While Wollstonecraft talks about co-education, one can infer that women are at least educated on a basic level. Pizan lives in a society where royalty is still prevalent and societies’ thinking is very narrow. The era that Pizan lives in is very uneducated and women are looked as not having a life unless it benefits the man. Although Wollstonecraft parallels to that in a way, one can tell that women have a greater importance in her time period. Many debates have happened whether or not these women approach feminism for their time period.
People are also expecting more from marriage, and women especially are choosing to live alone due to feminist views. One reason for the growth in single hood could be the change in the law for divorce. In 1969 the Divorce Reform Act allowed people to divorce easier, as it meant they could put in place a no fault act. This meant that people didn't feel forced to stay in a marriage that made them unhappy. Furthermore, this would lead to a lot of people expecting more from relationships after getting divorced, as they wouldn't want to fall victim to what cause their last marriage to end again.
Since the early 1990’s, girls have begun to outperform boys at most levels of the education system. According to Pirie in Item A, the modular courses and continuous assessment found in education today has been seen to favour the systematic approach of girls, compared to the old O level exam which typically favoured boys. These changes within the education system are seen as the main result of gender differences in education, nevertheless, external factors such as the impact of feminism and changes in the job market may also have influenced the increase in girl’s attainment. Firstly, it may be argued that the way pupils are assessed has favoured girls and disadvantaged boys. Gorard found that the gender gap in achievement was stable from 1975 up until 1988 when it increased rapidly.
So this has contributed to how we see society today, people notice girls doing better in school and genuinely how people see education. Sue Sharpe researched and investigated the ambitions of girls in the 1970s and the 1990s and compared them. Her results showed a major change in the way the girls saw their future. In 1974 Sharpe interviewed girls and resulted in low aspirations such as wanting children, marriage, and love as their main priorities. By the 1990s Sharpe went back to the same school and interviewed girls again and they had changed their priorities to careers and being able to support themselves by being more dependent rather than relying on a husband.
Assess sociological explanations of gender differences in education (20 marks) Exams results for GCSE and A level have shown that girls are doing better than boys even in the traditional male subjects like maths and science, although boys are slightly improving, they are not improving as fast as girls are and this is dues to many external and internal factors. An external factor of why girls are achieving better than boys in education is because there is now changes in the attitudes, ambitions and roles of females in society. Sue Sharpe’s (1994) did a study on working class girls in the 1970’s and found that girls main priorities were love, marriage and family. She then did the study again in 1990’s and found that attitudes of females have changed as girls now believe a career and being independent is important. Sharpe’s believe this could be because of the changing attitudes of society in general towards women and the impact of feminism.
Mothers, as the child carriers, have been dubbed as primarily responsible for the care of the children while fathers have mostly been defined as heads of the family, breadwinners and protectors. 2. MOTHERHOOD Women have over the years tried to redefine themselves as more than just child bearers and carers by being more active in the workplace and the economy. However, this has done little to change the perception society and women themselves hold that, without the motherhood role, their lives are not complete. Newman (1995:268) puts it that women have been conditioned by society into believing that “having children is a primary source of self-identity”.
Living on a single income, with the husband supporting the family on his own sounds wonderful to a lot of women today, when husbands demand their wives work outside of the home. The "Women's Libbers" expect to be thanked, and do not understand why many women resent what they did. Society has changed so much that women may make quite a bit more money than men, and some husbands don't want to work at all. They are happy to be supported by their wives or girlfriends while they stay home and do anything they want to do. Unfortunately, what they want to do apparently does not include childcare or
Moreover, if a woman did not marry she would not be permitted to live independently. Instead, they either live under the responsibility of a male relative or more often join a convent or a nunnery. Single women were often associated with witches as people were suspicious of their nature. Similarly, women did not receive the same education as men. Upper class girls were tutored at home rather than going to school.
Some schools that are already taking only boys or girls such as boarding or private schools have proved that their achievements are way high when they are separate. Scholastic Aptitude Test scores are quite different, and their further performances such as in college showed how they have prepared and achieved in formal institutions. Each boy and girl can create synergy effects when they are being with same sex because they are easily to access and share about scholastic issues. Above the subsequent argument, the second reason is about the circumstance of education. Many schools are decided whether they are leading schools or not based on so-called mood or circumstance.
- What are the factor structure of girls’ education, girls’ self-esteem and women’s leadership? Hypothesis - Girls’ formal education can effectively influence women to become leaders - Girls’ formal education increases girls’ self-esteem - Self-esteem has an influence on their leadership - Girls’ formal education gives them skills and exposure that increases their self-esteem and helps them embrace their influencing power as women and become leaders 7. Scope of the