A comparative historical approach provides insight into ways in which six women educator activists perceived the world and their professions, the plans they made to bring about changes—especially in terms of professional education—and the consequences of the changes that were made as a result of their efforts. Two professional fields—teaching and nursing—are compared to identify both common and unique characteristics. There were common characteristics in the fields and their paths often intersected. Women leaders influenced each other in their actions taken to improve the professional status of women through making changes in professional education, including setting policy and professional standards. In turn, these changes impacted the larger society by adding to professional practice within the fields. A contextual perspective—how the intellectual climate of the times impacted the ability of leaders to carry out their plans and how they in turn influenced the intellectual climate—is used in this study. In addition, an analysis of how these women were able to turn limited opportunities for women into vibrant professional roles is considered through social networks. Although context is always relevant for historical research, this study demonstrates ways in which the context precipitated the need for networks to achieve outcomes.
|Advisor:||Sutton, Margaret R., Warren, Donald R.|
|Commitee:||Arnove, Robert F., Denzin, Norman K.|
|Department:||School of Education|
|School Location:||United States -- Indiana|
|Source:||DAI-A 70/06, Dissertation Abstracts International|
|Subjects:||Education history, Nursing, Higher education|
|Keywords:||Educator activists, Nursing, Progressive Era, Women leaders|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be