World War 1 played a significant part in developing women's political rights in both positive and negative ways. World War one may have foiled the drive by women to gain political rights just as much or even more so then it helped. Pre war women did have working opportunities though very little compared to men, as they were seen as weaker and that their place was in the "home". Their employment was limited to the domestic service (cleaning or working as a servant) and secretarial work and not manual labor in factories or working class women often worked in the textiles industry. Women were lower paid and were restricted to do less skilled work, as they were considered incompetent.
To completely change tradition would result in chaos as he even foreshadows the downfall of the newly installed French government. To change the views of women in society, Wollstonecraft asserts that women should be properly educated as she states that “a little learning is required to support the character of gentleman…But in the education of women, the cultivation of the understanding is always subordinate to the acquirement of some corporeal accomplishment” (Wollstonecraft, 22). Once women are well educated, Wollstonecraft uses the word “friend” to describe the relationship between the husband and wife (Wollstonecraft, 28). The use of the word friend not only suggests social equality but, more importantly, intellectual equality. Traditionally, women have always been seen as entirely devoted to the domestic sphere of the family which over the years have
The fact that she had a son later reveals the unfair gender roles of the child, compared to the idea of if she had a daughter. By choice, the Third Princess became a nun and it’s believed by the Japanese that “a girl might seem to invite bad luck [if] the mother is a nun. But with a boy it makes no difference.” (Tale of Genji, pg. 648) Through superstition, the gender of a child coming into an Aristocratic heritage makes all the difference for the future of the family. A daughter would have had different requirements growing up and it was believed that the family might have been cursed with bad luck because the mother became a Nun.
Anderson points out that despite continuing occupational sex segregation, a lack of appropriate child care, and the lingering negative attitudes regarding female employment, women persisted in gaining employment and opening doors for themselves and later generations. The necessities of wartime America undermined a somewhat sex segregated labor market and the ideas that perpetuated it. Lacking national uniformity, local municipal government and attitudes greatly influenced the breath of change. Such themes arose was mobilization where employed several rationales in convincing women to pursue employment among them patriotism, the prestige of war workers, and “a stress on women’s capacities for nontraditional work.” For women themselves, several factors encouraged them to find work. While patriotism remained one, others such as economic necessity, escape from the home, desire for social independence, and preventing loneliness or anxiety provide a few examples.
In truth, it was likely rare that a medieval girl would stand up to her father in regards to the suitor that he picked for her. It was likely even rarer that a girl would hit her own father. These are things seen as deeply disrespectful, and in the Middle Ages, respect for elders was important. Why, then, do we see Birdy doing both of these things even though she lives in the Middle Ages? The book is written for modern Americans, and modern Americans would find it in severe distaste to see a girl being blindly obedient to her father even when what he asks of her goes against her own wishes.
Wollstonecraft was an advocate for women’s rights and through this we can see that “modern feminism in the English-speaking world begins with Mary Wollstonecraft’s bold appeals for women’s inclusion in public life overwhelmingly dominated by men”. She challenged views on the roles of males and females at a particular radical time in late eighteenth century England, and argued that the reason for women's inferiority in society was due to their lack of access to proper education. It was fundamental to her beliefs that women would hold a greater place in society through educational opportunities which was in direct contradiction to that of the historical and contemporary opinions held by men about women and women about themselves. This radical perception of Wollstonecraft’s had radical implications across society in relation to the woman’s status in the home, at work and in political circumstances. The perception that Mary Wollstonecraft presented to the late eighteenth century England was a radical notion which debated past ideas about women and their place in society.
Victoria motherhood is about making sacrifices and a strict adherence to morality. How far do you agree with the view that both Nora in Ibsen’s a dolls house and Mrs Arbuthnot in Wildes a woman of no importance are victims of a society biased in favour of men. In both “A Woman Of no Importance” and “A Doll’s House” Ibsen and Wilde present the victimisation of women in Victorian society, who were biased to men, in different ways. The Victorian ideologies that women were expected to follow where very restrictive in comparison to the twenty-first century views. The ideologies focus on domestic roles that a woman should partake in.
The effect of this had significantly disadvantaged women in workforce as they were disqualified with lack of acquired knowledge accessed at school. For instance the Leves v Haines case  where Melinda, a female student feels that she has suffered discrimination based on her gender which limited her and fellow peers in accessing ‘hand on’ male dominated subjects. Legal entities, such as the Equal Opportunity Tribunal have effectively demonstrated their responsiveness to Melinda’s plea in ruling her complaint through the belief that subject selection was limited as a result of gender. NGO’s have also greatly contributed their responsiveness in non-legal aspects in the changing rights of women in education, for e.g. World Vision International is an NGO that effectively communicates the responsibility of the State to finance girls’ education and the unique role other NGO’s can play in helping governments through advocating, partnering and complementing the work of the State in order ensure that all children enjoy their right to a quality gender-equitable education.
To what extent did the lives of women and young people change under Nazism? To a certain extent, the lives of women and young people changed significantly under Nazism, however many ideas that the Nazis appeared to introduce had already existed in Germany before, they were simply exaggerated and enforced. Most of the Nazi’s views on women and their roles in society were traditional and old fashioned, the opposite of the liberal ways during Weimar Germany. Nazi’s believed that the younger generations were very important for the success of Germany, and so they concentrated on educating and brainwashing them from an early age. The Nazi’s were fixed on the idea that a woman’s role was at home, being a mother and a wife.
The Women’s Right Movement changed the lives of the American Women for the better, due to gaining the right to vote, access to higher education, and the opportunity to enter the workforce. Before the reform movements of Women’s right, the American women were discriminated in society, home life, education, and the workforce. Women in the 1800s could not only vote, but they also were forbidden to speak in public. They were voiceless and had no self-confidence, they dependent men, since they had little to no rights (Bonnie and Ruthsdotter). Before the reform movement, the American Women were voiceless, they had no say in society, however the reform movement will soon change that.