Mary Ann Mason and Eve Mason Ekman
- Published in print:
- 2007
- Published Online:
- May 2012
- ISBN:
- 9780195182675
- eISBN:
- 9780199944019
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195182675.003.0002
- Subject:
- Sociology, Marriage and the Family
Choosing to enter a high-status male-dominated profession requires years of additional training, financial sacrifice, and hard work. This chapter argues that although some ambitious young ...
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Choosing to enter a high-status male-dominated profession requires years of additional training, financial sacrifice, and hard work. This chapter argues that although some ambitious young women—especially those in sciences—may encounter discrimination and an uncompromising, female- and family-unfriendly environment, women are entering graduate programs in record numbers with the confidence that they will be successful in their careers. Guidance from a mentor is a key determinant of women's success during the formative student years, when women are faced for the first time with critical career and family choices. While graduate school is a time to refine academic and professional skills, it is also a time when many women consider marriage and family. Young women today believe they should have years to focus on their own development and careers without the hindrance of family obligations.Less
Choosing to enter a high-status male-dominated profession requires years of additional training, financial sacrifice, and hard work. This chapter argues that although some ambitious young women—especially those in sciences—may encounter discrimination and an uncompromising, female- and family-unfriendly environment, women are entering graduate programs in record numbers with the confidence that they will be successful in their careers. Guidance from a mentor is a key determinant of women's success during the formative student years, when women are faced for the first time with critical career and family choices. While graduate school is a time to refine academic and professional skills, it is also a time when many women consider marriage and family. Young women today believe they should have years to focus on their own development and careers without the hindrance of family obligations.
R. D. Anderson
- Published in print:
- 2004
- Published Online:
- January 2010
- ISBN:
- 9780198206606
- eISBN:
- 9780191717307
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198206606.003.0017
- Subject:
- History, European Modern History
The admission of women to universities stretched over several decades. The process was determined by factors which included religion and the organization of girls' secondary education. The countries ...
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The admission of women to universities stretched over several decades. The process was determined by factors which included religion and the organization of girls' secondary education. The countries which admitted women early — notably France, Belgium, and Switzerland — attracted women students from other countries, and in the early years the main demand was for medical education. The influx of Russian women students to Switzerland, driven partly by political persecution, was especially notable. Germany was the last major country to open its universities, but by 1914 the presence of women was everywhere accepted, though as a minority with a limited range of career possibilities.Less
The admission of women to universities stretched over several decades. The process was determined by factors which included religion and the organization of girls' secondary education. The countries which admitted women early — notably France, Belgium, and Switzerland — attracted women students from other countries, and in the early years the main demand was for medical education. The influx of Russian women students to Switzerland, driven partly by political persecution, was especially notable. Germany was the last major country to open its universities, but by 1914 the presence of women was everywhere accepted, though as a minority with a limited range of career possibilities.
Mary Ann Mason and Eve Mason Ekman
- Published in print:
- 2007
- Published Online:
- May 2012
- ISBN:
- 9780195182675
- eISBN:
- 9780199944019
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780195182675.003.0006
- Subject:
- Sociology, Marriage and the Family
This chapter notes that even persistent, successful women will fall short of reaching the very top leadership positions in their field, and most will not be paid equitably. In all of these ...
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This chapter notes that even persistent, successful women will fall short of reaching the very top leadership positions in their field, and most will not be paid equitably. In all of these professions, there is a well-documented disparity between the pay that senior men and senior women receive. Wall Street Journal coined the term “glass ceiling” to describe the apparent barriers that prevent women from reaching the top of the corporate hierarchy. The elusive top leadership positions are sometimes referred to as the “second glass ceiling,” acknowledging that while many women have achieved powerful positions which were originally beyond their grasp—professor, partner, editor—many more have failed to rise to the pinnacle leadership positions. Women can expect equal treatment with men as students but not equal representation in the faculty or in other top leadership roles.Less
This chapter notes that even persistent, successful women will fall short of reaching the very top leadership positions in their field, and most will not be paid equitably. In all of these professions, there is a well-documented disparity between the pay that senior men and senior women receive. Wall Street Journal coined the term “glass ceiling” to describe the apparent barriers that prevent women from reaching the top of the corporate hierarchy. The elusive top leadership positions are sometimes referred to as the “second glass ceiling,” acknowledging that while many women have achieved powerful positions which were originally beyond their grasp—professor, partner, editor—many more have failed to rise to the pinnacle leadership positions. Women can expect equal treatment with men as students but not equal representation in the faculty or in other top leadership roles.
