May I Learn Too?
Barriers Placed on Women in the Education System
Name: Tavia Ferreira
Student #: 203992377
Assignment: #2
Question: #1 ~ In relation to the works of Wollstonecraft
Course Director: John Spencer
Tutorial Leader: Tasha Henry
Course: Education and Social Change
Date: Thursday January 18, 2001
Throughout the nineteenth, twentieth, and twenty-first centuries, women have been placed at a disadvantage involving the issue of their education. The issues of what subject’s women should and shouldn’t be taught are often involved in heated debates present in today’s time. Mary Wollstonecraft (1983), a woman’s theorist during the turn of the 19th century was one of the major advocates in the battle for gender equity within the educational system. The construction and institutionalization of her theories of educating the young female mind in regards to intellect, physical activity, and preparedness for life in society after completion of formal education; have proved as a stepping stone in the fight to receive an equal education when compared to their male counterparts.
Wollstonecraft’s theory (1983) surrounding the benefits of segregated schooling amongst the sexes, became the basis and backbone of the construction of her theoretical concepts. Wollstonecraft believed that after nine years of age, young women should be put in “female only” schools, to further their skills and prepare themselves for life outside of the academic structure. “I wish them to be taught to think- thinking indeed, is a severe exercise, and exercise of either mind or body will not at first be entered on, but with a view to pleasure (Wollstonecraft, 1983, p.34)”. The courses that would be taught in these schools would reflect the particular role women would aspire to within the society. Social status deemed which stream of curriculum would best suit the female learner. Generalized academic studies such as anatomy and politics were reserved for the daughters of the upper-class, whereas manual crafts such as needle work, and other domestic courses would prepare them for the “working world” that waited ahead. Regardless of the field chosen, Wollestonecraft (1983) believed that the education of a women would help her in life long decisions such as choosing a mate, and living successfully within the society.