College Women In The Nuclear Age

In the popular imagination, American women during the time between the end of World War II and the 1960s—the era of the so-called “feminine mystique”—were ultraconservative and passive. College Women in the Nuclear Age takes a fresh look at these women, showing them actively searching for their place in the world while engaging with the larger intellectual and political movements of the times. Drawing from the letters and diaries of young women in the Cold War era, Babette Faehmel seeks to restore their unique voices and to chronicle their collective ambitions. She also explores the shifting roles that higher education played in establishing these hopes and dreams, making the case that the GI Bill served to diminish the ambitions of many American women even as it opened opportunities for many American men. A treasure-trove of original research, the book should stimulate scholarly discussion and captivate any reader interested in the thoughts and lives of American women.

This edited volume focuses on the cultural production of knowledge in the academy as mediated or presented through film and television. This focus invites scrutiny of how the academy itself is viewed in popular culture from The Chair to Terry Pratchett's ‘Unseen University’ and Doctor Who's Time Lord Academy among others. Spanning a number of genres and key film and television series, the volume is also inherently interdisciplinary with perspectives from History, Cultural Studies, Gender Studies, STEM, and more. This collection brings together leading experts in different disciplines and from different national backgrounds. It emphasises that even at a point of mass, global participation in higher education, the academy is still largely mediated by popular culture and understood through the tropes perpetuated via a multimedia landscape.

This biography of Lise Meitner (1878-1968), the Austrian Jewish female physicist at the heart of the discovery of nuclear fission, also looks at major developments in physics during her life. Meitner was a colleague and friend of many giants of 20th century physics: Max Planck, her Berlin mentor, Einstein, von Laue, Marie Curie, Chadwick, Pauli and Bohr. She was the first woman to earn a Ph.D. in physics at the University of Vienna, a pioneer in the research of radioactive processes and, together with her nephew Otto Robert Frisch, an interpreter of the process of nuclear fission in 1938. Yet at the end of World War II, her colleague of thirty years, radiochemist Otto Hahn alone was awarded the 1944 Nobel Prize in Chemistry for the “discovery” of nuclear fission — a discovery based on years of research in which Meitner was directly involved before her secret 1938 escape from Nazi Germany to Sweden. “A story of one of the half dozen most remarkable women of the 20th century.” — John Archibald Wheeler, Princeton University “Patricia Rife’s biography truly brings Meitner to life, both as a scientist and as a woman... Rife weaves Meitner’s personal struggles into the social and political fabric of her times. For example, the story of Meitner’s early career is told against the backdrop of the development of the new physics, with plentiful illumination of the limited prospects for women scientists in the German-speaking world during the early twentieth century. When Meitner's story enters the Nazi era — including her escape from Germany — it is as riveting as the best novel.” — Catherine Westfall,Technology and Culture “A well-written, thorough, readable and engrossing work.” — Gary Goldstein, Peace and Change: a Journal of Peace Research “Rife has produced an exciting book, which reads like a novel and she gives justice to Meitner’s life full of science and human stories... [The] book is a beautiful tribute to an outstanding scientist; it has a lot to teach us about our world; and it is a great read. I warmly recommend it to everyone interested in science and in history.” — Structural Chemistry “Lise Meitner comes to life as author Rife skillfully weaves social, political, and scientific events into a well-researched and documented work. Lists of Meitner’s awards and publications and an extensive bibliography complete this excellent book.” — Association of Women in Science Magazine “The dramatic tale of the discovery of nuclear fission on the eve of WWII... not just a story of ideas... but also of the social and intellectual milieu in which these ideas were developed. It is also the story of how a shy, self-effacing young woman, through talent and hard work, became a world-class scientist... Rife tells this story very well.” — The Antioch Review “The particular merit of Rife’s biography of Austrian physicist Meitner is that it places her life and work within the historical context... It is comprehensive, generally clearly written... and appropriate for undergraduate students. Just enough science is included as to make clear the significance of her work... Extensive bibliography, informative footnotes.” — Choice

This edited collection illustrates the way in which women’s experiences of academe could be both contextually diverse but historically and culturally similar. It looks at both the micro (individual women and universities) and macro-level (comparative analyses among regions and countries) within regional, national, trans-national, and international contexts. The contributors integrally advance knowledge about the university in history by exploring the intersections of the lived experiences of women students and professors, practices of co-education, and intellectual and academic cultures. They also raise important questions about the complementary and multidirectional flow and exchange of academic knowledge and information among gender groups across programmes, disciplines, and universities. Historical inquiry and interpretation serve as efficacious ways with which to understand contemporary events and discourses in higher education, and more broadly in community and society. This book will provide important historical contexts for current debates about the numerical dominance and significance of women in higher education, and the tensions embedded in the gendering of specific academic programs and disciplines, and university policies, missions, and mandates.

