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A Journey in Women’s Education 
Kimberly D. Banish 
WST 2010:Introduction to Women’s Studies 
“YOU’VE COME A LONG WAY, BABY”
 
Education primarily for the wealthy 
 
Few had formal education prior to 19th Century 
 
Trades and professions learned through family or apprenticeships 
HISTORICAL ACCOUNT
 
the Bible was often the only book read 
 
Reading considered dangerous for lower class citizens 
 
Illegal for slaves 
EDUCATION AND LITERACY
 
Debate over women speaking in public 
 
What was appropriate for women to say and write 
 
Women could preach but only to each other 
 
Women could teach but only the thoughts of their husbands or minister 
EDUCATION AND RELIGION
 
Enlightenment theories suggested education was the vehicle for a stronger more adept society 
 
Jean- Jacques Rousseau argued men and women could not be educated in the same way 
 
Mary Wollstonecraft argued that a liberal society should include women as well as men 
AGE OF ENLIGHTENMENT
 
Changes in 1830s and 1840s 
 
Founding of free public schools for boys and girls 
 
Primarily in the Northeastern United States 
 
Girls included in primary education 
 
Girls mostly excluded from secondary education 
 
Until after the Civil War 
NEW OPPORTUNITIES ELEMENTARY AND SECONDARY EDUCATION
 
First colleges – Harvard ( 1636) and William and Mary (1693) closed to women 
 
1821 Troy Female Seminary 
 
1832 Oberlin College opened its doors to men and women (whites and blacks) 
NEW OPPORTUNITIES POST SECONDARY EDUCATION
 
Wheaton college open in 1834- first real women’s college 
 
Other followed 
 
Mount Holyoke-1937 
 
New England Female Medical College-1848 
 
Philadelphia Women’s Medical College-1951 
 
While only a small percentage of women attended, these intuitions were influential to women’s lives 
WOMEN’S COLLEGES
 
In the early 19th Century majority of educators were men 
 
By the late 1880s (as much as 90% in some locations) majority were women 
 
One-fifth of all New England women served as teachers at some point(Jones 1980,48) 
LEADERSHIP ROLES IN EDUCATION
 
Theories on proliferation of the women’s role as teacher 
 
Cheaper labor 
 
Women did not have families to support 
 
Deserved less pay as they would quit jobs after marriage 
 
Women accepted the lower pay 
WOMEN AS EDUCATORS
 
“Seven Sisters” 
• 
Mt. Holyoke (1837) 
• 
Vasser (1861) 
• 
Wellesley (1870) 
• 
Smith (1871) 
• 
Radcliffe (1879) 
• 
Bryn Mawr (1880) 
• 
Barnard (1889) 
 
Bethune - Cookman (1904) 
• 
School for black students 
SCHOOLS BY WOMEN FOR WOMEN
 
Until WWII most school boards required married women to resign 
 
Women were once forced to resign upon marriage and pregnancy 
 
1964 Civil Rights Act would make these activities illegal 
WOMEN AS EDUCATORS FAMILY LIFE
 
Late 1800s saw a rise in clubs and organization to improve education 
 
Suffrage groups increased 
 
Women active in the ASSA ( American Social Science Association) 
 
1870s saw the rise of “moral education” and “moral science” societies 
CLUBS AND ORGANIZATIONS
 
Home economics and domestic science 
 
How to be a modern housewife 
 
Advanced studies in nutrition, psychology, sociology biology and organic chemistry 
 
A woman should still be able to leave here career if needed for family obligations. 
“NEW” FIELDS IN WOMEN’S EDUCATION
 
Edward Clark theorized women who became too educated a woman’s brain would rob her womb - creating a poor pregnancy 
 
The 1950s women would fight for more access to universities and training in male dominated fields 
 
In the 1980s men and women saw equal numbers in bachelors and masters degrees earned. 
QUEST FOR POST SECONDARY EDUCATION
 
1970s and forward saw growth in women's education 
 
Advocacy groups, legislative changes, cultural values 
 
Education Amendments Act (1972) 
 
Women’s Educational Equity ACT(1974) 
IMPROVEMENT THROUGH CHANGE
 
Minimum education standards may not prepare youth for job market 
 
Research shows – for a woman to earn the same amount as a man, she needs more education than a man.(Sapiro,150) 
 
Current legislation requires school attendance from age five or six to 16 
 
Students are not required by law to complete high school 
 
Dropout rates vary based on gender and race 
IS IT ENOUGH?
 
