“…Indeed, the capacity of women to transform discrimination-laden educational experience into visions of new social, moral, and intellectual possibilities for themselves and others became a major theme of historians exploring the evolution of education in a multiplicity of educational institutions. Whether they explored Republican girls' academies in the late 18th century (Burstyn, 1975;Jensen, 1984;Kerber, 1987;Schwager, 1987), single-sex liberal arts colleges and coeducational colleges and universities in the 19th and 20th centuries (Clifford, 1983;Lasser, 1987;Solomon, 1985;Tyack & Hansot, 1982), or normal schools, teacher training colleges, and university education faculties serving middle-class, immigrant, and minority women (Brenzel, 1983;Clifford, 1983Clifford, , 1989Finkelstein, 1985Finkelstein, , 1988Finkelstein, , 1989bHoffman, 1981;Jones, 1980;Kaufman, 1984;Tyack & Hansot, 1990), historians have concluded that institutions of higher education could be subversive. They had functioned as sources of feminism and intellectual cultivation, incubators of a new stage of female personality, and crucibles for political activism.…”