This paper examines the nature of the mother-daughter relationship in middle-class American families during the last two decades of the nineteenth century and the first two decades of the twentieth century. This fory-year period encompassed a series of changes that significantly altered the expectations of American girls and young women, and decisively separated their experiences form those of their mothers and grandmothers, particularly in the case of daughters who pursued the opportunity for higher education. The data from this study suggest that mothers played vital mentoring roles for their daughters in the era of the "new women", and also point to the need for a reexamination of the prevalent assumption that conflict and hostility necessarily define the modern-daughter relationship
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