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ERIC Number: ED192037
Record Type: RIE
Publication Date: 1977-Oct
Reference Count: 0
The Disadvantaged Woman in America. How Adult Education Can Promote Her Growth and Development.
Ploetz, Greta N.
Educationally, economically, or psychologically disadvantaged women suffer from even more social and economic injustices than do other women. Although a woman's ability to provide for herself rises with her educational level, approximately half of all American women lack a high school diploma. Family relationships, religious tradition, school practices, and blue collar attitudes foster women's feelings of fatalism and powerlessness. Interviews with three Adult Basic Education (ABE) program participants reveal that disadvantaged women feel a lack of freedom, fear of life, and lack of confidence. They resent the way they are treated as wives and are accustomed to being dependent. Four ABE objectives can alleviate these feelings: (1) to enable women to develop academic skills, (2) to help women recognize and appreciate their abilities and strengths, (3) to promote the full development of each woman's intellectual capacity, and (4) to make women aware of available life-style options. To achieve these goals teachers must be able to teach women from disadvantaged backgrounds. Personal and vocational counseling, individualized instruction, and flexible programs allowing for women's childrearing responsibilities are necessary. Widespread sexism in learning materials with respect to roles, vocational opportunities, life-styles, and general characteristics must be eliminated. (MN)
Descriptors: Adult Basic Education, Adult Programs, Cultural Differences, Demography, Economically Disadvantaged, Educational Needs, Educational Objectives, Educational Strategies, Educationally Disadvantaged, Females, Instructional Materials, Program Development, School Role, Sex Bias, Sex Discrimination, Sex Role, Social Influences, Teaching Methods, Womens Education
Publication Type: Dissertations/Theses - Masters Theses
Education Level: N/A
Authoring Institution: N/A
Note: Master's Thesis, University of Minnesota.