The Impact of Historical Expectations on Women's Higher Education

Autor/in	Eisenmann, Linda
Titel	The Impact of Historical Expectations on Women's Higher Education
Quelle	In: Forum on Public Policy Online, 2007 (2007) 3, (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-9809
Schlagwörter	Higher Education; Womens Education; Womens Studies; Sex Role; Gender Bias; Beliefs; Expectation; Academic Aspiration; Misconceptions; Social Attitudes; Educational History; Comparative Education; Foreign Countries; United Kingdom; United States + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; 'Women''s education'; Frauenbildung; Geschlechterrolle; Geschlechterstereotyp; Belief; Glaube; Expectancy; Erwartung; Missverständnis; Social attidude; Soziale Einstellung; History of education; Bildungsgeschichte; Vergleichende Erziehungswissenschaft; Ausland; Großbritannien; USA
Abstract	This paper explores ways in which gendered approaches have limited women's experience of higher education. Using a historical lens with primary examples from the United States and Britain, it demonstrates how beliefs about women over time led to three expectations about their educational participation: initially, that women were not interested in schooling; later, that they were not capable of advanced education; and throughout the 19th and 20th centuries, that they were best educated in segregated settings with separate curricula. The power of these beliefs has led to three continuing misinterpretations of women's historical behavior: first, that they "feminized" certain fields, driving men out; second, that they have been minor and unsuccessful participants in science; and third, that in the early post-World War II era their educational participation was merely incidental. In many ways, when women's performance defied expectation, people tended to see what they expected rather than analyzing what the behavior actually meant, and women's momentum in higher education remains inhibited by these earlier beliefs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01