scientific article; zbMATH DE number 1540710
Approximately two hundred women earned her Ph. D. in mathematics from American institutions in the period from 1940 to 1959. The lives and careers of thirty-six of them were described in the book. The author starts with an analysis of the situation in science and mathematics in that period, embedded in a broader sketch of the development of science and mathematics as well as of scientific institutions and organizations. She points out that American mathematical research enjoyed an unprecedented expansion fueled by the technological successes of World War II and the postwar boom in federal funding for education in the sciences. The crisis of World War II brought increased opportunities for women to study and teach advanced mathematics. But it also strengthened the polarization of teaching and research in mathematics that started in the 30s. The author describes some factors which contributed to the declining share of women to whom a Ph. D. in mathematics was awarded in the 1950s. One reason was a return to the traditional myth of women's social role: to marry, make a home, bear and raise children etc. The contents of the following chapters are well characterized by their headings: -- women mathematics Ph.D.'s of the 1940s and 1950s, -- family background and early influences, -- high school and college, -- graduate school and the pursuit of the Ph. D., -- interweaving a career and a life, -- teaching, research, and the question of identity, and -- dimensions of personal and professional success. After explaining how she chose her interview partners the author outlines the changing contribution of various universities as producer of women Ph. D. in chapter 2. She pursues the academic career paths of the interviewed women and split the women into the categories of researcher, teacher, and a position intermediate between these. Further on the author looks on the family backgrounds of the interview partners. Nearly all of the women came from families in which high school was viewed as a serious academic undertaking and an important step of passage into adulthood. The influence of teachers and the role of mentors are also regarded. Finally the author formulates five factors that contribute to a sense of success in work and life among the women of this group. She states the following main factors, first, one must have adequate opportunity to explore one's interests and talents and to determine which of these one most wants to pursue and develop, second, the ability, by means of a combination of education and employment, to develop one's talents through creative and meaningful work, and third, a network of significant connections with others. The very readable book is completed by some biographical dates of the interviewed women, a list of references and an index.
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