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Contributions of women to war efforts
Essays on women and war
Essays on women and war
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In the 1940s, the United Found themselves involved with another world war. Like World War I, the need for women to do a man’s job was in higher demand. Since the United States basically fought two wars at once, one in retaliation to Japan and the other in Europe, more men were drafted and even some women. To help war efforts, some women had to take on the daily grind as some of the men who were fighting for the country. This even meant that women joined the workforce in factories. As more ladies began to work in factories, they began to make the adjustment to how a man would do his job compared to hers. In the novel, “Slacks and Calluses: Our Summer in a Bomber Factory” by Constance Bowman and Clara Marie Allen , provides great insight on two …show more content…
school teachers and how they adjusted to working in a factory over the summer made their lives a bit different. They quickly learned that their normal work attire was not going to be adequate enough to handle life in a bomber factory. Constance Bowman and Clara Marie Allen, both from San Diego, tell their story of how they spent a summer working in a bomber factory.
These two school teachers would been considered ordinary in that time era. The typical woman of the 1940s was to go to work and then come home to take care of all the necessities to run the house. From doing chores and taking care of the kids, the typical woman lived a fairly simple life. This was until the war started. With a positive outlook on life, these two teachers kept a humble and modest attitude. Reid states, “Anyone can build bombers--if we could.” (pp.1). This implies that if the regular woman could do this job, anyone could. These women are very different from their coworkers. This is due to the fact of them being women and come from a completely different background. Another thing that sets them apart is that they are willing and eager to learn how to get the job done. Their teaching backgrounds might have been an obstacle of their abilities, but that did not matter because the work still needed to be done. Even though they had little experience of working in a factory, they had to learn at a very fast pace with the country in the midst of …show more content…
war. In the 1940s, the gender circumstances made it where a woman has to take the role of a traditional woman. Society expects the woman to do the same routine instead of venturing outside the normal expectations of women in that era. In “Slacks and Calluses,” both Bowman and Allen wear their work clothes in public outside of the workplace. This appearance of the women gave people a different outlook on them. The book states, “Clothes, we reflected sadly, make the woman— and some clothes make the man think that he can make the woman.”(pp.69). This implies that a man will not approach a woman if she is dressed like a working man instead of an attractive lady. Due to the fact of the school teachers wearing their work clothes in public, men were less attracted to them. When most women were asked to do something out of the ordinary, they would be skeptical to the adjustment, but Bowman and Allen embraces the idea of helping war efforts.
“Slacks and Calluses” does in fact support the idea of the country embracing women joining factories for labor. This is because all the help that was possibly offered in war production was needed. With most of the men in the country being enlisted in the war, it was up to the ladies to fill that void to keep the manufacturing of goods in circulation. When the women contributed to factories, it was mostly out of sense of patriotism. The women felt the males were fighting hard for the country, so it was up to them to work just as hard to get them the equipment they needed to be victorious. The women during World War II showed pride in the United States by stepping outside their comfort zone to help aid in war
efforts. In conclusion, World War II caused women to join the workforce in factories to aid in war production. Traditional gender expectations were put to the side in order for the United States to thrive in the war. The country needed all citizens to come together for a team effort. The book ,” Slacks and Calluses,” tells the story of two school teachers who willingly worked in a bomber factory for a summer to help in any way they could. Both Bowman and Allen gave great insight as to how women had to adjust to working like a man.
In 1943, most women worked as teachers, nurses, or done some sort of domestic labor. Their opportunities were nowhere near as vast as the men’s. This caused the women to feel left out or unequal. Women fought for more equal opportunities as well as equal treatment. This along with their sense of patriotism is what led them to work in these factories. They wanted to be viewed as equal counterparts and have the same opportunities as men during this time. Not as many opportunities were open to the women so they jumped at the chance to widen them when the idea of working in the factories came up. This also paired with their sense of patriotism, making their determination to work stronger. The women knew the men were off fighting for their freedom so this would give them a chance to contribute to the cause as well as help war production. This challenged the views of the workplace as well as the beliefs of where women belonged in the workplace. Numerous men...
