DOCSLIB.ORG

Women in Two-Year Colleges: a Matter of Access

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Women in Two-Year Colleges: a Matter of Access Georgia State University ScholarWorks @ Georgia State University Educational Policy Studies Dissertations Department of Educational Policy Studies 5-16-2008 Women in Two-Year Colleges: A Matter of Access Kathryn Renee Hornsby Follow this and additional works at: https://scholarworks.gsu.edu/eps_diss Part of the Education Commons, and the Education Policy Commons Recommended Citation Hornsby, Kathryn Renee, "Women in Two-Year Colleges: A Matter of Access." Dissertation, Georgia State University, 2008. https://scholarworks.gsu.edu/eps_diss/19 This Dissertation is brought to you for free and open access by the Department of Educational Policy Studies at ScholarWorks @ Georgia State University. It has been accepted for inclusion in Educational Policy Studies Dissertations by an authorized administrator of ScholarWorks @ Georgia State University. For more information, please contact [email protected]. ACCEPTANCE This dissertation, WOMEN IN TWO-YEAR COLLEGES: A MATTER OF ACCESS, by KATHRYN R. HORNSBY, was prepared under the direction of the candidate’s Dissertation Advisory Committee. It is accepted by the committee members in partial fulfillment of the requirements for the degree Doctor of Philosophy in the College of Education, Georgia State University. The Dissertation Advisory Committee and the student’s Department Chair, as representatives of the faculty, certify that this dissertation has met all standards of excellence and scholarship as determined by the faculty. The Dean of the College of Education concurs. ______________________________ ______________________________ Philo A. Hutcheson, Ph.D. Fred E. Kiehle, Ph.D. Committee Chair Committee Member ______________________________ ______________________________ Phillip Gagne, Ph.D. Dennis H. Thompson, Ph.D. Committee Member Committee Member ______________________________ Date ______________________________ Sheryl A. Gowen, Ph.D. Chair, Department of Educational Policy Studies ______________________________ R. W. Kamphaus, Ph.D. Dean and Distinguished Research Professor College of Education AUTHOR’S STATEMENT By presenting this dissertation as a partial fulfillment of the requirements for the advanced degree from Georgia State University, I agree that the library of Georgia State University shall make it available for inspection and circulation in accordance with its regulations governing materials of this type. I agree that permission to quote, to copy from, or to publish this dissertation may be granted by the professor under whose direction it was written, by the College of Education’s director of graduate studies and research, or by me. Such quoting, copying, or publishing must be solely for scholarly purposes and will not involve potential financial gain. It is understood that any copying from or publication of this dissertation which involves potential financial gain will not be allowed without my written permission. ____________________________________ Kathryn R. Hornsby NOTICE TO BORROWERS All dissertations deposited in the Georgia State University library must be used in accordance with the stipulations prescribed by the author in the preceding statement. The author of the dissertation is: Kathryn Renee Hornsby 423 Tuxworth Circle Decatur, GA 30033 The director of this dissertation is: Dr. Philo Allen Hutcheson Department of Educational Policy Studies College of Education Georgia State University Atlanta, GA 30303-3083 VITA Kathryn Renee Hornsby ADDRESS: 423 Tuxworth Circle Decatur, Georgia 30033 EDUCATION: Ph.D. 2008 Georgia State University Educational Policy Studies M.A. 1995 Georgia State University Sociology B.S. 1986 Auburn University Social Studies Education PROFESSIONAL EXPERIENCE: 2007-Present Executive Director Accountability and Institutional Effectiveness Georgia Department of Technical & Adult Education, Atlanta, GA 2003-2007 Director Accountability and Institutional Effectiveness Georgia Department of Technical & Adult Education, Atlanta, GA 2000-2003 Manager Accountability and Institutional Effectiveness Georgia Department of Technical & Adult Education, Atlanta, GA 1998-2000 Coordinator, Institutional Effectiveness Georgia Department of Technical & Adult Education, Atlanta, GA 1997-1998 Specialist, Institutional Effectiveness Georgia Department of Technical & Adult Education, Atlanta, GA PRESENTATIONS: April 2005 American Educational Research Association Montreal Women in Two-Year Colleges: A Matter of Access PROFESSIONAL SOCIETIES AND ORGANIZATIONS: 2000-2008 National Association of State Directors of Career and Technical Education Consortium 1997-2008 Southeastern Association of Community College Researchers : ABSTRACT WOMEN IN TWO-YEAR COLLEGES: A MATTER OF ACCESS by Kathryn R. Hornsby Community college enrollment doubled during the 1940s and 1950s, but during the 1940s and 1950s, it was not common to compare male and female enrollment patterns. For this study, I disaggregated male and female enrollment information from four editions of American Junior Colleges (1940, 1948, 1952, and 1956) in order to explore the gendered meaning of access in regard to two-year colleges during the 1940s and 1950s. The analysis compared male and female enrollment and graduation in pacesetter states within the community college movement. By using descriptive statistics, I gave voice to a story that previously had been untold – the story of women’s access into one segment of higher education – two-year colleges. In order to provide context for the numbers I compiled, I investigated the