Document Type
Article
Publication Date
Fall 2018
Publisher
University of Cincinnati
Abstract
This article traces the emergence of nineteenth-century U.S. high schools in the landscape of higher education, attending to the gendered, raced, and classed distinctions at play in this development. Exploring differences in the conceptualization and status of high schools in Louisville, Kentucky, for white male, white female, and mixed-gender African American students, this article reminds us of how these institutional types have been situated, socially inflected, and structured in relation to broader political and power structures that transcend explicit pedagogical considerations. As a result, I argue for the recognition of high schools as historically significant sites in the history of college composition instruction.
Recommended Citation
Lueck, A. J. (2018). “Higher” School: Nineteenth-Century High Schools and the Secondary-College Divide. Composition Studies, 46(2), 35–51.
Included in
English Language and Literature Commons, Higher Education Commons, Language and Literacy Education Commons, Rhetoric and Composition Commons, Secondary Education Commons, United States History Commons
Comments
Reprinted with permission.