Janet Howarth
- Published in print:
- 1994
- Published Online:
- October 2011
- ISBN:
- 9780198229742
- eISBN:
- 9780191678912
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198229742.003.0013
- Subject:
- History, British and Irish Modern History
This chapter examines female students at Oxford during the period from 1914 to 1970. The introduction of women students to Oxford had come about as a result of the work of mid-Victorian dons towards ...
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This chapter examines female students at Oxford during the period from 1914 to 1970. The introduction of women students to Oxford had come about as a result of the work of mid-Victorian dons towards extending the university. They were mostly husbands and fathers of women who shared their interest in providing higher education for teachers and access to the world of learning for women. The case for increasing the proportion of women at Oxford was justified from the 1950s to the 1970s by the success of women's colleges in achieving a higher proportion of second-class degrees than the men's colleges.Less
This chapter examines female students at Oxford during the period from 1914 to 1970. The introduction of women students to Oxford had come about as a result of the work of mid-Victorian dons towards extending the university. They were mostly husbands and fathers of women who shared their interest in providing higher education for teachers and access to the world of learning for women. The case for increasing the proportion of women at Oxford was justified from the 1950s to the 1970s by the success of women's colleges in achieving a higher proportion of second-class degrees than the men's colleges.
R. D. Anderson
- Published in print:
- 2004
- Published Online:
- January 2010
- ISBN:
- 9780198206606
- eISBN:
- 9780191717307
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198206606.003.0016
- Subject:
- History, European Modern History
The story of universities in Russia is inseparable from politics, as they had a fraught relationship with the state and generated the dissident intelligentsia. Western-style universities were founded ...
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The story of universities in Russia is inseparable from politics, as they had a fraught relationship with the state and generated the dissident intelligentsia. Western-style universities were founded only in 1803, on the German model, but had rooted themselves in Russian society by the 1860s, when they benefited from the relaxation of intellectual control under Alexander II. In the 1880s reaction returned, and was countered by the growth of populism and socialism among students, often turning to violence. Russification and stringent quotas on Jewish students were negative features of the Tsarist system. The 1905 revolution produced a brief flowering of freedom, but was again followed by repression which choked off evolution towards a common European pattern. On the other hand, the scientific achievements of Russian universities were considerable, and although women were not admitted to the universities themselves, the percentage attending female higher education institutions was remarkably high.Less
The story of universities in Russia is inseparable from politics, as they had a fraught relationship with the state and generated the dissident intelligentsia. Western-style universities were founded only in 1803, on the German model, but had rooted themselves in Russian society by the 1860s, when they benefited from the relaxation of intellectual control under Alexander II. In the 1880s reaction returned, and was countered by the growth of populism and socialism among students, often turning to violence. Russification and stringent quotas on Jewish students were negative features of the Tsarist system. The 1905 revolution produced a brief flowering of freedom, but was again followed by repression which choked off evolution towards a common European pattern. On the other hand, the scientific achievements of Russian universities were considerable, and although women were not admitted to the universities themselves, the percentage attending female higher education institutions was remarkably high.
Laura Kelly
- Published in print:
- 2012
- Published Online:
- January 2013
- ISBN:
- 9780719088353
- eISBN:
- 9781781704622
- Item type:
- chapter
- Publisher:
- Manchester University Press
- DOI:
- 10.7228/manchester/9780719088353.003.0004
- Subject:
- History, Cultural History
This chapter examines the women who decided to matriculate in medicine at Irish institutions in the period 1885–1922. It reveals that women medical students tended to come from well-to-do backgrounds ...
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This chapter examines the women who decided to matriculate in medicine at Irish institutions in the period 1885–1922. It reveals that women medical students tended to come from well-to-do backgrounds and tended to attend the university closest to them, for financial reasons, although their choice of university also hinged on their religious beliefs and on which universities were open to women at the time. The reasons why women (and men) decided to take up medicine in the late nineteenth and early twentieth centuries are also discussed, and the chapter suggests that women students took up medicine as a result of personal experience, a sense of vocation and encouragement from their secondary schools.Less
This chapter examines the women who decided to matriculate in medicine at Irish institutions in the period 1885–1922. It reveals that women medical students tended to come from well-to-do backgrounds and tended to attend the university closest to them, for financial reasons, although their choice of university also hinged on their religious beliefs and on which universities were open to women at the time. The reasons why women (and men) decided to take up medicine in the late nineteenth and early twentieth centuries are also discussed, and the chapter suggests that women students took up medicine as a result of personal experience, a sense of vocation and encouragement from their secondary schools.