literature on women in higher education in the post-World War II period – a literature almost completely focused on four-year institutions – to examine the degree to which that literature captured, or failed to capture, meanings of access for women. With the overcrowding in higher education due to the preponderance of veterans returning to colleges and universities immediately following World War II, women were often crowded out of four-year institutions. The two-year college provided a means for many women to enter higher education but did not provide them the same level of access as males. For the most part women had access to programs preparing them for the dual labor market and/or reinforced their status as wife and mother. WOMEN IN TWO-YEAR COLLEGES: A MATTER OF ACCESS by Kathryn R. Hornsby A Dissertation Presented in Partial Fulfillment of Requirements for the Degree of Doctor of Philosophy in Educational Policy Studies in the Department of Educational Policy Studies in the College of Education Georgia State University Atlanta, Georgia 2008 Copyright by Kathryn R. Hornsby 2008 ACKNOWLEDGEMENTS Three years ago, this project began as an interest in women’s beginning involvement in two-year colleges. I was curious as to the role two-year colleges played during the historic time immediately following World War II. When I shared this idea with Philo Hutcheson my advisor and dissertation chair, he seemed to be equally excited that my research would be providing a voice to a story that had previously been untold. For too long two-year colleges have been second-class citizens in the higher education world and the lack of scholarly research regarding my topic only reemphasizes that fact. By creating a database that I can share with other researchers, I hope to be able to provide a useful tool to explore the history of women’s access into two-year colleges. I appreciate Philo Hutcheson’s continued enthusiasm and direction regarding this project, which was the driving factor in helping me complete my dissertation. Dennis Thompson stepped in and shared his viewpoint on this topic to which I owe much thanks. A special measure of gratitude is extended to Fred Kiehle for his encouragement to begin this process, continued support, and feedback as a member of my dissertation committee. This work would not have been possible without the help of Randy Dean, colleague and friend, who endured many brainstorming sessions, database questions, and still was always willing to help and share his opinions regarding this topic. I will always be grateful for his help. He is worth his weight in gold. Ramona Smedley’s gracious help with fine-tuning my graphs and charts and answering all my countless word processing formatting questions will always be appreciated. Finally, I wish to thank my family and friends who endured seven years of a daughter and friend who spent weekends and nights in the library or working at home on her dissertation. I missed countless family gatherings and I think that this was the ultimate sacrifice made during this process. To Mom, Dad, Steven, Martha, David, Melissa, Margaret, Rilla, Almon, and Heather, I appreciate your love and support during this process. Lastly, thank you Michael for helping me regain my focus and reminding me that there is more to life than work and my dissertation. ii TABLE OF CONTENTS Page List of Tables ..................................................................................................................... iv List of Figures......................................................................................................................v Chapter 1 INTRODUCTION ....................................................................................1 Limitations of the Study ...........................................................................5 Educational Importance of the Study........................................................6 2 THE RISE OF THE TWO-YEAR COLLEGE.........................................8 3 WOMEN IN HIGHER EDUCATION
Load more

Recommended publications
  • The Origins and Impact of Environmental Conflict Ideas
    STRATEGIC SCARCITY: THE ORIGINS AND IMPACT OF ENVIRONMENTAL CONFLICT IDEAS Elizabeth Hartmann Development Studies Institute London School of Economics and Political Science Submitted for the degree of PhD 2002 1 UMI Number: U615457 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. Dissertation Publishing UMI U615457 Published by ProQuest LLC 2014. Copyright in the Dissertation held by the Author. Microform Edition © ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code. ProQuest LLC 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106-1346 rM£ S£S F 20 ABSTRACT Strategic Scarcity: The Origins and Impact of Environmental Conflict Ideas Elizabeth Hartmann This thesis examines the origins and impact of environmental conflict ideas. It focuses on the work of Canadian political scientist Thomas Homer-Dixon, whose model of environmental conflict achieved considerable prominence in U.S. foreign policy circles in the 1990s. The thesis argues that this success was due in part to widely shared neo-Malthusian assumptions about the Third World, and to the support of private foundations and policymakers with a strategic interest in promoting these views. It analyzes how population control became an important feature of American foreign policy and environmentalism in the post-World War Two period. It then describes the role of the "degradation narrative" — the belief that population pressures and poverty precipitate environmental degradation, migration, and violent conflict — in the development of the environment and security field.
