This dissertation follows the activism of Korean students in New York City and the trajectory of their American education as it applied to Korea's colonization under the Empire of Japan. As a focused historical account of the educational experiences of Korean students in New York from 1907 to 1937, this dissertation uses archival evidence from…

The Progressive Movement in the United States was a complex, multifaceted, and organic reform movement, comprised of diverse reformers who instituted unique social and educational initiatives to improve society. This historical study focused on the establishment and success of the Children's School Farm of New York, an early twentieth-century…

The cases analyzed in this essay exemplify both the influence of the sexual revolution and the conservative backlash against it. Topics that were once considered obscene were now seen as educational. Without this greater openness, none of these court cases would have been possible. In fact, people fighting against censorship and repression…

Historians of education have probed into the involvement of Social Reconstructionists' with issues of racial justice and have argued explicitly that Social Reconstructionists, while "interested" in racial problems during the Depression, actually did little to carefully study the role of race or race relations in America. The authors…

A number of authors have drawn connections between progressive education and the Social Gospel movement, the Second Great Awakening, and other phenomena of 19th century America. In most cases these authors have focused on progressive educators from Protestant backgrounds, but progressivism reached into other American subcultures. Felix Adler was…

Traces the life and career of DeWitt Clinton, who served as mayor of New York City, governor of New York, and U.S. senator. Stresses that Clinton deeply impacted the state and nation as the founder of New York City's public schools, as an advocate of higher education for women, and as a major figure in building the Erie Canal. (NL)

In 1999, the City University of New York (CUNY) abolished remedial programs in its four-year colleges and began to rely on standardized test scores as criteria both for exiting remediation and for admission to bachelor's programs. By doing that, the university has in effect eradicated its three-decade-old "open admissions" policy, argue…