From the end of Reconstruction and into the New South era, more than one thousand white southern women attended one of the Seven Sister colleges: Vassar, Wellesley, Smith, Mount Holyoke, Bryn Mawr, Radcliffe, and Barnard. Joan Marie Johnson looks at how such educations—in the North, at some of the country’s best schools—influenced southern women to challenge their traditional gender roles and become active in woman suffrage and other social reforms of the Progressive Era South. Attending one of the Seven Sister colleges, Johnson argues, could transform a southern woman indoctrinated in notions of domesticity and dependence into someone with newfound confidence and leadership skills. Many southern students at northern schools imported the values they imbibed at college, returning home to found schools of their own, women’s clubs, and woman suffrage associations. At the same time, during college and after graduation, southern women maintained a complicated relationship to home, nurturing their regional identity and remaining loyal to the ideals of the Confederacy. Johnson explores why students sought a classical liberal arts education, how they prepared for entrance examinations, and how they felt as southerners on northern campuses. She draws on personal writings, information gleaned from college publications and records, and data on the women’s decisions about marriage, work, children, and other life-altering concerns. In their time, the women studied in this book would eventually make up a disproportionately high percentage of the elite southern female leadership. This collective biography highlights the important part they played in forging new roles for women, especially in social reform, education, and suffrage.

Community is an evolving and complex concept that historians have applied to localities, counties, and the South as a whole in order to ground larger issues in the day-to-day lives of all segments of society. These social networks sometimes unite and sometimes divide people, they can mirror or transcend political boundaries, and they may exist solely within the cultures of like-minded people. This volume explores the nature of southern communities during the long nineteenth century. The contributors build on the work of scholars who have allowed us to see community not simply as a place but instead as an idea in a constant state of definition and redefinition. They reaffirm that there never has been a singular southern community. As editors Steven E. Nash and Bruce E. Stewart reveal, southerners have constructed an array of communities across the region and beyond. Nor do the contributors idealize these communities. Far from being places of cooperation and harmony, southern communities were often rife with competition and discord. Indeed, conflict has constituted a vital part of southern communal development. Taken together, the essays in this volume remind us how community-focused studies can bring us closer to answering those questions posed to Quentin Compson in Absalom, Absalom!: "Tell [us] about the South. What's it like there. What do they do there. Why do they live there. Why do they live at all."

“Stories of personal tragedy, economic hardship, and personal conviction . . . a valuable addition to both southern and women’s history.” —Journal of Southern History From the 1890s to the end of World War I, the reformers who called themselves progressives helped transform the United States, and many women filled their ranks. Through solo efforts and voluntary associations both national and regional, women agitated for change, addressing issues such as poverty, suffrage, urban overcrowding, and public health. Southern Women in the Progressive Era presents the stories of a diverse group of southern women—African Americans, working-class women, teachers, nurses, and activists—in their own words, casting a fresh light on one of the most dynamic eras in US history. These women hailed from Virginia to Florida and from South Carolina to Texas and wrote in a variety of genres, from correspondence and speeches to bureaucratic reports, autobiographies, and editorials. Included in this volume, among many others, are the previously unpublished memoir of civil rights activist Mary McLeod Bethune, who founded a school for black children; the correspondence of a textile worker, Anthelia Holt, whose musings to a friend reveal the day-to-day joys and hardships of mill-town life; the letters of the educator and agricultural field agent Henrietta Aiken Kelly, who attempted to introduce silk culture to southern farmers; and the speeches of the popular novelist Mary Johnson, who fought for women’s voting rights. Always illuminating and often inspiring, each story highlights the part that regional identity—particularly race—played in health and education reform, suffrage campaigns, and women’s club work. Together these women’s voices reveal the promise of the Progressive Era, as well as its limitations, as women sought to redefine their role as workers and citizens of the United States.

Are colleges and universities in a period of unprecedented disruption? Is a bachelor's degree still worth the investment? Are the humanities coming to an end? What, exactly, is higher education good for? In For the Common Good, Charles Dorn challenges the rhetoric of America's so-called crisis in higher education by investigating two centuries of college and university history. From the community college to the elite research university—in states from California to Maine—Dorn engages a fundamental question confronted by higher education institutions ever since the nation's founding: Do colleges and universities contribute to the common good? Tracking changes in the prevailing social ethos between the late eighteenth and early twenty-first centuries, Dorn illustrates the ways in which civic-mindedness, practicality, commercialism, and affluence influenced higher education's dedication to the public good. Each ethos, long a part of American history and tradition, came to predominate over the others during one of the four chronological periods examined in the book, informing the character of institutional debates and telling the definitive story of its time. For the Common Good demonstrates how two hundred years of political, economic, and social change prompted transformation among colleges and universities—including the establishment of entirely new kinds of institutions—and refashioned higher education in the United States over time in essential and often vibrant ways.

