For many years women in America have experienced many different situations in the education arena. Situations that women experienced were very different than the experiences males experienced in the same classroom and women expectations were also different than that of their male counterparts. Renzetti and Curran wrote in their Fifth Edition of Women, Men and Society that women were expected to not only attend to their studies but also attend to the males’ laundry, cleaning their rooms and meal service. (Page 101.) Women were expected to keep silent and were only allowed to major in degrees like Home Economics and Teaching degrees. Was this treatment of women the same for women in other cultures? This paper will show that women in America fare far better than in other countries in their ventures in education. The countries that will be explored are the United Kingdom, Brazil, Africa, and China. The United Kingdom did a survey in 2003 where the objective was to identify gender issues in the academic performances of boys and girls during classroom laboratories. This study was done on adolescent children that explored the idea of what would be said about girls and boys who stated that they did or did not like science. The conclusion was predicted with the group of imaginary girls and boys. That is participants were to mark traits of girls and boys in their class that they did not know. Girls who liked science were found less feminine than girls who disliked science (Breakwell, Glynis; Robertson, Toby. 449). Oddly enough girls and boys who scored themselves did not give ratings that girls that liked science were considered less feminine. However, boys rated boys who disliked science more feminine. It appears that boys are pres... ... middle of paper ... ...tors of Social and Economic Well-Being; II Education, pages16-24, USA Elrich, M. (1994). The Stereotype Within. Educational Leadership. Fendler, Lynn; Michalinos Zembylas. (2006). Reframing emotion in education through lenses of parrhesia and care of the self. Springer Science Business Media B. V. Goleman, Daniel. (1998), Working With Emotional Intelligence, Bantam Books, New York City, New York. Ho, W.-C. (2008). Gender differences in instrumental learning among secondary school students in Hong Kong. Hong Kong China: Hong Kong Baptist University. Lech, F. (2008). African girls, ninteeth-century mission education and the patriarchal imperative. Taylor and Francis. Nascimento, Silvania; Villani, Carlos; Teixeira, Adla. (2008). Exploring modes of communication amog pupils in Brazil; gender issues in academic performance. Belo Horizonte, Brazil: Routledge.
The once male dominated, corporate, "white collar" America has seen a phenomenal influx of women within the last thirty years. Although a female lawyer, physician, or CEO is no longer considered a rarity in our times, women still face quite a deal of oppression in comparison to their male counterparts. In retrospect, some professions have always been controlled by women, and men have not made a noticeable advance in these fields. In 1970, finding a female lawyer to represent you would be a difficult task, since less than five percent of the profession were women. Today, that number has risen to almost thirty percent. The percentage of female doctors has almost tripled in the course of thirty years. African Americans have not made such a conspicuous progression within the last fifty years, while women have made a tremendous impact on the corporate world. One may wonder, how did women make these extraordinary advances? For the most part, it is due to the education they receive. At the present time young girls are encouraged to enroll in classes dealing with math and science, rather than home economics and typing. As pointed out by Nanette Asimov, in her essay "Fewer Teen Girls Enrolling in Technology Classes", school officials are advocating the necessity of advanced placement, and honor classes for teenage girls, in both the arts and sciences. This support and reassurance than carries over onto college, and finds a permanent fixture in a woman’s life. While women are continuing their success in once exclusively male oriented professions, they are still lacking the respect and equality from their peers, coworkers, and society. The average male lawyer, and doctor make twenty-five percent more money than their female equivalent. Women have always lived with the reputation of being intellectually inferior to, and physically submissive to men. This medieval, ignorant notion is far fetched from the truth. In 1999, high school men and women posted similar SAT scores, being separated by a only a few points. In addition to posting similar scores on the SAT, the average males score was a mere two-tenths of a point higher than an average females score on the ACT. Even though a woman maybe as qualified as a male for a certain occupation , women receive unwanted harassment, and are under strict scrutiny. A good illustration of this would be the women represented in "Two Women Cadets Leave the Citadel.
The androcentric view of history often fails to acknowledge the achievements of notable women who have made profound impacts that have revolutionized the way in which we see the world, as well as the universe. Although the modernized 21st century society is more apt to recognize the achievements of women with an equivocal perspective with men, it was not always so. During the early 20th century, women were consistently denied equality with men due to a perverse androcentric, male-dominated perspective that deemed women as subordinate and insignificant. This androcentric perspective limited the opportunities available to women at the time, leaving them only with domestic occupations that were deemed acceptable for women such as nurses, teachers or clerics. Very few women aspired for higher education, and even fewer achieved it. There were very few colleges that accepted women at the time, save for those erected for women alone. It is because of this, women rarely e...
The author argues that women now have more advantages in higher education and the workforce than men. She also argues that women have more useful skills that are required by college education and economy than men, which would lead to the rise of female domination. The selected section of “The End of Men” has twenty sources, from TV shows, movies, newspapers, Journals, interviews and etc. Its mode is more objective than subjective, and the article seems quite credible. The book was published in 2010, so it is a recent source. This source will help me build the frame of my essay because it provides the reasons of male-students declining, many scholars’ and college managers’ views about the issue, and possible solutions to solve this issue for me.
Throughout our program, I still maintained and took into consideration the general and primary focus of this learning plan. However, to my surprise, I began to touch on very country specific topics concerning the lives of women. This was because each country we visited was so different than the others, each had its own view towards wome...
