The Gender Issue Of The British Educational System Influenced The Educational Theory And Provisions

Judith Sargent Murray’s On the Equality of the Sexes reveals the struggles women had in the 17th-18th centuries when it came to equal education opportunities. Women were expected to become people of domestication while men had many opportunities to expand their minds and be ambitious, and be leaders. Women were expected to focus on taking care of their family, not to have minds of their own. They wanted change.

Whilst there are factors outside school, internal factors also impact gender differences in educational achievements hugely. According to Tony Sewell, boys fall behind in education because schools have become more 'feminised', as indicated in Item A. This means that feminine traits such as methodical working and attentiveness have

Gender refers to the socially constructed categories of feminine and masculine. It is one of the major factors in social difference and inequality in today’s society. Gender inequality refers to unequal treatment or perceptions of individuals based on their gender. It arises from differences in socially constructed gender roles. Using a paragraph based approach I intend to individually analyse various aspects of gender differences referencing to the theory of socialisation and also making links to the works of Marx, Durkham and Goffman. My essay will cover different aspects of gender inequalities still present in today’s contemporary society.

Sexism has been observed throughout history. There was once a time where women were denied an education, the

In addition to education, Wollstonecraft brings the philosopher Jean-Jacques Rousseau to the reader’s attention because he claims that women should not feel independent, and they should be a man’s companion. “…In 1792 the British writer Mary Wollstonecraft directly confronts Rousseau’s views of women and their education…” This “initiated a debate that echoed throughout the centuries followed.” Even today, this debate is still prevalent among both young and old people.

Before 1840 women were viewed as something that needed to be taken care of. They could not own property, fathers would not mention their daughters in their wills, women could not be treasurer of their own companies, it was the husband’s responsibility. Only seven vocations were available to them outside of the home in the late 1840’s; widows would receive no share of her husband’s property or his families, and if one did not marry or remarry she had to enter one of the few employments for her or be a charity case for her relatives. When factory jobs became available to women they were quickly taken because it gave women a way to be independent and not a burden to their loved ones, but earn and spend their own money however the wished. For once

Society’s understanding of gender roles debate about gender equity and have always been connected to the social roles that men and women we assigned to shape Americans views of education for girls and boys. What has also been affected is race and social class between females and males who attend schools. Ideas of what women and men are suppose to be and do have cut across different classifications. Ending unfairness in schools has rested on change to gender roles mainly women.

Throughout the colonial period education was limited to both men and women, but was even more limited to women. There was a gap in education between males and females for education. Males were more likely to go to school than females due to the facts that you had to pay for schooling. There was also the fact a woman 's education depended on their race, class, and location.

Yet, for the next fifty years, the class division, factions and inequalities noted in 1917 by Fisher and the WEA would continue to permeate the English education system, with social class and gender continuing to shape educational experiences. Considering this, this essay will explore how issues of class and gender have affected educational experiences in the years since 1918, with

Education was not equal between the sexes and neither between the classes. Gentlemen were educated at home until they were old enough to attend well-known or lesser schools. A lady’s schooling was

This change was a step forward for women in democracy and education. However, despite the suffrage and feminist movements, the social hierarchy of man prevailed and women were still not thought of as equal. Educationally, resources and opportunities remained limited and some separate schooling continued (Stern,

Doing the usual traditional expectations for the women in the 19th century, not many women had the same opportunities or chances for education as men. Not many people wanted to see women receiving higher education than the men. Women had no political activity interaction. The women didn’t have the chance to vote, and in Great Britain under the British common law had acknowledge that the women were barely being considered people at all.

The late 18th century can be known as the historical period of the Enlightenment. During this time, society was undergoing drastic changes that would impact people even today. These changes were known as “reforms,” and played a big role in politics and ruling during this time period. One of the bigger reforms of this time was that which would grant women a higher education and place them in a position closer to their male counterparts. The enlightenment authors, Jean Jacques Rousseau and Mary Wollstonecraft, took part in a debate in which they argued about the purpose and education of women. In an article recently written in The New York Times by Nicholas

Women and Universities in post- World War II British society were trying to balance the same issues of their feminine and masculine. In his article, “Send Us More Arms!” Bringing British Women into war production through films in World War II, Richard Croucher Women are the creators in society because they bare life in the form of children. Before World War II women were only really seen through the feminine lens of their personhood because that is how their society wanted to see them. Their bodies belong to their husbands and children. When the second World War took all the men to fight in the war, women entered the work place and from there, they gain a public and formal recognition that they are as strong and could work just as hard as their husbands and raise a family. They were given freedom to explore their abilities and have a family but that all changed when the men came back, and the war was off. In her article, Public Memory or Public Amnesia? British Women of the Second World War in Popular Films of the 1950s and 1960s, Penny Summerfield argues that women were expected to go back and enjoy their lives as wife and mother. Women had to stand up and say that they were able to do both. This is when women became their own people and achieved balance between their masculine and feminine sides. This lead to a more balance understanding within the university and the society.

In the early 1700’s when America was first being founded young boys were being taught in schools or in homes while girls were not allowed in these places. As time went on in the late 1700’s and early 1800’s, girls were allowed to attend school. One of the most critical events in the history of education for women’s education was the creation of the Ladies Academy in 1787, which was an all- female school, which was primarily taught by men. The 1800’s were the most important changes for education for women. In 1815 the Female Seminary Movement began and was led by women whose goals were to offer