An Analysis of the Historical Devolution of Gender Inequality for Women in Canadian Education
Introduction:
This study will define the devolving gender inequality for women in Canadian education. The overarching focus on a longitudinal historical progression of women’s rights in the education will be defined from the mid-20th century to the 2000s. A majority of the findings suggest that women have had greater access to secondary and post-secondary education as a part of an increase of participation from the 1990s to the 2000s. the reason why this occurs is based on the steady inclusion of women into political and academic positions that provide them with greater access to policy making and support to help women graduate from secondary school and to enter post=secondary school at university. The success of these governmental and socially constructed measure define the role of women’s rights groups and the increase of women as equals to males in the educational process. Also, a critical look into the current status of gender inequality for women and men in the workforce defines existing inequality of pay grades (salaries, wages. etc) and higher-level administrator positions with equal educations. However, the overall findings suggest that women continue to rise in equality to men in terms of education and job opportunities into the 2000s. Literature Review: This article review will analyze why women are becoming more equal in terms of gender participation within secondary and post-secondary education. Wilson and Erskine (2013) define the historical progress of women that suffered gender inequality before the 1990s, which reveals the steady growth of women’s educational participation into the 21st century. Turcotte’s (2015) data collection and analysis through the Canadian government defines the increasing levels of inclusion for women in Canadian education that have occurred from the 1990s to the 2000s. These findings show a longitudinal increase of women graduating from secondary school and attending post-secondary school. Hobbs (2013) also reinforces this data by showing the higher level of women in undergraduate programs in Canadian universities. However, Mundy (2008) agrees with the success of gender equality in education as steadily increasing, yet women are not being paid the same salaries of men that possess the same levels of education. In contrast to these findings, it has been shown by Baker (2012) that women’s salaries as teachers in academic institutions has steadily been growing in comparison to men. Discussion/Analysis: Historically, the struggle for women’s equality in education has been a difficult and slow process. Prior to the 1990s, women have undergone a variety of barriers in the policymaking process of the Canadian government to promote gender equality in education. During the mid-20th century, the lack of opportunity for women to receive a quality education was a barrier to employment and freedom from the domestic sphere. These …show more content…
In terms of world rankings, Canada is ranked as 1st (in a tie with 24 other nations) in terms of gender equality in education. Therefore, the past twenty years have seen a domestic increase of women participation in academics in comparison to men. Historically, the increase in women’s educational opportunities is part of the increased policy initiatives and women right’s movement that have forced a traditionally patriarchal Canadian government to accede more access to education for women. In the 2000s and 2010s, the findings for post-secondary education suggest that women are participating higher education is slowly increasing on a pace, which showed vast improvements in the …show more content…
Currently, these finings are supported by data collected on the inclusion of women in undergraduate programs at Canadian universities: “Women now make up more than half of all students enrolled in undergraduate programs in Canadian universities (Hobbs and Rice 73). These findings suggest that vast improvements to women’s gender issues in education are improving. Turcoffe’s (20150 findings suggest that a continual historical improvement for women has been increasing over the past twenty years in terms of post-secondary education for women in Canada. In recent times, the issue of gender inequality is primarily based on the inability of women to gain access to equal employment opportunities in male-dominated fields. Critically, the one issue that defines gender inequality in Canadian education is founded on the lower wages/salaries that women earn in comparison to men with the same post-secondary education levels of education. In this manner, women with post-secondary educations are more likely to learn less in the workforce in comparison to men as a historical precedent that is part of a current issue related gender
Introduction:
This study will define the devolving gender inequality for women in Canadian education. The overarching focus on a longitudinal historical progression of women’s rights in the education will be defined from the mid-20th century to the 2000s. A majority of the findings suggest that women have had greater access to secondary and post-secondary education as a part of an increase of participation from the 1990s to the 2000s. the reason why this occurs is based on the steady inclusion of women into political and academic positions that provide them with greater access to policy making and support to help women graduate from secondary school and to enter post=secondary school at university. The success of these governmental and socially constructed measure define the role of women’s rights groups and the increase of women as equals to males in the educational process. Also, a critical look into the current status of gender inequality for women and men in the workforce defines existing inequality of pay grades (salaries, wages. etc) and higher-level administrator positions with equal educations. However, the overall findings suggest that women continue to rise in equality to men in terms of education and job opportunities into the 2000s. Literature Review: This article review will analyze why women are becoming more equal in terms of gender participation within secondary and post-secondary education. Wilson and Erskine (2013) define the historical progress of women that suffered gender inequality before the 1990s, which reveals the steady growth of women’s educational participation into the 21st century. Turcotte’s (2015) data collection and analysis through the Canadian government defines the increasing levels of inclusion for women in Canadian education that have occurred from the 1990s to the 2000s. These findings show a longitudinal increase of women graduating from secondary school and attending post-secondary school. Hobbs (2013) also reinforces this data by showing the higher level of women in undergraduate programs in Canadian universities. However, Mundy (2008) agrees with the success of gender equality in education as steadily increasing, yet women are not being paid the same salaries of men that possess the same levels of education. In contrast to these findings, it has been shown by Baker (2012) that women’s salaries as teachers in academic institutions has steadily been growing in comparison to men. Discussion/Analysis: Historically, the struggle for women’s equality in education has been a difficult and slow process. Prior to the 1990s, women have undergone a variety of barriers in the policymaking process of the Canadian government to promote gender equality in education. During the mid-20th century, the lack of opportunity for women to receive a quality education was a barrier to employment and freedom from the domestic sphere. These …show more content…
In terms of world rankings, Canada is ranked as 1st (in a tie with 24 other nations) in terms of gender equality in education. Therefore, the past twenty years have seen a domestic increase of women participation in academics in comparison to men. Historically, the increase in women’s educational opportunities is part of the increased policy initiatives and women right’s movement that have forced a traditionally patriarchal Canadian government to accede more access to education for women. In the 2000s and 2010s, the findings for post-secondary education suggest that women are participating higher education is slowly increasing on a pace, which showed vast improvements in the …show more content…
Currently, these finings are supported by data collected on the inclusion of women in undergraduate programs at Canadian universities: “Women now make up more than half of all students enrolled in undergraduate programs in Canadian universities (Hobbs and Rice 73). These findings suggest that vast improvements to women’s gender issues in education are improving. Turcoffe’s (20150 findings suggest that a continual historical improvement for women has been increasing over the past twenty years in terms of post-secondary education for women in Canada. In recent times, the issue of gender inequality is primarily based on the inability of women to gain access to equal employment opportunities in male-dominated fields. Critically, the one issue that defines gender inequality in Canadian education is founded on the lower wages/salaries that women earn in comparison to men with the same post-secondary education levels of education. In this manner, women with post-secondary educations are more likely to learn less in the workforce in comparison to men as a historical precedent that is part of a current issue related gender