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The Impact of Women on American Education. INSTITUTION American Univ., Washington, DC DOCUMENT RESUME ED 235 103 SO 015 037 AUTHOR Kerber, Linda K. TITLE The Impact of Women on American Education. INSTITUTION American Univ., Washington, DC. Non-SexiSt Teacher Education Project. SPONS AGENCY Women's Educational Equity Act Program (ED), Washington, DC. PUB DATE 83 NOTE 76p. AVAILABLE FROMWEEA Publishing Center, Education Development Center, 55 Chapel Street, Newton, MA 02160 ($10.00). PUB TYPE Guidet Classroom Use - Guides (For Teachers) (052) EDRS PRICE MF01 Plus Postage. PC Not Available from EDRS. DESCRIPTORS American Indians; Blacks; Colonial History (United States); Educational Change; Educational Policy; Elementary Secondary Education; *Females; Feminism; Higher Education; Kindergarten; Minority Groups; *Preservice Teacher Education; Private Schools; Progressive Education; *Public Education; Racial Integration; Sex Bias; Sex Discrimination; Sex Fairness; *Sex Role; *Social History; Teacher Associations; Teacher Salaries; Unions; Units of Study; Vocational Education ABSTRACT IntendedL for use in preservice teacher education programs, this unit provides an overview ofthe role that women have played as educatort. The publication is designed to helpfuture teachers become knowledgeable about issues of sexism andskilled in approaches to alleviating this problem in schools. Thesections are chronological. Section 1, "Colonial Women as Educators, 1600-1776," examines early private schools and differences in educatigfemales and males. Section 2, "Educating Citizens for theRepublic, 1776-1860," discusses the development of mass-education, thegrowth of the female seminary, the role of women inteaching, women's rights, and educating black children in antebellum America. Thethird section, "The Reshaping of Mass Public Education, 1865-1900,"deals with the feminization of teaching, vocational education, women's access to higher education, the socialsettlement house,'and the rise of the kindergarten. In section 4, "Teaching-as a Careerin the Twentieth Century, 1900-1960," teachers' organizations,progressive education, new opportunities for black women and racial ihtegration of public schools are_discussed. The fifth section,'Toward Non-Sexist Schools, 1960-1980," deals with sex discriminationin teaching and changes in educational policy. Section 6 containsa brief summary. Discussion questions and related activities are provided at the conclusion of the publication. Ninety-seven references are included. (RM) *********************************************************************** * Reproductions supplied by EDRS are the best that can be bade * * from the original document. * **************************************************,********************* U.S. DEPARTMENT OF EDUCATION NATIONAL INSTITUTE OF EDUCATION EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) II This document has been reproduced as received from the person or organization originating it. %Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this docu- ment do not necessarily I epresont official NIE position or policy. "PERMISSION TO REPRODUCE THIS MATERIAL INMICROFICHE ONLY HAS BEEN GRANTED BY adne TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC)." THE IMPACT OF WOMEN ON AMERICAN EDUCATION Project CbdireCtOrS Myra and David Sadker Author Linda K. Kerber Non-Sexi§t Teadher Education Project American University Washington, D.C. Women's Educational Equity Att Program U.S. Department of Education T. H. Bell, Secretary Discrimination Prohibited: No person in the United States shall, on the grounds of race, color or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal f..nancial assistance, or be so treated on the basis of sex under most education programs or activities receiving Federal as- sistance. The activity which is the subject of this_report was prodtced under a grant from the U.S. Department of Education, under the_auspices of the Women's Edu- cational Equity_Act._ Opinions expressed_herein do not necessarily reflect the position or policy of the Department, and no official endorsement should be inferred. Printed and distributed by WEEA Publishing Center, 1983 Education Development Center, Inc., 55 Chapel Street Newton, Massachusetts 02160 ii3 CONTENTS FOREWORD OTHER UNITS IN THIS SERIES vii PREFACE ix SECTION 1: COLONIAL WOMEN AS EDUCATORS; 1600-1776 Early Private Sth0d18- 2 Differences in Educating Females and Males SECTION 2: EDUCATING CITIZENS FOR THE REPUBLIC, 1776-1860 The Development of Mass Education The Growth of the Female Seminary 10 Teaching and the Role of Women 12 Teaching and Women's Rights 13 Educating Black Children in Antebellum AMOriCa 14 SECTION 3: THE RESHAPING OF MASS PUBLIC EDUCATION, 1865-1900 19 