【OG24-522题】The passage suggests that, with regard to the history of women’s education in the United States, Kerber’s work differs from Woody’s primarily concerning which of the following? _mofa留学圈mofaGRE在线题库系统_GRE在线搜题_GRE题库解析_GRE真题机经_GRE课程_GRE培训机构

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Linda Kerber argued in the mid-1980s that after the American Revolution (1775–1783), an ideology of “republican motherhood” resulted in a surge of educational opportunities for women in the United States. Kerber maintained that the leaders of the new nation wanted women to be educated in order to raise politically virtuous sons. A virtuous citizenry was considered essential to the success of the country’s republican form of government; virtue was to be instilled not only by churches and schools, but by families, where the mother’s role was crucial. Thus, according to Kerber, motherhood became pivotal to the fate of the republic, providing justification for an unprecedented attention to female education.

Introduction of the “republican motherhood” thesis dramatically changed historiography. Prior to Kerber’s work, educational historians barely mentioned women and girls; Thomas Woody’s 1929 work is the notable exception. Examining newspaper advertisements for academies, Woody found that educational opportunities increased for both girls and boys around 1750. Pointing to “An Essay on Woman” (1753) as reflecting a shift in view, Woody also claimed that practical education for females had many advocates before the Revolution. Woody’s evidence challenges the notion that the Revolution changed attitudes regarding female education, although it may have accelerated earlier trends. Historians’ reliance on Kerber’s “republican motherhood” thesis may have obscured the presence of these trends, making it difficult to determine to what extent the Revolution really changed women’s lives.

The passage suggests that, with regard to the history of women’s education in the United States, Kerber’s work differs from Woody’s primarily concerning which of the following?

The extent to which women were interested in pursuing educational opportunities in the eighteenth century The extent of the support for educational opportunities for girls prior to the American Revolution The extent of public resistance to educational opportunities for women after the American Revolution Whether attitudes toward women’s educational opportunities changed during the eighteenth century Whether women needed to be educated in order to contribute to the success of a republican form of government

正确答案： B

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文章大意逻辑
文章围绕美国女性教育历史展开，首先介绍Linda Kerber的观点，即美国革命后“共和母亲”意识形态使女性教育机会激增，因为国家领导人希望女性受教育以培养有政治美德的儿子，母亲角色对共和国命运关键，为女性教育受重视提供依据。接着指出“共和母亲”理论极大改变史学，在Kerber之前，教育史学家很少提及女性，Thomas Woody 1929年的作品是例外，Woody发现1750年左右男女教育机会都增加，且革命前女性实用教育就有很多倡导者，其证据挑战了革命改变女性教育态度的观点，虽然可能只是加速早期趋势。史学家依赖Kerber理论可能掩盖这些早期趋势，难以确定革命对女性生活的真正改变程度。 文章类型与逻辑简图
文章类型为新旧观点对比。逻辑简图： Kerber's view: After American Revolution, "republican motherhood" → surge of educational opportunities for women Woody's view: Educational opportunities increased for both girls and boys around 1750, practical education for females had many advocates before Revolution 做题方法与问题类型
这是一道推断题，通过定位文中关于Kerber和Woody对美国女性教育观点的相关表述来推断二者观点差异。定位提示句子如“Linda Kerber argued...”“Thomas Woody’s 1929 work is the notable exception...Woody found...” 等。 选项分析
A选项：文章未提及18世纪女性对追求教育机会的兴趣程度，属于无中生有，排除。 B选项：Woody发现1750年左右男女教育机会增加，革命前女性实用教育有很多倡导者，而Kerber强调革命后“共和母亲”带来女性教育机会激增，二者在革命前女孩教育机会支持程度观点不同，该选项正确。 C选项：文中未讨论美国革命后公众对女性教育机会的抵制程度，排除。 D选项：文章没有明确阐述18世纪对女性教育机会态度是否改变，排除。 E选项：Kerber和Woody都未在是否需要教育女性以助力共和政体成功这方面有明显分歧，排除。

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