Post Completion Of Section Two Of Women And Work

For centuries, women have been seen as lesser than men: the stereotype that females are the “weaker sex” barred them from opportunities to be seen as equal to men. Many believed that a woman should be relegated to domestic roles; jobs that were seen as too “soft” and feminine for a man to do. Women in Canada were not exempt from this expectation that the only job they should have was in the home. While this viewpoint is antiquated and restrictive towards women, it held merit in that women were the ones who stayed at home for generations while the men went out to work. However, the 20th century ushered in a new era for working women. Over the last century, women have proven their integral role in the Canadian workforce. Canadian women have

In regards to employment, women today can do paid work, but their work is usually menial, badly paid and lacking in status (Krieken et al, 2000). Kate Millet (1970) saw women as a reserve labour force who are made use of when they are needed (for example in war time) but are discarded when not required (Krieken et al,

Over the past few decades, great strides have been made by women in the workplace. This increased number in women in the workplace does not mean equality however. Even with equal qualifications and achievements, women are still not given all the opportunities that men have. The chapter in the textbook, “Gender at Work”, shows us more of these inequalities in the workplace. Such inequalities cause gender segregation of jobs and can be linked with the pay inequality in the labor force. Even in jobs that are predominantly filled by women, men earn more than women. Women are often stereotyped as being family focused and not as able to travel, therefore they tend to get passed up for promotions (Garson p.353). This invisible barrier that keeps women from moving up the executive ladder is referred to as the “glass ceiling” (Baxter and Wright p. 346). Women also tend to do more domestic work, or unpaid labor and caregiving. This extra unpaid work is referred to as “the third shift” and is largely rested on the shoulders of women (Gersel p. 352). Consequently, this seems to be one of the biggest things holding women back from taking on jobs that are normally considered male

Children and young people attend school expecting to be nurtured and taught by people who are both paid and unpaid, these adults will provide children and young adults with opportunities to learn and gain knowledge of a range of subjects.

To set the demographics, Lacy Elementary School is a 60-year-old neighborhood school. Originally built to accommodate 500 students, the school is now over capacity, reaching a high enrollment of 650 students. Located in an urban school district, a majority of the students qualify for the federal breakfast and lunch program. The district has recently experienced a new rezoning, and in result there are buses now bringing 200 students from the surrounding neighborhoods to the school. Lacy Elementary opens its’ doors at 7:30 a.m., although school doesn’t begin until 8:30 a.m. Teachers are not required to report to school until 15 minutes prior to school beginning, however, teacher assistants or paraprofessionals are paid a stipend to supervise students before and after school. Although they have this opportunity, there are only two individuals who have chosen to supervise in the breakfast program. To provide additional assistance, PTA volunteers and administration are currently helping supervise when able.

It has been a long and hard journey in Canada to attain gender equality between men and women. Today, most people are unaware of the discrimination in workplaces, schools, and everyday life. Due to the Famous Five who lead the Persons Case that stated women as official persons, and many heroic individuals who lead the Women’s Suffrage Movement, women now have more opportunities than ever before. The Canadian Labour Movement has helped improve many citizens’ careers including those of women, protecting them from discrimination, violence, and harassment at work. Saskatchewan feminism has followed a similar path to Canada concerning women’s rights, most often categorized into three influential periods of time. The gender pay gap is the difference of money that men and women make, that is a crucial example of gender inequality. Gender stereotypes have limited the ability of men and women, judging them with false ideas through the media. All of these have played a major part of women’s rights and gender equality today.

Additionally, Paula struggles staying focused and on-task during class instruction. Paula frequently gets lost and distracted with the material in front of her, but Paula makes up for it with her dedication to answer the question correctly. Frequently, Paula observes her peers respond during whole class discussions and also answers some of the questions asked during these discussions. The teacher uses these opportunities as a learning opportunity to highlight the correct answer or guide the students into saying the correct answer. It is great that Paula wants to participate in classroom discussions because she remains fully engaged and frequently offered the opportunity to state his own understandings about the concept or skill he is being taught. Drawing on this observation and the use of intervention work, the teacher can plan future opportunities to allow the students to not only communicate their understandings about the content they are being taught, but to also further drive in the content he is being

All of the children at the daycare were playing, waiting for their parents to arrive and pick them up. The teacher assistant was fairly new, and still getting used to the schedule and rules all the children and staff had to follow. Several of the kids’ parents seemed to come rather late, so the new assistant decided it would be fine for the kids to play with the daycare toys until they were ready leave. The youngest pupil was four, and the oldest had just turned seven, so all the children were undeniably messy and careless during almost all of their lives. The assistant’s excused themselves temporarily, the newbie could definitely handle the remaining children and if not it could help teach and improve her skills.

