A study as to whether structural processes exist to promote inequality in education for women.
The aim of this study is to examine whether women are given the same opportunities as men in the field of education. On order to do this we need to look at a brief historical background to "set the scene.".
The list of issues concerning this study can be endless, such as race, social class and feminist perspectives. However, this investigation will focus on whether gender influences the curriculum, resources and women as academics.
Historical Background.
Forster's Education Act of 1870 made education compulsory for all children between the ages of 5 and 10 years old. This was seen as a major achievement for those who had been campaigning for education for all, especially so for feminists. Educating middle and upper class boys was an accepted and expected feature of boys" preparation for adulthood. However, nineteenth century feminists had to fight hard to secure the acceptance of a woman's right to work and be suitably educated. According to Richard and Robinson (1993) the main argument posed for opposing this issue had been based predominantly on concepts of "natural " differences between males and females.
" Not one girl in a hundred would be able to work up the subjects .
required for an Indian Civil Service examination in the ways .
which boys do. Her health would would break down under the .
Effort-. (Elizabeth Sewell 1865 - cited in Spender pp144-5.
Quoted by Richard and Robinson 1993).
However, the structure of education for girls following the 1870 Act was based upon the foreseen requirements for working class females. Domestic subjects such as needlework and cookery were compulsory elements to their curriculum. Yet whilst this was deemed suitable for the lower classes it was considered inappropriate for the middle classes These were the women who were required to provide organisational skills in order to provide a stable, supportive domestic environment.