Author ORCID Identifier
https://orcid.org/0009-0000-0478-615X
Date Available
5-1-2027
Year of Publication
2025
Document Type
Doctoral Dissertation
Degree Name
Doctor of Philosophy (PhD)
College
Arts and Sciences
Department/School/Program
History
Faculty
David E. Hamilton
Faculty
David E. Hamilton
Abstract
Throughout the twentieth century, women in Appalachia built diverse coalitions to improve the region’s underdeveloped system of public schools. As “schoolhouse activists,” they fashioned mountain schools into de facto community centers and in doing so drew attention to a range of educational woes in the southern mountains: lack of infrastructure; politicized school systems; racial inequalities; the weight of negative regional stereotypes; and underfunded school systems that stemmed from the onset of exploitative industrial capitalism. In their roles as teachers, mothers, school board members, administrators, PTA members, and community activists, Appalachian women positioned themselves on the front lines of a far-reaching movement that viewed healthy schools a prerequisite for building healthy communities.
Public schools in twentieth-century Appalachia served as contested spaces for debating larger questions of development and progress. As schoolhouse activists built schools into centers of community life, they raised larger questions related to poverty, inequality, and gender. They lent a regional perspective to national questions. What do we teach? How should we teach it? What is the relationship between schools and local communities? Where do we draw the line between “parental rights” and “administrative authority”? What is the proper role of the state in directing educational policy? In allocating resources to impoverished regions like Appalachia?
As women who had experienced the weight of gender inequalities in a socially conservative region, schoolhouse activists offered a range of educational solutions rooted in their unique experiences as Appalachian women. Through schoolhouse activism, women confronted, challenged, and occasionally accommodated male-dominated power structures which kept Appalachia (and its schools) in a cycle of dependency. Some schoolhouse activists connected their educational work with familiar gendered constructs such as motherhood and caregiving, while others charted radical new understandings of Appalachian womanhood. Women did not always agree, and they often worked at cross-purposes. Yet schools were the epicenters where women practiced grassroots organizing, enjoyed democratic participation, and engaged in lively dialogue about the future of their communities. Through the project of schoolhouse activism, Appalachian women ultimately created more space for women within the region’s political culture and positioned themselves as authorities on educational matters.
Digital Object Identifier (DOI)
https://doi.org/10.13023/etd.2025.55
Recommended Citation
Fletcher, Allen, "Building Schools, Building Communities: Appalachian Women, Schoolhouse Activism, and the Politics of Reform" (2025). Theses and Dissertations--History. 87.
https://uknowledge.uky.edu/history_etds/87
