Women, Education and Industrialization: A Comparative Analysis of Jewish, Ghanaian and Vietnamese Women.

Autor/inn/en	Weis, Lois; und weitere
Titel	Women, Education and Industrialization: A Comparative Analysis of Jewish, Ghanaian and Vietnamese Women.
Quelle	(1978), (26 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Stellungnahme; Adult Education; African Culture; Career Choice; Career Education; Comparative Education; Educational Objectives; Educational Practices; Elementary Secondary Education; Family Life; Females; Higher Education; Immigrants; Industrialization; Jews; Social Change; Social Influences; Socioeconomic Influences; Speeches; Vietnamese; Vietnamese People; Europe; Ghana; United States + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Africa; Culture; Afrika; Kultur; Arbeitslehre; Vergleichende Erziehungswissenschaft; Educational objective; Bildungsziel; Erziehungsziel; Bildungspraxis; Weibliches Geschlecht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Immigrant; Immigrantin; Immigranten; Industrialisation; Industrialisierung; Jew; Jude; Jüdin; Juden; Sozialer Wandel; Sozialer Einfluss; Sozioökonomischer Faktor; Europa; USA
Abstract	The paper explores the effects of industrialization on objectives and content of education for women. Three groups of women serve as examples--Jewish women who immigrated from unindustrialized areas of Europe to the growing industrial economy of early 20th century United States; Ghanaian women who function in a dual economy historically and currently; and Vietnamese women who immigrated from a non-industrial society to the advanced industrial United States in the 1970s. The authors hypothesized that with increasing industrialization, schools would attempt to increase occupational options of women. Data upon which analysis of educational experiences was based included literature on immigrant education, primary sources, exercises from textbooks used in English language classes, historical accounts, curriculum, and classroom observation. For each of the groups, information is presented on the women's roles in their own society and on typical experiences of the women as they participated in American schooling. Findings indicate that, contrary to expectations, schooling tended in all three cases to constrict rather than expand women's economic and social roles and to portray the role of housewife as the most desirable occupation. (DB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC