From the mid-19th century up to the outbreak of the war in August 1914 the suffrage campaign had attained the size and the status of a mass movement, riveting the attention of the British public. During the wartimes the activities of suffragists came to a halt, and a new, “domestic ideology“ emerged. When in early 1918 the Parliament granted the vote for women over the age of thirty, as a gesture of recognition for women’s contribution to the war effort, British feminists felt the neccessity to fight for a deeper, a more essential reformation in society. New feminist organizations were created, laws improving the status of mothers were passed and a passionate debate over the nature of feminism had begun. “But by 1930 feminism seemed much less a threat to traditional structures” than during the wartimes and the postwar period. How could it be that such a big movement like the suffrage campaign had been so powerful and finally disappeared, considering that “interwar feminism trapped women in the cult of domesticity from which earlier feminists had tried to free themselves”? Why should a woman choose to enter the teaching profession in the first half of the twentieth century?
Teaching offered a large number of attractions as a job for women. Professional teaching involved the notion of a career, a life's work after a specific training, open only to those of a sufficient academic capacity.
See: Teaching young children was said to be:
"...one of the best forms of reconstruction work. The care of the children brings the teacher into closer touch with their mothers, who often come to her
for advice in any and every subject: thus she may be a means of furthering the social betterment of the homes and the country." (Students' Careers Association, Careers, p.15. Also see Board of Education, Training
of Teachers, p.40)
Women teachers became confident because of their academic success, their professional aspirations and their teacher education, which gave them a sense that they were part of an elite, especially a part of a female elite.
Elementary and secondary school teachers were different in their routes into the teaching profession:
Women who taught in elementary schools usually came from the intelligent working class or the lower middle class and underwent their education in a training college while secondary school teachers usually came from middle class and were university educated.
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Inhaltsverzeichnis (Table of Contents)
- Introduction
- Definition of "equality and new feminism"
- Feminist Organizations
- Legislation or "a substitute for change"
- The NUSEC Executive Committee Split or the "Fall of the Feminist Empire"
- Negative Historical Assessments or "taking another view at the movement"
Zielsetzung und Themenschwerpunkte (Objectives and Key Themes)
This paper explores the emergence and evolution of "New Feminism" within the context of British society during the early 20th century. It delves into the motivations and aspirations of women entering the teaching profession, examining how their professional identities were shaped by societal expectations, feminist ideologies, and their personal experiences.
- The shift in feminist discourse from suffrage to broader social reform
- The role of women in the teaching profession during the interwar period
- The interplay between women's professional ambitions and societal expectations
- The impact of feminist organizations on the lives of women teachers
- The complex relationship between feminist activism and the "cult of domesticity"
Zusammenfassung der Kapitel (Chapter Summaries)
- Introduction: This chapter introduces the historical context of the study, focusing on the transition from the suffrage movement to a broader focus on social reform. It highlights the rise of "New Feminism" and its impact on women's professional aspirations.
- Definition of "equality and new feminism": This chapter delves into the conceptual framework of "New Feminism" as it emerged in the early 20th century, exploring its key principles and aims.
- Feminist Organizations: This chapter examines the various feminist organizations that emerged during the interwar period, analyzing their roles in advocating for women's rights and promoting social change.
- Legislation or "a substitute for change": This chapter focuses on the legislative advancements made to improve the status of women, specifically mothers, during this period, and critically assesses their impact on the lives of women.
Schlüsselwörter (Keywords)
New Feminism, women's rights, teaching profession, interwar period, feminist organizations, legislation, social reform, domesticity, professional identity, societal expectations.
Frequently Asked Questions about Feminism and Women Teachers (1900-1950)
What is "New Feminism" in the early 20th century?
New Feminism emerged after women over 30 granted the vote in 1918. It shifted focus from suffrage to social reforms, such as improving the status of mothers and addressing domestic issues.
Why was teaching an attractive profession for women?
Teaching offered a career path for those with academic capacity and provided a sense of belonging to a "female elite." It was seen as a form of social reconstruction work.
How did elementary and secondary school teachers differ socially?
Elementary teachers often came from the working or lower middle class and attended training colleges. Secondary teachers usually came from the middle class and were university-educated.
What was the "cult of domesticity" in the interwar period?
It refers to the societal pressure on women to return to traditional domestic roles, which often trapped them in the structures that earlier feminists had fought to dismantle.
What was the significance of the NUSEC Executive Committee Split?
Often called the "Fall of the Feminist Empire," this split represented a major internal conflict within feminist organizations regarding their goals and strategies for social change.
How did teacher education shape women's professional identity?
Teacher education gave women confidence and a sense of professional aspiration, allowing them to see themselves as successful professionals despite broader societal restrictions.
- Quote paper
- Iw Marinkovic (Author), Hannes Alter (Author), 2000, Feminism of Woman Teachers in the First Half of the 20th Century, Munich, GRIN Verlag, https://www.grin.com/document/19356
