From the end of Reconstruction and into the New South era, more than one thousand white southern women attended one of the Seven Sister colleges: Vassar, Wellesley, Smith, Mount Holyoke, Bryn Mawr, Radcliffe, and Barnard. Joan Marie Johnson looks at how such educations—in the North, at some of the country’s best schools—influenced southern women to challenge their traditional gender roles and become active in woman suffrage and other social reforms of the Progressive Era South. Attending one of the Seven Sister colleges, Johnson argues, could transform a southern woman indoctrinated in notions of domesticity and dependence into someone with newfound confidence and leadership skills. Many southern students at northern schools imported the values they imbibed at college, returning home to found schools of their own, women’s clubs, and woman suffrage associations. At the same time, during college and after graduation, southern women maintained a complicated relationship to home, nurturing their regional identity and remaining loyal to the ideals of the Confederacy. Johnson explores why students sought a classical liberal arts education, how they prepared for entrance examinations, and how they felt as southerners on northern campuses. She draws on personal writings, information gleaned from college publications and records, and data on the women’s decisions about marriage, work, children, and other life-altering concerns. In their time, the women studied in this book would eventually make up a disproportionately high percentage of the elite southern female leadership. This collective biography highlights the important part they played in forging new roles for women, especially in social reform, education, and suffrage.

Community is an evolving and complex concept that historians have applied to localities, counties, and the South as a whole in order to ground larger issues in the day-to-day lives of all segments of society. These social networks sometimes unite and sometimes divide people, they can mirror or transcend political boundaries, and they may exist solely within the cultures of like-minded people. This volume explores the nature of southern communities during the long nineteenth century. The contributors build on the work of scholars who have allowed us to see community not simply as a place but instead as an idea in a constant state of definition and redefinition. They reaffirm that there never has been a singular southern community. As editors Steven E. Nash and Bruce E. Stewart reveal, southerners have constructed an array of communities across the region and beyond. Nor do the contributors idealize these communities. Far from being places of cooperation and harmony, southern communities were often rife with competition and discord. Indeed, conflict has constituted a vital part of southern communal development. Taken together, the essays in this volume remind us how community-focused studies can bring us closer to answering those questions posed to Quentin Compson in Absalom, Absalom!: "Tell [us] about the South. What's it like there. What do they do there. Why do they live there. Why do they live at all."

The economics profession is belatedly confronting glaring gender inequality. Women are systematically underrepresented throughout the discipline, and those who do embark on careers in economics find themselves undermined in any number of ways. Women in the field report pervasive biases and barriers that hinder full and equal participation—and these obstacles take an even greater toll on women of color. How did economics become such a boys’ club, and what lessons does this history hold for attempts to achieve greater equality? Gender and the Dismal Science is a groundbreaking account of the role of women during the formative years of American economics, from the late nineteenth century into the postwar period. Blending rich historical detail with extensive empirical data, Ann Mari May examines the structural and institutional factors that excluded women, from graduate education to academic publishing to university hiring practices. Drawing on material from the archives of the American Economic Association along with novel data sets, she details the vicissitudes of women in economics, including their success in writing monographs and placing journal articles, their limitations in obtaining academic positions, their marginalization in professional associations, and other hurdles that the professionalization of the discipline placed in their path. May emphasizes the formation of a hierarchical culture of status seeking that stymied women’s participation and shaped what counts as knowledge in the field to the advantage of men. Revealing the historical roots of the homogeneity of economics, this book sheds new light on why biases against women persist today.

“Stories of personal tragedy, economic hardship, and personal conviction . . . a valuable addition to both southern and women’s history.” —Journal of Southern History From the 1890s to the end of World War I, the reformers who called themselves progressives helped transform the United States, and many women filled their ranks. Through solo efforts and voluntary associations both national and regional, women agitated for change, addressing issues such as poverty, suffrage, urban overcrowding, and public health. Southern Women in the Progressive Era presents the stories of a diverse group of southern women—African Americans, working-class women, teachers, nurses, and activists—in their own words, casting a fresh light on one of the most dynamic eras in US history. These women hailed from Virginia to Florida and from South Carolina to Texas and wrote in a variety of genres, from correspondence and speeches to bureaucratic reports, autobiographies, and editorials. Included in this volume, among many others, are the previously unpublished memoir of civil rights activist Mary McLeod Bethune, who founded a school for black children; the correspondence of a textile worker, Anthelia Holt, whose musings to a friend reveal the day-to-day joys and hardships of mill-town life; the letters of the educator and agricultural field agent Henrietta Aiken Kelly, who attempted to introduce silk culture to southern farmers; and the speeches of the popular novelist Mary Johnson, who fought for women’s voting rights. Always illuminating and often inspiring, each story highlights the part that regional identity—particularly race—played in health and education reform, suffrage campaigns, and women’s club work. Together these women’s voices reveal the promise of the Progressive Era, as well as its limitations, as women sought to redefine their role as workers and citizens of the United States.

