Degrees of Change: The Historiography of Women's Higher Education in England and Ireland
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| Title: | Degrees of Change: The Historiography of Women's Higher Education in England and Ireland |
|---|---|
| Language: | English |
| Authors: | Jane Martin (ORCID |
| Source: | History of Education Quarterly. 2026 66(1):119-129. |
| Availability: | Cambridge University Press. 100 Brook Hill Drive, West Nyack, NY 10994. Tel: 800-872-7423; Tel: 845-353-7500; Fax: 845-353-4141; e-mail: subscriptions_newyork@cambridge.org; Web site: https://www.cambridge.org/core/what-we-publish/journals |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Historiography, Womens Education, Higher Education, Educational History, Educational Change, Access to Education, Curriculum, Networks, Equal Education, College Admission, College Students, Females |
| Geographic Terms: | United Kingdom (England), Ireland |
| DOI: | 10.1017/heq.2025.10119 |
| ISSN: | 0018-2680 1748-5959 |
| Abstract: | This article traces the contours of the history of women's education in England and Ireland in the period 1850-2000, mapping dominant themes and key inflection points. Positing a framework for reading degrees of change over time, we propose four interrelated lenses: access, curriculum, institutional presence, and networks. Drawing on key contributions to the field, we argue that women's engagement with higher education has followed a complex and uneven trajectory, reflective of the shifting sands of attitudes and accommodations toward women across time, space, and discipline. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505730 |
| Database: | ERIC |
| Abstract: | This article traces the contours of the history of women's education in England and Ireland in the period 1850-2000, mapping dominant themes and key inflection points. Positing a framework for reading degrees of change over time, we propose four interrelated lenses: access, curriculum, institutional presence, and networks. Drawing on key contributions to the field, we argue that women's engagement with higher education has followed a complex and uneven trajectory, reflective of the shifting sands of attitudes and accommodations toward women across time, space, and discipline. |
|---|---|
| ISSN: | 0018-2680 1748-5959 |
| DOI: | 10.1017/heq.2025.10119 |
