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Women in Higher Education
Describe ways in which female college students in the era from 1920 to 1945 influence the present generation of female college students.
It would not be unreasonable to refer to women in the 1920 -- 1930 window of time in American history as pathfinders. Professor Mary McComb explains that in 1930 women workers and students "were perceived as larger threats" than in previous era; indeed, the "new women" in the 1930s received "a fair share of scorn" by pursuing higher education and entering the workforce in substantial numbers (McComb, 2006). But women did not back down. By competing with men for jobs, the female college student of the 1930s was "more suspect…" then her predecessors, and yet she marched forward with dreams and goals that were part of the "American Dream" (McComb, 2006).
In the 1930s women made up about 50% of the American workforce, McComb explains on page 21. By 1930, 96% of stenographers were female (up from 5% in 1870), having received a business education and having forged ahead with their own careers. The women of this generation certainly paved the way for women in education today.
Meanwhile, in 1945, following World War II, the large public coeducational institutions were admitting more women, and they "…created programs that served the higher educational needs of women" (O'Connor, 2010). Women took advantage of these opportunities as coeducational institutions "…became more and more common throughout the country," and this also opened the door for African-American females, O'Connor explains. The substantial number of women who attended colleges during that period -- and the programs that were developed due to the large number of women applying to attend colleges -- has certainly had an influence on today's female student
Analyze the factors, conditions, and values influencing present-day women to enroll in women's colleges.
Essayist Lisa Wolf-Wendel explains that in coeducational settings, women do not "necessarily" have the same positive experiences that men do (Wolf-Wendel, 2012)....
Nor are women as a rule treated equally or "equitably," in the classroom or on campus; moreover, research indicates that the climate for women at coeducational institutions is "chilly" (Wolf-Wendel, 2012). Studies referenced by Wolf-Wendel show that men on called on more often in coeducational colleges, and men's remarks in the classroom are "taken more seriously"; women are often "overshadowed" and even the "brightest" females tend to say very little within classroom dynamics.
Additional research by Wolf-Wendel reflects that the coeducational peer culture places emphasis on "the value of romantic relationships for women" while for men, the emphasis tends to be on "academics, athletics" and other future achievements. Multiple studies (qualitative and quantitative) reflect that women's colleges have a "direct, positive impact" on students, and graduates of women's colleges "express higher levels of self-esteem and leadership skills" (Wolf-Wendel, 2012). At women's colleges, showing leadership skills is not an option or an alternative, the author continues. In fact women are "obligated to hold all available leadership positions" and because there are no males seeking to seize those leadership assignments -- and hence no competition that distracts from scholarship and social dynamics -- this "…enables young women to gain confidence" (Wolf-Wendel, 2012). Moreover, at many women's colleges, professors simply do not allow women to "…use their backgrounds as an excuse for failure" (Wolf-Wendel, 2012).
Professor Barbara Bank (Women's Studies, University of Missouri-Columbia) reports on a survey that measured self-esteem for women at a women's college, a women's college that coordinates with a men's college, a coeducational college, and a men's college that recently went coeducational. Women were interviewed during their freshman and sophomore years and given this statement to respond to: "On the whole, I am satisfied with myself" (Bank, 2003). The only school of the four to see a marked jump in self-esteem was the women's college (30% of the women agreed with the statement their…
Works Cited
Bank, B.J. (2003). Contradictions in Women's Education: Traditionalism, Careerism, and Community at a Single-sex College. New York: Teachers College Press.
Carreon, S., Cassedy, A., Borman, K., and Dubeck, P.J. (2013). Women and Work: A
Handbook. Florence, KY: Routledge Publishing.
McComb, M.C. (2006). Great Depression and the Middle Class: Experts, Collegiate Youth
The New York Times. Retrieved July 5, 2014, from http://www.nytimes.com.
Retrieved July 5, 2014, from http://www.nber.org.
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