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Women in Higher Education: Past and Present Barriers to Access, Causes, And Solutions
My research will focus on historical and present barriers to women's access to higher education. The thesis of my argument is that economic, social, and psychological barriers have historically existed for women wishing to pursue higher education, and that many of these linger for women today, even if (supposedly) to a lesser extent. I may conclude based on exhaustive research and analysis combined, that discrimination against women in higher education did exist; does in fact continue to exist, and to a greater extent than might be recognized by higher education administrators, faculty; counselors, and others; that such discrimination has been and continues to be detrimental, for women and for society as a whole: economically, socially and otherwise. I may also conclude that such discrimination against women in terms of higher education access,...
Discrimination of this sort is illegal. Those colleges, universities, professional and graduate schools, and other institutions of higher learning practicing it today are, and should increasingly be, subject to legal actions that are, in many such cases, now insufficiently and far too sporadically enforced. Therefore, I shall argue, in order to eradicate barriers to access to higher education for women, we must seek change in current attitudes and practices of institutions of higher education. I will provide suggestions and rationales for programs and practices within higher educational institutions, some of which are in effect today in some places, such as women's re-entry programs, counseling geared toward women students, and better access to financial, child care, and other assistance for today's female college, university, graduate school, and professional school students, many of whom are older, more ethnically diverse, and more diverse in terms of background, learning ability, and other abilities than in the past.
I intend to prove my thesis by first exhaustively researching women's access to (or the lack thereof) higher educational opportunities, both…
I intend to prove my thesis by first exhaustively researching women's access to (or the lack thereof) higher educational opportunities, both past and in the present. By using references, both historical and current, including books; scholarly articles; magazine articles; government documents, and various other sources, I shall trace patterns of higher educational discrimination, or limits to access, for women, and analyze key social, economic, and other factors that have in the past contributed to limiting women's access, and that in many ways continue to do so. In order to overcome these barriers to women's higher education access once and for all, I shall use my sources, combined with my own analysis, to suggest that social attitudes about women, about the importance (and necessity) of women's higher education, and current beliefs about the economic and social importance of higher education for women, by society and even among many women themselves, must change to reflect present-day realities.
I will use my sources to support and help prove the main ideas in my thesis, beginning with historical works (for example, The Higher Education of Women, 1866 (Davis 2003); Pioneers of Women's Education in the United States: Emma Willard, Catherine Beecher, Mary Lyon (1931), and then more current works, which discuss the problem as it exists today, and offer suggestions on how to solve it.
The conclusions I will draw will include the patterns I will identify in the ways women have been discriminated against in higher education in the past; the ways women are discriminated against in higher education now, and the ways that colleges, universities, graduate and professional schools, and other institutions of higher education might now move forward to begin to rectify the lingering problem of discrimination against women in higher education. Through this investigation, I will hope to provide some real information as to historical patterns of, and social and economic reasons for such discrimination against women in higher education, reasons some of these same barriers linger now, and what we as a society can begin to do to erase these barriers once and for all.
Women's Higher Education From 1920 To 1945 The female college students from 1920 to 1945 have had a lasting impact on women's education in the United States, which is not surprising since that generation of women was the first generation to attend colleges or universities in large groups. One of the most significant impacts is that they helped shift the face of higher education, so that women at colleges and universities
Higher Education In Colonial America, a woman acquiring higher education was an impossible thing as the masculine gender was given preference in the colleges. The American society was against women education as it was believed that women won't be able to make use of higher education. As a consequence, people held the opinion that if women would be employed in particular fields, it would prove as improper or inequitable to the
Three appendices provide information on workshop participants and strategies to improve educational opportunities for girls. (Rihani and Prather, 2003) The work entitled: "Gender and Development in the Middle East and North Africa: women and the Public Sphere" states that gender inequality is the "...differential access to opportunity and security for women and girls" and that this has become an issue that is "important and visible...for the economies of the Middle
Higher Education 1970 -- 2000 Between 1970 and 2000, many changes took place in higher education. One of the largest ones was among the student population. Many more women started going to college, in some fields eclipsing the men who were attending classes for a better education and a more fulfilling career (Commission, 2006). That was not the only issue where the student body was concerned, though. Another large change was
Women's Education 1840s An Analysis of Women's Education in the 1840s Women in both Britain and America were set to receive greater attention in the realm of academia in the 1840s than they had in decades prior. The Bronte sisters had both begun their writing careers that same decade and Elizabeth Gaskell's first novel was published at the end of it. Mary Shelley had been writing for nearly three decades already --
Higher Education Leadership Purpose Statement The purpose of higher education leadership is to ensure organizational learning through the induction of most qualified men and women in educational institutions, at the same time keeping pace with rapidly changing educational standards by applying modern teaching and research methodologies, to embrace flexibility and creativity in virtual learning of diversified workforce across the globe. Higher education leadership aims to win the commitment and loyalty of