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Race, Gender, Philanthropy and the Politics of Knowledge

Published online by Cambridge University Press:  24 July 2020

Extract

Historically, education has often varied by curriculum, access, and stature based on location, race, gender, economic status, religion, and time period. In addition, many educational institutions and much scholarly research have been significantly impacted by private foundation support. This essay discusses the politics of knowledge as it relates to gender and race as well as the impact of philanthropy on the production of knowledge with these groups. While many aspects of these themes have changed in the past sixty years, many of them remain highly contested.

Type
60th Anniversary HEQ Forum
Copyright
Copyright © 2020 History of Education Society

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References

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3 Edward H. Clarke, Sex in Education; or, A Fair Chance for Girls (1873, repr., New York: Ayer Company, 1992).

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9 For more on this topic see: James D. Anderson, The Education of Blacks in the South, 1860–1935 (Chapel Hill: University of North Carolina Press, 1988).

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21 Richardson to Reynolds, March 21, 1941, Rosenwald Fund Archives.

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24 Doris Goss, memorandum, Reference: The National Scholarship Service and Fund for Negro Studies, March 21, 1950, Office of the Messrs. Rockefeller Records, Educational Interests. 114. 1; box 4, folder 24. Rockefeller Archive Center, Sleepy Hollow, New York.

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29 Rossiter, Women Scientists in America: Before Affirmative Action, 1940–1972 (Baltimore, MD: Johns Hopkins Press, 1995), 122. Some HBCUs advised married black women faculty members to retain their maiden names. Ruth Brett, interview by author, Baltimore, MD, June 17, 1987.

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40 Anderson, “Race, Meritocracy, and the American Academy,” 164.

41 “Negro Educator Chosen to Head Department at Brooklyn College,” New York Times, Feb. 15, 1956, 1.

42 Linda M. Perkins, “Merze Tate and the Quest for Gender Equity at Howard University: 1942–1977,” History of Education Quarterly 54, no. 4 (Nov. 2014), 516–51.

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53 See Martha Biondi, The Black Revolution on Campus (Berkeley: University of California Press, 2014); Fabio Rojas, From Black Power to Black Studies: How a Radical Social Movement Became an Academic Discipline (Baltimore, MD: Johns Hopkins University Press, 2007); and Joy Ann Williamson, Black Power on Campus: The University of Illinois, 1965-75 (Urbana: University of Illinois Press, 2003).

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56 William Celis III, “College Curriculums Shaken to the Core,” New York Times, Jan. 10, 1993, Sec. A, 4; and Julie Carson, “Why Is the Core Curriculum So Eurocentric?,” Columbia Daily Spectator, March 27, 2013, https://www.columbiaspectator.com/2004/04/05/why-core-curriculum-so-eurocentric/.

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