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While powerful gender inequalities remain in American society, women have made substantial gains and now largely surpass men in one crucial arena: education. Women now outperform men academically at all levels of school, and are more likely to obtain college degrees and enroll in graduate school. What accounts for this enormous reversal in the gender education gap? In The Rise of Women: The Growing Gender Gap in Education and What It Means for American Schools, Thomas DiPrete and Claudia Buchmann provide a detailed and accessible account of women’s educational advantage and suggest new strategies to improve schooling outcomes for both boys and girls. The Rise of Women opens with a masterful overview of the broader societal changes that accompanied the change in gender trends in higher education. The rise of egalitarian gender norms and a growing demand for college-educated workers allowed more women to enroll in colleges and universities nationwide. As this shift occurred, women quickly reversed the historical male advantage in education. By 2010, young women in their mid-twenties surpassed their male counterparts in earning college degrees by more than eight percentage points. The authors, however, reveal an important exception: While women have achieved parity in fields such as medicine and the law, they lag far behind men in engineering and physical science degrees. To explain these trends, The Rise of Women charts the performance of boys and girls over the course of their schooling. At each stage in the education process, they consider the gender-specific impact of factors such as families, schools, peers, race and class. Important differences emerge as early as kindergarten, where girls show higher levels of essential learning skills such as persistence and self-control. Girls also derive more intrinsic gratification from performing well on a day-to-day basis, a crucial advantage in the learning process. By contrast, boys must often navigate a conflict between their emerging masculine identity and a strong attachment to school. Families and peers play a crucial role at this juncture. The authors show the gender gap in educational attainment between children in the same families tends to be lower when the father is present and more highly educated. A strong academic climate, both among friends and at home, also tends to erode stereotypes that disconnect academic prowess and a healthy, masculine identity. Similarly, high schools with strong science curricula reduce the power of gender stereotypes concerning science and technology and encourage girls to major in scientific fields. As the value of a highly skilled workforce continues to grow, The Rise of Women argues that understanding the source and extent of the gender gap in higher education is essential to improving our schools and the economy. With its rigorous data and clear recommendations, this volume illuminates new ground for future education policies and research.
School-smart and Mother-wise illustrates how and why American education disadvantages working-class women when they are children and adults. In it we hear working-class women--black and white, rural and urban, southern and northern--recount their childhood experiences, describing the circumstances that led them to drop out of school. Now enrolled in adult education programs, they seek more than a diploma: respect, recognition, and a public identity. Drawing upon the life stories of these women, Wendy Luttrell sensitively describes and analyzes the politics and psychodynamics that shape working-class life, schooling, and identity. She examines the paradox of women's education, particularly the relationship between schooling and mothering, and offers practical suggestions for school reform.
Co-published with How do we interrupt the current paradigms of sexism in the academy? How do we construct a new and inclusive gender paradigm that resists the dominant values of the patriarchy? And why are these agendas important not just for women, but for higher education as a whole? These are the questions that these extensive and rich analyses of the historical and contemporary roles of women in higher education— as administrators, faculty, students, and student affairs professionals—seek constructively to answer. In doing so they address the intersection of gender and women’s other social identities, such as of race, ethnicity, sexual orientation, class, and ability. This book addresses the experiences and position of women students, from application to college through graduate school, and the barriers they encounter; the continuing inequalities in the rates of promotion and progression of women and other marginalized groups to positions of authority, and the gap in earnings between men and women; and pays particular attention to how race and other social markers impact such disparities, contextualizing them across all institutional types. Written collaboratively by an intergenerational group of women, men, and transgender people with different social identities, feminist perspectives, and professional identities— and who, in the process, built upon each other’s work—this volume constitutes a call to educators and scholars to work toward centering feminist and other marginalized perspectives in their practice and research in order to equitably address the evolving complexities of college and university life. Employing a wide range of theoretical lenses, examining a variety of models of practice, and giving voice to a diversity of personal experiences through narrative, this is a major contribution to the scholarship on women in higher education. This is a book for all women in the academy who want to better understand their experience, and to dismantle the remaining barriers of sexism and oppression—for themselves, and future generations of students. An ACPA Publication
How do you "hook" a Millennial student into caring about women's issues when feminism has been declared dead for decades? Written in an engaging style that promotes critical thinking, Women's Issues for a New Generation is intended for freshman- and sophomore-level undergraduates who have never heard of Mary Wollstonecraft or Anita Hill. The interdisciplinary text includes three major sections: women in the U.S., women from diverse groups (e.g., Native American and disabled), and women in the global arena. It also stresses the inclusion of men in topics such as body image, since "women's issues" are really issues that affect everyone. Other striking features included the contemporary debates (e.g., War on Women and Hillary Clinton's ambitions) and the current issues such as human trafficking. Textbooks on gender and women's studies often emphasize theory with the assumption that students already know about women's history, the pay gap, and other basic information; Women's Issues for a New Generation serves as a reader-friendly bridge to more advanced analysis of women and gender. Written by a social worker, this textbook applies social work values and the strength perspective to anyone who is fighting gender inequality.
