Among women dramatically changed over the years, gradually increasing

Among the seven-billion individuals living in the four-billion-year-old planet Earth, about 6.7 percent of them have education in which half of them are women. Every day when students go to school and sit inside their classrooms, they meet female students and they even see them writing on papers and assignments, listening to the teacher as they speak to the students, making decisions in class, and eventually graduating from college and getting a degree. Unfortunately, the school system gender equality was different in before the 19th century. Compared to boys, most girls were not allowed to attend school and receive an education for their lives, as the only roles of women were to stay at home and care for their children. Their personalities were seen by others as low-ranked and nurturing, while boys were accepted an education in their lives, as they were seen as strong, powerful, and able to be shown to the public.

However, the school system’s gender equality for women dramatically changed over the years, gradually increasing percentage for women to receive education, that is why today approximately half of the population receiving/received education are women.       Back in the 18th century, women were seen as weak, and they were viewed as more nurturing, only needing to care for their children. Men were seen as more powerful and therefore should take a public role. The women’s roles as seen by society limited them. They were to stay home to care for their children and house. They were also expected to marry, raise new generations, and always care for the family, which Judith Sargent Murray believed did not provide any incentive for women’s education. The women were also treated as slaves with violence and abuse in their homes from their husbands or fathers; they were forbidden to learn to read and write in some cases.

In wealthy families a governess was hired to educate the girls, teaching them school subjects and emphasizing how to become wives and mothers. While boys advanced to higher education, more academic training was seen as unnecessary for girls who would just be homemakers guiding the next generation. This had also negatively affected the world ever since the beginning and affected every individual of every gender. Women suffered through restriction and lack of opportunity in education, the basis for every achievement to be studied for the extent of rights gained or still in need across the world in every place.

Judith Sargent Murray, associated with a Republican Mother Movement, questioned the assumption that males were more powerful and were allowed more freedom than females. Murray’s written works, including her essay “On Equality of the Sexes” express her ideas and beliefs. Not until 1787 did females in America see progress in their education at that time of the Young Ladies’ Academy of Philadelphia became the precursor of education for girls and women. This academy initiated the female academy trend.

 In the 1800s, a magazine on women’s education was created and became the most useful source in that time, regarding women’s interests and improvements in education. The magazine had thousands of readers consuming articles that run counter to those opposing advancements in women’s education. The education would benefit the society rather than females alone.

The magazine included work from many writers to help women improve their own writing and gain advertising of women’s schools that provide equal education for women and men. Females working as teachers also improved the progress in creating schools for women. Jodi Campbell explains in the research article Benjamin Rush and Women’s Education: A Revolutionary’s Disappointment, A Nation’s Achievement evidence on how the different way women seized educational opportunities. In The Radicalism of the American Revolution, historian Gordon Wood describes how, in general, members of the revolutionary elite dreamed of designing an orderly classical republic and were subsequently alarmed by the democratic forces unleashed by the Revolution.

The contrast between the genteel hopes expressed in Rush’s Thoughts upon Female Education, Accommodated to the Present State of Society, Manners, and Government, in the United States of America and the very different way that women fought for education in the new republic conforms to Wood’s general paradigm. Education as in toher aspects of life in the new nation, popular democratic transformations upset the gentlemen who believed they could control the revolution. Rush’s plans for women’s education were inseparable from his republican ideas about society and politics. On the eve of the American Revolution there were subjects who believed that the Crown was corrupt and abused its power, acting on behalf of a self-interested few, not the good of the subjects as a whole.

To ensure the future survival of such an elite, the revolutionaries pinned their hopes on a system of education designed to shape young men and women into virtuous citizens.Oberlin College in 1833 became the first college that accepted female students; its admissions also accepted African Americans. Girls’ schools taught the women useful subjects. which provided, for example, Mount Holyoke became the first college to open for only women in 1837. At that time, however, women were still banned from education and were trapped in motherhood over careers. In 1848 the Seneca Falls Convention was created to support women’s rights and education, but it had many opposers while some people supported the convention although the United States accepted the convention that all men and women were created equal. The Seneca Falls Declaration of Sentiments, similar to the American Declaration of Independence, asserted that “all men and women are created equal” and captured the nation’s attention by linking women’s rights directly to the founding ideals of the United States.

