“Higher” School: Nineteenth-Century High Schools and the Secondary-College Divide

Authors

Amy J. Lueck, Santa Clara UniversityFollow

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.

Comments

Reprinted with permission.

Recommended Citation

Lueck, A. J. (2018). “Higher” School: Nineteenth-Century High Schools and the Secondary-College Divide. Composition Studies, 46(2), 35–51.