Lexington Books
Pages: 282
•
Trim: 6½ x 9½
978-0-7391-3397-2 • Hardback • October 2009 • $133.00 • (£102.00)
978-0-7391-3399-6 • eBook • October 2009 • $126.00 • (£97.00)
Debra Meyers is director of integrative studies and associate professor of history at Northern Kentucky University. Burke Miller is assistant professor of history and content coordinator for secondary social studies at Northern Kentucky University.
Chapter 1 Introduction
Chapter 2 Chapter 1. The Unequal Status of Children in American Educational History: Historiographical Reflections and Theoretical Possibilities
Chapter 3 Chapter 2. The Cornerstone of the Republic: George Washington and the National University
Chapter 4 Chapter 3. No Acknowledged Standard: The Female Seminary Curriculum of the Early Nineteenth Century
Chapter 5 Chapter 4. The Training an Orphan Requires: Education in Nineteenth-Century New York City Orphan Asylums
Chapter 6 Chapter 5. The Idea of Integration in the Age of Horace Mann
Chapter 7 Chapter 6. The Race Problem and American Education in the Early Twentieth Century
Chapter 8 Chapter 7. Vocational Education, Work Culture, and the Children of European Immigrants during the 1930s
Chapter 9 Chapter 8. The "Separate but Equal" Schools of Monongalia County, West Virginia's Coal Mining Communities
Chapter 10 Chapter 9. Christian Day Schools and the Transformation of Conservative Evangelical Protestant Educational Activism, 1962–1990
Chapter 11 Chapter 10. The Austin T. E. A. Party: Homeschooling Controversy in Texas, 1986–1994
Chapter 12 Chapter 11. Changing Visions for Jesuit High Schools in America: The Case of Campion Jesuit High School, 1965–1975
Chapter 13 Chapter 12. The National Education Association: Champion of Equality in Education or Roadblock to Change?
Inequity in Education, without question, adds much to our understanding of the American educational history from the colonial period to the 1990s. This carefully crafted and meticulously researched volume is a very impressive book and a must read by anyone who is sincerely interested in a unique analysis of the quest of various segments of the American population to obtain a quality education. All parties involved in this venture, especially editors Meyers and Miller, should be greatly commended for such a powerful piece.
— Eric R. Jackson, Northern Kentucky University