It set the agenda (including demands for women’s equality in politics, law, work, education, religion, family life, and moral authority) and outlined methods that dominated the women’s movement for generations. Held in the Wesleyan Chapel in Seneca Falls, New York, on July 19–20, 1848, the Seneca Falls convention was both the first woman’s rights convention in the United States and the beginning of the organized woman’s rights movement. The architectural resources of Women’s Rights National Historical Park tell the story of this unique, nationally significant event: what caused it, who organized and attended it, and why it happened when and where it did. The Seneca Falls convention transformed a wide variety of ideas about women’s rights into an identifiable woman’s rights movement. Seneca Falls set the model for conventions as the major organizing force for the woman’s rights movement. After Seneca Falls, regional and state conventions met in Rochester, New York, in August 1848, and Salem, Ohio, in April 1850, before the first national convention gathered in Worcester, Massachusetts, in October 1850, initiating regular conventions that lasted into the twentieth century.Barbara M.

Solomon’s 1985 book In the Company of Educated Women cites evidence of the University of California’s data of women and their interests to identify the problem: men went to professional schools and various successful employed jobs. Women played central roles in school as teachers and students. Solomon then introduces a solution for women’s education by mentioning Alumna Helen Olin’s sighting of the advice of preparing two specialties to make it easier to find a job and adds a positive point after this statement; women could choose courses and looking for vocational training at the same time. When women chose courses in schools, they took the required courses. Different schools contained different science courses. Liberal culture of women stood up as “learning for its own sake, detached from professional motives.”(83) This quote from the novel describes the women as wanting to get an education in college, although the educated women were seen as strange people and questioned about regarding their rights. This brought down the fact that women could start a new family but lose their rights to get an education.

In the educated women’s company, there is a critical history of women’s struggles in the educational arena. There are three forces in the dialectic; women’s demands for education, opposition women faced by the characteristics of society, and the emergence of consciousness on the problems women faced. Solomon advances her thesis of educated women’s struggles for equality and engages the reader in the context.

She highlights the nature of the protagonist which makes the reader fall into the event in the real story of the women and institutions. Her book contains women’s struggles with institutions, dimensions of the college experience, education on chores, and the difficult connection between feminism and educational advancement. They embody the dialectic and present the rationale for women’s demands for education and opposition faced by women, still existing today. The company of educated women must mix with the fear and negative emotions in policies toward women’s roles. It is important to understand challenges facing many women, and it also aims to show the complexities in the belief that the knowledge can help strengthen future generations to help equality improve and many problems linked to rationales in favor of women, playing a special role as female citizens.

The articulations could reflect these values and enlighten one to understand challenges faced. In the video “LDS Women’s Education, 1875-1896”, it tells the anecdote of Rea Ventilla and her successes in college to show that women started to fight for education until in the 19th century they finally got the rights. In the video, it shows that Rea Ventilla earned a master’s degree in literature and linguistics and education from the University of Pecs in Hungary, and she was pursuing a doctorate degree. Rea studied the history of education, sociology, and educational theory, which was LDS Women’s Education between 1875 and 1900.When Coeducation was introduced, it took up in the mid 60’s to make the transition by schools, due to some concerns on education with gender differences having an excessive amount of intellectual differences and girls having the inability to have a male education. It could negatively affect their purity and give them too much power, making them not fit for a mother or wife. Developmental tasks could even cause the women’s health to suffer.

In the 20th century at the workplaces, the women encountered poor working conditions and less money. This was experimented for female teachers, giving strict rules on their appearance and personal life. Although the United States was the country which standards were created, it started accepting gender equality, with other countries having similar rules and standards. Non-Revealing dress codes banned hours of socializing and going out to the public without a male accompanying the woman. It also had limited career and education for the females. Margaret Haley was one of the most prominent women to improve working conditions for female teachers, and resigned from her teaching career in 1901 and started organizing teachers in the Chicago Teachers’ Federation and American Federation of Teachers. She was then nominated for the ATF President, when there were concerns over important female roles. As a result, Haley was left in a National Organizer role.

Despite sexism in the company itself, they started to change the female teachers’ rights. Although the perspective of women’s education had changed positively over time, sexism was still a problem, especially in the workplaces. The World Economic Forum demonstrated through wages between both genders. There were women working between hours each week being paid a much less amount of money than the male workers.

Eileen Pollack points out in a 2013 New York Times article, “Why Are There Still So Few Women in Science?” that despite their gains in education women fail to be treated equally. When presented with identical qualifications and accomplishments of two imaginary applicants—one male and one female, professors at six leading research institutions preferred offering a position to a male. When the position was offered to a female, the salary offered was $4,000 less than the salary offered to a male for the same job. The bias was not limited to male professors, but female professors joined their male counterparts in preferring male applicants.