From the end of Reconstruction through World War II, a network of public colleges for white women flourished throughout the South. Founded primarily as vocational colleges to educate women of modest economic means for life in the emerging “new” South, these schools soon transformed themselves into comprehensive liberal arts–industrial institutions, proving so popular that they became among the largest women’s colleges in the nation. In this illuminating volume, David Gold and Catherine L. Hobbs examine rhetorical education at all eight of these colleges, providing a better understanding of not only how women learned to read, write, and speak in American colleges but also how they used their education in their lives beyond college. With a collective enrollment and impact rivaling that of the Seven Sisters, the schools examined in this study—Mississippi State College for Women (1884), Georgia State College for Women (1889), North Carolina College for Women (1891), Winthrop College in South Carolina (1891), Alabama College for Women (1896), Texas State College for Women (1901), Florida State College for Women (1905), and Oklahoma College for Women (1908)—served as important centers of women’s education in their states, together educating over a hundred thousand students before World War II and contributing to an emerging professional class of women in the South. After tracing the establishment and evolution of these institutions, Gold and Hobbs explore education in speech arts and public speaking at the colleges and discuss writing instruction, setting faculty and departmental goals and methods against larger institutional, professional, and cultural contexts. In addition to covering the various ways the public women’s colleges prepared women to succeed in available occupations, the authors also consider how women’s education in rhetoric and writing affected their career choices, the role of race at these schools, and the legacy of public women’s colleges in relation to the history of women’s education and contemporary challenges in the teaching of rhetoric and writing. The experiences of students and educators at these institutions speak to important conversations among scholars in rhetoric, education, women’s studies, and history. By examining these previously unexplored but important institutional sites, Educating the New Southern Woman provides a richer and more complex history of women’s rhetorical education and experiences.

Are colleges and universities in a period of unprecedented disruption? Is a bachelor's degree still worth the investment? Are the humanities coming to an end? What, exactly, is higher education good for? In For the Common Good, Charles Dorn challenges the rhetoric of America's so-called crisis in higher education by investigating two centuries of college and university history. From the community college to the elite research university—in states from California to Maine—Dorn engages a fundamental question confronted by higher education institutions ever since the nation's founding: Do colleges and universities contribute to the common good? Tracking changes in the prevailing social ethos between the late eighteenth and early twenty-first centuries, Dorn illustrates the ways in which civic-mindedness, practicality, commercialism, and affluence influenced higher education's dedication to the public good. Each ethos, long a part of American history and tradition, came to predominate over the others during one of the four chronological periods examined in the book, informing the character of institutional debates and telling the definitive story of its time. For the Common Good demonstrates how two hundred years of political, economic, and social change prompted transformation among colleges and universities—including the establishment of entirely new kinds of institutions—and refashioned higher education in the United States over time in essential and often vibrant ways.

Kentucky Women: Their Lives and Times introduces a history as dynamic and diverse as Kentucky itself. Covering the Appalachian region in the east to the Pennyroyal in the west, the essays highlight women whose aspirations, innovations, activism, and creativity illustrate Kentucky's role in political and social reform, education, health care, the arts, and cultural development. The collection features women with well-known names as well as those whose lives and work deserve greater attention. Shawnee chief Nonhelema Hokolesqua, western Kentucky slave Matilda Lewis Threlkeld, the sisters Emilie Todd Helm and Mary Todd Lincoln, reformers Madeline Mc- Dowell Breckinridge and Laura Clay, activists Anne McCarty Braden and Elizabeth Fouse, politicians Georgia Davis Powers and Martha Layne Collins, sculptor Enid Yandell, writer Harriette Simpson Arnow, and entrepreneur Nancy Newsom Mahaffey are covered in Kentucky Women, representing a broad cross section of those who forged Kentucky's relationship with the American South and the nation at large. With essays on frontier life, gender inequality in marriage and divorce, medical advances, family strife, racial challenges and triumphs, widowhood, agrarian culture, urban experiences, educational theory and fieldwork, visual art, literature, and fame, the contributors have shaped a history of Kentucky that is both grounded and groundbreaking. Contributors: Lindsey Apple on Madeline McDowell Breckinridge; Martha Billips on Harriette Simpson Arnow; James Duane Bolin on Linda Neville; Sarah Case on Katherine Pettit and May Stone; Juilee Decker on Enid Yandell; Carolyn R. Dupont on Georgia Montgomery Davis Powers; Angela Esco Elder on Emilie Todd Helm and Mary Todd Lincoln; Catherine Fosl on Anne Pogue McGinty and Anne McCarty Braden; Craig Thompson Friend on Nonhelema Hokolesqua, Jemima Boone Callaway, and Matilda Lewis Threlkeld; Melanie Beals Goan on Mary Breckinridge; John Paul Hill on Martha Layne Collins; Anya Jabour on Sophonisba Preston Breckinridge; William Kuby on Mary Jane Warfield Clay; Karen Cotton McDaniel on Elizabeth "Lizzie" Fouse; Melissa A. McEuen on Nancy Newsom Mahaffey; Mary Jane Smith on Laura Clay; Andrea S. Watkins on Josie Underwood and Frances Dallam Peter.