Differences in the class room can appear in different ways 
 
Amount of attention teachers pay 
 
Type of attention 
 
Degree teaching method reaches boys vs. girls 
 
Degree subjects studied challenge boys and girls 
 
Teachers’ gender based behaviors toward students are usually not conscious or deliberate 
GENDER DIFFERENCES IN EDUCATION
 
Some traditions uphold gender segregation 
 
Reformers of the 19th century advocated mix-sexed schools 
 
Co-education was the new enlightened methodology 
 
Gave opposite sex an opportunity to learn about one another 
SEGREGATION
 
Most schools segregated for vocational purposes 
 
Girls – cooking and sewing 
 
Boys- metal, wood working and mechanical drawing 
 
Sex education often still segregated 
SEGREGATION AND EDUCATION
 
Still unexplained differences in salaries 
 
Minorities earning less than white counterparts 
 
Student evaluations are gender based 
 
Male evaluations show more bias than females(Sapiro,165) 
 
Women more likely than men to pick a women as their “best” professor ( Sapiro,165) 
GENDER AND RACE
 
The higher the degree the lower in woman’s share 
 
The higher the teaching position, the lower in woman’s share 
 
Men hold higher percentages of educational governance 
WOMEN AS EDUCATORS
 
More women educators feel more stress over not having more personal time 
 
Women also face more pressure to help balance family and work 
 
Women hold less faculty positions than men 
EQUALITY IN HIGHER EDUCATION
 
Gender inequalities (while subtle) still exist in the class room. 
 
Student evaluations are confidential 
 
Students not aware of how they are evaluated 
 
Unconscious sex discrimination in college and university prevalent in faculty promotion process 
THE GREAT GENDER DIVIDE
 
Education for women was historically about making them better wives or mothers 
 
1990s controversy over “alternative lifestyle” education in the class room and its impact on traditional gender roles 
 
Current research shows a woman’s education do not return the same monetary return as men 
 
Well-educated women do face a glass ceiling (Duncan 1996) 
 
Women’s education still considered a special topic 
WOMEN’S EDUCATION

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You’ve come a long way, baby