    [Show full text]
  • Philosophy of Social Efficiency. John Deweys Complex Analyses of the Values of Science, Technology, and Democracy for Education in a Technological World Are Examined
    DOCUMENT RESUME ED 051 002 08 SO 000 860 AUTHOR Wirth, Arthur G. TITLE The Vocational-Liberal Studies Controversy Between John Dewey and Others (1900-1917). Final Report. INSTITUTION Washington Univ., St. Louis, Mo. Graduate Inst. of Education. SPONS AGENCY Office of Education (DHEW), Washington. D.C. Bureau of Research. PUB DATE Sep 70 GRANT OEG -0 -8- 070305 -3662 (085) NOTE 349p.; Report will be published as Education in the Technological Society: The Vocational-Liberal Studies Controversy (1900-1917), International Textbook Co., 1972 EDRS PRICE EDRS Price MF-$0.65 HC-$13.16 DESCRIPTORS Comprehensive High Schools, Democratic Values, *Educatfonal Change, *Educational History, *Educational Philosophy, Educational Policy, Educational Sociology, General Education, *Industrialization, Occupational Guidance, Political Influences, Public Education, School Community Relationship, Social Change, Social Values, Socioeconomic influences, *Vocational Education IDENTIFIERS *Dewey (John) ABSTRACT The present study looks at an example of institutional change directly resulting from the industrialization process --the industrial or vocational education movement. The thesis of this study is that an understanding of the debate over how schools should adapt to industrialization will reveal the nature of basic value choices which the American people were forced to face under the pressures of adjusting to technology. Part I examines some of the origins of educational changes related to the industrialization. Next the responses of selected interest groups are considered: business, as represented by the National Association of Manufacturers; the American Federation of Labor; liberal urban reform forces of the progressive era; and, the formation of typical progressive pressure group--the National Society for the Promotion of Industrial Education (NSPIE), which worked to promote school reform programs at state and national levels.
    [Show full text]
  • Folk Schools: Slow Education for Fast Times
    Lakehead University Knowledge Commons,http://knowledgecommons.lakeheadu.ca Electronic Theses and Dissertations Electronic Theses and Dissertations from 2009 2017 Folk schools: slow education for fast times Lee, Devon E. https://knowledgecommons.lakeheadu.ca/handle/2453/4124 Downloaded from Lakehead University, KnowledgeCommons 1 Running Head: Slow Education for Fast Times Folk Schools: Slow Education for Fast Times By Devon E. Lee A thesis submitted in partial fulfillment of the requirements for the degree of Master of Education for Change FACULTY OF EDUCATION LAKEHEAD UNIVERSITY THUNDER BAY, ONTARIO June, 2017 2 SLOW EDUCATION FOR FAST TIMES Abstract Folk schools are an enduring vision of nineteenth-century Danish philosopher Nikolai Severin Grundtvig. These schools for life offer non-competitive, non-vocational, residential, youth and adult education. This thesis explores the historical and contemporary folk schools of the United States and Canada, addressing a lack of scholarly writing on North American folk schools. It is framed by the question, “What is the past and present state of folk schooling in the United States and Canada with respect to people, pedagogy, philosophy, and place; and what opportunities exist for folk schools to enact social change in today’s world?” First I address the context from which this research arises: the history of folk schools. A review of the literature examines folk schools in national struggles for identity, and the lasting impacts of folk schooling in Scandinavia and in America. In the United States, the effect of folk schooling is apparent in contributions to the Craft Revival, Labour, and Civil Rights movements. The literature review also creates scholarly consensus around what constitutes a folk school.