Transforming Scholarship is a user-friendly work of practical guidance and inspiration for supporting a student's interest in a Women's Studies degree. Berger and Radeloff use empirical evidence to help students with the major barriers they face when exploring Women's Studies: the negative response a student often faces when announcing to the world that he or she is interested in Women’s Studies; and the perceived lack of employment and career options that supposedly comes with graduating with a Women's Studies degree. This book will support students to think critically about what they know, how to demonstrate what they know, and how to prepare for life both personally and professionally after the degree. Transforming Scholarship is a practical guide for students interested in women’s and gender studies that targets advanced undergraduates who have a firm connection to the discipline. This book is ideal for women’s and gender capstone courses, and for those who have finished their degree and need a resource to assist in conceptualizing the answers to the question "What’s next?" This second edition of Transforming Scholarship focuses on areas that undergraduates might want integrate into their women’s and gender studies education: study abroad, civic engagement projects, internships, independent studies, and honors theses. It includes exercises to help flesh out talents, passions, and skills, and how to link them to employment, information about the diversity of employment opportunities (and further professional training) available, and a plan to help prepare for graduation. It also delves into how to live a feminist life after graduation, including activism after college, building and sustaining feminist communities, and feminist parenting. The authors have also added new "Point of View" boxes throughout the book, where scholars focus on contemporary issues and deepen a student’s understanding of the organizations and individuals fighting to end sexist oppression.
Women's studies is a rapidly expanding field with a tremendous growth in the number of London courses available. As a result of this there has been increasing debate about the nature of feminist research. Can a specifically feminist methodology be identified? Which research methods are most appropriate in feminist work? What is the difference between a feminist approach and other forms of scholarship.; "Researching Women's Lives" explores these issues by focusing on the dynamics of doing research, rather than engaging in a theoretical discussion about research techniques. Feminists are now involved in exploring a whole range of wider issues concerned with practical, political and ethical matters in undertaking research. In addition to issues such as violence, sexuality, political activity and popular culture, contributors also examine the impact of race, class, sexual orientation and age.
This book presents case studies of the Women's Studies programs at seven institutions of higher education in the United States focusing on how and what students learn in Women's Studies programs. An introduction describes the development of Women's Studies as an academic discipline, the recent criticism of such programs, the development of the project to study this area, questions generated during the project about student learning, the importance of institutional context for each case study, and institutional challenges generated at some sites. The body of the book presents a chapter for each institution detailing the scope, goals, learning skills, and structure of that institution's program. Many of the program descriptions touch on the development of the program at that institution, the general institutional climate and technical notes on conducting the case study at that site. The chapters are as follows: (1) "Introduction"; (2) "University of Colorado: Personalized Learning" (Marcia Westkott and Gay Victoria); (3) "Lewis and Clark College: A Single Curriculum" (Laurie Finke and others); (4) "Old Dominion University: Making Connections" (Anita Clair Fellman and Barbara A. Winstead); (5) "Wellesley College: Counting the Meanings" (Rosanna Hertz and Susan Reverby); (6) "CUNY-Hunter College: Feminist Education" (Michele Paludi and Joan Tronto); (7) "Oberlin College: Self-Empowerment and Difference" (Linda R. Silver); (8) "University of Missouri-Columbia: For Women's Sake" (Mary Jo Neitz and Michelle Gadbois); and (9) "Conclusion." Most chapters include extensive references. (JB)
Wise Women is a collection of autobiographical essays by important and renowned teachers at mid-life. The essays, which are deeply personal, will focus on how these women negotiate the psychological, physical, and social changes brought on by menopause and how the aging process affects their lives as professionals, feminists, writers, mentors, and instructors in the academy. The book addresses such questions as the following: What challenges are left for the feminists who came of age during the women's movement and now have achieved academic success? How do women teachers experience their aging selves in the classroom? What legacy will mid-life women leave their younger women colleagues? All of these questions, as well as many others, are covered in this insightful and groundbreaking work.
Wise Women is a collection of autobiographical essays by important and renowned teachers at mid-life. The essays, which are deeply personal, will focus on how these women negotiate the psychological, physical, and social changes brought on by menopause and how the aging process affects their lives as professionals, feminists, writers, mentors, and instructors in the academy. The book addresses such questions as the following: What challenges are left for the feminists who came of age during the women's movement and now have achieved academic success? How do women teachers experience their aging selves in the classroom? What legacy will mid-life women leave their younger women colleagues? All of these questions, as well as many others, are covered in this insightful and groundbreaking work.