Describe the Employment Opportunities of Women in Britain Between 1914 and 1918.
Describe the Employment Opportunities of Women in Britain Between 1914 and 1918 In 1914, women's roles were traditional ones. Many had housewife duties and did the cooking, cleaning and motherly chores of the household. Upper class and most middle class women were not expected to work. In 1911, a census showed that 90% of all married women did not work at all. But as more and more men joined the army, there was a great demand for more women to work and more jobs became available to them. Pre 1914, working class women worked as servants and in factories. In 1914 there were 5.9million women working out of 23.7million. In domestic service, there were 1.5million women working, 900,00 were working in textiles and 500,000 in the sweated trade. Middle class women sometimes worked as lawyers, teachers, teachers or doctors. But this was a very small number and very few middle class married women would be working at all. Upper class women rarely worked either. The few upper class women that did work had much better jobs than the lower class women. During the war, things began to change. Britain needed to grow it's own food. Most men were leaving for war and trade routes had been cut. This resulted in more women being asked to work on the land. However many of these women were attracted to jobs in the city due to the better pay. To recruit women, the Women's Land Army was formed. This
Describe the employment opportunities of women in Britain in 1914 at the outbreak of war.
Lucy Palmer Question One: Assignment One Describe the employment opportunities of women in Britain in 1914 at the outbreak of war. (15marks) At the beginning of the century educational and employment opportunities for women were poor. A Government census in 1911 revealed that over 11 million adult women did not have a paid job, and only 5 million did. One of the main reasons for this was that women were expected to marry and become housewives instead of having a job. Even those women that did have jobs were often expected to give up work as soon as they were married. Women in work often had to put up with the worst working conditions and lowest pay; sometimes just two-thirds of a man's or even less. Although it was not too difficult for women to get jobs, promotion opportunities were poor. One reason for this was that women were often not as well educated as men. Before 1876 education was not compulsory, and it was not free until 1880. In 1902 the school leaving age was raised to twelve, and staying at school after this meant winning a scholarship or paying fees. Sometimes parents would pay for a son to carry on but not a daughter, as it was assumed that a daughter would get married and be supported by her husband. Only 10 per cent of children attended school after the age of twelve and only 10 per cent of these children were girls. It was difficult for women
Describe the employment opportunities of women in Britain in 1914 at the outbreak of war.
Miss Shires Billy Quelcutti History Coursework Describe the employment opportunities of women in Britain in 1914 at the outbreak of war. As the century opened in 1900, the situation with women and work was not going well. Even though this was Queen Victoria's sixty first year as queen, women benefited in a very small way. Women were viewed as being less intelligent and weaker both physically and emotionally than men. Women's rights did improve by 1914 but they were still a long way away from being equal to men. This essay will look at how women's opportunities slowly improved by 1914. To do this the following factors will be looked at; the education of women their professions and there classes. Women didn't work in the same professions as men. Most women worked in factories or domestic service etc. The numbers of women employed in the most common occupations for women in 1911. Women were rarely paid the same wage as men. Although there were 212 women doctors, 2 architects and a few women clerks and assistants in the legal, banking and insurance worlds, many professions were still closed to women. Of the three and a half million women in paid employment 50% were confined to jobs in domestic service, despite being highly skilled were paid
Describe the employment opportunities of women in Britain in 1914 at the outbreak of war.
Describe the employment opportunities of women in Britain in 1914 at the outbreak of war. Women did not really have many jobs before the war started in 1914. Women were not permitted to have jobs because if they were married their loyalties ran with their husbands. This also applied if they had a child. The women's job was to make sure that the house was nice, clean and tidy for their husband to come back to and they had to cook all of the meals. Overall in life the women were expected to do all of this. They had to accept that they could not go to work; it was the job of their husband. The women were dependent upon the men to bring in the money so that they could go and buy everything so that they could cook the meals. Some women did go into working labour such as textiles, dressmaking, and clerical workers and in the food industries. Even with these jobs they could not compare to the amount of women who just did domestic services around either their own home or for their employers at their home. This mainly happened in the Sweated Trade, which was clothing and dress making. In the sweated trade women were often paid 'piece rate' for the amount of items that they made in a week. The men expected the women to give up their jobs once they became married. This is because the men did not think that it was acceptable to send their wives out to work. Most women had to have jobs
Assess the Functionalist explanation of the role of education in modern society.
