Why female colleges are the best 4 years investment for girls? ‘Keep Wellesley as a special place as it is, keep it as a place where young women can feel as free as we felt to explore…(Clinton, 2013)” Those were the words from the former first lady and actual U.S secretary of state, Hillary Rodham Clinton. Female colleges from Clinton’s perspective is that they are magnificent places where women freely develop leadership roles without being distract from the male presence. These single sex colleges offer a huge range of development areas for women in order to become them excellent leaders and efficient professionals at whichever area they wish to perform. The issue is not to compete between the education quality offered by female colleges and coed-schools. Both of them offer a good educational curriculum, but they might offer a different environment which influences the skill development of girls. Hence, by analyzing a variety of results from students coming from women colleges allowed to state that Female colleges are empowering effective tools for women, because they help them to fully develop their academic, communication and leaderships skills oppressed by society. “High percentage of female students are concerned about their body appearance, female colleges carries with the consequence of promoting a physical and academic competition among their students” (Spencer, 2013). There is social pressure everywhere, perhaps by thinking of a society full of women, as in a female college, we tend to believe that there is a more complex physical appearance peer pressure among students. The truth is that in a society where there is female and males interacting, females tend to spend more time trying to excel their physical appearance i... ... middle of paper ... ...3. Web. 12 Feb 2014. Donner, Francesca. "Women’s College Alumnae among Forbes 100 Most Powerful Women."WomensCollege.org. the Women's College Coalition, 19 Aug 2009. Web. 12 Feb 2014. Spencer, Bettina. “Only Girls Who Want Fat Legs Take the Elevator: Body Image in Single-Sex and Mixed-Sex Colleges”. Sex Roles. 69.7/9 (2013): 469-479. Academic Search Premier. Web. 30 Jan. 2014. Society of Women Engineers. "Women in Engineering”. College of Engineering. The University of Oklahoma, 8 Jan 2014. Web. 12 Feb 2014. Picho, Katherine. "Culture, Context and Stereotype Threat: A Comparative Analysis of Young Ugandan Women in Coed and Single-Sex Schools...” Academic Search Premier. 105.1 (2012): 52-63. Web. 14 Feb. 2014. Thompson, J.S. The Effect of Single-Sex Secondary Schooling On Women’s Choice of College Major. Sociological Perspectives, 46, 257-278 (2013).Web. 12 Feb 2014.
In brief, this article presents a view that women in engineering must enter the field as “conceptual men”. This means that in order to succeed in a male dominated field, women must essentially “become like men”. The article goes on to interview women in the engineering field. In particular, Ranson (2005) interviews women with and without children. This provides differing views of how women in engineering with and without children in engineering have approached their jobs.
Sadker, Myra, David Sadker, and Susan Klein. "The Issue of Gender in Elementary and Secondary Education." Review of Research in Education 17 (1991): 269. JSTOR. Web. 14 Mar. 2012.
Like a blueprint or instruction manual, the objective of a rhetorical analysis is to dissect a written argument, identify its many parts, and explain how all of them come together to achieve a desired effect. Susan Bordo, a professor of Gender and Women’s Studies at the University of Kentucky, wrote “The Empire of Images in Our World of Bodies”, published in 2003 in The Chronicle of Higher Education. Her essay examines how the media plays a pervasive role in how women view their bodies to the point where we live in an empire of images and there are no protective borders. In “The Empire of Images in Our World of Bodies”, Bordo not only effectively incorporates numerous facts and statistics from her own research and the research of others; she also appeals to emotional realities of anxiety and inadequacy felt by women all over the world in regards to their body image. Ultimately, her intent is to critique the influence of the media on self-confidence and body image, and to remind her audience of the overt as well as subconscious messages they are receiving on a daily basis.
The once male dominated, corporate, "white collar" America has seen a phenomenal influx of women within the last thirty years. Although a female lawyer, physician, or CEO is no longer considered a rarity in our times, women still face quite a deal of oppression in comparison to their male counterparts. In retrospect, some professions have always been controlled by women, and men have not made a noticeable advance in these fields. In 1970, finding a female lawyer to represent you would be a difficult task, since less than five percent of the profession were women. Today, that number has risen to almost thirty percent. The percentage of female doctors has almost tripled in the course of thirty years. African Americans have not made such a conspicuous progression within the last fifty years, while women have made a tremendous impact on the corporate world. One may wonder, how did women make these extraordinary advances? For the most part, it is due to the education they receive. At the present time young girls are encouraged to enroll in classes dealing with math and science, rather than home economics and typing. As pointed out by Nanette Asimov, in her essay "Fewer Teen Girls Enrolling in Technology Classes", school officials are advocating the necessity of advanced placement, and honor classes for teenage girls, in both the arts and sciences. This support and reassurance than carries over onto college, and finds a permanent fixture in a woman’s life. While women are continuing their success in once exclusively male oriented professions, they are still lacking the respect and equality from their peers, coworkers, and society. The average male lawyer, and doctor make twenty-five percent more money than their female equivalent. Women have always lived with the reputation of being intellectually inferior to, and physically submissive to men. This medieval, ignorant notion is far fetched from the truth. In 1999, high school men and women posted similar SAT scores, being separated by a only a few points. In addition to posting similar scores on the SAT, the average males score was a mere two-tenths of a point higher than an average females score on the ACT. Even though a woman maybe as qualified as a male for a certain occupation , women receive unwanted harassment, and are under strict scrutiny. A good illustration of this would be the women represented in "Two Women Cadets Leave the Citadel.
