%0 Journal Article
%T Toward a Cooperative Paradigm for the History of Women¡¯s Education in the United States: An Overview
%A Limin Su
%J Advances in Historical Studies
%P 15-26
%@ 2327-0446
%D 2022
%I Scientific Research Publishing
%R 10.4236/ahs.2022.111002
%X Historical research on women¡¯s education in the
United States has shifted from focusing </span><span style=\"font-family:&quot;\">on </span><span style=\"font-family:&quot;\">policy initiatives to internal dynamics of schools
and classrooms. The additive nature of the new writings of women¡¯s education
causes concern that it has been increasingly challenging to write women¡¯s
education in a way unfettered by the established, sometimes ideologically
dominated, paradigm of historical research. In response to this claim, I
examined and evaluated historical writings on women¡¯s education in three
historical periods in the United States: the antebellum era from the 1780s to
the 1860s, the progressive era from 1860s to 1920s and the era of World Wars
and Cold War <span>from the 1920s to 1980s. I argue
that most of the ¡°additive¡± works in the h</span>istory of women¡¯s education
are based on an integrative understanding and examination of socio-economic
forces that shaped the landscape of education for all. The agency of women in
higher education, as reflected in these historical studies, has gradually
transformed the history of women¡¯s education. An <span>innovative research paradigm that synthesizes the divided, sometimes
contradictory, historical scholarship is needed to better reveal the history of
wo</span>men¡¯s education.
%K Women¡¯s Education
%K Historical Paradigm
%K Educational History
%K Historiography
%U http://www.scirp.org/journal/PaperInformation.aspx?PaperID=116086