To some extent source 13 and 14 suggest that changes in schooling that took place in the second half of the 19th century did lead to some improvements in the role and opportunities of British Women due to more women in new lines of work and free education. However to a stronger extent sources 13, 14 and 15 suggest that changes in schooling and their impact on the role and opportunities of British Women were severely limited, due mainly to the extent of provision provided and most schools encouraged the traditional role of women (the angel in the house). On one hand the sources suggest that the changes in schooling did help to improve opportunities for women in the second half of the 19th century. The sources imply that schooling challenged the traditional Victorian ideal of ‘angel in the house’. Source 14 shows this by saying it “broke the mould” implying that women were one step further into breaking their stereotype and more opportunities which were opening up for them, by sending some students on to Higher Education.
Higher education also became available allowing for women like Dr. Elizabeth Blackwell, the first woman doctor, to play a role in the workplace as well as society. Colleges like Oberlin were also founded specifically for women to learn. Once a belittled housewife, after altering developments and movements, women began to hold stable jobs and be more properly educated thus benefiting the United States economy. Secondly, women and family life changed in part by the Second Great Awakening. This religious revival inspired reform movements among women, like more rights and a higher status in
Furthermore, girls in school were being encouraged to participate in more male dominant subject’s such as sports, and to aim higher in future career choices. Women also pursued better health care and position in law. Some major goals of feminist groups was to gain better access and development of birth control, and for a higher impartiality in court for cases such as sexual abuse. Equal pay was one of the most important issues the Women’s Liberation Movement confronted. The 18% of females employed in the 1960’s were only earning 70%
A mixture of these factors led to the change in the position of women in society, the increase in equality, especially legally, including the right to vote (legal factor), the increase in educational opportunities (social factor) meant that women chose to educate themselves before starting a family, the increase in work opportunities with laws banning unequal pay and sex discrimination (social/legal factor)and changing attitudes in society meant that it was socially acceptable for women to be employed whereas traditionally the wife would be the housewife and the husband would be the breadwinner and would financially support his family. Recently, the number of people dying has also decreased in the UK as there is an increase in life
They would work as stenographers, seamstresses, weavers, and typewriters. Some of these women wanted to have a new and exciting life. A life where they did not have to marry young and settle down, they were independent. Jobs opened up in retail establishments, offices, and factories, giving single, young women new options. Many states required both genders to have education.
Before we can discuss the “marks” of men and women, we must discuss the gender role. Sometimes we must ask ourselves, “What is gender?” Girls are taught by their family members and peers to act in feminine ways. As the child grows, it learns that certain expressions of its personality are appropriate to its sexual label, while others are not. Although times have changed, stereotypical images and ideas of women can still be found. For instance, women are known to be more intuitive, emotional, and submissive.
New forms of public life created by women - such as having an education, to fight for their equality of opportunity to get a career, fighting for their rights and changing their role from domesticity to public suffragists- reinforced their place in society. Women had many dramatic changes throughout the years dealing with their view as a woman, politics, labor force and popular culture. In the present, American women continued live in regard to work, family, sexuality, and political changes. A. Sara M. Evans is a distinguished scholar and Professor Emeritus of History at the University of Minnesota where she taught women's history since 1976. She studied women and gender studies as it can be seen by reading her book because of the knowledge she transmits about women’s history and all the stages women went through decades ago.
Part A: identify and explain two ways in which gender may affect a pupils experience of education (17 marks) Gender plays a big role in experience of education within the school system. One way that it does this is through is that girls valued romance more than education and so this had an impact on these girls as they were performing poorly in school, this was an interview done in the 1970s by the sociologist Sharpe (1976), he later did another interview with another group of girls in the 1990s and he had found out that they were more career orientated and this was said to be because of the different opportunities that these young girls were given due to new school systems, back in the 1970s males were given a larger amount of opportunities
Marriage started to be viewed as a union of two equal people seeking love, happiness and stability in the 19th century. The women's rights movements of the 19th century were responsible for changing society's attitudes towards women. The change in the role of women in the society came from an acknowledgment of the voice about the condition of women in the society (Helgren & Collen, 2010). The social and political movements in the French and the American Revolution also made women realize how a change from collective points of view could result in radical changes. Women's roles began changing drastically after a greater emphasis was made to change the traditional bound functions of women.
Equal opportunities policies In recent years there has been an emphasis on equal opportunities in schools. Policies like GIST (girls in science and technology) and WISE (women into science and engineering), aimed to encourage girls into areas that were traditionally seen as ‘male areas’. The introduction of the national curriculum in the 1988 Education Reform Act, also made it possible for everyone to study the same compulsory subjects. Positive role models in schools In recent years there has been an increase in the proportion of women occupying the role of Head teacher. These can act as positive role models for girls and something to strive for and to see other roles for them that are different from the housewife role.