While researching racially segregated education, the author came across speeches delivered in the 1940s by two educational leaders--one a black man and the other a Native American man. G. B. Buster, a longtime African American teacher, implored his African American listeners to work with white Americans on enforcing equal rights for all. A few…

This article considers issues of race and ethnic identity experienced by immigrants and students who came to the United States from Asia. For Asian Americans, the meaning of race and ethnicity underwent significant transformations from the nineteenth through the twentieth century as perceptions of their cultural values and traits shifted in the…

This article explores the role of university placement offices in shaping a twentieth-century corporate elite. While studies of the "corporatization" of the university focus on developments after the 1970s, the rise of the modern university and corporate economy were inextricably linked by the early twentieth century. Scholars of this…

The twenty-first century has seen a surge in scholarship on Latino educational history and a new nonbinary umbrella term, Latinx, that a younger generation prefers. Many of historian Victoria-María MacDonald's astute observations in 2001 presaged the growth of the field. Focus has increased on Spanish-surnamed teachers and discussions have grown…

This essay is an exploratory history of American educators as viewed through the lens of disability studies. By this the author means that she is looking at the history of school teachers with disability as the primary marker of social relations, in much the same way that she and others have looked at the history of education through the primary…

In the early 1970s the first large cohorts of Chicano PhD scholars entered academia, often hired into faculty positions at newly created Chicano departments or centers. The academic identities of the first Chicano PhD scholars were firmly grounded in "Chicanismo," a term which emphasizes ethnic nationalism, political and economic equity, and…

Thomas Woody, a reputable and well-published historian of education during the early twentieth century, made a thrashing call to historians in the field nearly sixty years ago in his article titled "Fields That Are White," where he depicted the history of education as a barren landscape awaiting the arrival of scholars who would alter…

While the national debates over the accreditation of Catholic schools remain an essential element of understanding Catholic education during the early 20th century, this study examines how individuals, groups, and institutions grappled with the perceived need for standardization and increased articulation of schools. In particular, it examines the…

Claims that most traditional writers on the history of reform and centralization of urban school administration dwell on the influence of bureaucracy and social class and ignore significant ethnic and religious factors. A 1920 centralization vote in San Francisco is an example of a reform dependent on support of various groups from different…

Focuses on the parochial education of Polish-Americans from 1870-1940, addressing staffing and curriculum issues. Includes information on topics such as the issue of ethnicity, textbooks used in the curriculum, development of sisterhoods, postwar religions, ethnicity, and nuns in the 1930s. (CMK)

The Brown decisions have become part of the collective American memory. Students know that the 1954 decision ended legalized segregation in elementary and secondary schools and rightly understand it as a benchmark in educational history. However, when pressed for information on the decisions, few have ever read the original court documents and…

Utilizes evidence from the 1860 federal census to determine rates of school attendance in Chicago (Illinois). Employs multivariate statistical techniques to establish the correlates of those rates. Considers the impact of the Irish immigration and the role of the Catholic Church. Includes eight tables of statistical data. (MJP)

Recounts the rocky development of a dominant common school system in London, Ontario between 1852 and 1860. Details the support and opposition to the move among the various social, economic, and ethnic groups in the provincial city. Even after the system implementation, school attendance indicated social differentiation. (MJP)