I am finished! I submitted my students' grades on Monday at 8am and turned in my last essay at 3:30 when I went to listen to the last of our classes paper presentations. It is such a surreal feeling to be finished with classes. I have completed 39 doctoral credits in three years. That is an accomplishment, I just don't know how to feel about moving into the portion of school that is not controlled by deadlines. I am very worried about trying to complete the last phases of my program on a nice time line to be done by May of 2013.
I am setting a goal for myself to try and get one DQE book read a week this summer. My intention is complete as much of the reading this summer and write my exam this fall to submit for defense by Christmas. We have to write a paper based off a reading list, so it is a little different than most PhD programs I know.
Once that is complete I am hoping that with the research that I have started I could dig into my dissertation without much delay.
These are my plans, now it is God's time to laugh. :)
14 May 2010
03 May 2010
Abstract
Not in the Kitchen Anymore?: The Middle Class Intentions for the Milwaukee School of Trades for Girls
In 1909 the Milwaukee School of Trades for Girls opened its doors becoming the first public vocational high school for girls in the United States. While education historians have given treatment to vocational education, most examples and analysis has focused on males or the “boy problem” in education. There are few sources that examine the “girl problem” or even acknowledge that there may have been one. The reform of girls’ education to focus on house and home aligns with the Progressive Era movements to eliminate poverty. Using the words of the Milwaukee Public School Board, school documents, local newspapers, and the personal papers of Elizabeth Black Kander, one of the main activists for the school, this paper explores the intentions these people had in founding a public vocational high school for girls., Women’s vocational training at the Milwaukee School of Trades for Girls went beyond shaping citizens and workers in the middle-class image; it was about fashioning the future wives and mothers in the middle-class ideal.
In 1909 the Milwaukee School of Trades for Girls opened its doors becoming the first public vocational high school for girls in the United States. While education historians have given treatment to vocational education, most examples and analysis has focused on males or the “boy problem” in education. There are few sources that examine the “girl problem” or even acknowledge that there may have been one. The reform of girls’ education to focus on house and home aligns with the Progressive Era movements to eliminate poverty. Using the words of the Milwaukee Public School Board, school documents, local newspapers, and the personal papers of Elizabeth Black Kander, one of the main activists for the school, this paper explores the intentions these people had in founding a public vocational high school for girls., Women’s vocational training at the Milwaukee School of Trades for Girls went beyond shaping citizens and workers in the middle-class image; it was about fashioning the future wives and mothers in the middle-class ideal.
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