Laura Kelly
- Published in print:
- 2018
- Published Online:
- September 2018
- ISBN:
- 9781786940599
- eISBN:
- 9781786945037
- Item type:
- chapter
- Publisher:
- Liverpool University Press
- DOI:
- 10.5949/liverpool/9781786940599.003.0007
- Subject:
- History, History of Science, Technology, and Medicine
This chapter examines the experiences of women who studied at Irish medical schools and hospitals from the 1880s to 1940s. Previous research has suggested that the first generation of female medical ...
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This chapter examines the experiences of women who studied at Irish medical schools and hospitals from the 1880s to 1940s. Previous research has suggested that the first generation of female medical students at Irish institutions had largely positive educational experiences and were treated in a paternalistic and supportive manner by their professors and fellow students, in contrast with their counterparts in Britain. However, in spite of this, it is clear that Victorian arguments against women studying medicine prevailed. In the student press, female medical students were presented as the ‘other’ and characterised as studious, bookish, cold, defeminised or alternately as obsessed or unconcerned with their appearances. It is clear, that although women and men were largely educated together for all subjects, with the exception of anatomy dissections, that women occupied a separate social sphere from the male students. Drawing on student magazines, Irish doctors’ memoirs, newspapers and the minute books of medical student societies, this chapter evaluates attitudes to women studying medicine and the educational and extra-curricular experiences of these women and how they fitted in within a very masculine sphere. In addition, this chapter will also explore women’s day-to-day student lives and the challenges they faced in pursuit of their education.Less
This chapter examines the experiences of women who studied at Irish medical schools and hospitals from the 1880s to 1940s. Previous research has suggested that the first generation of female medical students at Irish institutions had largely positive educational experiences and were treated in a paternalistic and supportive manner by their professors and fellow students, in contrast with their counterparts in Britain. However, in spite of this, it is clear that Victorian arguments against women studying medicine prevailed. In the student press, female medical students were presented as the ‘other’ and characterised as studious, bookish, cold, defeminised or alternately as obsessed or unconcerned with their appearances. It is clear, that although women and men were largely educated together for all subjects, with the exception of anatomy dissections, that women occupied a separate social sphere from the male students. Drawing on student magazines, Irish doctors’ memoirs, newspapers and the minute books of medical student societies, this chapter evaluates attitudes to women studying medicine and the educational and extra-curricular experiences of these women and how they fitted in within a very masculine sphere. In addition, this chapter will also explore women’s day-to-day student lives and the challenges they faced in pursuit of their education.
- Published in print:
- 2009
- Published Online:
- June 2013
- ISBN:
- 9780804762533
- eISBN:
- 9780804773386
- Item type:
- chapter
- Publisher:
- Stanford University Press
- DOI:
- 10.11126/stanford/9780804762533.003.0005
- Subject:
- History, European Modern History
Women comprised the vast majority of undergraduates in the United States who went to study in France in the 1920s and 1930s. This chapter examines the unique experience of American women students who ...
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Women comprised the vast majority of undergraduates in the United States who went to study in France in the 1920s and 1930s. This chapter examines the unique experience of American women students who had to deal with gendered national stereotypes from both sides of the Atlantic during their junior year in France. Two of these stereotypes—the French jeune fille (the submissive, chaste, sheltered daughter of the respectable bourgeoisie) and the American girl (excessively independent, outspoken, and even sexually promiscuous)—shaped the experiences of American women students in France between the wars. By negotiating these stereotypes, American women students were able to reassess American and French cultures in very distinct ways, and, in addition, constructed original, individual feminine identities that reflected this new understanding, along with newly acquired confidence and self-reliance from studying and living in France. Women's participation in study abroad between the wars played a key role in its resumption after 1945.Less
Women comprised the vast majority of undergraduates in the United States who went to study in France in the 1920s and 1930s. This chapter examines the unique experience of American women students who had to deal with gendered national stereotypes from both sides of the Atlantic during their junior year in France. Two of these stereotypes—the French jeune fille (the submissive, chaste, sheltered daughter of the respectable bourgeoisie) and the American girl (excessively independent, outspoken, and even sexually promiscuous)—shaped the experiences of American women students in France between the wars. By negotiating these stereotypes, American women students were able to reassess American and French cultures in very distinct ways, and, in addition, constructed original, individual feminine identities that reflected this new understanding, along with newly acquired confidence and self-reliance from studying and living in France. Women's participation in study abroad between the wars played a key role in its resumption after 1945.