Negative implications surrounding the acceptance of body image have introduced an array of challenges and risks to the well being of female students within higher education. Grounded in the process of cognitive development, the pressure to alter oneself to fit the expectations of society’s image of beauty initiates a dissonance between self-acceptance and personal sense-of-belonging (Kopp & Zimmer-Gembeck, 2011, p. 222). This disconnect can be suggested through influences such as autonomous persuasion captured among exterior interpretation, as well as, the prolonged ambition to assume a role within peer affiliation (Tylka & Subich, 2004, p. 314). Overall, such need for acceptance drives participants to abandon healthy self-regulation and principles to acquire assurance within “objectifying” (Tylka & Subich, 2004, p. 315) demands (Kopp & Zimmer-Gembeck, 2011). The following literature review will discuss the existence of recognized negative body image behavior within the realm of higher education. Specifically focused on females, an analysis of theory and research on body perception among college students will be conducted, as well as; an introduction to an expanded view on the probability of promoted behavior within sorority membership.
Serder, Kasey. (2005). Female body image and the Mass Media. Perspectives on How Women Internalize the Ideal Beauty Standard. Retrieved from https://www.westminstercollege.edu/myriad/index.cfm?parent=2514&detail=4475&content=4795
In the American society, we constantly hear people make sure they say that a chief executive officer, a racecar driver, or an astronaut is female when they are so because that is not deemed as stereotypically standard. Sheryl Sandberg is the, dare I say it, female chief operating officer of Facebook while Mark Zuckerberg is the chief executive officer. Notice that the word “female” sounds much more natural in front of an executive position, but you would typically not add male in front of an executive position because it is just implied. The fact that most of America and the world makes this distinction shows that there are too few women leaders. In Sheryl Sandberg’s book “Lean In,” she explains why that is and what can be done to change that by discussing women, work, and the will to lead.
While Rimer directly interviews the students and faculty of Smith College’s Ada Comstock Scholars Program for her primary research source, this particular college is not the main focus of the essay. Women’s colleges Mount Holyoke and Bryn Mawr are also mentioned in the essay (para.27). Rimer’s interview with a historian who has studied women in higher education, speaks to women’s colleges in general. The historian goes on to explain that going back to college is transforming for older women who have been shaped by gender specific expectations (para.9). Women’s colleges o...
Wilson, Marie C. Closing the Leadership Gap Why Women Can and Must Help Run the World. New York: Viking Adult, 2004. Print
Research in psychology today seems to be drawn towards particular fields of interest especially when it comes to understanding human behavior. One of the most common research topics for social psychology is body image and the perceptions that are related to age groups, genders, and ethnicities. Young people today are pressured by society to make physical appearance a dominant factor in their everyday lives, and the pressure is found not only through media influence but friends and family as well (Pavica, 2010). These pressures can affect many different aspects of a person’s life and significantly influence their actions. The aspects affected by body image can include popularity among peers, social comfort, and the attitudes an individual comes to commit to behavior (Lewis & Rosenblum, 1999).
"Women in Engineering: DISPARITIES REMAIN DESPITE PROGRESS." Electronic Design 54.23 (2006): 34-42. Computer Source. EBSCO. Web. 19 Jan. 2011.
It seems that the media’s portrayal of women has negatively affected the body image of The Wykeham Collegiate senior school girls. The media has a negative effect on the youth of today, primarily amongst the female population when it comes to how young girls and women regard their bodies.
Within living memory, young women who have wanted to study engineering faced such dissent that in 1955, Penn State’s dean of engineering declared, “Women are NOT for engineering,” asserting that all but a few “unusual women” lacked the “basic capabilities” necessary to succeed in this profession (Bix par. 2). Although the number of women in social sciences and humanities has grown steadily, women remain underrepresented in science and engineering. Bureau of Labor Statistics states that “women remain underrepresented in engineering constituting only 10 percent of full-time employed engineers and 7.7 percent of engineering managers...” Although this is the case, social norms, culture and attitudes play a significant role in undermining the role of women in the aforementioned fields in addition to the gendered persistence and their individual confidence in their ability to fulfill engineering roles.
The first all female schools began in the early 1800’s. These academies favored more traditional gender roles, women being the home makers and the men being the bread winners. The first generation of educated women was the result of single-sex colleges in 1873. Wendy Kaminer, an investigative journalist, states that “single-sex education was not exactly a choice; it was a cultural mandate at a time when sexual segregation was considered only natural” (1). Women of this time were technically not allowed to attend school with males. Feminists of this time worked hard to integrate the school system and by the early 1900’s, single sex classrooms were a thing of the past. In 1910, twenty-seven percent of colleges were for men only, fifteen percent were for women only and the remainders were coed. Today, women outnumber men among college graduates (Kaminer 1). After all the hard work of early feminists, there are thousands of people today who advocate bringing back the single sex classroom.