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This title is no longer available from this publisher at this time. To let the publisher know you are interested in the title, please email bv-help@uchicago.edu. |
Intimate Communities: Representation and Social Transformation in Women's College Fiction, 1895–1910
University of Wisconsin Press, 1995 Cloth: 978-0-87972-683-6 | Paper: 978-0-87972-684-3 Library of Congress Classification PS374.U52I56 1995 Dewey Decimal Classification 813.409352042
ABOUT THIS BOOK
ABOUT THIS BOOK
The many popular representations of student life at women’s colleges produced in the United States during the Progressive Era are examined. The college woman was described and defined in a period when women’s higher education was still socially suspect. While other scholars have argued that the Progressive Era was the “golden age” for women’s single-sex education, pointing to the many positive depictions of the women’s college student, Inness suggests that these representations actually helped to perpetuate the status quo and did little to advance women’s social rights. See other books on: College stories, American | Inness, Sherrie A. | Representation | Sex role in literature | Social Transformation See other titles from University of Wisconsin Press |
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Nearby on shelf for American literature / Prose / Prose fiction:
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This title is no longer available from this publisher at this time. To let the publisher know you are interested in the title, please email bv-help@uchicago.edu.
Intimate Communities: Representation and Social Transformation in Women's College Fiction, 1895–1910
ABOUT THIS BOOK
University of Wisconsin Press, 1995
Cloth: 978-0-87972-683-6
Paper: 978-0-87972-684-3
Cloth: 978-0-87972-683-6
Paper: 978-0-87972-684-3
The many popular representations of student life at women’s colleges produced in the United States during the Progressive Era are examined. The college woman was described and defined in a period when women’s higher education was still socially suspect.
While other scholars have argued that the Progressive Era was the “golden age” for women’s single-sex education, pointing to the many positive depictions of the women’s college student, Inness suggests that these representations actually helped to perpetuate the status quo and did little to advance women’s social rights.
While other scholars have argued that the Progressive Era was the “golden age” for women’s single-sex education, pointing to the many positive depictions of the women’s college student, Inness suggests that these representations actually helped to perpetuate the status quo and did little to advance women’s social rights.
ABOUT THIS BOOK