Pollack’s research may help to explain why only one-fifth of the Ph.Ds offered in physics are awards to women, of which only half are American. Black and Hispanic scientists experience even lower percentages.

Across the nation in a typical year, only 13 African-American and 20 Latinos of either sex receive Ph.Ds. in physics. Minority students often attend secondary schools that fall short in preparing them to advance their education at competitive research institutions.When the 1980’s rolled in, the girls finally received more bachelor’s degrees than before, and earned more successful jobs requiring an education to support their family.

Unfortunately, while in workplaces sometimes women could probably face challenges in household, family, and health.  Women are vital to propagating the species, but their role of birthing children and then parenting them often penalizes them. Jennifer Preston’s 2014 article “Helping Women Get Back in the Game” highlights a highly educated parent and the difficulties she faced re-entering the job market after a 15-year hiatus from work to remain home to raise four children. Although she held a Harvard M.B.

A., she was unable to return to Wall Street. After enrolling in a program at Harvard Business School for women who had taken a career break, the woman still could not find work.

Only through a conversation with a woman at one of her son’s baseball games did she eventually get hired. She learned of a 10-week internship for JP Morgan’s re-entry program, was chosen from among 200 applicants for one of the 10 positions, and eventually was placed as a business manager for JP Morgan’s U.S. Private Bank. While women have come a long way in their educational opportunities, the workplace is not automatically friendly and accommodating to women’s needs.         Women’s bodies often hold them back as Katy Rice points out in her article, “Everyone Should Know of Women’s Monthly Suffering” that appeared in The Argus in 2015. About 20 percent of women suffer from menstrual cramps severe enough to interfere with their daily activities.

Women find themselves in a bind, according to Rice, because if they acknowledge that their pain interferes with their ability to study or work they believe they are giving men permission to claim women as the weaker sex and validate arguments that women should not be trusted in positions of power. As a result, women suffer in silence to avoid this perception of themselves that does not allow for the uniqueness of their bodies. Tennis player Heather Watson and Martina Navratilova, cited in the article, noted that “girl things” had interfered with their performance, even costing Navratilova a Grand Slam title. Rice told about her symptoms that were so severe that she left school to be put to bed with a hot water bottle. At times, she fainted. Later in the workplace, she suffered in silence to the point that she thought she “would collapse” in the presence of her newspaper boss who was in the process of offering her a promotion. Women’s natural body functions have contributed to holding women back and viewing women as a weaker sex, not equal to men, and thus not worthy of the same opportunities, including educational opportunities, as men.

In middle schools, girls can start falling behind in subjects Although women in the United States had received education, the African women were still restricted from rights. In the Camfed video “When you Educate One Girl, you Educate Many”, the video talks about the usefulness of the Camfed organization and how it could help to educate African females and support them. The video states that African women did not have the right to make their own decisions and own property. Women who benefitted from the non-profit organization speak about the benefits of educating girls and the systemic changes that can be brought about. Since 1993, Camfed has educated nearly 2 million girls through primary and secondary schools, which Camfed then impacts at least 6 million people in five African countries. Education led to empowerment where they feel like they can accomplish anything, especially making a safe passage during the transition from into adulthood where girls are vulnerable to exploitation through labor and relationships. Speakers pointed out that females were disadvantaged and restricted in their countries.Today, about half of the population in the world have an education, and as Michelle Obama states in her video “Michelle Obama tells London Schoolgirls ‘The World Needs You'” the school has everything they need to put into every student’s’ dreams.

People see women getting employed in good jobs, winning victories, owning companies, and making their own decisions, as Mrs Obama explains in the video, the women are seen running for president and winning science fairs. She even makes a complement on the women’s confidence in victory, which applies to the fact that education makes women win more victories and prove that they are equal to men and should have the right to get an advanced education and make an effect to the society with their confidence even though they were seen as inferior in nature by them. Speaking to the girls, Michelle Obama inspires and challenges girls to use their education to lift themselves up to address the needs of the world. She suggests they use their education to assume the roles of business leaders, elected officials, and scientists as they continue to be the spokesperson in the fight for better conditions for their families and communities.

  She challenges the students to use their education to plan and build part of the society. How the women’s education made a difference in the society ever since they had no rights to education is that from the 1700s when they had limited education, conventions like the Seneca Falls Convention were created to help the women gain their education and rights for a successful job. More education led the women to receive pay after graduating from college and spend their money on advertisements, fashion, and life essentials in job markets. Compared to the 18th century, today, approximately half of the population on earth who have an education are women, learning hard in schools and colleges, graduating, and finally living a good life with an education and a good employment job.