Bibliographic record
Abstract
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.
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.
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 | 0.001 | 0.005 |
| 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 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.014 | 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".