28/04/2015

OUIL501 Module Evaluation

Throughout this module, the focus of the work has been to create synthesis between written theory and practical outcomes. The topic of my essay not only informed the practical aspect of the module, but I found a topic I am passionate about and I feel as though I could take it further. 
To an extent, the topic of my essay was both its strength and its weakness. There were lots of academic sources readily available on women's rights and gender role, but as I chose such a broad topic, I didn't really get the chance to be really critical of any sources/information. I think perhaps 3000 words weren’t enough to write about how the female role has changed in the last 100 years. In order to conduct a much more in-depth study on this topic, I may consider taking it through to level 6. 

I found that educating myself on a topic and then trying to draw it helped me understand where the gaps in my knowledge were and in order to fill those gaps, I had to go away and do more research. I feel as though my practical response illustrates my written work quite clearly and concisely and hopefully it communicates a specific tone of voice. Without realising, I had applied knowledge from other recent modules and I found that I was considering how the practical work could exist in the world, which audiences would use it and what it’s purpose was. As a result, I think the end product was well considered but didn’t require lots of investigating in order to get to this stage.
I’m pretty happy with the overall quality of the practical work but I didn’t reach this stage without issues. For one, choosing to create a paper-doll on magnets meant that I had to figure out which parts repelled each other and which sides would stick together best. For the smaller parts, physically cutting them out was challenging too. I found that various curves/lines required a different tool to get the best edge, so it was quite a time consuming process. If I were to do this again, I would definitely seek out a laser-cutter to ensure a good quality line and less strain on my hands.
At this stage, I think the lack of physical visual journal work is my downfall. I think I spent a long time refining the final artwork so I didn’t really give myself a chance to explore other avenues. I would have liked to work with more analogue materials in my sketchbook, but the balance of work between this and other modules at the time, meant that I just couldn’t find the time. I suppose this is just the downside of having other work that needs more attention sooner.  

If I had the chance to revisit this module, then I would definitely try and push the artwork further. At the moment, I feel that the illustrations look a bit cold and flat. To an extent this is because of my chosen audience and the educational context; however I would have liked to create something a bit more lively and enticing. As the practical response has such a wide range of potential applications, there could be opportunity to collaborate with someone in an area I am unfamiliar with – e.g. actually creating a simple app/game. As far as time management goes, I think I have done a pretty good job of making sure everything gets done on time. I admit I was very slow to get started on the practical work because I was struggling to find an essay question I wanted to answer. I think this may have been a consequence of being busy with other modules and not really finding the correct balance with my workload. Overall I’m very pleased with the progress I have made on this project and I am now recognising the synthesis between not only the practical and theoretical work for this module, but between all the modules I have tackled this year. Even though I have had to draw it to a close, I feel as though this work could be continued and used as a tool to explore other areas of gender roles. 

27/04/2015

Final Practical Response

After deciding to re-print the magnet designs at the last minute, to try and get a better cut-quality, I think I am finally satisfied with this end product. In my previous mock up, I had covered the magnetic pieces with a sticky-back-plastic to make them both waterproof and more durable. However, this time round, I chose not to do this and left them matte. This is because I felt the plastic covering was dulling/blurring the details a little and it made it harder to cut a clean edge.
Although I spent a lot of time cutting these all out again, I don't actually feel that the overall quality is much better. I found that the designs are just too intricate to cute at this scale. If this were to be produced on a larger scale however, a laser-cutter would be much more efficient. I think the kind of line I used around the illustrations also made it harder to get a nice clean edge. This is because it was so thin, so any break in the line was obvious. 
Aside from the assembling of this product, I am pleased with how it synthesizes with my essay and I think it has potential to be developed much further.  


Essay Response

   How has the role of women changed in the last 100 years?


Without a doubt, the role of women in society has changed dramatically in the last 100 years. Women have not only worked to prove their right to vote but are also gradually becoming socially, politically and economically more equal with men. However, it is important to remember that this ‘equality’ can still be questioned and is often influenced by a woman’s class or race. Inequality does not only apply between sexes but also different races within sex.

“White Privilege” refers to when a person is born with better access to power and resources (Kendall, 2002). It is usually used in regards to white men and the patriarchy. Patriarchy describes a social system where males hold the primary power – this includes men of colour, however white men have privilege over them all. White privilege also affects women – whether they are born with it or not. Typically, white females hold a much more equal power with white men than women of colour.

A gender role differs from a person’s sex. The term ‘gender’ refers to socially or culturally accepted distinctions associated with being male or female – thus making it a social construct. Gender roles are linked to a person’s biological sex. A gender role determines how a man or a woman is expected to behave within society and may differ within various cultures (Gender Roles and Differences, 2014). For example, in typical British culture, female infants are represented with the colour pink and males with the colour blue. This is where the gender role learning starts and it teaches children which role they must conform to so that they fit within society. Gender role learning is culturally appropriate so the specifics aren’t the same around the globe, however toys, games and clothing are designed to fit within these roles and what they represent.