Published annually since 1985, the Handbook series provides a compendium of thorough and integrative literature reviews on a diverse array of topics of interest to the higher education scholarly and policy communities. Each chapter provides a comprehensive review of research findings on a selected topic, critiques the research literature in terms of its conceptual and methodological rigor and sets forth an agenda for future research intended to advance knowledge on the chosen topic. The Handbook focuses on a comprehensive set of central areas of study in higher education that encompasses the salient dimensions of scholarly and policy inquiries undertaken in the international higher education community. Each annual volume contains chapters on current important issues pertaining to college students and faculty, organization and administration, curriculum and instruction, policy, diversity issues, economics and finance, history and philosophy, community colleges, advances in research methodology and other key aspects of higher education administration. The series is fortunate to have attracted annual contributions from distinguished scholars throughout the world.

Rutgers University’s Douglass Residential College is the only college for women that is nested within a major public research university in the United States. Although the number of women’s colleges has plummeted from a high of 268 in 1960 to 38 in 2016, Douglass is flourishing as it approaches its centennial in 2018. To explore its rich history, Kayo Denda, Mary Hawkesworth, Fernanda H. Perrone examine the strategic transformation of Douglass over the past century in relation to continuing debates about women’s higher education. The Douglass Century celebrates the college’s longevity and diversity as distinctive accomplishments, and analyzes the contributions of Douglass administrators, alumnae, and students to its survival, while also investigating multiple challenges that threatened its existence. This book demonstrates how changing historical circumstances altered the possibilities for women and the content of higher education, comparing the Jazz Age, American the Great Depression, the Second World War, the post-war Civil Rights era, and the resurgence of feminism in the 1970s and 1980s. Concluding in the present day, the authors highlight the college’s ongoing commitment to Mabel Smith Douglass’ founding vision, “to bring about an intellectual quickening, a cultural broadening in connection with specific training so that women may go out into the world fitted...for leadership...in the economic, political, and intellectual life of this nation.” In addition to providing a comprehensive history of the college, the book brings its subjects to life with eighty full-color images from the Special Collections and University Archives, Rutgers University Libraries.

The latest volume in the Core Concepts in Higher Education series explores the complexity of law in higher education and both the limits and opportunities of how law can promote inclusivity and access on campus. Through a historical and legal framework, this volume discusses undergraduate students' histories of inclusion and struggles for social justice in higher education by race, sex, social class, dis/ability, and sexual orientation. Bridging research, theory, and practice, Law and Social Justice in Higher Education encourages future and current higher education and student affairs practitioners to consider how they can collaborate to further a just society. Special features: Discussion of case law illustrates the reach and limits of law and where higher education professionals can continue to push for social justice. Accessible to non-lawyers, chapters highlight key legal terms and key concepts to guide readers at the beginning of each chapter. End-of-chapter questions provide prompts for discussion and encourage student interactivity.

From the president of Wesleyan University, an illuminating history of the student, spanning from antiquity to Zoom In this sweeping book, Michael S. Roth narrates a vivid and dynamic history of students, exploring some of the principal models for learning that have developed in very different contexts, from the sixth century BCE to the present. Beginning with the followers of Confucius, Socrates, and Jesus and moving to medieval apprentices, students at Enlightenment centers of learning, and learners enrolled in twenty-first-century universities, he explores how students have been followers, interlocutors, disciples, rebels, and children becoming adults. There are many ways to be a student, Roth argues, but at their core is developing the capacity to think for oneself by learning from others, and thereby finding freedom. In an age of machine learning, this book celebrates the student who develops more than mastery, cultivating curiosity, judgment, creativity, and an ability to keep learning beyond formal schooling. Roth shows how the student throughout history has been someone who interacts dynamically with the world, absorbing its lessons and creatively responding to them.