14 Leta Stetter Hollingworth

General Biography

Leta Stetter Hollingworth was the eldest daughter of Margaret and John Stetter, born on May 25th, 1886 near the Nebraska frontier. Hollingworth and her two younger sisters had a difficult childhood, one of instability and abandonment. This cascade of events began when Margaret Stetter, Hollingworth’s mother, died from complications after giving birth to her youngest child  (Klein, 2000). Hollingworth’s father then gave up her and her siblings to their grandparents, Mary and Samuel Thomas Danley (Kasper, 2003). Hollingworth was only three years old when her mother died, and sought comfort in residing on the farm with her grandparents, who were known to be kind and loving people (Klein, 2000). In 1889, Hollingworth’s father remarried and moved her and the girls back home with him and their new stepmother in Valentine, Nebraska (Kasper, 2003). Hollingworth faced bouts of emotional and verbal abuse at the hands of her stepmother and lived in constant fear throughout the rest of her early childhood (Klein, 2000).

Hollingworth’s education served as a personal refuge for her, as she found that she excelled in many different academic areas and was a “gifted individual” (Hollingworth, 1943, pg. 39). She really began to acquire more specific interests during her time in high school and developed a pronounced liking for composition and writing. Later, Hollingworth was hired to write columns in the town newspaper, The Valentine Democrat, at just 15 years old (Kasper, 2003). She also took an interest in writing poetry, a hobby that she sustained for the remainder of her life (Hollingworth, 1943).

Hollingworth graduated from Valentine High School in 1902 at the age of 16 and decided she wanted to pursue her writing talents further. She moved out of her father’s house to attend college at the University of Nebraska to pursue a Bachelor of Arts degree (Kasper, 2003). During her time in college, Hollingworth was involved in multiple extracurricular activities such as class committees, publications, and sorority life, stating that social affairs “claimed her constantly.” (Hollingworth, 1943, pg 61). Leta connected with a former classmate, Harry Levi Hollingworth, who would eventually become her husband and life partner (Klein, 2000). After their graduation, Harry decided to attend Columbia University to attain his Ph.D. in Psychology while Leta took a teaching position at Dewitt High School and later another one in McCook. Leta eventually left her teaching position and moved to New York City, where she and Harry wed in December 1908 (Kasper, 2003).

For a few subsequent years, Leta kept herself busy as she lived the lifestyle of a “traditional domestic housewife” (Kasper, 2003, pg. 43). During this time, she desired to continue her education and still pursued her academic interests by writing compositions. However, Harry’s salary as an instructor gave them a financially frugal life and Leta was not able to enroll in graduate school for the time being (Kasper, 2003). In addition, Leta had a difficult time finding a job due to the prominent gender bias against married women at the time. Fortunately, Harry was hired by the Coca-Cola Company to conduct studies on caffeine. Harry then later hired Leta to act as his research assistant on the study (Klein, 2000). The couple was able to save up enough money for Leta to continue her higher education, and she developed some of the major contributions she is known for today.

Leta enrolled in graduate school in 1911 at Columbia University, where she began expanding her interests and contributing publications to the professional world. During this time, her interests shifted slightly to focus on the psychology and sociology of women (Klein, 2000). She even became a member of one of the most radical and intellectual feminist groups in New York City, the Greenwich Village Based Heterodoxy Club. Outside of these interests, she contributed an immense amount of effort into excelling academically, as she would eventually publish a chapter in a textbook, five journal articles, and her master’s thesis (Klein, 2000). She graduated in 1913 with a Master of Arts degree, in addition to a Master’s Diploma in Education with a specialization in Teaching and Educational Psychology (Kasper, 2003). Leta desired to pursue her education to the highest attainable degree, completing her post-graduate studies at Columbia University and receiving her Ph.D. in 1916 (Fagan, 1990). By the end of her academic career, Hollingworth had six scientific papers published, most notably in the Medical Record and in the American Journal of Sociology (Hollingworth, 1943).

Hollingworth’s professional career was marked by her work as a psychological examiner at the Clearing House for Mental Defectives starting in 1914 (Fagan, 1990). In this position, she was in charge of administering Binet Intelligence Tests but had to apply her skills to adequately do the job, as she had a lack of experience in this area (Klein, 2000). She was later hired by the New York City civil service, which exposed her to the debilitating conditions of children and their school environment (Fagan, 1990). In 1916, she accepted an instructor position to teach Educational Psychology at Teachers College in New York City and would continue teaching through the end of her life (Jolly, 2007).

