Christian women--Great Britain--Biography, Women educators--Great Britain--Biography, Women--Education (Higher)--Great Britain, and Middle class women--Great Britain--Biography
Successful but self-tormented, English educational pioneer Constance Maynard (1849–1935) was a deeply religious evangelical Christian whose personal atonement theology demanded that one resist carnal feelings to achieve personal salvation. As the founder of Westfield College at the University of London, Maynard championed women's access to a university education. As the college's first principal, she also engaged in a string of passionate relationships with college women in which she imagined love as God's gift as well as a test of her faith.Using Maynard's extensive personal papers, especially her diaries and autobiography, Pauline A. Phipps examines how the language of her faith offered Maynard the means with which to carve out an independent career and to forge a distinct same-sex sexual self-consciousness in an era when middle-class women were expected to be subservient to men and confined to the home. Constance Maynard's Passions is the fascinating account of a life which confounds the usual categories of faith, gender, and sexuality.
Danusia Malina, Sian Maslin-Prothero, Danusia Malina, and Sian Maslin-Prothero
Women college students--Great Britain--Social conditions--Congresses, Women college teachers--Great Britain--Social conditions--Congresses, Women--Education (Higher)--Great Britain--Congresses, and Feminism and education--Great Britain--Congresses
This text brings together writing and research on feminist experience in academia. It covers issues such as provision of care, maternalism in the academy and dynamics of interaction between women in higher eduction. There are challenging and provocative analyses of many questions: how large is the gap between rhetoric and reality in HE institutions? how do institutions behave towards disabled staff? how far is stereotyping still affecting the roles which women play in academia? what do women face when they combine motherhood with teaching or studying? coping mechanisms and survival tactics are brought under scrutiny, and the effect these have on the behaviour of female academics and their interactions with the institution of each other. This text should provide insight and evidence for researchers to further develop their own theories, and also many starting points for those wishing to undertake their own research. Written in collaboration with the Women in Higher Education Network.
378.1, University, Education, Women, St Andrews, 19th century, Higher education, LC2046.S6, Women--Education (Higher)--Great Britain--History--19th century, University of St Andrews--History--19th century, and Distance learning--Great Britain--History--19th century
In 1877 the University of St Andrews initiated a unique qualification, the Lady Literate in Arts, which came into existence initially as the LA, the Literate in Arts, a higher certificate available to women only. Awarded by examination but as a result of a programme of distance learning, it was conceived and explicitly promoted as a degree-level qualification at a time when women had no access to matriculation at Scottish universities and little anywhere in the United Kingdom. From small beginnings it expanded both in numbers of candidates and in spread of subjects and it lasted until the early 1930s by which time over 36,000 examinations had been taken and more than 5,000 women had completed the course. The scheme had emerged in response to various needs and external pressures which shaped its character. The purpose of this thesis is to assess the nature and achievements of the LLA in its first fifteen years and to establish its place within the wider movement for female equality of status and opportunity which developed in the later decades of the nineteenth century. The conditions under which the university introduced the LLA, its reasons for doing so, the nature of the qualification, its progress and development in the years before 1892 when women were admitted to Scottish universities as undergraduates and the consequences for the university itself are all examined in detail. The geographical and social origins and the educational backgrounds of the candidates themselves are analysed along with their age structure, their uptake of LLA subjects and the completion rates for the award. All of these are considered against the background of the students' later careers and life experiences. This thesis aims to discover the extent to which the LLA was influential in shaping the lives of its participants and in advancing the broader case for female higher education. It seeks to establish for the first time the contribution that St Andrews LLA women made to society at large and to the wider movement for female emancipation.
Women college students -- Great Britain -- Social conditions -- Congresses., Women college teachers -- Great Britain -- Social conditions -- Congresses., Women -- Education (Higher) -- Great Britain -- Congresses., and Feminism and education -- Great Britain -- Congresses.
Malina, Danusia, Sonstige and Maslin-Prothero, Sian, Sonstige
EDUCATION -- Higher, Feminism and education, Women college students -- Social conditions, Women college teachers -- Social conditions, Women -- Education (Higher), Frau, Women college students -- Social conditions -- Great Britain -- Congresses, Women college teachers -- Social conditions -- Great Britain -- Congresses, Women -- Education (Higher) -- Great Britain -- Congresses, Feminism and education -- Great Britain -- Congresses, and Konferenzschrift