WEST VIRGINIA 'S GENDERED PROFESSION : SCHOOL ADMINISTRATORS AND WOMEN IN EDUCATION , C.1863-1917
Bibliographic record
Abstract
In the late nineteenth and early twentieth century, more West Virginian women attended and worked in schools than ever before. Numerous historians have noted this flood of female students and teachers, commonly termed “the feminization of education.” It is rarely noted, however, how the predominantly male community of school administrators came to terms with this change. Many struggled to reconcile traditional gender norms with a changing economic and social climate. Male administrators interacted with, and attempted to define shifting gender roles in their published education journals and school histories. It is evident that many failed to accept women in leadership positions and frequently employed gendered stereotypes in their assessments. They discouraged upward mobility for female teachers and pupils and criticized the abilities and roles of educated women in the public sphere. In an effort to maintain traditional values in West Virginia’s modernizing society, male administrators both drew from, and created a gendered rhetoric that monitored femininity in the classroom.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".