1. Chapter 10: Gender, Work, and the Workplace

2.  colonial women and work  the Civil war and work  the Victorian era  the “second shift”  Affirmative Action  comparable worth  women and occupations  single mothers in workforce  the wage gap  the protégé system  the glass ceiling  men’s/women’s leadership style

3. Historical Overview- The Home as the Workplace  Women have provided most of the food for their families and villages  Women have traditionally engaged in three types of production:  producing goods or services at home for sale or exchange elsewhere  producing goods or services at home for consumption within the household  working for wages outside the home

4. Historical Overview  The Industrial Revolution marked the change from the family being a unit of production to a unit of consumption  Beginning in 1789 women began working outside the home as workers in textile mills  The “Lowell girls”

5. Historical Overview  By the end of the 19 th century (Victorian era) white, middle-class women were considered incapable of working in factories (although immigrants and women of color were)  During the Victorian era, middle-class women were defined as physically and mentally incapable of working in factory settings.

6. Historical Overview  “Homework” was an option for those women tied to childrearing responsibilities  Teaching became a female profession during the Civil War; clerical work was a male occupation until the 20 th century; by 1920 over half of clerical workers were female  The Civil War transformed the teaching profession from male to female

7. BALANCING MULTIPLE WORK & FAMILY ROLES  Work enhances health and well-being. The ideal is to have love and work that are not opposed to one another. Multiple roles are good—more for men than women  role overload  Over 75% of single mothers participate in the workforce.  Caregiving  “sandwich generation ”  Unpaid Work “Homework” was an option for those women tied to childrearing responsibilities Teaching became a female profession during the Civil War; clerical work was a male occupation until the 20 th century; by 1920 over half of clerical worker

8. GENDERED INSTITUTIONS IN CHOICE OF WORK  Work-family spillover  Family Factors  Family of Orientation : where gender role identities are formed  Family of Procreation : the mothering role has the greatest impact on occupational choice for women  Child Care  Career versus Job The more education a woman has attained, the more likely she is employed—more leverage “Homework” was an option for those women tied to childrearing responsibilities Teaching became a female profession during the Civil War; clerical work was a male occupation until the 20 th century; by 1920 over half of clerical worker

9. GENDERED INSTITUTIONS IN CHOICE OF WORK  The Legal System  Family and Medical Leave Act (FMLA)  The Equal Pay Act (1963) ; and Title VII of the Civil Rights Act (1964)  Title IX of the 1972 Educational Amendments  Affirmative Action and Comparable Worth  Affirmative Action has had more positive effects for women entering professions and management  The goal of comparable worth is to upgrade wages for jobs which employ large numbers of women.  In the U.S. the wage gap between men and women is hovering around 75% “Homework” was an option for those women tied to childrearing responsibilities Teaching became a female profession during the Civil War; clerical work was a male occupation until the 20 th century; by 1920 over half of clerical worker

10. WOMEN IN THE LABOR FORCE  (more than) 60% of women over 16 work. 70% are mothers.  as children grow older women are more likely to work   Occupational Distribution of Women  Gender is not equally distributed throughout occupations   Many professional jobs are gender-typed and female occupations are lower paying, have less prestige, less authority, and fewer other rewards  “Homework” was an option for those women tied to childrearing responsibilities Teaching became a female profession during the Civil War; clerical work was a male occupation until the 20 th century; by 1920 over half of clerical worker

11. WOMEN IN THE LABOR FORCE  When men enter female-dominated professions, they have more advantages in those jobs and are more likely to occupy the highest positions  In white-collar occupations, women are clustered in the clerical positions, men in the managerial positions, and is mixed in the technical staff   Women are most underrepresented in the blue-collar, transportation, and nonfarm labor  Where are women the most underrepresented in t blue-collar and transportation occupations “Homework” was an option for those women tied to childrearing responsibilities Teaching became a female profession during the Civil War; clerical work was a male occupation until the 20 th century; by 1920 over half of clerical worker

12. WOMEN IN THE LABOR FORCE  The Wage Gap  Women now earn about 75% that of men  $38,275/29,215   The primary reason is discontinuous work patterns, but conflict perspective suggests it is also due to differential advantage given through a ‘protégé system’   Although discrimination is illegal, subtle forms continue “Homework” was an option for those women tied to childrearing responsibilities Teaching became a female profession during the Civil War; clerical work was a male occupation until the 20 th century; by 1920 over half of clerical worker

13. WOMEN IN THE LABOR FORCE  Triple Jeopardy  Corporate Women  Women are increasing at lower- and middle- management levels, but not at the top  The system by which an already powerful member serves as a sponsor for the entry and upward movement of a novice in a job setting is called the protégé system   The glass ceiling - hiring and promotion is based on a “white male model”  The idea that women fail to rise to senior positions because of artificial barriers constructed by male management is referred to as.the glass ceiling.  The “mommy track” and the career-only women “Homework” was an option for those women tied to childrearing responsibilities Teaching became a female profession during the Civil War; clerical work was a male occupation until the 20 th century; by 1920 over half of clerical worker

14. WOMEN IN THE LABOR FORCE  Women as Business Owners  Women were starting new businesses at a greater rate than men in the 1990s   Gendered Management Styles  Successful women managers do appear to have different styles than men: MaleFemale High control Low control Strategic Empathetic Unemotional Collaborative Analytical High performance “Homework” was an option for those women tied to childrearing responsibilities Teaching became a female profession during the Civil War; clerical work was a male occupation until the 20 th century; by 1920 over half of clerical worker