  • 1. A Journey in Women’s Education Kimberly D. Banish WST 2010:Introduction to Women’s Studies “YOU’VE COME A LONG WAY, BABY”
  • 2.  Education primarily for the wealthy  Few had formal education prior to 19th Century  Trades and professions learned through family or apprenticeships HISTORICAL ACCOUNT
  • 3.  the Bible was often the only book read  Reading considered dangerous for lower class citizens  Illegal for slaves EDUCATION AND LITERACY
  • 4.  Debate over women speaking in public  What was appropriate for women to say and write  Women could preach but only to each other  Women could teach but only the thoughts of their husbands or minister EDUCATION AND RELIGION
  • 5.  Enlightenment theories suggested education was the vehicle for a stronger more adept society  Jean- Jacques Rousseau argued men and women could not be educated in the same way  Mary Wollstonecraft argued that a liberal society should include women as well as men AGE OF ENLIGHTENMENT
  • 6.  Changes in 1830s and 1840s  Founding of free public schools for boys and girls  Primarily in the Northeastern United States  Girls included in primary education  Girls mostly excluded from secondary education  Until after the Civil War NEW OPPORTUNITIES ELEMENTARY AND SECONDARY EDUCATION
  • 7.  First colleges – Harvard ( 1636) and William and Mary (1693) closed to women  1821 Troy Female Seminary  1832 Oberlin College opened its doors to men and women (whites and blacks) NEW OPPORTUNITIES POST SECONDARY EDUCATION
  • 8.  Wheaton college open in 1834- first real women’s college  Other followed  Mount Holyoke-1937  New England Female Medical College-1848  Philadelphia Women’s Medical College-1951  While only a small percentage of women attended, these intuitions were influential to women’s lives WOMEN’S COLLEGES
  • 9.  In the early 19th Century majority of educators were men  By the late 1880s (as much as 90% in some locations) majority were women  One-fifth of all New England women served as teachers at some point(Jones 1980,48) LEADERSHIP ROLES IN EDUCATION
  • 10.  Theories on proliferation of the women’s role as teacher  Cheaper labor  Women did not have families to support  Deserved less pay as they would quit jobs after marriage  Women accepted the lower pay WOMEN AS EDUCATORS
  • 11.  “Seven Sisters” • Mt. Holyoke (1837) • Vasser (1861) • Wellesley (1870) • Smith (1871) • Radcliffe (1879) • Bryn Mawr (1880) • Barnard (1889)  Bethune - Cookman (1904) • School for black students SCHOOLS BY WOMEN FOR WOMEN
  • 12.  Until WWII most school boards required married women to resign  Women were once forced to resign upon marriage and pregnancy  1964 Civil Rights Act would make these activities illegal WOMEN AS EDUCATORS FAMILY LIFE
  • 13.  Late 1800s saw a rise in clubs and organization to improve education  Suffrage groups increased  Women active in the ASSA ( American Social Science Association)  1870s saw the rise of “moral education” and “moral science” societies CLUBS AND ORGANIZATIONS
  • 14.  Home economics and domestic science  How to be a modern housewife  Advanced studies in nutrition, psychology, sociology biology and organic chemistry  A woman should still be able to leave here career if needed for family obligations. “NEW” FIELDS IN WOMEN’S EDUCATION
  • 15.  Edward Clark theorized women who became too educated a woman’s brain would rob her womb - creating a poor pregnancy  The 1950s women would fight for more access to universities and training in male dominated fields  In the 1980s men and women saw equal numbers in bachelors and masters degrees earned. QUEST FOR POST SECONDARY EDUCATION
  • 16.  1970s and forward saw growth in women's education  Advocacy groups, legislative changes, cultural values  Education Amendments Act (1972)  Women’s Educational Equity ACT(1974) IMPROVEMENT THROUGH CHANGE
  • 17.  Minimum education standards may not prepare youth for job market  Research shows – for a woman to earn the same amount as a man, she needs more education than a man.(Sapiro,150)  Current legislation requires school attendance from age five or six to 16  Students are not required by law to complete high school  Dropout rates vary based on gender and race IS IT ENOUGH?
  • 18.  Differences in the class room can appear in different ways  Amount of attention teachers pay  Type of attention  Degree teaching method reaches boys vs. girls  Degree subjects studied challenge boys and girls  Teachers’ gender based behaviors toward students are usually not conscious or deliberate GENDER DIFFERENCES IN EDUCATION
  • 19.  Some traditions uphold gender segregation  Reformers of the 19th century advocated mix-sexed schools  Co-education was the new enlightened methodology  Gave opposite sex an opportunity to learn about one another SEGREGATION
  • 20.  Most schools segregated for vocational purposes  Girls – cooking and sewing  Boys- metal, wood working and mechanical drawing  Sex education often still segregated SEGREGATION AND EDUCATION
  • 21.  Still unexplained differences in salaries  Minorities earning less than white counterparts  Student evaluations are gender based  Male evaluations show more bias than females(Sapiro,165)  Women more likely than men to pick a women as their “best” professor ( Sapiro,165) GENDER AND RACE
  • 22.  The higher the degree the lower in woman’s share  The higher the teaching position, the lower in woman’s share  Men hold higher percentages of educational governance WOMEN AS EDUCATORS
  • 23.  More women educators feel more stress over not having more personal time  Women also face more pressure to help balance family and work  Women hold less faculty positions than men EQUALITY IN HIGHER EDUCATION
  • 24.  Gender inequalities (while subtle) still exist in the class room.  Student evaluations are confidential  Students not aware of how they are evaluated  Unconscious sex discrimination in college and university prevalent in faculty promotion process THE GREAT GENDER DIVIDE
  • 25.  Education for women was historically about making them better wives or mothers  1990s controversy over “alternative lifestyle” education in the class room and its impact on traditional gender roles  Current research shows a woman’s education do not return the same monetary return as men  Well-educated women do face a glass ceiling (Duncan 1996)  Women’s education still considered a special topic WOMEN’S EDUCATION