This study traces the development of British policy towards the universities and other Hochschulen in the British Zone of Germany during 1945-49. It starts by describing in outline the salient features of the German university against the background of the criticisms levelled against it by those in Britain who had been working on the problems of dealing with a defeated Germany. Chapter Two describes the war-time planning; the allied conferences and statements, the influence of Vansittart and Morgenthau, the role of Professor E.R. Dodds and the émigrés and others, and the military government handbooks and directives. There follows a description of the university institutions of the Zone and their students. Chapter Four addresses the question of British control and the universities, focussing on the military governors, chains of communication, Education Branch, the Educational Adviser,;.and, more particularly, the University Officers and their duties. It considers also the 'dereservation' of education, denazification, democratisation, and re-education. Chapter Five describes the report of the AUT delegation to Germany of January 1947: this is analysed in full and seen in its relation to the setting-up of the Studienausschuß für Hochschulreform, the subject of the succeeding chapter. The work of the Studienausschuß is described, and the genesis of the Blaues Gutachten of 1948 is reconstructed and its findings are related to British policy. The part played by Lord Lindsay in the work of the Commission is considered in detail. Chapter Seven examines the impact of the Gutachten on the universities of Germany and a final chapter reaches conclusions about the nature of British policy towards higher education in the Zone. The footnotes provide a guide to the unpublished material; the bibliography lists published sources, and a separate volume of appendices provides the essential documentation.

This thesis is an account of the 'household and social science' course opened at King's College for Women in 1908 and its evolution up to 1939. The course was a significant departure for women's higher education in England as it was the first attempt to define a special university discipline based upon women's 'domestic' roles. However, historical accounts of women's higher education have either ignored or dismissed it, largely because of the predominance of'separate spheres' analyses in the historiography of women's higher education of the 1970s and early 1980s. Such accounts have presented the household science course in a negative light because of its 'domestic' image. This thesis thus offers a reassessment of the household science movement and those who supported it. The 'household science' concept owed its origin to the American 'home economies' movement which originated in the mid-nineteenth century. Chapter 1 provides a history of the home economics movement in America, tracing its evolution in the context of women's higher education until 1914. Initially home economics was seen as a 'vocational homemaking' course aiming to train women for home life. At the turn of the century, however, a 'scientific' model was developed by women scientists in order to promote research into social problems connected with the domestic sphere. These two models~the vocation and the scientific, have developed in tandem in American home economics. Chapters 2 and 3 consider the origins and early evolution of the 'household science' course in England, which was largely influenced by the American 'scientific' model. Chapter 2 first considers the concept of domestic education in the history of women's education and factors that precluded the development of a 'vocational homemaking' course in English higher education. The rest of the chapter analyses the origins of the household science movement in its social and intellectual context, in particular its connection with Edwardian preoccupations with 'physical deterioration' and infant mortality. Like their American counterparts, the founders of the course saw household science as a reform movement which aimed to promote research into domestic problems such as hygiene and nutrition, as well as to create a more useful and relevant university discipline for women's domestic roles, whether as housewife/mother or in 'municipal housekeeping' roles. Chapter 3 discusses the household science course from a disciplinary standpoint, looking at how the syllabus was constructed, the contemporary educational controversies it engendered, and its evolution up to 1920 when the B.Sc. degree was granted. Chapters 4, 5, and 6 examine the main factors which ultimately undermined the success of household science as a discipline. Chapter 4 evaluates career trends amongst KCHSS students from 1910-49, analysing to what extent the KCHSS administration was able to create a professional career structure for the household science discipline. The interplay between administrative policy, career trends, and professionalization is analyzed in relation to three career fields-social welfare, laboratory research, and dietetics. Chapters considers the professional conflicts between KCHSS and the domestic subjects teaching profession. Chapter 6 analyses KCHSS's failure to carve out a unique academic 'territory' or expertise and the various factors that affected this. The final chapter assesses how successful KCHSS was as an institution, looking at how students themselves experienced the course, their motivations for taking it, and its impact on their lives. Although household science was unsuccessful as a discipline, the course did give students a wide choice of career options, creating openings in less conventional spheres for women who did not want to teach and providing opportunities for the less-able student to follow a scientific career. The conclusion considers how the social climate of the interwar period affected the working out of the original household science ideals.

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Thesis (M.D.) - Yale University, 1991. / Title from PDF t.p. (viewed June 15, 2005). Includes bibliographical references.

Thesis (Ed. D.)--Illinois State University, 2003. / Title from title page screen, viewed November 1, 2005. Dissertation Committee: Barbara M. Fulk (chair), E. Paula Crowley, Frederick Drake, Kenneth H. Strand. Includes bibliographical references (leaves 125-134) and abstract. Also available in print.

Thesis (M.A.)--University of Chicago, 1944. / Includes bibliographical references (p. 60-62).

<p> Despite the increasing research that lists cultural incongruence in the classroom among the top factors that speaks to the disproportionate numbers of Black females obtaining STEM degrees there is limited research on the actual number of Black female science teachers at the secondary level in education and the impact this plays on Black females in science, technology, engineering, and math classrooms (STEM). The consequence of all this is that we find ourselves with Black female science teachers &ldquo;missing in action,&rdquo; and only 5% of Black females receiving a STEM degree. I employ critical pedagogy, critical race theory, and Black feminist thought to answer: (a) What do the stories of Black female secondary science teachers tell us about issues related to their recruitment and retention within the science teaching force? (b) How do Black female secondary science teachers explain the shortage of Black females entering the STEM field? What do they believe should be done to increase the number of Black females in the field? (c) What contributions do Black female secondary science teachers make or potentially would like to make to increase the number of Black females entering and remaining within the science teaching force? This study explores how Black women are absent in the conversation about recruitment and retention of secondary science teachers. To answer the research questions in a humanizing way, this study was conducted collectively with my participants using the qualitative methodologies of critical narratives and decolonizing methodology. Therefore, this study represents an effort to address this phenomenon by listening to the voices of Black female secondary science teachers and engaging their stories, which often have remained absent from recruitment and retention discussions, to contribute to the scholarship on the recruitment and retention of Black science teachers.</p><p>

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