4.Tolley+Science+Education+of+American+Girls


 * Tolley || "Another reason girls did not commonly study mathematics during the late eighteenth and early nineteenth centuries pertained to the vocational nature of the subject. Knowledge of algebra, geometry, trigonometry, and even calculus was necessary to those seeking careers in such fields as surveying, navigation, or the military. Such vocations were traditionally male, whereas most contemporaries identified the home as the occupational center for women." p.79 || why were the only occupationally jobs available to women were in the home? Because the time period spoken of were years before women entered into the public so here. This accounts for most of the topics commonly offered in schools for women did not feel that mathematical knowledge was of importance to girls and women. Contrast this with the later party of the nineteenth century mindset that girls are not capable of attaining/comprehending the logical reasoning power of males in mathematics. ||
 * Tolley || " Using textbooks as a source can illuminate two issues that are central to the study of gender and science.'p. 56. || Much of this historiography falls almost naturally because of the subject matter of mathematics into the new social historians world of charts. By looking through the data through schools, course offerings, and textbook content the author relies on percentages and many charts to illuminate the argument. Much of the speculation today about girls not wanting to commit themselves to mathematical and scientific studies began late in the nineteenth century, according to Tolley. ||
 * || "Textbooks can also reveal the extent to which precollege science content was differentiated by gender."p.56 || Interestingly these studies actually show a shift in focus on the content of women's studies occurring late tin the 1800s. When girls were given access to education they were given the same rigorous standards as given to their male counterparts. the momentum to move women into the public sphere brought about more change/restrictive in curriculum than had been previously seen. ||
 * ||  || Gender issues and conflicting ideas about the place of women in the society were leading thoughts about what and where women would be educated. ||
 * ||  || Gender issues and conflicting ideas about the place of women in the society were leading thoughts about what and where women would be educated. ||