ERIC Number: EJ1132135
Record Type: Journal
Publication Date: 2017
Abstractor: As Provided
Reference Count: 81
Progress and Paradox for Women in US Higher Education
Smith, Daryl G.
Studies in Higher Education, v42 n4 p812-822 2017
Gender, and especially the status of women, is certainly one of the most salient identities in all corners of the world. For some countries, the issues begin with the right to education at even the earliest ages. In the United States, there is a prevailing assumption, because women are a majority of the undergraduate and graduate populations in higher education that a threshold concerning access and equity has been reached. The story of gender, however, is a more complex one. This article will focus on the parallel notions of significant progress in some domains for women in higher education and the paradox that depending on the level, and depending on which women, progress and in some cases lack of progress is clear. The article will review changes over the last decades and address the deeper issues of institutional transformation and the emerging issues for policy including conceptualizations of gender.
Descriptors: Gender Differences, Females, Womens Education, Equal Education, Civil Rights, Higher Education, Access to Education, Educational History, Educational Change, STEM Education, Educational Legislation, Federal Legislation, Talent Identification
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A
Identifiers - Laws, Policies, & Programs: Higher Education Act Title IX