Open AccessBARRIERS TO WOMEN'S PARTICIPATION IN POST‐SECONDARY EDUCATION 1
Author(s) -
Ekstrom Ruth B.
Publication year - 1972
Publication title -
ets research bulletin series
Language(s) - English
Resource type - Journals
eISSN - 2333-8504
pISSN - 0424-6144
DOI - 10.1002/j.2333-8504.1972.tb00821.x
Subject(s) - ambivalence , situational ethics , feeling , preference , curriculum , psychology , public relations , social psychology , political science , pedagogy , economics , microeconomics
Although the phenomenon has long been observed that women enter all types of post‐secondary education at lower participation rates than men, there have been few attempts to analyze the reasons for this. These barriers may be categorized as (1) institutional, (2) situational, and (3) dispositional. Institutional factors that serve to exclude women from participation in post‐secondary education include admissions practices, financial aid practices, institutional regulations, types of curriculum and services adopted, and faculty and staff attitudes. Situational barriers that deter women from participation in further education include family responsibilities, financial need, and societal pressures. Dispositional barriers that prevent women from continuing education include their fear of failure, attitude toward intellectual activity, role preference, ambivalence about educational goals, level of aspiration, passivity, dependence, and inferiority feelings.