovations fell unevenly on the teachers and community members—often in ways that pitted the groups against one another—and exacerbated raced and classed inequalities in the school and district. While the account focuses on the 1960–1970s, we suggest that the WPCFS is relevant for us today, offering insights for the present into the longer discursive history of “innovation” as a lever for school reform, and into its impacts on educational equity.
{"title":"Opposing Innovations: Race and Reform in the West Philadelphia Community Free School, 1969–1978","authors":"T. Nichols, Rhiannon M. Maton, Elaine Simon","doi":"10.1017/heq.2023.11","DOIUrl":"https://doi.org/10.1017/heq.2023.11","url":null,"abstract":"Abstract This article uses oral history, archival material, and published primary sources to examine the competing conceptions of “innovation” at work in the creation and operation of the West Philadelphia Community Free School (WPCFS) from 1969 to 1978. One of the longest-running initiatives in the School District of Philadelphia's experimental Office of Innovative Programs, the WPCFS stood at the crossroads of conflicting imperatives for “innovation.” These included: (1) institutional interests in advancing “humanizing” pedagogy; (2) Black activists’ interests in operating a community-controlled school for students of color in West Philadelphia; and (3) teachers’ interests in balancing their commitments to “humanizing” instruction and a surrounding community with different educational priorities. We highlight two instances where the frictions between these uses of “innovation” became pronounced in the WPCFS—debates over “free time” and the 1973 teachers’ strike. These incidents clarify how the burden of reconciling opposing innovations fell unevenly on the teachers and community members—often in ways that pitted the groups against one another—and exacerbated raced and classed inequalities in the school and district. While the account focuses on the 1960–1970s, we suggest that the WPCFS is relevant for us today, offering insights for the present into the longer discursive history of “innovation” as a lever for school reform, and into its impacts on educational equity.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49088413","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This article traces the rise of anxiety among American high school and college students since the late 1950s, with particular focus on the decades before 2000. Evidence for rates of change comes from anxiety tests administered during the period, as well as a variety of psychological studies. The article also takes up the issue of causation, highlighting the extension of counseling services and psychological vocabulary that affected evaluations of nervousness; the impact of negative developments like crime rates and growing family instability; and the results both of changes in educational patterns—such as more frequent examinations—and significant shifts in student goals and expectations. Finally, the article touches on efforts to mitigate anxiety, such as expanding student services, and also their limited impact.
{"title":"Student Anxiety and Its Impact: A Recent American History","authors":"P. Stearns","doi":"10.1017/heq.2023.10","DOIUrl":"https://doi.org/10.1017/heq.2023.10","url":null,"abstract":"Abstract This article traces the rise of anxiety among American high school and college students since the late 1950s, with particular focus on the decades before 2000. Evidence for rates of change comes from anxiety tests administered during the period, as well as a variety of psychological studies. The article also takes up the issue of causation, highlighting the extension of counseling services and psychological vocabulary that affected evaluations of nervousness; the impact of negative developments like crime rates and growing family instability; and the results both of changes in educational patterns—such as more frequent examinations—and significant shifts in student goals and expectations. Finally, the article touches on efforts to mitigate anxiety, such as expanding student services, and also their limited impact.","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47729094","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
“We must get more students, and especially more white students” (p. 182). With those words written in 1892, Berea College president William Goodell Frost proposed a supposedly minor change to his institution. Berea had been unique for decades, a distinctly interracial college with a solid majority of Black students, but Frost believed that an influx of White students would increase the school’s prestige. He was right. Frost’s plan to recruit “mountain whites” of the Appalachians attracted wealthy donors and brought a tenfold increase in Berea’s endowment over the next two decades. But within that same span, Berea’s Black students became first disaffected and then disqualified, turned away both by the laws of Jim Crow Kentucky and by a campus no longer amenable to racial integration. Just as many other hopeful results of emancipation failed, so too did this educational experiment. These are just a few of the possibilities and perils outlined by John Frederick Bell in this history of abolitionist colleges in the nineteenth-century United States. Degrees of Equality focuses on three institutions: Oberlin College, New York Central College, and Berea. Among predominantly White colleges of that era, they were some of the most prolific in their education of Black men and women. Because of their radical egalitarianism, they were perhaps the best hope for racial reconciliation through higher education. Yet, as Bell demonstrates, these three colleges offered only “mixed success” and “degrees of equality” (pp. x, 8). Despite founding principles and proclaimed objectives to the contrary, abolitionist colleges were unable to remedy “the gap between equal admission and equal acceptance” (p. 29). As it jumps between institutions and marches from the 1830s to the 1890s, Degrees of Equality finds a common thread. While each college took its own path, all three exhibited the same tensions between equality in theory and in practice. The fundamental question, as Bell puts it, was whether “racial equality” was “a goal to be realized or a fact to be honored” (p. 44). In our own time and in light of racism’s persistence, we might read this and lean toward equality as an ongoing process rather than a fait accompli. But the abolitionist colleges asked something different: Were Black collegians to be treated as equals because they had proved themselves equals (through attainment of learning, character, and the like), or because they were already equals, heirs of the same common humanity endowed by God?
{"title":"John Frederick Bell. Degrees of Equality: Abolitionist Colleges and the Politics of Race Baton Rouge: Louisiana State University Press, 2022. 298 pp.","authors":"Benjamin P. Leavitt","doi":"10.1017/heq.2023.9","DOIUrl":"https://doi.org/10.1017/heq.2023.9","url":null,"abstract":"“We must get more students, and especially more white students” (p. 182). With those words written in 1892, Berea College president William Goodell Frost proposed a supposedly minor change to his institution. Berea had been unique for decades, a distinctly interracial college with a solid majority of Black students, but Frost believed that an influx of White students would increase the school’s prestige. He was right. Frost’s plan to recruit “mountain whites” of the Appalachians attracted wealthy donors and brought a tenfold increase in Berea’s endowment over the next two decades. But within that same span, Berea’s Black students became first disaffected and then disqualified, turned away both by the laws of Jim Crow Kentucky and by a campus no longer amenable to racial integration. Just as many other hopeful results of emancipation failed, so too did this educational experiment. These are just a few of the possibilities and perils outlined by John Frederick Bell in this history of abolitionist colleges in the nineteenth-century United States. Degrees of Equality focuses on three institutions: Oberlin College, New York Central College, and Berea. Among predominantly White colleges of that era, they were some of the most prolific in their education of Black men and women. Because of their radical egalitarianism, they were perhaps the best hope for racial reconciliation through higher education. Yet, as Bell demonstrates, these three colleges offered only “mixed success” and “degrees of equality” (pp. x, 8). Despite founding principles and proclaimed objectives to the contrary, abolitionist colleges were unable to remedy “the gap between equal admission and equal acceptance” (p. 29). As it jumps between institutions and marches from the 1830s to the 1890s, Degrees of Equality finds a common thread. While each college took its own path, all three exhibited the same tensions between equality in theory and in practice. The fundamental question, as Bell puts it, was whether “racial equality” was “a goal to be realized or a fact to be honored” (p. 44). In our own time and in light of racism’s persistence, we might read this and lean toward equality as an ongoing process rather than a fait accompli. But the abolitionist colleges asked something different: Were Black collegians to be treated as equals because they had proved themselves equals (through attainment of learning, character, and the like), or because they were already equals, heirs of the same common humanity endowed by God?","PeriodicalId":45631,"journal":{"name":"HISTORY OF EDUCATION QUARTERLY","volume":null,"pages":null},"PeriodicalIF":0.8,"publicationDate":"2023-04-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42894501","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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