    [Show full text]
  • From Village School to Urban System: a Political and Social History. Final Report. INSTITUTION Stanford Univ., Calif
    DOCUMENT RESUME ED 075 955 95 EA 005 195 AUTHOR Tyack, David B. a TITLE From Village School to Urban System: A Political and Social History. Final Report. INSTITUTION Stanford Univ., Calif. School of Education. SPONS AGENCY Carnegie Corp. of New York, N.Y.; Office of Education (DHEW), Washington, D.C. BUREAU NO BR-0-0809 PUB DATE 1 Sep 72 GRANT OEG-0-71-0587 NOTE 260p. EDRS. PRICE MF -$0.65 HC-$9.87 DESCRIPTORS Administrative Organization; Bibliographies; I Bureaucracy; Case Studies; Centralization; *Community Control; Discriminatory Attitudes (Social); *Education; Educational Change; Educational History; Governance; Groups; Organization; *Organizational Change; *Politics; Rural Schools; Social Influences; *Urban Education . IDENTIFIERS *Common Schools; Pluralism r: ABSTRACT This book is an interpretive history of the organizational revolution that took place in American schooling during the 19th century, its politics and ideology. It attempts to assess how the schools shaped, and were shaped by, the transformation of the United States into an urban-industrial nation. It looks at the shift from village school to urban system using a variety of social ir perspectives and modes of analysis. "Community control" in the rural and village school (a pattern of governance followed by many of the early city schools) is analyzed first. Then, the development of ir ideological and organizational consensus in the search for an urban educational order is traced--a process frequently complicated by heterogeneous values among the urban populations and diffusion of power in school governance.. Next, the author deals with the centralization of education (1890-1920); and reformist emphasis on expertise, efficiency, and the disinterested public service of ir elites.
    [Show full text]
  • The Commission on Religion in Appalachia and the Twentieth-Century Emphasis on Rural Identity
    East Tennessee State University Digital Commons @ East Tennessee State University Electronic Theses and Dissertations Student Works 5-2014 The ommiC ssion on Religion in Appalachia and the Twentieth-Century Emphasis on Rural Identity Joseph K. Spiker East Tennessee State University Follow this and additional works at: https://dc.etsu.edu/etd Part of the Appalachian Studies Commons, and the History Commons Recommended Citation Spiker, Joseph K., "The ommiC ssion on Religion in Appalachia and the Twentieth-Century Emphasis on Rural Identity" (2014). Electronic Theses and Dissertations. Paper 2332. https://dc.etsu.edu/etd/2332 This Thesis - Open Access is brought to you for free and open access by the Student Works at Digital Commons @ East Tennessee State University. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons @ East Tennessee State University. For more information, please contact [email protected]. The Commission on Religion in Appalachia and the Twentieth-Century Emphasis on Rural Identity _____________________ A thesis presented to the faculty of the Department of History East Tennessee State University In partial fulfillment of the requirements for the degree Master of Arts in History _____________________ by Joseph Spiker May 2014 _____________________ Dr. Tom Lee, Chair Dr. William Burgess Dr. Ted Olson Keywords: Appalachia, Commission on Religion, CORA, Appalachian Identity, Missionaries ABSTRACT The Commission on Religion in Appalachia and the Twentieth-Century Emphasis on Rural Identity by Joseph Spiker The Commission on Religion in Appalachia (CORA) was a mission organization founded in 1965 to bring economic and religious uplift to Appalachia. CORA focused on rural areas and relied on prevalent stereotypes to define the region as homogenous and backward, and its definition permeated its mission work.
    [Show full text]
  • College of Education Quality Assurance System Handbook
    2019 Edition Table of Contents College of Education Overview of University 2 Quality Assurance History of College 3 Mission Statement 4 System Handbook Vision Statement 5 Continuously Accredited Since 1952 Conceptual Framework 5 Quality Assurance System 6 “Reflective thinking involves a state of doubt, hesitation, perplexity, mental difficulty, in which thinking originates, and an act of searching, Commitment 6 hunting, inquiring, to find material that will resolve the doubt, settle and dispose of the perplexity.” Core Values 7 -John Dewey Features 9 Institutional Effectiveness Process 10 EPP and Program Review Process 11 Instrumentation 13 Reporting 15 Evaluation 16 Office of Assessment 17 Appendices Data Calendar A The Claxton Building, Home of the Eriksson College of Education Data Map B Austin Peay State University is an AA/EEO employer and does not discriminate on the basis of race, color, national origin, sex, disability, or age in its programs and activities. The following person has been designated to handle inquiries regarding the non- discrimination policies: Ms. Sheila Bryant, Director of Office of Equal Opportunity and Affirmative Action and Title IX Coordinator, 601 College Street, Clarksville, Tennessee 37044, 931-221-7178, [email protected]. 2 – Eriksson College of Education QAS Handbook Austin Peay State University (APSU) is a state-supported, Overview of comprehensive, regional university in Tennessee’s State University and University Community College System. Located in northern middle Tennessee, APSU serves a unique population of students. As a regional university, APSU provides a quality education for students from seven middle Tennessee counties including Montgomery, Robertson, Cheatham, Dickson, Humphreys, Houston, and Stewart. Because of its proximity to Kentucky, the University’s student body also is composed of students from Christian, Todd, and Trigg counties in Kentucky.
