Education and the "Woman Question"

• Published in: Canadian psychology = Psychologie canadienne 1997-08, Vol.38 (3), p.154-163
• Main Author: PYKE, SANDRA W
• Format: Article
• Language: English
• Subjects: Education; Educational Inequality; Equal Education; Female; Gender; History; Human; Nineteenth Century; Rights; Secondary Education; Sex Discrimination; Sexual Inequality; Social conditions; University students; Women; Womens Education; Womens History; Womens Rights
• ISSN: 0708-5591; 1878-7304
• DOI: 10.1037/0708-5591.38.3.154

Abstract The "woman question" refers to the nineteenth century debate about whether the rights and freedoms available to men should be extended to women. The intent of this paper is to explore the expression of this debate within the context of the post-secondary education system. Selected examples of the historical arguments in support of the exclusion of women are outlined (i.e., women are lower on the evolutionary scale; reproductive harm; loss of femininity) followed by a more contemporary analysis of gender differences in graduate education with a particular focus on access, graduation rates (i.e., attrition) and time to completion of graduate degrees. The "chilly climate" construct is presented as a possible explanation for the alleged gender differential on these latter two variables. According to this model, the structures and operation of academic institutions embody significant elements of systemic discrimination and micro-inequities which disadvantage women. A series of six studies are described in which various aspects of the chilly climate (i.e., mentoring and supervision, sexual harassment) are explored especially in terms of the effects on attrition and time to completion. Paradoxically, although the research reveals a failure of educational institutions to fully resolve the woman question, women continue to operate effectively under conditions of inequity. Despite general dissatisfaction with the quality of their educational experience, and the concomitant experience of significant life stress, women did not withdraw in larger numbers nor take longer to complete their degrees than did men. The paper concludes with a few modest speculations about the future constructions and deconstructions of this debate. Résumé La question de la femme se rapporte au débat du dixneuvième siècle à propos de savoir si les droits et les libertés dont disposent les hommes devraient être étendus aux femmes. Le but de cet article est d'explorer comment se manifeste ce débat dans le contexte du système d'éducation du troisième cycle. Certains exemples d'arguments historiques démontrant l'exclusion des femmes sont pré-sentés (c.à-d., les femmes sont en bas de l'échelle évolutionniste; le handicap de la reproduction; la perte de la féminité) suivis par une analyse plus contemporaine des différences de sexe dans l'éducation au nivean troisième cycle avec une concentration particulière sur l'accès, le taux de remise de diplôme (c.à.d., attrition) et le nombre d'années