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Women in patriarchal society
Traditional womens jobs prior to WWII
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More handpicked essays just for you.
Women in patriarchal society
Traditional womens jobs prior to WWII
Don’t take our word for it - see why 10 million students trust us with their essay needs.
During World War II, Woman’s were assembled for duty in the Canadian Armed Forces, for the first time. The armed force was shy of men in war services and administration, which lead the Canadian government to choose and declare on August 13, 1941 to give woman’s the privilege to take an interest in war utility. 50,000 women were enlisted and more than half provided service in the Canadian Army. Most were doled out occupations including customary female work, for example, cooking, clothing and administrative obligations, also woman had pioneer roles in the mechanized and specialized fields. The Canadian Women 's Army Corps (CWAC) performed fundamental administrations, both at home and abroad, that achieved Allied victory.
This essay is about how Women’s role has changed during World War II. Women were encouraged by the government to enlist in the Army as nurses or as workers since most men were overseas and this created new opportunities for women. In this essay we’ll discuss about three events, women’s participation in military services, salary increase and why nurses were permitted overseas. Australian women had many responsibilities during World War 2.
Women took jobs vacated by men serving in the Army, Navy and Marine Corps and kept the factory production lines flowing. By 1945 an estimated 2.2 million women worked in war industries. An additional 350,000 women, such as Elaine Harmon, served our nation in the the Women’s Army Corps (WAC), Marine Corps Women’s Reserve, Women Accepted for Volunteer Emergency Service of the Navy (WAVES) and Women Airforce Service Pilots (WASP) of the old Army Air Corps. Elaine Harmon served as a WASP pilot. Formed in 1943 by the merging of the Women’s Flying Training Detachment
The poster states that the women are now needed in the factory industry, “4,000,000 more will be needed to smash the axis”. The authors purpose for this poster is to try to encourage the women of Australia to enrol into a job in the munitions industry. This lead to more women joining the industry and propelling the war effort. A Women’s Land Army recruitment poster, 1943-45. Held at the Australian War Memorial.
The time of the 1920’s and 1950’s both saw changes to the political and social structure following the conclusion of World War 1 and 2, respectively. The United States entered into an era of wealth and prosperity after these wars, and with more money and access to material goods, the public desired more consumer products. Also, social movements after these wars dramatically changed what the role of women are in society. While some argue that these eras are completely different, the 1920’s and 1950’s, separated by three decades, still have many similarities relating to the roles of women and consumerism. The roles of women, especially, dramatically altered after the Second World War.
Slacks and Calluses tells the story of two teachers spending their summer building bombers for the War Effort in the 1940’s. Bowman and Clair Marie, referred to in the book as C.M., decided to spend their summer vacation working at a factory called Consolidated where they would help build airplanes that were used in World War 2. Despite not having any experience in building airplanes, they were hired and started working the swing shift. The swing shift worked from four thirty in the afternoon to one in the morning, but they were paid more for working such difficult hours. Bowman and C.M. were not the only women that decided to spend their summer here.
INTRO There is a very diverse issue of the impact World War 2 had upon the lives of women in Australia. On one hand, women contributed massively to the war effort. However, they were also made ‘fun of’ and were valued as less than men. VALUED
Although it is idealized as "the salt of the earth", there is an inconsistence that workers are prevented from joining this field by family members (n.p). Being thought to be no-brain work, the author argued that trades turn out to require efforts, “metacognition”, and syllogism in order to “eliminate variables… The gap between theory and practice stretches out in front of you” (n.p). Alternately, those versatile hands both labor to provide others a nifty life, and challenges workers, enhances degrees of sense skills, and "cultivates different intellectual habits" (n.p). In addition, he assumed that mechanical jobs give opportunities to learn a valuable lesson in life: becoming responsible for self-actions.
Before WWI, women were restricted to traditionally feminine jobs. Their work was considered inferior and they were paid less than men. However, once WWI began, women were able to integrate themselves into a variety of different workforces. Since most men were off to serve in the military and navy, women that stayed behind replaced their positions in factories and other industries. Other women worked closely with the military as nurses or even soldiers.
In the article it says that women entered jobs like engineering, other professions, and manufacturing jobs that many people believed that those jobs were too dangerous for women and women were too weak. In their jobs, women made airplanes, warships, munitions, and tanks working in technical and scientific fields. Also, after the war, women were still employed as secretaries, waitresses, or in other clerical jobs. This was often called the “pink collar” force. This article shows how sometimes women are given clerical jobs that show people underestimate the abilities of women.
Both the Women’s Army Auxiliary Corps (WAAC) in Lesia D. Meyer’s piece and Ophelia Paquet in Peggy Pascoe 's piece aimed to defy gender norms; the WAAC during World War II challenged the description of the “military” as a masculine system while Ophelia Paquet disputed miscegenous marriage laws. During World War II, numerous women were recruited to be part of the war effort. Specifically, the WAAC’s efforts persuaded many women to join the military. In addition, the WAAC also argued that a women’s military involvement did not imply that she was purely a camp follower. The WAAC stressed the fact that women had the desire to join the military to simply aide and defend their country just like the multitude of male soldiers.
In the book written by (Gavin, 1997) it was cited that “As women took over from their absent men in hundreds of new and challenging occupations, many of which had previously been considered inappropriate”. From the beginning of the World War 1, the German women were participating a great deal. They contributed to half a million-people working on the munitions manufacturing alone (Gavin, 1997). It also mentioned in the book that over in the U.S, the men in charge refused to let the women participate up until April 1917 (Gavin, 1997). The U.S government never formally authorize the enrolment of women, despite Army officials repeatedly asking for such personnel’s.
“It is not that they don’t want to discuss something that was painful, it is that they do not want to be branded … The real horrors they experienced were horrible enough” – Lenore Weitzman, co-editor “Women in the Holocaust”. Historical proof displays that in times of turbulence, women are prone of taking up males traditional roles, assuming responsibility of keeping up the wartime economy taking up the jobs left by their men as they go off to fight. For instance, American women took upon the vacated jobs left by their men when they went to fight during World War 11, whereby their work in jobs kept the economic production during that time of war.
But during the war, women began filling in for the men that left for war. They began working at the assembly lines and manufacturing plants. This generated income for women. As one of those women, Peggy Terry remembers her experiences during World War 2 during a 1984 interview, she
He is a professor who specialized in literacy and learning. He also did a “study of the thought processes involved in work like that of his mother and uncle. I cataloged the cognitive demands of a range of blue-collar and service jobs, from waitressing and hair styling to plumbing and welding. To gain a sense of how knowledge and skill develop, I observed experts as well as novices. From the details of this close examination, I tried to fashion what I called “cognitive Biographies” of blue-collar workers.