chapter 5 schools and gender. history of women in education education is powerful (and necessary) in...

Chapter 5

Schools and Gender

History of Women in Education

• Education is powerful (and necessary) in the sense that it can either keep us in our place (if we don’t have it) or show us how to understand and perhaps change our place in society

• Like slaves, women have –until recently- been denied education

2

History of Women in Education

• School comes from the Greek for leisure– Historically, only the very wealthy had leisure

and thus could become educated– Educating more than a tiny fraction of the

population has happened only in the last few hundred years.

• The same can be said of voting• Formal education for females opened in 1786

– Prior to that, education took place (especially for women) at home

3

History of Women in Education• Home based women’s education was

more limited (or restricted) than men’s education

• Women were educated to take their “natural” place as demure, witty, well groomed partners– And of course as mothers– Note the role of class

• Public schools in the late 1700’s charged tuition

4

Impact of Industrialization

• The onset of Industrialization had a major impact on all aspects of society.– Skills were needed to get a job– Education was needed

• And more than the average family could provide• Led to the development and growth of schools

– Immigration from Europe• Public education designed to prevent “corruption”of

foreign influences

5


• Free public school opened to girls in 1830– All states had government supported public

schools by 1850• Female literacy rose

– In the northeast... To match Male literacy– Not for other demographic groups

• Women started becoming teachers– But were paid poorly

• By the 20th century, teaching was a woman’s profession

6


• Ivy League schools denied women admission on the belief that women were less intelligent as well as physically delicate

• Their admission would lower standards • Women did earn college and advanced degrees• The “Seven Sisters” colleges in the 1880’s

– Mount Holyoke, Vassar, Wellesley,Smith, Radcliffe, Mryn Mawr and Barnard

• Co-ed schools treated women and men differently– Women were channeled into “women’s fields” such as

home economics, nursing, and education– Men went into business, law, engineering, etc

7

The 20th Century

• Education in the early 20th Century focused on teaching immigrants English, basic literacy and socialization to an evolving society.

• A large gap in enrollment, especially in higher education

• Until the 1980’s women were under represented in college and post collegiate registrations

• An example of the exception to that statement– When Computers were human the video– When Computers Were Human.pdf

• A sample chapter from the book

8

The 20th Century

• The Feminist movement of the 2nd half of the 20th century had something to do with the increasing numbers of women in college.

• Spurred on by “The Feminine Mystique”• Also by the experiences of WW II

– First the domesticated suburban housewife ideal– Then the influx of college students wanting more than a PhT or

an MRS degree

• Race and social class continued to influence the extent to which women even thought about college let alone applied and registered.

9

Elementary Schools

• Do elementary school teachers treat boys and girls the same?– Evidence indicates they do not.– Male Students interact more with teachers of either gender

• Male and female students get different types of praise– Males for their intellectual quality– Females for being nice and congenial

• Males also get more criticism from teachers– And more diagnoses of learning problems– Behavioral differences may reflect preschool socialization

10

© 2012 Pearson Education, Inc. All rights reserved.

Educating Girls and Boys: The Elementary and Middle Schools

• Boys are more likely than girls to have their entry into kindergarten postponed

• Boys tend to score higher on standardized tests; girls tend to have better grades

• Gender and Education in Developing Countries

• Cooperative learning

Elementary Schools

• School textbooks reinforce teachers messages about gender

• Textbooks teach not only the subject material but also gender norms embodied in the subject matter– The women who are mentioned tend to be “famous” or “infamous”

– Females usually presented as passive, dependent

– Behavior in male roles is minimized

• Since 1990 there have been some efforts on the state level to equalize the presentation of gender roles.

12

Elementary Schools

• Should there be separate elementary schools for boys and girls?

• Or should the be seated separately in a class room?– Pros

– Cons

• Who runs the schools?– 87% of elementary school teachers are female

– 40% of school officials and administrators are female? Why?

