The Feminine Mystique
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| Specialized Talent, New York, 1954. 9. Cited in an address by Judge Mary H. Donlon in proceedings of Conference on the Present Status and Prospective Trends of Research on the Education of Women, American Council on Education, Washington, D.C. 10. See The Bright Girl A Major Source of Untapped Talent Guidance Newsletter, Science Research Associates Inc, Chicago, Ill., May, See Dael Wolfle, op. cit. 12. John Summerskill, Dropouts from College,” in The American College, p. Joseph M. Jones, Does Overpopulation Mean Poverty Center for International Economic Growth, Washington, 1962. See also United Nations Demographic Yearbook, New York, 1960, pp. 580 ff. By, in the United States, more girls were marrying from 15 to 19 years of age than from any other age group. In all of the other advanced nations, and many of the emerging underdeveloped nations, most girls married from 20 to 24 or after 25. The US. pattern of teenage marriage could only be found in countries like Paraguay, Venezuela, Honduras, Guatemala, Mexico, Egypt, Iraq and the Fiji Islands. 14. Nevitt Sanford, Higher Education as a Social Problem in The American College, p. Elizabeth Douvan and Carol Kaye, “Motivational Factors in College Entrance,” in The American College, pp. 202—206. 16. Ibid., pp. 208 ff. 17. Esther Lloyd-Jones, Women Today and Their Education Teacher’s College Record, Vol. 57, No. 1, October, 1955; and No. 7, April, 1956. See also Opal David, The Education of Women signs for the Future, American Council on Education, Washington, DC, Mary Ann Guitar, College Marriage Courses—Fun or Fraud Mademoiselle, February, Helen Deutsch, op. cit., Vol. 1, p. 290. 20. Mirra Komarovsky, op. cit., p. Research studies indicate that 40 percent of college girls play dumb with men. Since the ones who do not include those not excessively overburdened with intelligence, the great majority of American girls who are gifted with high intelligence evidently learn to hide it. 21. Jean Macfarlane and Lester Sontag, Research reported to the Commission on the Education of Women, Washington, DC, (mimeo ms.). 22. Harold Webster some Quantitative Results, in Personality Development During the College Years, ed. by Nevitt Sanford, Journal of Social Issues, Vol. 12, No. 4, p. 36. 23. Nevitt Sanford, Personality Development During the College Years, Journal of Social Issues, 1956, Vol. 12, No. Mervin B. Freedman studies of College Alumni,” in The American College, p. Lynn White, op. cit., p. 117. 26. Ibid., pp. 119 ff. 27. Max Lerner, America As a Civilization, New York, 1957, pp. The crux of it lies neither in the biological nor economic disabilities of women but in their sense of being caught between a man’s world in which they have no real will to achieve and a world of their own in which they find it hard to be fulfilled. When Walt Whitman exhorted women to give up toys and fictions and launch forth, as men do, amid real, independent, stormy life he was thinking —as were many of his contemporaries—of the wrong kind of equalitarianism…. If she is to discover her identity, she must start by basing her belief in herself on her womanliness rather than on the movement for feminism. Margaret Mead has pointed out that the biological life cycle of the woman has certain well-marked phases from menarche through the birth of her children to her menopause that in these stages of her life cycle, as in her basic bodily rhythms, she can feel secure in her womanhood and does not have to assert her potency as the male does. Similarly, while the multiple roles that she must play in life are bewildering, she can fulfill them without distraction if she knows that her central role is that of a woman. Her central function, however, remains that of creating a lifestyle for herself and for the home in which she is life creator and life sustainer. 28. See Philip E. Jacobi Changing Values in Download 2.16 Mb. Share with your friends:
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