Published online by Cambridge University Press: 13 November 2019
I am the first to admit that my career has not followed a conventional path. But in talking to my colleagues, I am not sure that there is a conventional path to an academic career. This retrospective is both a look at how the profession has changed over the forty years since I began graduate school in the late 1970s, and a reflection on my own trajectory within that profession. Historiographical references reflect my own views and are not meant to be comprehensive. I first discovered the history of science as an undergraduate history major at Connecticut College in the early 1970s. The course of physics for non-majors I took with David Fenton was based on Harvard Project Physics, which had been developed in the 1960s by two professors of science education, F. James Rutherford and Fletcher G. Watson, and the historian of science Gerald Holton. We actually wrote term papers for the class; mine was on the theory that Stonehenge was an astronomical observatory.
For their comments, I wish to thank Benita Blessing, Lucinda Cole, Michael A. Osborne and Anna Marie Roos. They are not responsible for any of the opinions expressed herein.
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5 Anita Guerrini, ‘Newtonian matter theory, chemistry, and medicine, 1690–1713’, PhD dissertation, Indiana University, 1983.
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12 An important book on this topic is Welsch, Kathleen A. (ed.), Those Winter Sundays: Female Academics and Their Working-Class Parents, Lanham, MD: University Press of America, 2005Google Scholar.
13 Robert B. Townsend and Julia Brookins, ‘The troubled academic job market for history’, Perspectives on History, February 2016, at www.historians.org/publications-and-directories/perspectives-on-history/february-2016/the-troubled-academic-job-market-for-history. I should add that there were a lot more PhDs in 2009 than in 1984.
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38 See, for example, Jordyn Brown, ‘State reviewing how it divvies up higher education money’, Register-Guard (Eugene, Oregon), 25 August 2019, at www.registerguard.com/news/20190825/state-reviewing-how-it-divvies-up-higher-education-money, quoting a state official about differential state funding for STEM majors versus liberal-arts majors: ‘Our intent is not to undervalue the liberal arts, but the state has decided it wants to generate more STEM graduates because that's what the industry has said it needs’, not specifying what industry.
39 Katie Rose Guest Pryal, ‘Quit lit is about labor conditions’, Women in Higher Education, 7 June 2018, at www.wihe.com/article-details/74/quit-lit-is-about-labor-conditions. My thanks to Laura Miller for this reference.
40 Daniel Bessner and Michael Brenes, ‘A moral stain on the profession’, Chronicle of Higher Education, 26 April 2019, at www.chronicle.com/article/a-moral-stain-on-the-profession.