The Feminine Mystique
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| Three Primitive Societies, New York, pp. 279 ff. 14. Margaret Mead, From the South Seas, New York, 1939, p. Margaret Mead, Male and Female, New York, 1955, pp. 16—18. 16. Ibid., p. 26. 17. Ibid., footnotes, pp. 289 ff: I did not begin to work seriously with the zones of the body until I went to the Arapesh in 1931. While I was generally familiar with Freud’s basic work on the subject, I had not seen how it might be applied in the field until I read Geza Roheim’s first field report, Psychoanalysis of Primitive Culture Types I then sent home for abstracts of K. Abraham’s work. After I became acquainted with Erik Homburger Erikson’s systematic handling of these ideas, they became an integral part of my theoretical equipment. 18. Ibid., pp. 50 f. 19. Ibid., pp. 72 ff. 20. Ibid., pp. 84 ff. 21. Ibid., p. 85. 22. Ibid., pp. 125 ff. 23. Ibid., pp. 135 ff. 24. Ibid., pp. 274 ff. 25. Ibid., pp. 278 ff. 26. Ibid., pp. Margaret Mead, Introduction to From the South Seas, New York, 1939, p. xiii. It was no use permitting children to develop values different from those of their society…” 28. Marie Jahoda and Joan Havel, “Psychological Problems of Women in Different Social Roles—A Case History of Problem Formulation in Research,” Educational Record, Vol. 36, 1955, pp. Chapter 7. THE SEX-DIRECTED EDUCATORS 1. Mabel Newcomer, A Century of Higher Education for Women, New York, 1959, pp ff. The proportion of women among college students in the US. increased from 21 percent into percent in it had declined to 35. 2 percent in Five women’s colleges had closed 21 had become coeducational 2 had become junior colleges. In 1956, 3 out of 5 women in the coeducational colleges were taking secretarial, nursing, home economics, or education courses. Less than 1 out of doctorates were granted to women, compared to 1 in 6 in 1920, 13 percent in. Not since before World War I have the percentages of American women receiving professional degrees been as consistently low as in this period. The extent of the retrogression of American women can also be measured in terms of their failure to develop to their own potential. According to Womanpower, of all the young women capable of doing college work, only one out of four goes to college, compared to one out of two men only one out of 300 women capable of earning a Ph.D. actually does so, compared to one out of 30 men. If the present situation continues, American women may soon rank among the most backward women in the world. The US. is probably the only nation where the proportion of women gaining higher education has decreased in the past years it has steadily increased in Sweden, Britain, and France, as well as the emerging nations of Asia and the communist countries. By the s, a larger proportion of Frenchwomen were obtaining higher education than American women the proportion of Frenchwomen in the professions had more than doubled in fifty years. The proportion of Frenchwomen in the medical profession alone is five times that of American women 70 percent of the doctors in the Soviet Union are women, compared to 5 percent in America. See Alva Myrdal and Viola Klein, Women’s Two Roles—Home and Work, London, 1956, pp Mervin B. Freedman, The Passage through College,” in Personality Development During the College Years, ed. by Nevitt Sanford, Journal of Social Issues, Vol. XII, No. 4, 1956, pp. 15 ff John Bushnel, Student Culture at Vassar,” in The American College, ed. by Nevitt Sanford, New York and London, 1962, pp ff Lynn White, Educating Our Daughters, New York, 1950, pp. 18—48. 5. Ibid., p. 76. 6. Ibid., pp. 77 ff Ibid., p. 79. 8. See Dael Wolfle, America’s Resources of Download 2.16 Mb. Share with your friends:
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