She always knew that she wanted to be a teacher but before becoming a teacher at the University of Rhode Island she worked in a Pediatric Hospital. She then did private practice in a doctor’s office, became a part time teacher at URI for 2 ½ years and this is her first year full time at URI.

History has proven that even in the early rural communities, along with the traditional role, women would do work outside with men on farms. At the end of the 19th century, in Canada, when factories started replacing the family as the main productive unit, women comprised of thirteen percent of the labor force (“Women in”). During WWI women replaced many men who had to join the army. After the WWII, during the great depression, women were hired to do men’s jobs (“Women in”). Even today women continue to contribute economically through their domestic and professional work. In fact, it has been found that a homemaker’s work alone is worth approximately 100,000 dollars in the job market (Moran). Their area of expertise varies from being a teacher, finance manager, cleaner, gardener, chef, driver, to personal child care provider (Moran). Women have proven their capability and shown their multi skills, but they are still the victim of gender wage

In the beginning, he captures the reader’s attention by stating different scenarios of women in Nova Scotia. He then proceeds to layout his pages by the status and wages of women. He discusses the status of women compared to men, and then the status of single and married women. His structure was effortless and captivating for the reader because it was uncomplicated. The article is a simple read, which means the information was more comprehensible.

With the rise of the modern age economic survival has become difficult for families based on a single income. This economic need along with modern attitudes toward gender equality has resulted in women being represented in the workforce in greater numbers. However, until the 1960’s women faced severe discrimination when trying to enter and maintain a position in the workforce. Often qualified women would be passed over for men with less experience and education. Employers were fearful that women were too emotional and were not equipped to handle the stress of the work environment. Also driving the decision to not hire or promote women was the concern over the additional health care expenses and leave time pregnant

In the quite hours of early morning my mother rises out of bed, as she has done every morning for the past twenty-two years. She quietly begins her long day by making tea and cooking breakfast. Before the day ends, my mother would have cooked several meals, cleaned several times and worked a full time job. My mother’s daily routine is not unique and has historically been done by women for centuries. Even today, women are supposed to do it all, have a family, and take care of the house/children and work full-time. Women who are in the workforce are unpaid and the work they do at home is viewed as inferior. They often deal with sexism and racism in the workplace. Changes in law and our thought process need to occur to create and an equitable system of work for all women.

Women have experienced a historic situation of inequality in the social as well as professional aspects. Women were normally the ones that would take care of children, do the chores in the house, and in rural areas; they would work in the field with the rest of the family. However, today’s women have become more self-sufficient and independent from the predominant male figure within every historical family. Gender inequality in the workplace is becoming less common; yet, gender is a factor that affects men and women. Especially women have been subjected to a historical discrimination that has influenced society to decide which job is more suitable for women than men. However women have confronted and tried to break down the barriers that

The classroom follows a partial day inclusion program. Ms. Welsh’s classroom on the second floor of Village School is considered their base area. The student’s belongings are all kept in the classroom upstairs and they spend the majority of their time there throughout the day. All students are taught by both teachers for math, science, and social studies. For reading and writing, Ms. Wilush teaches three students in a pull-out resource room on the first floor of the building. When it is time for students to review those lessons, the three students make their way down to Ms. Wilush’s classroom with the folders and other materials they may need. Once reading and writing periods are completed, the students either return to Ms. Welsh’s classroom or go to an alternate room for specials such as art or music. Ms. Wilush and Ms. Welsh’s relationship can be described as both friendly and professional. Ms. Welsh is currently going to graduate school for special education, so she is learning a lot from Ms. Wilush’s work. At the same time, Ms. Wilush is taking the opportunity to learn from such an experienced teacher as Ms. Welsh who has taught for ten years. They believe that the best way to work efficiently and achieve the most success for each student is