Abstract
This volume represents new work in the history of women’s education in the United States. As we think about future research on the history of women’s education, I suggest some potential directions. In this chapter, I consider what sociologist Pierre Bourdieu’s theory of social reproduction might offer to historians of women’s education.
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Notes
- 1.
Pierre Bourdieu and Jean-Claude Passeron, Reproduction in Education, Society and Culture (New York: Safe Publications, 2nd ed., 1990).
- 2.
Christine Woyshner, The National PTA, Race, & Civic Engagement, 1897–1970 (Columbus: The Ohio State University, 2009).
- 3.
Like Foucault, Bourdieu seldom directly addressed gender, although he did write about masculinity. See Pierre Bourdieu, Masculine Domination (Palo Alto: Stanford University Press, 2002). Also see Lisa Adkins and Beverley Skeggs, Eds., Feminism after Bourdieu (London: Wiley-Blackwell, 2005).
- 4.
For instance, see Diane Reay, “Gendering Bourdieu’s Concept of Capitals? Emotional Capital, Women and Social Class,” in Adkins and Skeggs, Feminism after Bourdieu, 57–74.
- 5.
Thanks to Begoña Echeverria for helping me think about Bourdieu and gender.
- 6.
Laurel Thatcher Ulrich, Well-Behaved Women Seldom Make History (New York: Alfred A. Knopf, 2007), 227.
- 7.
Ulrich, Well-Behaved Women, 227.
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Nash, M.A. (2018). Epilogue. In: Nash, M.A. (eds) Women’s Higher Education in the United States. Historical Studies in Education. Palgrave Macmillan, New York. https://doi.org/10.1057/978-1-137-59084-8_14
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DOI: https://doi.org/10.1057/978-1-137-59084-8_14
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