Banu Subramaniam (ed.)
- Published in print:
- 2014
- Published Online:
- April 2017
- ISBN:
- 9780252038655
- eISBN:
- 9780252096594
- Item type:
- chapter
- Publisher:
- University of Illinois Press
- DOI:
- 10.5406/illinois/9780252038655.003.0009
- Subject:
- Society and Culture, Gender Studies
This chapter examines how the links between a scientific identity and a masculine one have come to shape the culture of science, and considers an alternate vision where “woman” and “science” are not ...
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This chapter examines how the links between a scientific identity and a masculine one have come to shape the culture of science, and considers an alternate vision where “woman” and “science” are not rendered as incompatible identities. It recounts a National Science Foundation (NSF)-funded project to open conversations between faculty and students in the sciences about the culture of science and the mentoring of women graduate students. As a central concern of the research was to attend to the power inequities between faculty and students, the project was designed to create a dialogue between faculty and students through facilitators without them knowing each other's identity. The student and faculty groups met independently and heard about the responses through the work of two facilitators without meeting each other. Therefore, the identity of participants in any group remained anonymous to the other groups.Less
This chapter examines how the links between a scientific identity and a masculine one have come to shape the culture of science, and considers an alternate vision where “woman” and “science” are not rendered as incompatible identities. It recounts a National Science Foundation (NSF)-funded project to open conversations between faculty and students in the sciences about the culture of science and the mentoring of women graduate students. As a central concern of the research was to attend to the power inequities between faculty and students, the project was designed to create a dialogue between faculty and students through facilitators without them knowing each other's identity. The student and faculty groups met independently and heard about the responses through the work of two facilitators without meeting each other. Therefore, the identity of participants in any group remained anonymous to the other groups.
Stephanie Y. Evans
- Published in print:
- 2008
- Published Online:
- September 2011
- ISBN:
- 9780813032689
- eISBN:
- 9780813039299
- Item type:
- chapter
- Publisher:
- University Press of Florida
- DOI:
- 10.5744/florida/9780813032689.003.0002
- Subject:
- History, African-American History
Before the dawning of the Civil War, over 250 institutions offered college-level education however only a select few catered to black or women students. The most notable of them were Oberlin, ...
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Before the dawning of the Civil War, over 250 institutions offered college-level education however only a select few catered to black or women students. The most notable of them were Oberlin, Antioch, Wilberforce, Hillsdale, Cheyney, Lincoln, and Berea. This chapter discusses and explores the antebellum period and highlights the social conditions which the women faced in their quest for educational attainment. Before 1865, women, particularly black women, were subject to violent reprisals, racism, and discriminatory school policies. For instance, in 1833, mob violence destroyed the Prudence Crandall's school for black girls in Connecticut. In addition to racism and the increasing tightening access to intellectual development, the pervasive system of slavery also imposed a great challenge on the efforts of black women for intellectual democracy and access. While some women were successful in attaining education, they were indoctrinated into a specific knowledge and were often subjects of character assassination that degraded and stereotyped black women.Less
Before the dawning of the Civil War, over 250 institutions offered college-level education however only a select few catered to black or women students. The most notable of them were Oberlin, Antioch, Wilberforce, Hillsdale, Cheyney, Lincoln, and Berea. This chapter discusses and explores the antebellum period and highlights the social conditions which the women faced in their quest for educational attainment. Before 1865, women, particularly black women, were subject to violent reprisals, racism, and discriminatory school policies. For instance, in 1833, mob violence destroyed the Prudence Crandall's school for black girls in Connecticut. In addition to racism and the increasing tightening access to intellectual development, the pervasive system of slavery also imposed a great challenge on the efforts of black women for intellectual democracy and access. While some women were successful in attaining education, they were indoctrinated into a specific knowledge and were often subjects of character assassination that degraded and stereotyped black women.
