The Good Women of Peterhouse: Patriarchal Community, Femininity and University Reform
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This article reads a Morris, Marshall, Faulkner & Company stained glass window in light of Victorian reforms extending university education to women. Designed by Edward Burne-Jones and installed in the Senior Combination Room of Peterhouse College in 1870, the window boasts six stained glass panels that together illustrate twelve characters from Geoffrey Chaucer’s The Legend of Good Women. I argue that the beautiful, passive, idealized women the panels represent constitute a discursive response to the social and cultural anxieties raised by the emerging figure of the girl-under-graduate, who was widely understood to threaten the patriarchal structure of the academy. Comparing Chaucer’s poem to Burne-Jones’ design, I contend that both poet and artist defined ideal femininity as an expression of masculine mastery, and a ‘good woman’ as compliant to male authority in love and life. I then frame the ‘goodness’ of the window’s figures within the contemporary discourses levelled against female undergraduate students. Taking surviving archival evidence into account, I interpret the decision to include the window’s visual illustration and material incarnation of fragile femininity within the cloistered, homosocial space of the Combination Room as a defensive one, intended to bolster a masculine community that feared itself besieged by power-hungry women.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.005 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 it