Forgotten Trailblazers: A Historical Case Study of African American Women's Study Abroad in Europe, 1859-1935.

我的研究项目旨在批判性地分析和提供新的见解欧洲留学的经验，成就和开拓非洲裔美国妇女在十九世纪和二十世纪初的遗产。今天，他们在欧洲精英机构的开创性教育成就仍然被美国研究文献所忽视。我展示了他们如何利用自己的主动性和机构作为前奴隶和自由妇女，并开始从19世纪中期在欧洲留学。尽管面临着奴隶制，反扫盲法律，种族，性别和科学知识低劣的理论的障碍，这些妇女敢于挑战他们的时间和地点限制黑人妇女接受高等教育的普遍态度。本论文重点研究了四个案例。它们是：废奴主义者和医生莎拉帕克雷蒙德（1824-1876），国际民权活动家和女俱乐部玛丽教会特雷尔（1863-1954），教育家，作家，活动家和女权主义先驱安娜朱莉娅库珀（1858-1964），外交和裁军专家梅兹泰特（1905-1996）。这些妇女值得研究和承认，不仅是因为她们对争取种族正义的斗争作出了贡献，而且还因为她们决心到国外接受高等教育。她们勇敢地反抗白色父权制在出生时赋予她们的种族和性别角色，并消除了黑人女性智力低下的神话。在这个跨学科的研究中，我调查了四个女人如何谈判的种族，性别和阶级的问题，以及他们的留学经历如何告知他们的生活，职业生涯和跨国活动家的角色。我采用历史案例研究来分析这些经验，以及他们的遗产如何能够赋予当代黑人妇女谁是在国外留学代表性不足。我的研究借鉴了档案，回忆录，自传，历史报纸和个人论文，为新知识创造了一个空间，有助于在国外学习的背景下更丰富地了解黑人女性的抵抗

My research project aims to critically analyze and provide new insight into the European study abroad experiences, accomplishments, and legacies of pioneering African American women during the nineteenth and early twentieth centuries. Today, their trailblazing educational achievements at elite European institutions remain overlooked in American Studies literature. I show how they used their initiative and agency as former slaves and free women and began to study abroad in Europe from the mid-1800s. Despite facing barriers of slavery, anti-literacy laws, race, gender, and doctrines of scientific intellectual inferiority, these women dared to challenge the prevailing attitudes of their time and place which restricted Black women's access to higher education. The thesis focuses on four case studies. They are: abolitionist and physician Sarah Parker Remond (1824-1876), international civil rights activist and clubwoman Mary Church Terrell (1863-1954), educator, author, activist, and feminist pioneer Anna Julia Cooper (1858-1964), and diplomacy and disarmament expert Merze Tate (1905-1996). These women merit research and recognition not solely because of their contributions to the struggle for racial justice but also because of their determination to pursue higher education abroad. They boldly resisted their raced and gendered roles assigned at birth by a White patriarchal hegemony and dispelled the myth of Black female intellectual inferiority. In this interdisciplinary study, I investigate how the four women negotiated issues of race, gender, and class and how their study abroad experiences informed their lives, careers, and roles as transnational activists. I employ historical case study to analyze these experiences and how their legacies can empower contemporary Black women who are underrepresented in study abroad. My research draws upon archives, memoirs, autobiographies, historic newspapers, and personal papers to create a space for new knowledge that contributes to a richer understanding of Black female resistance in the context of study abroad