Amy Bix

"Through the 1980s and early 1990s, the course of American health research was increasingly shaped by for two particular diseases, and . Even as national stakes rose, both in dollars spent and growing demands on the medical system, breast cancer and AIDS advocates made government policy-making for research ever more public and controversial. Through skillful cultivation of political strength, interest groups transformed individual health problems into collective demands, winning notable policy influence in federal agencies such as the (NIH) and (FDA). Activists directly challenged fundamental principles of both government and medical systems, fighting to affect distribution of research funds and questioning well-established scientific methods and professional values. In the contest for decision-making power, those players achieved remarkable success in influencing and infiltrating (some critics said, undermining) both the politics and science of medical research. Between 1990 and 1995, federal appropriations for breast cancer study rose from $90 million to $465 million, while in that same period, NIH AIDS research rose from $743.53 million to $1,338 billion."

"Engineering education in the United States has had a gendered history, one that until relatively recently prevented women from finding a place in the predominantly male technical world. For decades, Americans treated the professional study of technology as men's territory (Bix 2000b; Ogilvie 1986l Rossiter 1982, 1995). Until World War II and beyond, many leading engineering schools, including Rensselaer Polytechnic Institute, Georgia Institute of Technology, and California Institute of Technology, remained closed to women. The few women admitted to Massachusetts Institute of Technology (MIT) struggled against a hostile intellectual and social environment. Women studying or working in engineering were popularly perceived as oddities at best, outcasts at worst, defying traditional gender norms. As late as the 1960s, women still made up less than 1 percent of students studying engineering in the United States, and critics either dismissed or ridiculed interest in the profession. Throughout the last half of the 20th century, activists fought to change that situation, to win acknowledgment of women's ability to become engineers."

"During the colonial era of American life, "" offered young girls elementary literacy, while s taught wealthier girls to raise their matrimonial prospects by becoming proficient in attractive arts, including , and , music, dancing, and . But by the Revolutionary and early national periods, influential figures such as , Abigail Adams, and Benjamin Rush argued for extending young women's education beyond such "ornamental" skills as a political and social asset to the country."

"Amy Bix's fine book, carefully researched and gracefully written, surveys the extent of everyday hardship during the . She concentrates on the debates over in the United States, debates that were "entwined with particular musings about the meaning of American history, the western frontier, and a sense of national destiny" (p. 8). She convincingly describes the lives and emotions of employed and unemployed Americans. She also summarizes some of the social research conducted during the depression years."