Donna Sinclair
- Published in print:
- 2018
- Published Online:
- May 2019
- ISBN:
- 9780252042003
- eISBN:
- 9780252050749
- Item type:
- chapter
- Publisher:
- University of Illinois Press
- DOI:
- 10.5622/illinois/9780252042003.003.0016
- Subject:
- History, Social History
This chapter focuses on the personal, social, and historical contexts that shaped Donna Sinclair’s career as a feminist historian. The story of Sinclair’s trek to the 2013 Prelinger Award took root ...
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This chapter focuses on the personal, social, and historical contexts that shaped Donna Sinclair’s career as a feminist historian. The story of Sinclair’s trek to the 2013 Prelinger Award took root in a divorce that left the former army wife alone with three small children. Returning to school reshaped her identity, provided purpose, and led to her life’s work as an oral and public historian, educator, and social justice advocate. In this essay, Sinclair engages in the self-scrutiny that oral historians so often ask of their narrators. As recommended by Antonia Castaňeda, she digs into “the silences, gaps, and interstitial spaces” of experience to examine her journey to the Prelinger and beyond.Less
This chapter focuses on the personal, social, and historical contexts that shaped Donna Sinclair’s career as a feminist historian. The story of Sinclair’s trek to the 2013 Prelinger Award took root in a divorce that left the former army wife alone with three small children. Returning to school reshaped her identity, provided purpose, and led to her life’s work as an oral and public historian, educator, and social justice advocate. In this essay, Sinclair engages in the self-scrutiny that oral historians so often ask of their narrators. As recommended by Antonia Castaňeda, she digs into “the silences, gaps, and interstitial spaces” of experience to examine her journey to the Prelinger and beyond.
Roderick A. Ferguson
- Published in print:
- 2012
- Published Online:
- August 2015
- ISBN:
- 9780816672783
- eISBN:
- 9781452947112
- Item type:
- book
- Publisher:
- University of Minnesota Press
- DOI:
- 10.5749/minnesota/9780816672783.001.0001
- Subject:
- Education, Educational Policy and Politics
In the 1960s and 1970s, minority and women students at colleges and universities across the United States organized protest movements to end racial and gender inequality on campus. African American, ...
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In the 1960s and 1970s, minority and women students at colleges and universities across the United States organized protest movements to end racial and gender inequality on campus. African American, Chicano, Asian American, American Indian, women, and gay and lesbian activists demanded the creation of departments that reflected their histories and experiences, resulting in the formation of interdisciplinary studies programs that hoped to transform both the university and the wider society beyond the campus. This book traces and assesses the ways in which the rise of interdisciplines—departments of race, gender, and ethnicity; fields such as queer studies—were not simply a challenge to contemporary power as manifest in academia, the state, and global capitalism but were, rather, constitutive of it. The book delineates precisely how minority culture and difference as affirmed by legacies of the student movements were appropriated and institutionalized by established networks of power. Critically examining liberationist social movements and the cultural products that have been informed by them, including works by Adrian Piper, Toni Cade Bambara, Jhumpa Lahiri, and Zadie Smith, this book argues for the need to recognize the vulnerabilities of cultural studies to co-option by state power and to develop modes of debate and analysis that may be in the institution but are, unequivocally, not of it.Less
In the 1960s and 1970s, minority and women students at colleges and universities across the United States organized protest movements to end racial and gender inequality on campus. African American, Chicano, Asian American, American Indian, women, and gay and lesbian activists demanded the creation of departments that reflected their histories and experiences, resulting in the formation of interdisciplinary studies programs that hoped to transform both the university and the wider society beyond the campus. This book traces and assesses the ways in which the rise of interdisciplines—departments of race, gender, and ethnicity; fields such as queer studies—were not simply a challenge to contemporary power as manifest in academia, the state, and global capitalism but were, rather, constitutive of it. The book delineates precisely how minority culture and difference as affirmed by legacies of the student movements were appropriated and institutionalized by established networks of power. Critically examining liberationist social movements and the cultural products that have been informed by them, including works by Adrian Piper, Toni Cade Bambara, Jhumpa Lahiri, and Zadie Smith, this book argues for the need to recognize the vulnerabilities of cultural studies to co-option by state power and to develop modes of debate and analysis that may be in the institution but are, unequivocally, not of it.