13

Middle and High Schools

• Should there be separate schools for boys and girls?– Pros

– Cons

• These are critical years in identity formation, social adaptation, and physical , psychological, and social development.– Popularity becomes important

– Having a group to belong to also become important

– Very stressful- for adolescents and the adults around them

• What makes students popular – Girls: physical attractiveness, stylish clothes,

– Boys: physical and verbal skill, sense of humor, risk taking

14


Educating Teenage Girls and Boys: The Secondary Schools

• Both parents and teenagers will attest that: – Adolescence is one of the more stressful

periods of the life cycle

• The Middle and High School Experiences of Lesbian and Gay Youth

• Boys: athletic achievement; girls: attractiveness


• Dangers to popularity– Girls : too much makeup , negative reputation– Boys : non-athletic, too academic, – Both: non standard gender identity-GLBT

• Leads to isolation, sometimes to ostracism, persecution

– Class or racial/ethnic minority status has similar impacts

• High school requires students to think about their futures– Educational and/or occupational goals

• Gender differences in goals– The differences are greatly diminished– Girls tend to underestimate themselves

16


• Carol Gilligan, a major research of teen aged girls– Girls find their experiences devalued or ignored in patriarchal culture– Girls socialized to think relationally thus value interpersonal relationships

more than boys• Class differences

– Contradicts the theory that girls fear success• Women tended to perform better when boys not in the group• Some evidence that girls are embarrassed by academic success

• Do girls face the glass ceiling?• Do high school teachers favor boys?

– Do high school texts ignore girls/women?

• Do high school counselors fail to help girls appropriately or do they steer them?

17


An Historical Overview of Women and Men in Education

• Formal curriculum; hidden curriculum

• Women and Men in Education during the Twentieth Century– An education gap between males and

females persisted, especially in higher education

– Title IX– Postwar feminine ideal


Table 5.1 The Education Gap between the Sexes, 1870–2007

College and Beyond

• Gender differences in majors– Men: engineering, computer science, philosophy,

architecture, physical sciences, business and banking

– Women: nursing, library science, art history, education.• My own observations suggest that there are more women then men

in medical and law schools these days

21

College and Beyond

• Gender differences in majors– Men: engineering, computer science, philosophy,

architecture, physical sciences, business and banking

– Women: nursing, library science, art history, education.• My own observations suggest that there are more women then men

in medical and law schools these days

• Race and class also impact the pursuit of college and post graduate degrees.– Family pressures to “get a job” differ by gender, race,

ethnicity and socioeconomic status

22

College and Beyond

• Women missing in some fields, men in others. – Why so few men in social work, library science, nursing?

• What has been the impact of title IX– Some reduction in discrimination

– Growth of “micro-inequalities” such as :• Men called upon in class more often than women

• Faculty use male examples

• References to men and girls

• Disparaging remarks about women

– Lack of mentors for women

23


Educating Women and Men: Colleges and Graduate Schools

• Gender, Mathematics, and Computers

• Women Faculty and Administrators

• Mentor

• Sexual Harassment– Quid pro quo harassment; hostile

environment– Fosters tension-filled relationships rather than

mentoring relationships


Table 5.2 Percentage of Bachelor’s, Master’s, and Doctor’s Degrees

College and Beyond

• Different social environments in different schools• Different strategies for socializing• Increased pressure for academic success• Lack of women as faculty and as administrators• Sexual harassment at college and post graduate

levels–Especially at colleges that emphasize intercollegiate athletics–Lots of court decisions –Who can harass?

• Peers• Supervisors

28

College and Beyond

• What can be done to improve gender equality?– Reduction in single sex schools

– New curricular materials

• Minimize harassment of LGBT students and faculty

29


Table 5.4 Percent Distribution of Faculty by Academic Rank and Sex


Table 5.5 Full-time Instructional Faculty of Higher Education


Table 5.6 Average Salary for Men and Women Faculty by Rank


Structuring More Positive Learning Environments

• Cyberbullying

• SS [single-sex] and CE [coeducational] schooling

• At the postsecondary level:– The number of private, single-sex institutions

has dramatically declined since the 1960s

• Courses in gay and lesbian studies


Gender, Education, and Empowerment

• Educational experiences of female and male students– From elementary school through graduate

school—are different and often unequal

• Women are underrepresented in textbooks and course material

• How to remedy these inequities

chapter 5 schools and gender. history of women in education education is powerful (and necessary) in...

Documents

history of women

women admission

standards women

increasing numbers of

europepublic education

pearson education

votingformal education

role of class public