Assess the Functionalist explanation of the role of education in modern society The functionalist approach is one of several sociological viewpoints on education. Functionalism is largely derived from the work of sociologists such as Emile Durkheim and Talcott Parsons. Broadly speaking, functionalism is an approach which explains social institutions primarily in terms of the functions they perform. Functionalists treat societies as systems of interacting and discuss the functions of something relating to its effects on a particular institution or on society as a whole. For Durkheim (french sociologist), the process of education was to be understood in terms of its contribution to the maintenance of the social order. He saw the major function as the transmission of society's norms and values. He was one of the major contributing sociologists putting forward new ideas and establishing many themes which continue to be immensely important in influencing modern sociology. Durkheim believes that social solidarity is vital - a unitation of individuals creating an all round feeling of commitment and a sense of belonging to society as a whole. He believes that in particular the teaching of history links the individual to their society and if this happens they will become more aware of the fact that they
Using information from the items and elsewhere, assess the Marxist view that education benefits the ruling class
Using information from the items and elsewhere, assess the Marxist view that education benefits the ruling class Marxism is a structuralist perspective with the economy as its foundation. As such, the Marxist view focuses on the idea that it is the economy that drives the rest of society and in relation to education, it is suggested by the Marxist idea that education benefits the ruling class by weaving ruling class values into the education system. One of the main ways Marxists, and in particular Althusser, argue that this occurs is through what is known as the hidden curriculum; that is, values and attitudes that we learn in school as opposed to the material we are actively taught. Marxists argue that what we encounter in the so called hidden curriculum prepares us for the world of work for example through hierarchies and obedience to those who are above us in them. This almost conditions us to the idea of either having someone to report to or obey or having people who do those things to us depending on our position, which benefits the ruling class as on a very basic level it ensures acceptance for these methods later in the world of work. However, it is also suggested that students learn an element of powerlessness in this way as they are rarely given a voice, whilst it is arguable that in the world of work and indeed as adults, a person does get to have more say in
Using material from Item A and elsewhere, assess the contribution of functionalist sociology to an understanding of the role of education in society.
Sociology Miss Rowbotham Education Using material from Item A and elsewhere, assess the contribution of functionalist sociology to an understanding of the role of education in society A) Explain what is meant by 'streaming'. (2 marks) Streaming is when you organise children into different classes in school depending on their ability. B) Give two examples of ways in which the school curriculum may be seen as ethnocentric. (4 marks) The school curriculum may be seen as ethnocentric as they only teach main culture/religion subjects and they do not give children a broad education. C) Suggest three ways in which schools act as agencies of socialisation. (6 marks) Schools act as agencies of socialisation as they teach children manors, the difference between right and wrong - i.e. deviance, and they give children the chance to interact with other children and other members of society. D) Identify and briefly explain two reasons why females in general are now achieving better GCSE grades than males. (8 marks) One reason that I think females are achieving better GCSE grades than males is that more pressure is being put on females nowadays due to women being more determined to be treated equally to men in areas such as jobs. Another reason, is that I think women are becoming more independent are striving harder to reach their targets and goals. E) Explain how the hidden
The struggle for the emancipation of women.
Cherry Robinson/ Dannie Hills 10/79 01/05/2007 Coursework: The struggle for the emancipation of women. Today we take for granted that women have the same rights as men. This was not always the case, before the first world war very few people believed women should have the same rights as men, even women themselves believed this was true. But some women did realise that they had as much right as men to do the things they did and were just as clever. Describe and compare the progress made to secure the rights for women between 1870 and 1900. There were three social classes: Upper class, middle class and working class. All women, though, were expected to raise the children and maintain the household. For upper class women this meant ordering their servants. Upper class women were very rich and were happy with their lives. They were treated almost as ornaments by men, to just look pretty. And they did, they had the finest clothes and a life of pleasure. They did not see a need for change. Middle class were not so wealthy but wanted to be like the upper class women and so they copied and mimicked them. These were the wives of men who worked in manufacturing. Working class women were poor both mother and father of a family would work and the children would do nothing. They had large families. They had very poor diets and very little education. Most working class women