    [Show full text]
  • ED116662.Pdf
    DOCUMENT RESUME ED 116 662 IR 002 905 TITLE Educational Materials Catalog. Bulletin 717, Revised 1975. INSTITUTION Texas Education Agency, Austin. PUB DATE 75 NOTE 490p. EDRS PRICE MF-$0.92 HC-$24.75 Plus Postage DESCRIPTORS Annotated Bibliographies; *Audiovisual Aids; *Catalogs; Elementary Secondary Education; Filmstrips; Higher Education; Inservice Teacher Education; Instructional Films; *Instructional Media; Phonotape Recordings; Professional Continuing Education; Resource Centers; Slides; Teacher Education; Video Tape Recordings; Vocational Education IDENTIFIERS *Texas ABSTRACT A catalog prepared by the Resource Center, Texas Educational Agency, provides information about audio and video tapes available for duplication and also about films, filmstrips, and slide-tape presentations available for free loan to Texas educational institutions. Programs cover all areas of the school curriculum from kindergarten through college as well as professional development and subjects appropriate for in-service education study groups. The major section lists audio tapes arranged by subject areas. The second section lists other media by type: filmstrips, 16mm films, slide-tape kits, and videotapes. Series are briefly annotated, as are some individual items. There is a title index.(Author/LS) *********************************************************************** Documents acquired by ERIC include many informal unpublished * materials not available from other sources. ERIC makes every effort * * to obtain the best copy available. Nevertheless, items
    [Show full text]
  • Annual Report 2018 Table of Contents Department Overview Design Services 18
    ANNUAL REPORT 2018 TABLE OF CONTENTS DEPARTMENT OVERVIEW DESIGN SERVICES 18. Capital Project Management EXECUTIVE SUMMARY 18. Campus Project Management 01. Introduction 18. Miscellaneous Project Management FACILITIES SERVICES 19. Beautification Project Management 02. Department Summary 19. Interior Design 02. Vision/Mission/Values 19. Space & Archives SELF-ASSESSMENT & BENCHMARKING 19. Stormwater Management 03. Sightlines & FPI Survey 20. GIS Mapping 03. Archibus FACILITIES OPERATIONS ORGANIZATIONAL CHART 21. Building Finishes 21. Building Services 2018 ANNUAL REPORTS 22. Landscape Services 24. Lock & Key Services ADMINISTRATION 25. Rapid Response Team 06. Special Projects 25. Sanitation Safety ADMINISTRATIVE & SUPPORT SERVICES 26. UT Recycling 06. Business Services Office 08. Central Supply Office UTILITIES SERVICES 29. Air Conditioning Services COMMUNICATIONS & INFORMATION 31. Electrical Services SERVICES 32. Plumbing & Heating Services 09. Communications & Public Relations 34. Steam Plant 12. Employee Training & Development 13. IT Support & Maintenance ZONE MAINTENANCE 14. Office of Sustainability 35. Zone Maintenance CONSTRUCTION SERVICES 16. Building Security Projects APPENDICES 16. Renovations A – SIGHTLINES 16. Roofing Projects B – APPA FPI REPORT 16. Project Coordination 16. Fire Safety Upgrades 16. Installation of Voice Messaging 16. Classroom Renovations EXECUTIVE SUMMARY The Facilities Services Department strives to advance the University of Tennessee’s overall mission by maintaining and optimizing the physical resources and
    [Show full text]
  • The Moonlight Schools : Adult Literacy Education in the Age of Americanization
    University of Louisville ThinkIR: The University of Louisville's Institutional Repository Electronic Theses and Dissertations 5-2011 The moonlight schools : adult literacy education in the age of Americanization. Samantha Hope NeCamp University of Louisville Follow this and additional works at: https://ir.library.louisville.edu/etd Recommended Citation NeCamp, Samantha Hope, "The moonlight schools : adult literacy education in the age of Americanization." (2011). Electronic Theses and Dissertations. Paper 1046. https://doi.org/10.18297/etd/1046 This Doctoral Dissertation is brought to you for free and open access by ThinkIR: The University of Louisville's Institutional Repository. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of ThinkIR: The University of Louisville's Institutional Repository. This title appears here courtesy of the author, who has retained all other copyrights. For more information, please contact [email protected]. THE MOONLIGHT SCHOOLS: ADULT LITERACY EDUCATION IN THE AGE OF AMERICANIZATION By Samantha Hope NeCamp B.A., University of Kentucky, 2004 M.A., University of Kentucky, 2006 A Dissertation Submitted to the Faculty of the College of Arts and Sciences of the University of Louisville in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Department of English University of Louisville Louisville, Kentucky May 2011 Copyright 2011 by Samantha Hope NeCamp All rights reserved THE MOONLIGHT SCHOOLS: ADULT LITERACY EDUCATION IN THE AGE OF AMERICANIZATION By Samantha Hope NeCamp B.A., University of Kentucky, 2004 M.A., University of Kentucky, 2006 A Dissertation Approved on March 29, 2011 by the following Dissertation Committee Carol Mattingly, Dissertation Director Bronwyn Williams Karen Kopelson Susan Ryan Connie Kendall Theado ii ACKNOWLEDGMENTS I thank my dissertation director, Carol Mattingly, for her endless encouragement and support, her insightful guidance throughout my research and writing, and for helping me discover this dissertation project.
