Learning Together: A History of Coeducation in American Public Schools

Russell Sage Foundation, 3 dic. 1992 - 369 páginas
Now available in paperback, this award-winning book provides a comprehensive history of gender policies and practices in American public schools. David Tyack and Elisabeth Hansot explore the many factors that have shaped coeducation since its origins. At the very time that Americans were creating separate spheres for adult men and women, they institutionalized an education system that brought boys and girls together. How did beliefs about the similarities and differences of boys and girls shape policy and practice in schools? To what degree did the treatment of boys and girls differ by class, race, region, and historical period? Debates over gender policies suggest that American have made public education the repository of their hopes and anxieties about relationships between the sexes. Thus, the history of coeducation serves as a window not only on constancy and change in gender practices in the schools but also on cultural conflicts about gender in the broader society. "Learning Together presents a rich and exhaustive search through [the] 'tangled history' of gender and education that links both the silences and the debates surrounding coeducation to the changing roles of women and men in our society....It is the generosity and capaciousness of Tyack and Hansot's scholarship that makes Learning Together so important a book." —Science

Comentarios de usuarios - Escribir una reseña

Learning together: a history of coeducation in American Schools

Reseña de usuario  - Not Available - Book Verdict

This title complements Christine Shelton's study of British primary schools, Whatever Happened to Little Women?: Gender and Primary Schooling (Open Univ., 1989). Tyack and Hansot ( Managers of Virtue ... Leer reseña completa

Otras ediciones - Ver todo

Sobre el autor (1992)

DAVID TYACK is Vida Jacks Professor of Education at Stanford University.

ELISABETH HANSOT is senior lecturer in political science at Stanford University.

Información bibliográfica