Stealing from the Mother

The Marginalization of Women in Education and Psychology from 1900-2010

Nonfiction, Reference & Language, Education & Teaching, History, Educational Theory, Leadership, Biography & Memoir
Cover of the book Stealing from the Mother by Jerry Aldridge, Lois McFadyen Christensen, R&L Education
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Author: Jerry Aldridge, Lois McFadyen Christensen ISBN: 9781475801606
Publisher: R&L Education Publication: August 12, 2013
Imprint: R&L Education Language: English
Author: Jerry Aldridge, Lois McFadyen Christensen
ISBN: 9781475801606
Publisher: R&L Education
Publication: August 12, 2013
Imprint: R&L Education
Language: English

This book is the only available compilation of women in education and psychology whose work has been marginalized, forgotten, or attributed to their male colleagues. This resource includes women from the progressive era (1900-1950), the psychological period (1950-2000), and the political period (2000-2010). Caucasian and African American scholars from the Northeast, Southern, and Midwestern states are highlighted. Some of the chapters are shorter than others due to the limited literature concerning some of the women. In addition, chapters describing the elimination of gender inequity in early childhood education, the marginalization of women in education under No Child Left Behind as well as discrimination of women in higher education are included. The book concludes with the need to rethink teacher education to include the exceptional contributions of the women who are showcased in this book. Finally, this source is an attempt to eliminate gender inequity in teacher education and educational psychology by restoring the contributions of feminine scholars.

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This book is the only available compilation of women in education and psychology whose work has been marginalized, forgotten, or attributed to their male colleagues. This resource includes women from the progressive era (1900-1950), the psychological period (1950-2000), and the political period (2000-2010). Caucasian and African American scholars from the Northeast, Southern, and Midwestern states are highlighted. Some of the chapters are shorter than others due to the limited literature concerning some of the women. In addition, chapters describing the elimination of gender inequity in early childhood education, the marginalization of women in education under No Child Left Behind as well as discrimination of women in higher education are included. The book concludes with the need to rethink teacher education to include the exceptional contributions of the women who are showcased in this book. Finally, this source is an attempt to eliminate gender inequity in teacher education and educational psychology by restoring the contributions of feminine scholars.

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