In an interview with John Stewart on The Daily Show, Pakistani activist for female education, Malala Yousafzai stated, “…In Pakistan, when we were stopped from going to school, at that time I realized that education … is the power for women, and that’s why the terrorists are afraid of education…” From her speech and other quotes of famous politicians and activists about women’s presentation in education, we see the growing impact of education not only International world, but also American society too. However, politics, social movements have affected the education too. My interest in the impact of feminism education has developed through the different lenses of inquiry. I started interesting in this topic in my school years when we read literature and history courses. From historic and literature works, I noticed in sixteenth through mid-twentieth centuries the dominant role of teachers was played by men, and mostly school fulfilled by boys too. However, women teachers increased during a second half of the last twentieth century. At that time, feminism germinated as new political and socio-cultural movement. Due to these facts, I have become more interested in feminism and education since entering the teachers’ preparation program at the university. Throughout history, we observe that gender inequalities operate in different context and fields of the society. Gender inequalities affect the division of roles the men and the women in a social life and professional development. Good examples for this quote are in politics and a military, where men generally fill them. Moreover, women are rarely presented in this field. However, women are represented in greater numbers in other areas. One of these areas is education, which is represented mostly by women. The paper argues that feminism had an impact on the increased representation of the women in education over the past century. I support this claim through a feminist theoretical framework and historical and qualitative research. In this project, I made a review of current theoretical works of this topic; researched historical background of American women-teachers; made an analysis of the feminism impact education. In conclusion, I summarize all my findings. 2. Extant literature on the topic The main topic arguing in this paper is an impact of feminism education through in history and current time. The history of women-teachers and their representation reflected in many works of famous researchers. I would like to highlight some of them, which uncover the history of education through different lenses. In the book Subject To Fiction: Women Teachers ' Life History Narratives and the Cultural Politics of Resistance (1998), Munro Peter narrates about life stories of teachers like as active agents of teaching. With teachers’ life stories the author presents a historical discourse of teaching. Other points about women –teachers we found in the book of Alison Oram ‘Women Teachers and Feminist Politics, 1900-39’ (1996) where she states that women-teachers were key players of feminism twentieth century. The text of the book contains an assessment of why women teachers were so politically active, and contributes to the literature on women 's politicization. To know more about feminism and its beliefs we reviewed a book of R. Tong ‘Feminist Thoughts. A more Comprehensive Introduction’ published in2009 at Westview Press, University of North Carolina, Charlotte. The entire book dedicated to feminism, its origins, beliefs, principles and points of view for society and its aspects. As a basic research guide, I used a book of Mertens, D. ‘Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative and mixed methods’, third edition. 3. Historical background of women-teachers in America In previous parts of this project, we note that women were underrepresented in most areas
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However, women learned to make well their duties as wives and mothers. Consequently, less women (mostly from wealthy, aristocratic families) could study; they learned only subjects related to food preparedness, housewifery and care of children. This factor and a belief that women must pay attention more family contributed not to realize women themselves as individuals. Women could not work as teachers due to learned limited courses and an obligation to spend more time with family. Although, there were women-teachers, and as a rule, they were unmarried, young women without children or
However, women learned to make well their duties as wives and mothers. Consequently, less women (mostly from wealthy, aristocratic families) could study; they learned only subjects related to food preparedness, housewifery and care of children. This factor and a belief that women must pay attention more family contributed not to realize women themselves as individuals. Women could not work as teachers due to learned limited courses and an obligation to spend more time with family. Although, there were women-teachers, and as a rule, they were unmarried, young women without children or