The SAGE Handbook of Gender and Education brings together leading scholars on gender and education to provide an up-to-date and broad-ranging guide to the field. It is a comprehensive overview of different theoretical positions on equity issues in schools. The contributions cover all sectors of education from early years to higher education; curriculum subjects; methodological and theoretical perspectives; and gender identities in education. Each chapter reviews, synthesises, and provides a critical interrogation of key contemporary themes in education. This approach ensures that the book will be an indispensable source of reference for a wide range of readers: students, academics and practitioners.
Chapter 13: Gender and Higher Education
Gender and Higher Education
Women are newcomers to higher education. Men had been students for over 800 years in Europe and 200 in the USA before women were admitted a century ago. The higher education of the Islamic and Chinese civilizations were also closed to women. This chapter focuses on the USA and the UK and on students, not staff (see Chapter 34 in this volume). It deals with students, in three eras (1840–1920, 1920–70, 1970–2000), focusing on architecture, organizational structures, curricula, pedagogy, and social conventions. Architecture is a shorthand for domestic arrangements, such as catering and heating, as well as the buildings and landscapes. These are five dimensions of change in the higher education of women.
For two centuries, industrial societies have ...