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See How Far We’ve Come! Girls’ Education in Recent History. And Where Does This Leave Girls Now?

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A Girl's Education

Part of the book series: Palgrave Studies in Gender and Education ((GED))

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Abstract

In this chapter, we provide an overview of the ways in which gender inequity in educational treatment began to be recognized and the processes that were put in place to reduce these differences and thus provide a more equitable schooling experience for girls and boys. The history of the girls in education movement began slowly in the latter half of the twentieth century with the dawning recognition of the different sorts of educational experience and outcomes relating to girls’ education when compared to that of boys. Schooling, it was claimed, did not provide girls with an adequate preparation for fulfilling their potential to become active participants in society. The claim was based on comparisons with boys’ experience of schooling and included attention to time in school, subjects studied, roles undertaken, and appropriate preparation for a post-school career or further study.

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Author information

Authors and Affiliations

  1. School of Education, University of South Australia, Mawson Lakes, SA, Australia

    Judith Gill

  2. NSW Department of Industry, Darlinghurst, NSW, Australia

    Katharine Esson

  3. Ros Yuen Psychology, Beulah Park, SA, Australia

    Rosalina Yuen

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  1. Judith Gill
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  2. Katharine Esson
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  3. Rosalina Yuen
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Gill, J., Esson, K., Yuen, R. (2016). See How Far We’ve Come! Girls’ Education in Recent History. And Where Does This Leave Girls Now?. In: A Girl's Education. Palgrave Studies in Gender and Education. Palgrave Macmillan, London. https://doi.org/10.1057/978-1-137-52487-4_3

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  • DOI: https://doi.org/10.1057/978-1-137-52487-4_3

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  • Publisher Name: Palgrave Macmillan, London

  • Print ISBN: 978-1-137-52486-7

  • Online ISBN: 978-1-137-52487-4

  • eBook Packages: EducationEducation (R0)

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