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This edited collection illustrates the way in which women's
experiences of academe could be both contextually diverse but
historically and culturally similar. It looks at both the micro
(individual women and universities) and macro-level (comparative
analyses among regions and countries) within regional, national,
trans-national, and international contexts. The contributors
integrally advance knowledge about the university in history by
exploring the intersections of the lived experiences of women
students and professors, practices of co-education, and
intellectual and academic cultures. They also raise important
questions about the complementary and multidirectional flow and
exchange of academic knowledge and information among gender groups
across programmes, disciplines, and universities. Historical
inquiry and interpretation serve as efficacious ways with which to
understand contemporary events and discourses in higher education,
and more broadly in community and society. This book will provide
important historical contexts for current debates about the
numerical dominance and significance of women in higher education,
and the tensions embedded in the gendering of specific academic
programs and disciplines, and university policies, missions, and
mandates.
This edited collection illustrates the way in which women's
experiences of academe could be both contextually diverse but
historically and culturally similar. It looks at both the micro
(individual women and universities) and macro-level (comparative
analyses among regions and countries) within regional, national,
trans-national, and international contexts. The contributors
integrally advance knowledge about the university in history by
exploring the intersections of the lived experiences of women
students and professors, practices of co-education, and
intellectual and academic cultures. They also raise important
questions about the complementary and multidirectional flow and
exchange of academic knowledge and information among gender groups
across programmes, disciplines, and universities. Historical
inquiry and interpretation serve as efficacious ways with which to
understand contemporary events and discourses in higher education,
and more broadly in community and society. This book will provide
important historical contexts for current debates about the
numerical dominance and significance of women in higher education,
and the tensions embedded in the gendering of specific academic
programs and disciplines, and university policies, missions, and
mandates.
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