Kentucky Women: Their Lives and Times introduces a history as dynamic and diverse as Kentucky itself. Covering the Appalachian region in the east to the Pennyroyal in the west, the essays highlight women whose aspirations, innovations, activism, and creativity illustrate Kentucky's role in political and social reform, education, health care, the arts, and cultural development. The collection features women with well-known names as well as those whose lives and work deserve greater attention. Shawnee chief Nonhelema Hokolesqua, western Kentucky slave Matilda Lewis Threlkeld, the sisters Emilie Todd Helm and Mary Todd Lincoln, reformers Madeline Mc- Dowell Breckinridge and Laura Clay, activists Anne McCarty Braden and Elizabeth Fouse, politicians Georgia Davis Powers and Martha Layne Collins, sculptor Enid Yandell, writer Harriette Simpson Arnow, and entrepreneur Nancy Newsom Mahaffey are covered in Kentucky Women, representing a broad cross section of those who forged Kentucky's relationship with the American South and the nation at large. With essays on frontier life, gender inequality in marriage and divorce, medical advances, family strife, racial challenges and triumphs, widowhood, agrarian culture, urban experiences, educational theory and fieldwork, visual art, literature, and fame, the contributors have shaped a history of Kentucky that is both grounded and groundbreaking. Contributors: Lindsey Apple on Madeline McDowell Breckinridge; Martha Billips on Harriette Simpson Arnow; James Duane Bolin on Linda Neville; Sarah Case on Katherine Pettit and May Stone; Juilee Decker on Enid Yandell; Carolyn R. Dupont on Georgia Montgomery Davis Powers; Angela Esco Elder on Emilie Todd Helm and Mary Todd Lincoln; Catherine Fosl on Anne Pogue McGinty and Anne McCarty Braden; Craig Thompson Friend on Nonhelema Hokolesqua, Jemima Boone Callaway, and Matilda Lewis Threlkeld; Melanie Beals Goan on Mary Breckinridge; John Paul Hill on Martha Layne Collins; Anya Jabour on Sophonisba Preston Breckinridge; William Kuby on Mary Jane Warfield Clay; Karen Cotton McDaniel on Elizabeth "Lizzie" Fouse; Melissa A. McEuen on Nancy Newsom Mahaffey; Mary Jane Smith on Laura Clay; Andrea S. Watkins on Josie Underwood and Frances Dallam Peter.

This work examines the history of Hollins College, which by the 1950s had set itself up as a school with a significant women's writing programme. It examines the influence of the mentors in the 1960s and the writers themselves, such as Lee Smith and Annie Dillard.

Volume One: This volume, which spans the long period from the sixteenth century through the Civil War era, is remarkable for the religious, racial, ethnic, and class diversity of the women it features. Essays on plantation mistresses, overseers' wives, nonslaveholding women from the upcountry, slave women, and free black women in antebellum Charleston are certain to challenge notions about the slave South and about the significance of women to the state's economy. South Carolina's unusual history of religious tolerance is explored through the experiences of women of various faiths, and accounts of women from Europe, the West Indies, and other colonies reflect the diverse origins of the state's immigrants.

Sallie Stockard (1869-1963), the first female graduate of the University of North Carolina, published three county histories between 1900 and 1904. Thereafter, she lived an obscure and difficult life that reveals much about the many challenges women of that time faced. Encouraged by New South educational mentors, she countered restrictions on women with diligence and self-promotion. Carole Troxler discloses Stockard's professional and personal hindrances, resourcefulness, failures, and triumph, following her to New England, the Southwest, and New York. Like her subject, Troxler lives in Alamance County, and her publications include its history.

The essays in the second volume of Georgia Women portray a wide array of Georgia women who played an important role in the state's history, from little-known Progressive Era activists to famous present-day figures such as Pulitzer Prize-winning author Alice Walker and former First Lady Rosalynn Carter.

From the United States' earliest days, African Americans considered education essential for their freedom and progress. Linda M. Perkins’s study ranges across educational and geographical settings to tell the stories of Black women and girls as students, professors, and administrators. Beginning with early efforts and the establishment of abolitionist colleges, Perkins follows the history of Black women's post–Civil War experiences at elite white schools and public universities in northern and midwestern states. Their presence in Black institutions like Howard University marked another advancement, as did Black women becoming professors and administrators. But such progress intersected with race and education in the postwar era. As gender questions sparked conflict between educated Black women and Black men, it forced the former to contend with traditional notions of women’s roles even as the 1960s opened educational opportunities for all African Americans. A first of its kind history, To Advance the Race is an enlightening look at African American women and their multi-generational commitment to the ideal of education as a collective achievement.