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About the Contributors vii
Acknowledgments ix
Introduction Eileen H. Tamura 1
The Racial Subjection of Filipinos in the Early Twentieth Century Hannah M. Tavares 17
Containing the Perimeter: Dynamics of Race, Sexual Orientation, and the State in the 1950s and '60s Karen L. Graves 41
"It Is the Center to Which We Should Cling": Indian Schools in Robeson County, North Carolina, 1900-1920 Anna Bailey 67
Searching for America: A Japanese American's Quest, 1900-1930 Eileen H. Tamura 91
The Romance and Reality of Hispano Identity in New Mexico's Schools, 1910-1940 Lynne Marie Getz 117
Using the Press to Fight Jim Crow at Two White Midwestern Universities, 1900-1940 Richard M. Breaux 141
Breaking Barriers: The Pioneering Disability Students Services Program at the University of Illinois, 1948-1960 Steven E. Brown 165
Mothers Battle Busing and Nontraditional Education in 1970s Detroit Heidi L. Matiyow 193
Index 221
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Tom Williamson
reviewed The History Of Discrimination In U.S. Education on January 30, 2010
The History Of Discrimination In U.S. Education
This work is a fairly comprehensive treatment of educational institutions in the US in the early national and antebellum period. Nash argues that during this period, opportunities for (white, middle-upper class women) increased dramatically, but that this increase did not correlate to improved opportunities for women in other arenas (i.e., political, economic power).
Support for women's education came from many angles: the Lockians of the Enlightenment believed women's minds were tabula rasa, as men's, and that they had as much potential; evangelicals called to educated women to moralize communities, to promote true Christian charity (esp. through educating the young--not coincidentally, feminization of education occurred during this period in the North); republican ideals further called on women to be educated, as did social utility arguments (i.e., women's skills could help their husbands in business, educate sons, etc).
Nash describes the rise of pedagogical interest during this period; colonial days had been characterized by rote memorization and lectures, while the new era called upon the development of the 'rational mind' through encouraging students to be active learners.
Also, Nash connects the rise of educational opportunities to the forming identity of the new middling class (forming around the 1820s and 30s) and explores how the new pedagogies were particularly attentive to the development of this new class (i.e., by prizing education of the whole human: body and mind).
Further, Nash suggests that if these opportunities were available at all, it was because women wanted them, because they pushed for them and demanded them: essentially it was women's love and yearning for knowledge that propelled the growth of educational institutions during this period.
Limitations: since all the attention is given to formalized schooling for which documentation is available, Nash for the most part leaves out blacks and other minorities, as well as the lower classes in general.
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