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(University of California, Berkeley, United States), and Butler Library (Columbia University, New York, United States). We would also like to extend our thanks to our respective institutions, La Trobe University (Melbourne, Australia) and Unitec Institute of Technology (Auckland, New Zealand), for their support for our work. Fitzgerald in particular would like to acknowledge the support of the Spencer Foundation (Grant #200800002), which funded the project on women professors. Collins would like to thank the Unitec Research Committee which funded her project on home science graduates.
We would like to acknowledge the support, friendship, and abiding interest of our colleagues in history of education networks across Australia, Canada, England, and the United States. This has been the intellectual nourishment that has sustained our own productivity and commitment to this book. Across the several iterations of this book, a number of individuals have provided much-needed skills in terms of formatting, proofreading, and locating information. Our thanks to Celine Ho (New Zealand) and Natasha Katoa (Australia) for their patience and their abiding professionalism.
To the anonymous referees of this manuscript—our sincere thanks for the perceptive and helpful comments that were offered and which were instrumental in how this final manuscript now reads. Finally, to Cambria Press, your commitment to the history of education is highly appreciated.