During the time of 1940-1945 a big whole opened up in the industrial labor force because of the men enlisting. World War II was a hard time for the United States and knowing that it would be hard on their work force, they realized they needed the woman to do their part and help in any way they can. Whether it is in the armed forces or at home the women showed they could help out. In the United States armed forces about 350,000 women served at home and abroad. The woman’s work force in the United States increased from 27 percent to nearly 37percent, and by 1945 nearly one out of every four married woman worked outside the home. This paper will show the way the United States got the woman into these positions was through propaganda from
Women who worked factory jobs during World War II, faced a lot of problems. In Slacks & Calluses, the author brings attention to this. The women were degraded. They had to put up with ridiculous dress codes. They were made pariahs by other women. Some were not even seen as women. Yet, through all of the adversity and ridicule, these women became stronger because of their struggles.
“There was much more to women’s work during World War Two than make, do, and mend. Women built tanks, worked with rescue teams, and operated behind enemy lines” (Carol Harris). Have you ever thought that women could have such an important role during a war? In 1939 to 1945 for many women, World War II brought not only sacrifices, but also a new style of life including more jobs, opportunities and the development of new skills. They were considered as America’s “secret weapon” by the government. Women allowed getting over every challenge that was imposed by a devastating war. It is necessary to recognize that women during this period brought a legacy that produced major changes in social norms and work in America.
During the war, women played a vital role in the workforce because all of the men had to go fight overseas and left their jobs. This forced women to work in factories and volunteer for war time measures.
The film titled, “The Life and Times of Rosie the Riveter”, looks at the roles of women during and after World War II within the U.S. The film interviews five women who had experienced the World War II effects in the U.S, two who were Caucasian and three who were African American. These five women, who were among the millions of women recruited into skilled male-oriented jobs during World War II, shared insight into how women were treated, viewed and mainly controlled. Along with the interviews are clips from U.S. government propaganda films, news reports from the media, March of Time films, and newspaper stories, all depicting how women are to take "the men’s" places to keep up with industrial production, while reassured that their duties were fulfilling the patriotic and feminine role. After the war the government and media had changed their message as women were to resume the role of the housewife, maid and mother to stay out of the way of returning soldiers. Thus the patriotic and feminine role was nothing but a mystified tactic the government used to maintain the American economic structure during the world war period. It is the contention of this paper to explore how several groups of women were treated as mindless individuals that could be controlled and disposed of through the government arranging social institutions, media manipulation and propaganda, and assumptions behind women’s tendencies which forced “Rosie the Riveter” to become a male dominated concept.
Women’s role in society changed quite a bit during WWI and throughout the 1920s. During the 1910s women were very short or liberty and equality, life was like an endless rulebook. Women were expected to behave modestly and wear long dresses. Long hair was obligatory, however it always had to be up. It was unacceptable for them to smoke and they were expected to always be accompanied by an older woman or a married woman when outing. Women were usually employed with jobs that were usually associated with their genders, such as servants, seamstresses, secretaries and nursing. However during the war, women started becoming employed in different types of jobs such as factory work, replacing the men who had gone to fight in the war in Europe. In the late 1910s The National American Woman Suffrage Association (NAWSA) had been fighting for decades to get the vote for women. As women had contributed so much to the war effort, it was difficult to refuse their demands for political equality. As a result, the Nineteenth Amendment to the constitution became law in 19...
Prior to World War II women were expected to be housewives by cleaning, cooking, and taking care of children. Women were discouraged to work outside of the home and often judged by the rest of society. Bobbie Ann Mason gives great examples of the duties expected by women of the time period and her grandmother is a perfect model of domesticity. At one point Mason talk about a conversation between her grandmother and mom. Mason’s mom, Christy, decides to go back to work, but her grandmother disapproves and says she should be home taking care of her girls (Mason, 116). Christy on the other hand is an example of the modern woman. A woman willing to go to work outside of the home to help support her family when needed. Christy gets a job at a clothing company. Mason says that many women were leaving the farm and taking work in factories (Mason, 83). During and after World War II many women began to work outside of the home changing the idea of what it meant to be a women and the duties that accompanied.
