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Thesis (M.A.)--University of Wisconsin--Madison, 1959. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 133-145).

Robert C. Merton. / Bibliography: leaves 53-56.

This study examines the two-phase development of the movement for the higher education of women in Scotland from 1869 to 1939. The first phase covers the period from the mid-1860s when the movement to gain the admission of women to the Scottish Universities was first begun. The efforts of pioneer women and individual professors were crucial and contributed largely to the foundation of women's educational associations in Aberdeen, St Andrews, Edinburgh and Glasgow. The establishment of lecture courses and university certificates marked considerable progress towards the goal of university admission. This was achieved by the passing of the Universities (Scotland) Act 1889 and subsequent Ordinances which gave the universities power to admit women. The separate dynamics of the medical women's campaign and in particular the role of Sophia Jex-Blake are also examined in same detail. The second phase covers the period from 1892 when the Ordinance admitting women was passed. In this period the levels of integration and acceptance of women students are assessed both at the formal level and at the informal level of integration into the social and corporate life of the universities. Full informal integration did not occur due to the 'separate' nature of many of their social activities including Women's Unions, committees and societies. women students, assessing the patterns and trends of economic and social change as it affected the statistics of matriculation and graduation and the relative position of women compared to men. The social origins of women students are examined revealing through oral evidence and recollections the diversity of perceptions and experiences which occurred within a general middle-class background. The crucial questions raised about the self-awareness of women students are looked at under the key themes of image, identity and consciousness, identifying the feminist perspective in the Women's Debating and Suffrage societies. Finally, the destination and marriage trends of women graduates are examined revealing that the majority of women graduates became teachers and that many did not marry. Thus the study provides a Scottish dimension and insight into the general movement for the higher education of women and reveals some of the perceptions, origins and experiences which shaped the lives of a significant group of women in the late 19th and early 20th centuries.

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