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Transformations in Organizational Structures and the Feminization of Schoolteaching |
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Abstract:
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For the purpose of exploring internal gender segregation, this paper presents historical data on New England teaching from state and local school records and manuscript district school meeting accounts. The paper first identifies pre-nineteenth century forms of job segregation within teaching. Second, it examines the predominant form of segregation in the first decades of the nineteenth century -- segregation by seasons. The third section documents the process of change from gender segregation by season to gender segregation by hierarchical ranking. The fourth investigates gender segregation within the bureaucratic organization of late nineteenth-century urban schools. The paper concludes with a discussion of the implications of its findings and the specific consequences of changes in gender segregation to nineteenth-century schoolteachers |
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school (151), femal (73), teacher (73), segreg (60), gender (51), male (47), teach (46), new (45), winter (41), session (34), centuri (34), town (33), women (29), one (29), posit (29), district (28), taught (26), season (23), chang (23), within (23), nineteenth (20), |
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Association:
Name: American Sociological Association
URL: http://www.asanet.org
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Citation:
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MLA Citation:
| Preston, Jo Anne. "Transformations in Organizational Structures and the Feminization of Schoolteaching" Paper presented at the annual meeting of the American Sociological Association, Hilton San Francisco & Renaissance Parc 55 Hotel, San Francisco, CA,, Aug 14, 2004 <Not Available>. 2009-05-26 <http://www.allacademic.com/meta/p109918_index.html> |
APA Citation:
| Preston, J. , 2004-08-14 "Transformations in Organizational Structures and the Feminization of Schoolteaching" Paper presented at the annual meeting of the American Sociological Association, Hilton San Francisco & Renaissance Parc 55 Hotel, San Francisco, CA, Online <.PDF>. 2009-05-26 from http://www.allacademic.com/meta/p109918_index.html |
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: For the purpose of exploring internal gender segregation, this paper presents historical data on New England teaching from state and local school records and manuscript district school meeting accounts. The paper first identifies pre-nineteenth century forms of job segregation within teaching. Second, it examines the predominant form of segregation in the first decades of the nineteenth century -- segregation by seasons. The third section documents the process of change from gender segregation by season to gender segregation by hierarchical ranking. The fourth investigates gender segregation within the bureaucratic organization of late nineteenth-century urban schools. The paper concludes with a discussion of the implications of its findings and the specific consequences of changes in gender segregation to nineteenth-century schoolteachers |
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| Document Type: |
.PDF |
| Page count: |
8 |
| Word count: |
4356 |
| Text sample: |
| 1 Transformations in Organizational Structures and the Feminization of Schoolteaching Edward Gross’s employment of the French aphorism “Plus ca change plus c’est la meme chose” (the more things change the more they stay the same) to describe gender segregation among occupations might describe gender segregation within occupations as well (Gross 1968). Recent studies suggest that the gender division of labor persists within occupations (Blau and Ferber 1992; Preston 1999) and thus continues to prevent genuine integration of the workplace. |
| their salaries (Preston 1995). Moreover the brunt of increased supervision fell primarily on women teachers greatly diminishing their autonomy in the classroom. Since teaching continued to represented the main source of employment for educated nineteenth-century women (other professions such as law and medicine were reserved for men) the negative impact of these changes on women’s employment opportunities were significant. Consequently in considering the situation of female teachers in nineteenth-century New England schools instead of citing the French aphorism “The |
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