Mere Equals: The Paradox of Educated Women in the Early Republic (2012) by Lucia McMahon
Notice bibliographique
Résumé
In the New Testament, the book of Timothy instructs all readers to "[l]et the woman learn in silence with all subjection" (Chapter 2, verse 11).The early national period in the United States proved to be an era that extended political and education opportunities to populations that was previously denied them.However, if, as Gordon Wood argues (1991), the revolutionary generation and the early national period that followed were seminal eras in American history for the expansion of democratic ideals, why were a majority of the educational opportunities reserved primarily for men?While historians have devoted significant energy to understanding the early national period in American history, far fewer studies have examined the impact this period had on women.Well versed in the field of women's education in the early national period, Lucia McMahon (2009aMcMahon ( , 2009b) ) describes the effects of women's education on notions of gender equality.However, she breaks new ground with Mere Equals: The Paradox of Educated Women in the Early Republic.In this carefully researched book, McMahon juxtaposes the awkward position of many educated women and asks, How did women who received an equal education to men balance their knowledge and experiences with the social position they were relegated to?McMahon begins her examination of women's educational opportunities in some of the nation's first female academies.She contends that education became an important tool in the creation of personal identity as women were "[r]eluctant to be cast as the coquette or the pedant," rather "women approached education with optimism, determined to fashion positive identities as learned women" (p.19).For women, education rested within the acceptance that although they attained knowledge of the arts, science, history, and philosophy, their social standing still rested on the assumption that they would use that knowledge to raise future generations of Americans steeped in the tradition of republicanism.Building on the notion of Republican Motherhood (Kerber, 1980), McMahon expands our understanding of the influence education had on women of the period.Kerber contends that the revolutionary generation produced an expansion of democratic ideals but the majority of women retained their pre-Revolution social statuses.To Kerber, Republican Motherhood referred to the notion that women were the avenue to transfer republican values to their children, thus sustaining future generations in the ideas of civic duty, thrift, and social responsibility.Instead of attaining suffrage, greater access to education, and entrance into labor markets, women resumed their duties as caretakers and mothers after the completion of their education.Rather
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,009 | 0,010 |
| Communication savante | 0,006 | 0,006 |
| Science ouverte | 0,001 | 0,003 |
| Intégrité de la recherche | 0,003 | 0,006 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,006 | 0,001 |
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 source (Gemma direct ou Codex distillé), 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 ».