Leta Stetter Hollingworth passed away at age 52 on November 27th, 1939 (Jolly, 2007). Her death shocked many individuals, as it was later found that she concealed her stomach cancer diagnosis, even from her late husband (Klein, 2000). Following her death, many professionals spoke out regarding the legacy she left behind. Most notably, the Teachers College Record honored her for devoting research on gifted children (Jolly, 2007). Her overall legacy was represented by her dedicated work with gifted children, her research, and her persistence to push the socioeconomic limits placed on her within society. For her numerous contributions to the psychology of women, Leta earned the title “scientific pillar of feminism” (Kasper, 2003, vii).

Important Achievements

Leta Stetter Hollingworth is considered a significant historical figure within the field of psychology, having made contributions in many areas of research. An area where she achieved much recognition was research on the psychology of women (Kasper, 2003). Hollingworth proposed a theory of gender equivalency, which supported the idea that women, in comparison with men, do not have discrepancies in multiple facets of intelligence and capability (Kasper, 2003). Hollingworth’s specific research studies examined the question of “Were women inherently inferior, restricted because of their biology, or were they unwarranted victims of a male-dominated social order?” (Kasper, 2003, p. 48). To examine this further, Hollingworth chose to study the behavior of women during their menstrual period, evaluating their intelligence and functional capability, in comparison to when women were not menstruating (Minton, 2000). The results of the study concluded that there was no evidence supporting that menstruation affected performance or intelligence in females and thus, her proposal of gender equivalency was supported (Hollingworth, 1943).

Hollingworth’s research also focused on the variability of intelligence between individuals, specifically individuals who were assumed to have mental disabilities (Kasper, 2003). Her work in this area of research began when she was employed as a psychological examiner for The Clearing House for the Mentally Defective at Bellevue Hospital in New York City (Fagan, 1990). The Clearing House for the Mentally Defective was a clinical facility where individuals suspected to be mentally disabled were sent to be tested (Kasper, 2003). Hollingworth’s testing of these individuals led her to determine the rationale for individuals’ mental disabilities, concluding that there was an unprecedented high birth rate among females in society and the hereditary inheritance of defective genetics (Kasper, 2003). Hollingworth further examined the high birth rates of females in society and found that a vast majority were not considered to be of “childbearing age.” In addition, half of those women were found to be what Hollingworth established to be “feeble-minded,” a controversial term tied to the eugenics movement and used to characterize an individual incapable of making intelligent choices and judgments (Kasper, 2003, pg. 68).

Hollingworth also made significant advances contributing to the field we now consider to be School Psychology (Fagan, 1990). She conducted the First Educational Experiment from 1916-1917, which evaluated children’s deficiencies in certain school subjects, specifically spelling and math (Hollingworth, 1943). Hollingworth conducted multiple psychological tests in order to determine their areas of deficiency, applied methods for addressing the deficiencies, and offered a variety of solutions to help children succeed. Her method for doing so consisted of developing a close relationship with the child in question, learning their strengths and weaknesses in the educational setting, and applying that knowledge to formulate strategies to be used in the school setting (Hollingworth, 1943). Outside of this, Hollingworth provided testing and consultation services to schools in her area, in an attempt to be able to understand children’s state of psychological and mental health. She also introduced many school districts to the idea of providing mental health services to school children, and she was able to write an article discussing this idea (Fagan, 1990).

Hollingworth’s studies of gifted children were what people recognized as her most notable legacy, having a passion for this group of individuals since she considered herself to be “gifted” as well (Kasper, 2003). One major achievement was Hollingworth’s work with the faculty at the Teachers College to open Public School 165 (P.S. 165), a school specifically for gifted children (Jolly, 2007). Admission into the school required a child to reach an Intelligence Quotient (IQ) score above 140 (Kasper, 2003). Children who were admitted into schools were then tested every year to determine their educational progress (Jolly, 2007).  Throughout the year, the children’s curriculum consisted of subjects such as vocabulary, spelling, composition, penmanship, arithmetic, and history (Jolly, 2007). The children also had access to educational resources and tools such as typewriters, microscopes, and mimeograph machines. Hollingworth’s work at P.S. 165 primarily focused on promoting the enrichment of education and knowledge over accelerated learning (Kasper, 2003). Hollingworth believed that the idea of implementing accelerated learning for gifted children would inhibit their quality of education and that schools should enrich their learning as much as possible so that their “gifts” may be used appropriately (Devonis, 2014). Hollingworth contributed an immense amount of hard work and dedication to ensuring the success of the school and came to form deep bonds with the children that attended. It was also discovered that Hollingworth would go on to financially help by sending some of the children to college (Klein, 2000).

