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Book Paper: 37 Words I had the opportunity to read the book “37 Words: Title IX and Fifty Years of Fighting Sex Discrimination,” by Sherry Boschert. In this book, Boschert presents the story of women working in higher education in the 1960s and fighting for gender equity. These women realized that their frustrating experiences at work were not isolated incidents but rather part of a larger system of discrimination against women. Their activism led to the passing of Title IX in 1972, which prohibited discrimination on the basis of gender in all schools receiving federal funding.
Is society to blame for the education system dropping the ball for men? This is the question Vickers asks throughout the article in an
In Glenn Reynolds’ article “A War on College Men” he is responding to Jared Polis’ idea of expelling all men who are accused of sexual assault on college campuses, believing it is better to get rid of all, even if two out of ten are actually guilty. It would flip one of the “longstanding traditions of American law,” which is the idea that letting ten guilty men free is better than imprisoning one innocent. According to Reynolds, this policy would be going against due process rights. Expulsion for sexual assault on a man’s record would create extreme difficulty with entering a new college or finding a job. Reynolds quotes Eugene Volokh’s ideas that Polis “doesn’t think the rights of the accused are very important at all” and that this
The social institution of education maintains inequalities through the demonstration of two of our assign readings. First, the reading Missing in Interaction by Myra and David Sadker is an essay that was based on how segregation exists in the classrooms and the impact it has on both boy and girls (Ore, 2011b; 305). Their main argument is that sexism occurs in the classroom without the teachers realizing it. Teachers tend to focus more on the boys than girls when a class discussion begins. There are two examples within this essay that demonstrates this.
Jennifer Delahunty Britz’s article, “To All the Girls I’ve Rejected”, begins by explaining how her daughter was waitlisted at a college she was qualified to attend. Following this, Britz elucidates reasoning behind this, informing that colleges show bias towards male applicants. It soon becomes clear that many declined and waitlisted female applicants possess more capability than accepted males. In order to prevent this, admission committees should exercise a gender-blind admittance procedure. Britz, dean of admissions at Kenyon College argues that: “few of us…were as talented…at age 17 as this young woman.
Here Vendituoli tries to use this student’s quote, to build off her concept of women as victims and tie in how prejudice against them increases the risk of harmful things occurring to them in the public eye. This strategy would have been more effective to the reader, had Vendituoli gone more in depth after quoting the student, instead of just ending her short paragraph. Both quotes from the student are powerful and express serious issues that women face on college campuses daily, but Vendituoli does not put them to good use. The structuration of her essay, while interesting, did not allow her to construct a clear cut argument. Despite Vendituoli’s intriguing essay structure, Tannen produces a stronger and more elaborate argument.
Title IX has led to a higher number of female faculty members, especially at the lecturer, instructor and assistant professor levels. The wage gap has narrowed, and some women can finally be found in top administrative positions.
Some statistics show that Vassar College has a 34% acceptance rate for males, while only having a 19% acceptance rate for females. Secondly, Kirah T. shows how race also plays a big role in education. In the text, the author
This view continued to stay stagnant, “...Women were forced to accept specialized roles in the domestic sphere or reduced status in the man's world” (Moran). The jobs they were forced to accept, if any, were restricted to “womens work,” for example as a nurse, and they were poorly paid. Women were negatively affected by this view and their status in society was seen as unequal living in a “man’s world.” Today, equality for women has improved because there is a stronger push from society for gender equality, yet statistics show in many fields women are in worse positions than
Where I begin this discussion, then, is not with how American universities came to be predominantly White male institutions, but with how they continue to persist as predominantly White male institutions given social and demographic changes in American society and explicitly articulated intentions to change the composition of higher educational faculty. To do this, I begin with an examination of the academic field. But, before I move into an analysis of the field, three general concepts must be clarified in Bourdieu’s work: habitus, academic capital, and field. In his studies of cultural reproduction, Bourdieu argues educational institutions serve an important social function of preserving social hierarchies, in part by training those of dominated classes to legitimize and accept their domination, replicating power relations across generations, and exchanging existing cultural capital of dominant class backgrounds into other forms of capital, mainly academic capital (Bourdieu 1984,
When colleges are looking at their student body, they often try to keep their ratio of men to women close to 1:1 to prove they do not discriminate between the two genders. In recent years, statistics have come out showing that the amount of female applicants is significantly higher than male applicants. Due to this, it is significantly harder for a female to get admitted to a top educational institution. Why? Logically, if more female applicants are applying that means there has to be more females rejected in order to keep the balance of males and females within the student body.
Institutional politics have never been an interest of mine, however, self-reflection particularly on the social conditions in my academic space that has impacted my university experience has triggered my interest in relation to race. Numerous events in the past couple of years have shown the prevalence of exclusion, normativities and inequalities in university spaces. What is not explored as often as it should be since more than 800 campuses in the United States and Canada have a Greek system is the racial conditions within sororities and fraternities. No matter how sororities and fraternities try and fight the misconceptions and stereotypes of their chapters, it is inevitable that it will always exist. However, in this paper, I really want to step away from the sort of stereotyping and reputations these chapters get such as “they are dumb”, “all they do is party” “they pay for their friends”, “they sleep around”, “they take part in hazing rituals”, “all sorority girls are girly” etc.
As stated by debate.org poll that 88% people agree there is still some gender stratification in the U.S.A. A good example of gender stratifications is treating female unequally as male in the workforce environment. Most CEO and higher up position are usually help by male only, and if a female tried to apply for these position then she would get rejected because she is a female. Being a female emphasis that you’re not physically and mentally qualified to take on the role of a CEO since you are a female instead you are
The United States is currently facing an economical problem that involves males and female differences within the workplace. Males are given bigger and sometimes even better rewards for doing equal amounts of work as their female counterparts. Females are frequently not receiving the same wage even if they can complete the same job of a male. Also, females are less likely to get promoted within their job if they are competing against a male. A source states, “Women are now more likely to have college degrees than men, yet they still face a pay gap in every single education level,
Discrimination is an element that has been reintroduced into the education system. As Title IX established in 2006, publically funded educational institutions are required to provide students with equal opportunities for education without consideration of sex (Title IX, 2015, para. 2). While the amendment grants fair education to all United States citizens, some schools believe that combining males and females in the classroom has become a hindrance to students’ learning capabilities. Thus, certain educational establishments have created exclusively male and female schools, resembling the historical equivalent of only-male schools. Although some educational institutions have attempted to segregate students by sex, coeducational institutions