    [Show full text]
  • Progressive Educational Theory in the Establishment of Traditional Music Programs in Higher Education John C
    East Tennessee State University Digital Commons @ East Tennessee State University Electronic Theses and Dissertations Student Works 5-2015 Dewey Meets Bluegrass: Progressive Educational Theory in the Establishment of Traditional Music Programs in Higher Education John C. Goad East Tennessee State University Follow this and additional works at: https://dc.etsu.edu/etd Part of the Appalachian Studies Commons, Higher Education Commons, and the Music Education Commons Recommended Citation Goad, John C., "Dewey Meets Bluegrass: Progressive Educational Theory in the Establishment of Traditional Music Programs in Higher Education" (2015). Electronic Theses and Dissertations. Paper 2506. https://dc.etsu.edu/etd/2506 This Thesis - Open Access is brought to you for free and open access by the Student Works at Digital Commons @ East Tennessee State University. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Digital Commons @ East Tennessee State University. For more information, please contact [email protected]. Dewey Meets Bluegrass: Progressive Educational Theory in the Establishment of Traditional Music Programs in Higher Education _______________________________ A thesis presented to the faculty of the School of Continuing Studies and Academic Outreach East Tennessee State University In partial fulfillment of the requirements for the degree Master of Arts in Liberal Studies _______________________________ by John Curtis Goad May 2015 _______________________________ Dr. Ron Roach, Chair Dr. Marie Tedesco Dr. Nathaniel Olson Keywords: Traditional music, Music education, John Dewey, Pedagogy, Appalachia ABSTRACT Dewey Meets Bluegrass: Progressive Educational Theory in the Establishment of Traditional Music Programs in Higher Education by John Curtis Goad The study focuses on connections between the Progressive era educational theories of John Dewey and present-day bluegrass and traditional music programs in higher education in order to explore a pedagogical basis for such programs.
    [Show full text]
  • Era 7: the Emergence of Modern America, 1890-1930
    ERA 7: THE EMERGENCE OF MODERN AMERICA, 1890-1930 Introduction The process of industrialization described earlier in Era 6 created a virtual revolution in the lives, work, play, and thought of most Americans. Those who went off to war for the Union or the Confederacy in many ways were pre-modern Americans who lived mostly on farms and in small towns; used human and animal labor to produce food and make articles for the home; read by candlelight; enjoyed recreation and entertainment at harvest festivals, church socials and singings; and lived lives that were simple, sometimes hard, and often short. 1 The lives of their own sons and daughters, however, were vastly different in many ways. To begin with, an increasing number of Americans born after the Civil War worked off the farm, many in jobs that did not even exist prior to the Civil War. As a rule, they ate better, were healthier, engaged less in physically hard labor, and generally lived longer. Moreover, new inventions profoundly altered people’s lives. In 1876 Alexander Graham Bell gave the first public demonstration of a telephone, and by 1900 there were 1.5 million telephones that revolutionized business practices, vastly decreased rural isolation, and in general sped communications. Three years later in 1879 in his laboratory in Menlo Park, New Jersey, inventor Thomas Alva Edison produced the first incandescent lamp, in which the light bulb burned for over thirteen hours. In Hamilton County, Tennessee, by 1926 there were almost 35,000 electric customers, and even in nearby McMinn County there were around 1,400.
    [Show full text]