Separate Schools: Gender, Policy, and Practice in Postwar Soviet Education (NIU Series in Slavic, East European, and Eurasian Studies). Questo articolo non è disponibile.Separate Schools: Gender, Policy, and Practice in Postwar Soviet Education (NIU Series in Slavic, East European, and Eurasian Studies)

Starting in 1943, millions of children were separated into boys’ and girls’ schools in cities across the Soviet Union. The government sought to reinforce gender roles in a wartime context and to strengthen discipline and order by separating boys and girls into different classrooms. The program was a failure. Discipline further deteriorated in boys’ schools, and despite intentions to keep the education equal, girls’ schools experienced increased perceptions of academic inferiority, particularly in the subjects of math and science. The restoration of coeducation in 1954 demonstrated the power of public opinion, even in a dictatorship, to influence school policies.

E. Thomas Ewing is Associate Professor of History at Virginia Tech and author of The Teachers of Stalinism: Policy, Practice, and Power in Soviet Schools in the 1930s.