Womens Liberation Research Paper

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Thesis: Women of the 1900s had it harder when it came to getting a good education and having jobs than women of today.

I. Education
A. 1900s
1. Not many women got to the opportunity to attend college. B. 2000s
1. Many women get the opportunity to attend college.
II. Jobs
A. 1900s
1. Most jobs were kept at home as house wives.
B. 2000s
1. Most women have jobs outside of the household getting paid well. * Women didn’t get paid the same as men in the 1970s and now in the 2000s. III. Past times
A. 1900s
1. Women didn’t get the luxury of going out and spending time alone to just relax. B. 2000s
1. Women get the luxury to go out and relax. They get to go out to get some time away from there family. IV. Marriage
A. 1900s
1. in the 1900's it was more frowned upon for a couple to be unmarried or to have a family but without the marital status. Even to marry someone of a different race. B. 2000s
1. Today that judgment isn't as common in this century, as there are obviously more teenage parents and couples living together but not wanting to get married, and that's pretty normal now.

During the 1900s women had faced many challenges when it came to the opportunities to attend college, what kinds of jobs they got, how they get paid compared to men, how they get to spend their free time, and how and when they got to choose to get married. Women of the 1900s had it harder when it came to getting a good education and having jobs than women of today. When it came to education in the 1900s many women didn’t get the opportunity to go to college. During the 1970s women fought to achieve rights and opportunities equal to those of men. This change is seen on college campuses across the country. From 1970 to 1979, the number of women enrolled in colleges increases sixty percent. By 1979, for the first time in history, more women than men enter colleges in the United States. The Women’s Educational Equity Act passed in 1974 allowed federal grants for development, research and other educational purposes to increase awareness of bias in education and to provide curricula and resources for promoting greater educational equity for women and girls. (Wirtenberg, Klein, Richardson, and Thomas 311) By 1976 there were fewer differences between male and females that were not enrolled in school. Yet, Puerto Rican females were three times as likely to not be in school and black women were also more likely not to be enrolled in school. (Wirtenberg, Klein, Richardson, and Thomas 314) Women of today have many opportunities to attend college. Today there is more courses that females can take that were once considered male only courses. For example, women received forty-two percent, forty-three percent, and forty-five percent of bachelors degrees awarded in 1965, 1970, and 1976. (Wirtenberg, Klein, Richardson, and Thomas 314) The percentages just continue to rise. Higher education figures show a great response to recent changes. Enrollment in engineering is up seven hundred percent, participation of women in legal and medical education has also increased, and these are at least partially attributable to changes in admissions policies in higher education. (Wirtenberg, Klein, Richardson, and Thomas 315) Women in the 1900s didn’t get to have the jobs they wanted, most of the jobs they had were kept at home as housewives. For example in 1948, twenty-five percent of married American women with children worked outside the home. In 1960, the figure increased to forty percent. By 1980, it had reached sixty percent, a figure that continues to rise. In 1965, the cultural and statistical norm was for these married women to be housewives, and indeed sixty-two percent were fulltime homemakers. (Zipp and Plutzer 545) By 1973, the relative proportions of housewives and paid workers almost flipped: 56.6 percent of wives were...
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