Master of Arts in Liberal Arts (MALA)
This thesis explores how arguments about gender and labor roles have determined women's exclusion from or acceptance to the academy throughout the history of the United States. Race, gender, and class are identified as interlocking identities that shape experiences and women's gendered relationship to labor is demonstrated through the use of a materialist feminist framework. By tracing the distinct eras of colonial and United States history, the thesis illustrates the debates and public mindset of each time period and how they relate to women and higher education. The thesis concludes that popular social conceptions of the female body and women's labor have dictated women's involvement in higher education throughout the centuries, and, to some degree, these ideas still define women in the academy today.
Document Availability at the Time of Submission
Release the entire work immediately for access worldwide.
Vlasnik, Amber Leigh, ""Sacred duties": how historical constructs of gender and work inform women's involvement in U.S. higher education" (2005). LSU Master's Theses. 1627.