264 pages | 6 x 9 | 46 illus.
Cloth 2017 | ISBN 9780812249682 | $42.50s | Outside the Americas £34.00
Ebook editions are available from selected online vendors
A volume in the series Politics and Culture in Modern America
View table of contents
Selected as a co-winner of the 2018 Kenneth Jackson Award for Best Book (North America) by the Urban History Association
"[A] deeply researched and highly readable account of how universities influenced the spatial development of American cities in the twentieth century."—HIstory of Education QuarterlyToday, universities serve as the economic engines and cultural centers of many U.S. cities, but how did this come to be? In Building the Ivory Tower, LaDale Winling traces the history of universities' relationship to the American city, illuminating how they embraced their role as urban developers throughout the twentieth century and what this legacy means for contemporary higher education and urban policy.
"An ivory tower no more! In this lively, perceptive, and timely book, LaDale Winling puts higher education back where it belongs—at the center of American urban and metropolitan history. An essential read for all interested in the past—and future—of cities and the colleges and universities that shape them."—Margaret O'Mara, University of Washington
"Building the Ivory Tower tells an important story about the role of institutions of higher education in the physical and social life of cities. Winling's narrative is compelling, and his book will be of interest to a wide range of readers, from students and higher education professionals to city planners and historians."—Joseph Heathcott, The New School
"Winling's excellent book will have a significant impact on the study of urban and architectural history as well as the history of U.S. higher education, politics, and policy. Building the Ivory Tower is fresh and original—in breadth and scope, I am not aware of any other work quite like it."—Christopher P. Loss, Vanderbilt University
In the twentieth century, the federal government funded growth and redevelopment at American universities—through PWA construction subsidies during the Great Depression, urban renewal funds at mid-century, and loans for student housing in the 1960s. This federal aid was complemented by financial support for enrollment and research, including the GI Bill at the end of World War II and the National Defense Education Act, created to educate scientists and engineers after the launch of the Soviet satellite Sputnik. Federal support allowed universities to implement new visions for campus space and urban life. However, this growth often put these institutions in tension with surrounding communities, intensifying social and economic inequality, and advancing knowledge at the expense of neighbors.
Winling uses a series of case studies from the Progressive Era to the present day and covers institutions across the country, from state schools to the Ivy League. He explores how university builders and administrators worked in concert with a variety of interests—including the business community, philanthropists, and all levels of government—to achieve their development goals. Even as concerned citizens and grassroots organizers attempted to influence this process, university builders tapped into the full range of policy and economic tools to push forward their vision. Block by block, road by road, building by building, they constructed carefully managed urban institutions whose economic and political power endures to this day.
LaDale C. Winling is Associate Professor of History at Virginia Polytechnic Institute and State University.