The Feminization of Teaching 19 Black Education and Vocational Education 21 AMerican Indians and Vocational Education- 24 WOMeti and Vocational Education 26 Women's Access to Higher Education 26 Teaching and the College-Educated Woman 28 The Social Settlement House 29 The Rise of the Kindergarten 29 111 SECTION 4: TEACHING AS A CAREER IN THE TWENTIETH CENTURY;1900-1960 ; 33 Salary Differences 33 The Growth of Teachers' Organizations 34 The Decline of Teachers' Unions 35 Progressive Education and Progressive Educators 36 Black Women: Forging New Opportunities 39 Women and the Racial Integration of the Public Schools 41 SECTION TOWARD NON-SEXIST SCHOOLS, 1960-1980 45 Reassessment of the Schools: Sex-Role IsSUOS 45 Sex Discrimination in Teaching and Enrollments 47 Changes in Educational Policy: Toward Sex Equity 48 SECTION 6: CONCLUSION 51 DISCUSSION QUESTIONS AND RELATED ACTIVITIES 53 NOTES LIST OF REFERENCES 65 IV FOREWORD The Impact of Women on American Education is one of six curricular units devel- oped by the Non-Sexist Teacher Edlicati.bn PrOjedt_(NSTEP) under a grantfrom the Women's Educational Equity Act Program (WEEAP), U.S. Department ofEducation; The units are db§ighed for Use in preservice teacher education programs; so that future teacher§ can beCOme knowledgeable about issues ofsexism and skilled in approaches to alleviating this problem in schools. Five of the six curricular units in this series were field-testedin teacher educatibh programs at ten institutions of higher education acrossthe nation. BaSed on the results of the field-testing, the materials wererevised prior to diSSeMinatiOn; This curricular unit was written by Linda K. KerberiUniversity of Iowa. The project codirectors gratefully acknowledge theassistance of JOhn_Fiegol, Education Program Specialist; WEEAP, U.S. DepartmentofEducation, and Leslie Wolfe; Director; WEEAP; for the time and talent theycontributed to the 'suc-, cessful implementation of this project. Shirley McCune, Deputy Assistant Sec- retary for Equal Educational Opportunity Programs, provideda constant source of support and encouragement to the project and deServesspecial thanks. The codirectors also wish to thank_the teninstitutions and their personnel who field-tested the curricular units in theirteacher education courses. These higher education institutions and instructionalpersonnel include: Demonstration Site Representatives San FranciSdb State University Thomassine Sellers San FranciScd, California James Bixler ASa Hilliard; Dean Ray Roberts Florida A & M University James Byrd Tallahassee; Florida Elinor Ellis_ Evelyn Martin, Dean Charles Stanley University of Northern Colorado Kyle Carter. Greeley; Colorado Michael Jacobs Art Partridge; Acting Dean University of Houston Rick Newlin__ Houston, Texas Katherine Newman Robert Howsam, Dean Dov Liberman v Demonstration Site Representatives University of Oregon Terry Bullock Eugene, Oregon Toby Edson Richard Hersh, Dean Janet Moursand UniVerSity of Miami_ Jerry Felz Coral Gables, Florida EveleenLorton Lou Kleintan, Dean ziva Peleg University of Illinois Paul Violas Urbana, Illinois LuAnn Smith Myran Atkin, Dean Karen Margolis James Raths; Associate Dean Western Michigan University Norma Hungerford Kalamazoo, Michigan Mary Cain John Sandberg, Dean Mike Howard American University Franz Huber Washington, D.C. Donni Hassler Myra Sadker, Dean Martha Umstott Bank Street College of Education Harriet Cuffaro New York, New York Ruby Takanashi Gordon Klopf, Dean Peggy Gold ThebodirectorS further wish to ekpresS their gratitude to Bernadine and Bob stake, University of Illinois; for their diligent efforts in evaluating the results of the field-testing procedure. Other persons helpful in the develop- ment and review of the materials include: Linda Azarch,Rita Bornstein, JOel Burdin, Carolyn Dozier; Barbara Finkelstein, Joy Gall; Meredith Gall, Ruth Garies; Donna Gollnick, Suzanne Howard, Susan Hurwitz, Carol Jacklin, David Johnson, Bruce Joyce; Michael Katz; Michael S. Katz, Linda Kerber; Howard Kirschen- baum, Sue Klein, Patrick Lee, Elaine Melmed, Rick Mondschein, Con- suelo Nieto, Pat Palmieri, Rosemary Rosser, Patricia Schmuck, Richard Schmuck, Sarah Schramm, Susan Shaffer, George Struzynski, David Tyack, Connie Waskin, Chantal Whitfield, Beth Wolk, and Joy Young. ThP. cover photography was done by Peter Broomell and designed by Jaec3er Design Studio. Tom Hicks and Mary Jane Enterkin_of the_NSTEP staff are_due special thanks for their continual support and tireless efforts in the production of the Non- Sexist Teacher Education Curriculum. vi OTHER UNITS IN THIS SERIES NON-SEXIST TEACHER EDUCATION PROJECT--SEX-EQUITY CURRICULUM FOR TEACHER EDUCATION Myra Sadker and ToM Hicks Series Editors The NOn-Sexist
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