The first comprehensive history of efforts to vaccinate children from contagious disease in US schools. As protests over vaccine mandates increase in the twenty-first century, many people have raised concerns about a growing opposition to school vaccination requirements. What triggered anti-vaccine activism in the past, and why does it continue today? Americans have struggled with questions like this since the passage of the first school vaccination laws in 1827. In Vaccine Wars, Kim Tolley lays out the first comprehensive history of the nearly two-hundred-year struggle to protect schoolchildren from infectious diseases. Drawing from extensive archival sources—including state and federal reports, court records, congressional hearings, oral interviews, correspondence, journals, school textbooks, and newspapers—Tolley analyzes resistance to vaccines in the context of evolving views about immunization among doctors, families, anti-vaccination groups, and school authorities. The resulting story reveals the historic nature of the ongoing struggle to reach a national consensus about the importance of vaccination, from the smallpox era to the COVID-19 pandemic. This well-researched and engaging book illustrates how the history of vaccination is deeply intertwined with the history of education. As stopping the spread of communicable diseases in classrooms became key to protection, vaccination became mandatory at the time of admission to school, and the decision to vaccinate was no longer a private, personal decision without consequence to others. Tolley's focus on schools reveals longstanding challenges and tensions in implementing vaccination policies. Vaccine Wars underscores recurring themes that have long roiled political debates over vaccination, including the proper reach of state power; the intersection of science, politics, and public policy; and the nature of individual liberty in a modern democracy.

First Published in 2002. Routledge is an imprint of Taylor & Francis, an informa company.

The Science Education of American Girls provides a comparative analysis of the science education of adolescent boys and girls, and analyses the evolution of girls' scientific interests from the antebellum era to the twentieth century.

Kim Tolley expands the understanding of the structural and cultural obstacles that emerged to transform what, in the early nineteenth century, was regarded as a "girl's subject". As the form and content of pre-college science education developed, Tolley argues, direct competition between the sexes increased. Subsequently, the cultural construction of science as a male subject limited access and opportunity for girls.

Drawing upon an array of primary sources, Kim Tolley advances new arguments about the historical development of schooling in the sciences. The only comprehensive examination of gender, race and class in the history of these disciplines, this historical account offers a valuable framework for understanding current debates concerning gender and scientific study.

Academies were a prevalent form of higher schooling during the eighteenth and nineteenth centuries in the United States. The authors in this volume look at the academy as the dominant institution of higher schooling in the United States, highlighting the academy's role in the formation of middle class social networks and culture in the mid-nineteenth century. They also reveal the significance of the academy for ethnic, religious, and racial minorities who organized independent academies in the face of exclusion and discrimination by other private and public institutions.

The Uber-ization of the classroom and what it means for faculty. One of the most significant trends in American higher education over the last decade has been the shift in faculty employment from tenured to contingent. Now upwards of 75% of faculty jobs are non-tenure track; two decades ago that figure was 25%. One of the results of this shift-along with the related degradation of pay, benefits, and working conditions-has been a new push to unionize adjunct professors, spawning a national labor movement. Professors in the Gig Economy is the first book to address the causes, processes, and outcomes of these efforts. Kim Tolley brings together scholars of education, labor history, economics, religious studies, and law, all of whom have been involved with unionization at public and private colleges and universities. Their essays and case studies address the following questions: Why have colleges and universities come to rely so heavily on contingent faculty? How have federal and state laws influenced efforts to unionize? What happens after unionization-how has collective bargaining affected institutional policies, shared governance, and relations between part-time and full-time faculty? And finally, how have unionization efforts shaped the teaching and learning that happens on campus? Bringing substantial research and historical context to bear on the cost and benefit questions of contingent labor on campus, Professors in the Gig Economy will resonate with general readers, scholars, students, higher education professionals, and faculty interested in unionization. Contributors: A. J. Angulo, Timothy Reese Cain, Elizabeth K. Davenport, Marianne Delaporte, Tom DePaola, Kristen Edwards, Luke Elliott-Negri, Kim Geron, Lorenzo Giachetti, Shawn Gilmore, Adrianna Kezar, Joseph A. McCartin, Gretchen M. Reevy, Gregory M. Saltzman, Kim Tolley, Nicholas M. Wertsch

Susan Nye Hutchison was one of many teachers to venture south across the Mason-Dixon line in the Second Great Awakening. From 1815 to 1841, she kept journals about her career, family life, and encounters with slavery. Drawing on these journals and hundreds of other documents, Kim Tolley uses Hutchison's life to explore the significance of education in transforming American society in the early national period. Tolley examines the roles of ambitious, educated women like Hutchison who became teachers for economic, spiritual, and professional reasons. During this era, working women faced significant struggles when balancing career ambitions with social conventions about female domesticity. Hutchison's eventual position as head of a respected southern academy was as close to equity as any woman could achieve in any field. By recounting Hutchison's experiences - from praying with slaves and free blacks in the streets of Raleigh to establishing an independent school in Georgia to defying North Carolina law by teaching slaves to read - Tolley offers a rich microhistory of an antebellum teacher. Hutchison's story reveals broad social and cultural shifts and opens an important window onto the world of women's work in southern education.