Historical Context

Hollingworth’s major achievements were impacted by professional individuals that inspired her interests. For instance her interest in working with gifted children was influenced by the work of psychologists Alfred Binet, Theodore Simon, and Ovide Decroly, who emphasized that students at all levels of ability, gifted or not, required education that is tailored to their specific needs (Devonis, 2014). Binet and Simon also initially developed an intelligence test that would determine feeble-mindedness and mental fitness of individuals, leading Hollingworth to use the same tests in her studies at Public School 165 (Devonis, 2014).

Hollingworth’s interests also seem to have been influenced by social factors and events happening in the 20th century (Minton, 2000). Some of these influences came from the reality that she grew up during a period of gender discrimination, impacting all aspects of life for women, including voting and independence (Minton, 2000). Consequently, women’s rights in the workplace were minuscule and many of their contributions were overlooked and undervalued (Minton, 2000). Hollingworth herself struggled during a period of time in which she was unemployed after marrying her husband (Kasper, 2003). There was a prominent stigma in society that women lost all personal capability once they were wed (Hollingworth, 1943). In addition, this time period focused on women staying home and being housewives, and Hollingworth fulfilled this role for some time (Minton, 2000). Eventually, Hollingworth refused to let that reality slow her down, as she continued to pursue her interests and education to the furthest extent, eventually earning her Ph.D. She also used this stigma to fuel her to challenge assumptions about women by producing her theory of gender equivalency (Kasper, 2003).

Hollingworth’s major contributions to the field of school psychology as discussed in previous sections went on to influence psychologists that are prominent figures within the field of psychology today. One well-known psychologist, Carl Rogers, was one of her students and later on in his career admitted that Hollingworth’s research on adapting education to a child’s specific needs helped to inform his own theories. We now know these theories to have formed the basis for client-centered therapy. Hollingworth’s contributions also went on to impact Lewis Terman, who like Hollingworth, shared an interest in paying close attention to gifted children and their development. It has even been discovered that Hollingworth and Terman both used each other’s research and work to inform their own publications and personal work (Kasper, 2003).

Historical Impact 

Hollingworth had a significant historical impact on the field of psychology as evidenced by her major achievements and accomplishments. Consequently, the strength of the impact of her work on the field can be described as no less than powerful. According to Fagan (1990), Hollingworth’s work contributed to the earliest organizations of professional psychologists, with her writing supporting the long-term development of School Psychology and Clinical Psychology, and the advancement of the status of women and gifted children.

Hollingworth’s contributions had such an impact partially resulting from her personal perseverance and intellect that was made apparent throughout the course of her life. Hollingworth was rather advanced in many facets of intellectualism, which was noticed by peers and professionals alike (Klein, 2000). In addition, Hollingworth’s interests, particularly in gender equivalency, did not bode well with some at the time during which she did her research. This was considered a rather bold act in the professional world and thus had a major impact on others who silently wished to pursue the same questions (Hollingworth, 1943). According to Minton (2000), Hollingworth changed the psychology world by “incorporating values of women” instead of solely focusing on male values. And by 1990, there was a new representation of women in higher education and workplaces, ultimately doubling what the numbers were in 1880 (Minton, 2000).

References

Devonis, D. C. (2014, April 30). History of Psychology 101.

Fagan, T. K. (1990, March). Contributions of Leta Hollingworth to school psychology. Roeper Review, 12(3), 157–161. https://doi.org/10.1080/02783199009553262

Hollingworth, H. (1943). Leta Stetter Hollingworth a biography. University of Nebraska Press.

Jolly, J. L. (2007, July). Historical Perspectives: The Research Legacy of Leta S. Hollingworth. Gifted Child Today; SAGE Publications. https://doi.org/10.4219/gct-2007-38

Kasper, L. M. (2003). Feminist and eugenicist thinking in a woman educator: The case of Leta Stetter Hollingsworth (Order No. 3093437). Available from ProQuest Dissertations & Theses Global. (305336414). https://unr.idm.oclc.org/login?url=https://www.proquest.com/dissertations-theses/feminist-eugenicist-thinking-woman-educator-case/docview/305336414/se-2

Klein, A. G. (2000, December). Fitting the school to the child: The mission of Leta Stetter Hollingworth, founder of gifted education. Roeper Review, 23(2), 97–103. https://doi.org/10.1080/02783190009554075

Minton, H. L. (2000). Psychology and gender at the turn of the century. American Psychologist, 55(6), 613–615.

https://doi.org/10.1037/0003-066x.55.6.613

The Oxford Handbook of Clinical Psychology. (2014, January 1). In D. H. Barlow (Ed.), Updated Edition.