Notice bibliographique
Résumé
Anna Bogen sets out to challenge interpretations of women's university fiction as flat or failed.Her sophisticated literary analysis of early 20thcentury university fiction, or coming-of-age fiction within the Oxbridge (University of Oxford in Oxford, England, and University of Cambridge in Cambridge, England) setting, adds to our understanding of women's place in the university and demonstrates how gender affects genre.Bogen sees university fiction as a particular subgenre of Bildungsroman in which the main character reaches self-realization and an independent subject position through education.Comparing men's and women's novels, Bogen argues that women's exclusion from the center of university life made it difficult for women authors to comfortably fit their narratives into the traditional Bildungsroman structure.However, rather than jettison the genre, women authors used it to expose women's marginality in the university and in the process, exposed the genre's tensions.Bogen's texts include those that received critical analyses, such as Compton Mackenzie's foundational Sinister Street (1913), Virginia Woolf's "A Woman's College from the Outside" (1926), and Rosamond Lehmann's Dusty Answer (1927) as well as texts that many critics ignored.Bogen's book complements Elaine Showalter's Faculty Towers: The Academic Novel and Its Discontents (2005), an examination of university fiction after World War II, but it is the first sustained analysis of early 20th-century women's university fiction in England.Bogen successfully contextualizes the university novel within the variety of challenges modernity posed to late 19th-century universities but her central concern is women's place in the university as they began to attend in large numbers.Although separated in women's colleges like Girton, women studied at Oxford and Cambridge as early as 1869.They still faced "trenchant opposition" (p.16), including a quota system to limit their numbers at Oxford, which was in force until the 1920s.University administrations barred women from voting faculty positions and from extracurricular activities, and women coped with prevailing fears that learning eroded women's health.Mass enlistments of Oxbridge men during World War I and evolving sexual attitudes that reflected popular psychology prompted further female enrollments.Women finally earned Oxford degrees in 1920 and full equal membership at Cambridge in 1948.Before then, the women's colleges had only unofficial recognition.Women might have been permitted to sit for exams but it was largely at the discretion of male dons and women earned only titular degrees.Thus Oxbridge accorded women educational opportunities outside the home, a central feature of Bildungsroman, but because women remained marginalized within institutions of higher learning, self-discovery and social integration were only partially possible for women.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,005 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,014 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».