“In the United States and several other countries, women now actually surpass men in educational achievements” (Josh, “Harvard Summer School”). Some women are more educated and qualified for most
Encouraging girls to go to college and grad school en masse is one of the biggest mistakes America has ever made. The flood of girls into universities is not only in part responsible for the current economic crisis, it’s made it increasingly difficult—if not impossible—for both girls and men to fulfill their natural roles. At the same time higher education has been degraded by so many unqualified girls getting accepted into college, those girls have seen their egos unjustifiably boosted by their degrees, making them unsuitable to be wives and mothers.
Women in the 1800’s were never encouraged to obtain a real education or pursue a professional career. The idealized middle-class white marriage emphasized the valuable task that mothers performed in educating their children to be productive and moral citizens; therefore women's education became increasingly important.(“Women,”2000). A marked improvement in the education of girls occurred around the end of the eighteenth century. In the 1800s, as more girls attended primary school, female literacy rose, but secondary education existed mostly for the daughters of wealthy white men and reinforced upper-class women's domestic talents. Inspired by their education, some middle-class women took their mission outside the home. As the first quarter of the century gave way to the second, women expanded their reform efforts to include education reform, the abolition of slavery, and, rights for themselves. Both as reformers and as teachers, women played a significant role in education. Not to mention, all northern states provided some public education for blacks in 1860. Although some rural areas, especially in the southern portions of the Midwest, refused to fund schools for blacks and maintained segregated schools for whites. By the 1850’s most teachers—especially in white schools—were women, in part because women could be paid less than men. Female education still emphasized moral and religious education, domestic science, and teacher training. Even though the educational opportunities for women dramatically expanded, universities often trained women for homemaking, thus dissuading them from higher intellectual pursuits. In addition, the role women played in education- men were still in control of how the system went about. Colleges required female students to wash male students' clothing, clean their rooms, and serve them at meals. (“Women’s Movement,”2016). On the bright side, women were
The chant “Girls go to college to get more knowledge; boys go to Jupiter to get more stupider” is commonly recited on the elementary school playground. This sexist chant may seem silly, but elementary aged children are socialized to recognize and accept these roles in Western society. Children receive this socialization through their parents, peers, school, and the media. According to Wheiten et al., gender stereotypes are defined as, “widely shared beliefs about males’ and females’ abilities, personality traits, and social behavior” (Wheiten et al. 227). Girls are stereotypically known to be nurturing, caring, and artistic while boys are generally associated with aggression, assertiveness, and athleticism. Girls are typically given dolls,
Women have made improvement in their lifestyles, now having jobs and being able to support themselves. However, more responsibilities are put onto women, having to choose between family or a graduate degree. Women are faced with this dilemma often choosing family over education, “the expectations
Students are more focused and therefore have better test scores in single-sex classrooms. Although stereotypes are formed because of separating genders, a study in the 2009 British Educational Research Journal concluded that in single-sex classrooms, girls achieve more in math and science while boys achieve more in English (Kwong). Stereotypes have been developed early on of what girls and boys are more proficient at. Naturally girls are better at English; boys, math and science (compound sentence: elliptical construction). Single-sex classes encourage girls to pursue more in science and math and boys in English because it takes away gender stereotypes. If a boy and a girl are in the same science class working together, the girl becomes the scribe to write down data while the boy is doing the experiment (Kwong). Math and scien...
The rate at which women are graduating college today has taken a dramatic turn. Nowadays, researches show that women enroll more in college and their graduation rate is far higher compared to males. Women aspire to go to college more than males starting from middle school. Not only do they aspire, they work towards their goals. Research suggests that male students are not putting in the effort and are not getting engaged in things that will help them get in college and graduate. Women are more like the primary caregiver of a child in the house. They want to be role models to their children and will put in much effort to make it a reality. They understand the long term value of education, compared to most males who just want fast jobs to put money on the table.
The first all female schools began in the early 1800’s. These academies favored more traditional gender roles, women being the home makers and the men being the bread winners. The first generation of educated women was the result of single-sex colleges in 1873. Wendy Kaminer, an investigative journalist, states that “single-sex education was not exactly a choice; it was a cultural mandate at a time when sexual segregation was considered only natural” (1). Women of this time were technically not allowed to attend school with males. Feminists of this time worked hard to integrate the school system and by the early 1900’s, single sex classrooms were a thing of the past. In 1910, twenty-seven percent of colleges were for men only, fifteen percent were for women only and the remainders were coed. Today, women outnumber men among college graduates (Kaminer 1). After all the hard work of early feminists, there are thousands of people today who advocate bringing back the single sex classroom.
Some boys around the age of seven, are reported to believe that their male peers are better at math than fellow female students. As for girls at this age, believe that both male and female students are equally capable in math, until the age of 10. This is where female students begin to believe that males students are better in the math areas. However, during adolescence years, boys begin to agree that girls and boys are equally good at math, as girls continue to state males are more successful in math (Saucerman and
Education has been the hurdle keeping women from gaining equality in society, by separating them from their male counterparts. Women who sought higher education were considered, heathens and the most disgusting beings that would perish. Without education to empower them, women were stripped of their dignity and rights by their husbands and other men of the community. The struggle for women higher education is a battle that still has not reached its citadel.
Emotion has a major role that it plays in the learning environment (Cleveland-Innes & Campbell, 2012). Educational psychologists believe the motivation, achievements, and the overall educational performance has a direct correlation to the human emotion (Cleveland-Innes & Campbell, 2012). That statement alone reflects the significant role that emotion plays in education. There is a major need for human emotion to be displayed in the educational environment and it really does not matter whether it is a brick and mortar class or an online learning environment; emotion must and in fact does play a role.