“…Can we not have the thing without the name; the name might offend lady members, even if they enjoyed the thing; because the name is so generally associated with men's gatherings. Can we not announce an informal evening session…and then have all the fun and smoke we wish?—(W. M. Davis to A. P. Brigham, 31 October 1909, quoted in Bushong 1974, 437)…”
Section: Employment and Professional Status: Gender Divides Before 1950mentioning
confidence: 99%
“…I should have been at my wit's end as to what entertainment to provide. You seemed to desire to have a beer smoker, and at the same time you insisted that we invite all the Washington school‐teachers who are teaching geography.—(A.H. Brooks to R. E. Dodge, 19 May 1915, quoted in Bushong, 1974, 437–38)…”
Section: Employment and Professional Status: Gender Divides Before 1950mentioning
confidence: 99%
“…Though her remarks reflect her social class position, Semple practiced what she preached, riding some 350 miles on horseback for her Appalachian research at the beginning of the century and travelling “frequently and far, including an 18‐month around‐the‐world trip in 1913 (Bushong 1974, 108, 1984–1987). There are some reports of separate field courses for women.…”
Histories of American geography have tended to concentrate on geographic thought and on the men who have been seen as major figures in research. In contrast, I examine the careers of women geographers and of professional practices in American geography in the 20th century. My approach reflects thinking in feminist studies and the social studies of science, which acknowledge the existence of multiple histories and the importance of paying attention to contexts. Before 1950, values linking prestige and masculinity resulted in the exclusion of women geographers from university professorships though they found opportunities in teacher education and outside academia. In the post-World War II era, even as higher education expanded rapidly, women's representation in the profession declined substantially, influenced by the social climate that promoted women's domesticity and priorities for recruiting men. Academic practices and the consciousness of the few women graduate students reflected this gendered culture. Whether women geographers have valued particular aspects of their work and created distinctive knowledge pose questions for further exploration. A brief look at the practices and meanings of field education over the century suggests that such experience has been important to women, even when attempts have been made to exclude their participation. There are also indications that women geographers disproportionately bring social concerns to the discipline. The paper calls for reflection on the implications of our histories for the profession's future, especially for graduate education.
“…Can we not have the thing without the name; the name might offend lady members, even if they enjoyed the thing; because the name is so generally associated with men's gatherings. Can we not announce an informal evening session…and then have all the fun and smoke we wish?—(W. M. Davis to A. P. Brigham, 31 October 1909, quoted in Bushong 1974, 437)…”
Section: Employment and Professional Status: Gender Divides Before 1950mentioning
confidence: 99%
“…I should have been at my wit's end as to what entertainment to provide. You seemed to desire to have a beer smoker, and at the same time you insisted that we invite all the Washington school‐teachers who are teaching geography.—(A.H. Brooks to R. E. Dodge, 19 May 1915, quoted in Bushong, 1974, 437–38)…”
Section: Employment and Professional Status: Gender Divides Before 1950mentioning
confidence: 99%
“…Though her remarks reflect her social class position, Semple practiced what she preached, riding some 350 miles on horseback for her Appalachian research at the beginning of the century and travelling “frequently and far, including an 18‐month around‐the‐world trip in 1913 (Bushong 1974, 108, 1984–1987). There are some reports of separate field courses for women.…”
Histories of American geography have tended to concentrate on geographic thought and on the men who have been seen as major figures in research. In contrast, I examine the careers of women geographers and of professional practices in American geography in the 20th century. My approach reflects thinking in feminist studies and the social studies of science, which acknowledge the existence of multiple histories and the importance of paying attention to contexts. Before 1950, values linking prestige and masculinity resulted in the exclusion of women geographers from university professorships though they found opportunities in teacher education and outside academia. In the post-World War II era, even as higher education expanded rapidly, women's representation in the profession declined substantially, influenced by the social climate that promoted women's domesticity and priorities for recruiting men. Academic practices and the consciousness of the few women graduate students reflected this gendered culture. Whether women geographers have valued particular aspects of their work and created distinctive knowledge pose questions for further exploration. A brief look at the practices and meanings of field education over the century suggests that such experience has been important to women, even when attempts have been made to exclude their participation. There are also indications that women geographers disproportionately bring social concerns to the discipline. The paper calls for reflection on the implications of our histories for the profession's future, especially for graduate education.
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