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Challenging the "climate of unexpect...

Wheaton, Kimberley Dolphin.

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Challenging the "climate of unexpectation": Mary Ingraham Bunting and American women's higher education in the 1950s and 1960s.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Challenging the "climate of unexpectation": Mary Ingraham Bunting and American women's higher education in the 1950s and 1960s./
作者:	Wheaton, Kimberley Dolphin.
面頁冊數:	279 p.
附註:	Source: Dissertation Abstracts International, Volume: 62-04, Section: A, page: 1350.
Contained By:	Dissertation Abstracts International62-04A.
標題:	Education, History of. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3012942
ISBN:	0493222103

Challenging the "climate of unexpectation": Mary Ingraham Bunting and American women's higher education in the 1950s and 1960s.
Wheaton, Kimberley Dolphin.

Challenging the "climate of unexpectation": Mary Ingraham Bunting and American women's higher education in the 1950s and 1960s. - 279 p.

Source: Dissertation Abstracts International, Volume: 62-04, Section: A, page: 1350.

Thesis (Ed.D.)--Harvard University, 2001.

Mary Ingraham Bunting was an extraordinary woman whose career in educational administration spanned an important transitional period in the history of American women's higher education. Through her leadership positions at Douglass College (1955--1960) and Radcliffe College (1960--1972), and her national committee work, she became a recognized authority and spokesperson for women's education.

ISBN: 0493222103Subjects--Topical Terms:

599244
Education, History of.

Challenging the "climate of unexpectation": Mary Ingraham Bunting and American women's higher education in the 1950s and 1960s.
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245 1 0 $a Challenging the "climate of unexpectation": Mary Ingraham Bunting and American women's higher education in the 1950s and 1960s.
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500 $a Source: Dissertation Abstracts International, Volume: 62-04, Section: A, page: 1350.
500 $a Adviser: Julie A. Reuben.
502 $a Thesis (Ed.D.)--Harvard University, 2001.
520 $a Mary Ingraham Bunting was an extraordinary woman whose career in educational administration spanned an important transitional period in the history of American women's higher education. Through her leadership positions at Douglass College (1955--1960) and Radcliffe College (1960--1972), and her national committee work, she became a recognized authority and spokesperson for women's education.
520 $a Bunting, a microbiologist by training, approached higher education administration as a scientist, transforming first Douglass then Radcliffe into her laboratory. Using women's experiences in advanced education as her data, Bunting set out to solve the problem of American society's low expectations for women's intellectual achievement in the 1950s and 1960s. At Douglass and Radcliffe Bunting created programs which not only accommodated but elevated women's education, bridging the shift from accommodation to equal educational opportunity.
520 $a My study follows Bunting's administrative career from its beginnings at Douglass College in 1955, through concurrent national committee memberships and the Radcliffe presidency, and ending with her retirement from Radcliffe College in 1972. In chapter one I examine Bunting's entry into higher education administration, and the programs and policies she created at Douglass. I explore her transformation from someone with informal administrative experience into a capable and confident administrator; from a person without an educational agenda into a respected spokesperson for women's education. In chapter two I consider Bunting's transformation from another perspective, examining how external influences shaped her institutional innovations. I suggest that Bunting's transformation was gradual, rather than epiphanic, and that although she elevated expectations for women, she stopped short of embracing feminist ideology. The Radcliffe Institute for Independent Study is the focus of my third chapter. I explore Bunting's attempt to distinguish the Institute from other programs of continuing education. The creation of the Institute highlights the conflict between Bunting's desire to advance women as intellectuals and her unwillingness to challenge traditional gender roles. And in chapter four I analyze Bunting's efforts to integrate Radcliffe into Harvard and realize her transformative vision of Radcliffe as a research center on women's education.
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