The 1940s provided a drastic change in women’s employment rates and society’s view of women. With the end of the Depression and the United States’ entrance into World War II, the number of jobs available to women significantly increased. As men were being drafted into military service, the United States needed more workers to fill the jobs left vacant by men going to war. Women entered the workforce during World War II due to the economic need of the country. The use of Patriotic rhetoric in government propaganda initiated and encouraged women to change their role in society.
When all the men were across the ocean fighting a war for world peace, the home front soon found itself in a shortage for workers. Before the war, women mostly depended on men for financial support. But with so many gone to battle, women had to go to work to support themselves. With patriotic spirit, women one by one stepped up to do a man's work with little pay, respect or recognition. Labor shortages provided a variety of jobs for women, who became street car conductors, railroad workers, and shipbuilders. Some women took over the farms, monitoring the crops and harvesting and taking care of livestock. Women, who had young children with nobody to help them, did what they could do to help too. They made such things for the soldiers overseas, such as flannel shirts, socks and scarves.
During America’s involvement in World War Two, which spanned from 1941 until 1945, many men went off to fight overseas. This left a gap in the defense plants that built wartime materials, such as tanks and other machines for battle. As a result, women began to enter the workforce at astonishing rates, filling the roles left behind by the men. As stated by Cynthia Harrison, “By March of [1944], almost one-third of all women over the age of fourteen were in the labor force, and the numbers of women in industry had increased almost 500 percent. For the first time in history, women were in the exact same place as their male counterparts had been, even working the same jobs. The women were not dependent upon men, as the men were overseas and far from influence upon their wives.
Women were not only separated by class, but also by their gender. No woman was equal to a man and didn’t matter how rich or poor they were. They were not equal to men. Women couldn’t vote own business or property and were not allowed to have custody of their children unless they had permission from their husband first. Women’s roles changed instantly because of the war. They had to pick up all the jobs that the men had no choice but to leave behind. They were expected to work and take care of their homes and children as well. Working outside the home was a challenge for these women even though the women probably appreciated being able to provide for their families. “They faced shortages of basic goods, lack of childcare and medical care, little training, and resistance from men who felt they should stay home.” (p 434)
During the Great War and the huge amount of men that were deployed created the need to employ women in hospitals, factories, and offices. When the war ended the women would return home or do more traditional jobs such as teaching or shop work. “Also in the 1920s the number of women working raised by fifty percent.” They usually didn’t work if they were married because they were still sticking to the role of being stay at home moms while the husband worked and took care of the family financially. But among the single women there was a huge increase in employment. “Women were still not getting payed near as equally as men and were expected to quit their jobs if they married or pregnant.” Although women were still not getting payed as equally it was still a huge change for the women's
In the summer of 1943, two American women by the names of Constance Bowman and Clara Marie Allen decided to spend their summer working in a factory located in San Diego. Bowman and Allen worked the swing shift on a B-24 production line at a bomber plant. Before going to work in the factory, they both were teachers so they were unexperienced workers going into the factory. With their decision of going to work in the bomber plant for war effort, this meant things would change for them. They had to dress different and the way they spent their hours in a day changed. Slacks and Calluses: Our Summer in a Bomber Factory revealed a lot about the social class in the lives of women, it did not support the idea of women working in a factory, and it showed
Little did they know that women would play a pivotal role in building many different things in war-time factories. The differences between these two women and their fellow workers were significant. The other women had six months of training on how to perform the tasks needed to do this job. This caused a sense of distance between these women, because even their coworkers thought they were incapable of doing the job. Admittedly, the two teachers were completely unqualified to do this job, but the factories needed workers on the shift they were choosing to work so they were hired for the position. The two women, Constance and Clara Marie, thought it their civic, patriotic duty to devote themselves to the war effort in any way they could. Though they were not sure of their ability to perform, they took on the task