The Female School Teacher in Ante-Bellum Massachusetts

Bernard, Richard M.; Vinovskis, Maris A.

doi:10.1515/9783110979091.3

Cited by 2 publications

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“…Furthermore, it was the exception rather than the rule to find teachers who graduated from normal schools at the time. For example, Bernard and Vinovskis (1977) estimated that graduates from normal schools in antebellum Massachusetts accounted for only 6.3 percent of the state's teachers, or 16.4 percent of its annual number of new teachers entering the classroom.…”

Section: Resultsmentioning

confidence: 99%

The Migration Patterns of US Female Teachers, 1860–80

Sohn¹

2015

Social Science History

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Recently, a shared understanding has emerged concerning the migration patterns of US female teachers from 1860 to 1880, but the evidence is scattered in the literature and largely qualitative. This paper provides a unifying understanding of their migration patterns based on the US census. Our quantitative findings generally confirm the shared understanding. First, teachers more often migrated to urban than rural areas; higher wages and other forms of compensation in urban areas appear to be the reason. Second, teachers born in the Northeast migrated the most, and the majority went to the Midwest; the Southern movement was never widespread, even during Reconstruction. Third, teachers born in Massachusetts migrated most commonly among teachers born in the Northeast; the oversupply of teachers in the state seems to have been the influencing factor.

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Section: Resultsmentioning

confidence: 99%

The Migration Patterns of US Female Teachers, 1860–80

Sohn¹

2015

Social Science History

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“…Nevertheless, many scholars interested in the feminization of teaching have analyzed census data from the late nineteenth and early twentieth centuries, periods characterized by significant state intervention for the purpose of regulating conditions of schooling and teacher employment. As a result, explanations of the growing proportion of women teachers have tended to focus on the hiring decisions made by male administrators of public schools (Elsbree 1939;Barnard and Vinovskis 1977;Strober and Tyack 1980;Strober 1984;Apple 1985Apple , 1986Rury 1989). There exists little information about teachers who organized and conducted their own independent, for-profit schools, although contemporary sources indicate that such schools predominated among precollege institutions during earlier periods (Beadie and Tolley 2002: 3-16).…”

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confidence: 99%

Music Teachers in the North Carolina Education Market, 1800-1840

Tolley¹

2008

Social Science History

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Social historians have demonstrated that although men comprised the majority of teachers in North Carolina schools and academies during the early national period, women predominated by the end of the nineteenth century. This study concludes that among the music teachers who taught in academies and venture schools, women gained a majority decades earlier. In an effort to understand some of the underlying social processes that contributed to this shift, the following discussion analyzes the changing proportion of men and women in a sample of 65 music teachers, tracks the tuition they charged in a free market, and compares this to the tuition charged by teachers of Latin and Greek. The shift to women among music teachers in North Carolina presents an intriguing case, because it does not fit well with some earlier theoretical models of feminization among nineteenth-century teachers. The data suggest that women came to predominate among music teachers because a changing market for music instruction in venture schools and academies triggered a process of occupational abandonment and succession.

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The Female School Teacher in Ante-Bellum Massachusetts

Cited by 2 publications

References 0 publications

The Migration Patterns of US Female Teachers, 1860–80

The Migration Patterns of US Female Teachers, 1860–80

Music Teachers in the North Carolina Education Market, 1800-1840

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