Cisgender is a term used to describe a person whose gender identity matches society’s norms for their sex. For example, someone who’s sex is female and also identifies with the female gender. As gender is just about a person’s sense of self, i.e. their personal identity, it can be challenged. In the last fifteen years, transgender activists have been pushing for a better understanding of gender non-conformity (Shapiro, 2010). A better understanding of social constructs – such as gender – makes people question why these constructs exist and allows people to choose whether to identify as cisgender or not.
The concepts which each gender role represents change as society changes. 
At the beginning of the 19th century, Victorian women were expected to aspire to marriage and as they were not allowed to work, they were expected to have certain ‘accomplishments’. This included – but was not limited to - having a good knowledge of music, literature and modern language. As Victorian fashion trends limited a women’s movement to the point where they were often unable to do even household chores, it fell to the men to earn the money and be the sole provider for their family (Hughes, 2015). Women were expected to be intellectual - but not too intellectual – it was considered unfeminine and an attempt at usurping men’s ‘natural’ intellectual superiority, which often made many families refuse their daughters further education, says Hughes, 2015. This is a perfect example of a patriarchal society. It was this ideology that was slowly starting to change around the time of WW1 – women were suddenly vital to the war effort and it is these events that started to alter society’s view on the female role.

After the war, women had drawn the conclusion that there was much more to life than housework and empty ‘accomplishments’. The passing of the Nineteenth Amendment in 1920 gave women the right to vote and after their efforts in the war, they were now also able to work. However, not all women chose to continue working (Benner, 2014). Not everyone believed women belonged in the workplace and most women stuck to jobs that were already associated with the female gender role – such as nursing, teaching, social work and apparel manufacturing (Cliffsnotes, 2015).  However, the freedom to work and vote began to change attitudes of younger women towards the mundane activities of a housewife. Young women of the 20’s began smoking, drinking, dancing and had a much more open mind about pre-marital sex. These acts challenged the idea of patriarchy and these young women were known as ‘flappers’. Almost a whole generation of young men had died in the war and rather than wait for a suitor, as women had done before the war, flappers decided to make the most of their lives. Their attire changed from long hair, long skirts, restricting corsets and high collars to short bob haircuts, bound chests and skirts that only reached the knee. This look was known as “Garconne”, meaning “little boy” and was instigated by Coco Chanel. The popular swing dance craze meant that women were dressing down to allow movement and the fabrics used were much lighter than before. Their attire began to push gender barriers and “though their attire was modelled after little boys outfits, flappers flaunted their sexuality” (Rosenberg, 2015). It wasn’t just the attitudes of young women that were changing however. Men returning from the war struggled to return to the previous structure of society and having seen the horrors of war, they were also choosing to make the most of their lives (Rosenberg, 2015).

During the 1940s, the female role within society changed rapidly again. The flappers of the 20s had long gone with the Great Depression. During this period, a lot of women had stopped working again because they felt they were taking jobs from unemployed men, this is once again, an example of the effects of a patriarchal society. World War II however was demanding that women step into the roles of the men away at war. Women began to learn new skills and were taking jobs that had previously only been held by men. As women didn’t flock to the open jobs like the government had hoped, they tailored the advertisements to the female gender. Workers were advertised as being glamorous and fashionable (Bored Panda, 2015). In a way, this helped re-define the gender role for women because it showed society that it was acceptable for a woman to be in those roles and it broadened what people considered to be ‘feminine’.

The founding of the Women’s Army Corps (WAC) and the Women Accepted for Volunteer Emergency Service (WAVES) in 1942 meant that women’s wear needed to be more practical. It became much more acceptable for women to wear trousers and full skirts were much less popular due to fabric shortages.
After all of women’s efforts during the war, they were unceremoniously booted out of the job roles they had stepped into as the men returned to society. The 50s are often regarded as a time of glamour and sophistication for women. However, it is probably more accurate to say that is was a time of oppression and patriarchy.
Post WWII, women were expected to stay home and re-populate. There was indeed a baby-boom and in 1952, 75% of women were married – with the average age for marriage at 21. Although some women remained in the work force, it was often frowned upon. The female role in society had taken several steps back and women were once again expected to aspire to marriage (Cosslett, 2015). 
Because of these social constructs, many household product advertisements showed women as the user. Women were often depicted loaded with cooked food or doing household chores – all the while, smiling and looking happy in her role.
It would appear that the main focus of the female role during the 1950’s was to meet the needs of her husband and children – society didn’t see it as important to focus on a woman’s career or education (Stoneham, 2013).

Cosslett, 2015, does go on to say however, that some women did continue to work as well as have children. The downside of this was that working women had almost no rights and had to work often to be allowed pay. On top of this, they had to continue with the other assumed roles of a woman. Household chores such as cooking and cleaning were seen as a woman’s job and men wouldn’t take on the responsibility for fear of being thought ‘unmanly’ – a repercussion of the patriarchal constructs.

After the oppressed role of a female in the fifties, women of the sixties began to fight back at society. Many women just weren’t satisfied with up to 55 hours of household duties a week. Working women were dealing with lower salaries than their male counterparts, denied opportunities to advance and were “generally unwelcome in professional programs” (Tavaana, 2015). After the American economic boom following WWII, the available workforce wasn’t enough to fill all the new jobs that had been created. Women took these opportunities and ended up filling two thirds of these new jobs. As a reaction to the “happy homemaker” that women were expected to become in the fifties, the women’s movement started to take off in the seventies (Hauser, 2015). Gradually society had to accept that working women were there to stay and as expectations for comfortable middle class lifestyles rose, it became essential to have two lots of income per household (Tavaana, 2015). 

The invention of the contraceptive Pill in the early 1970s was vital to the change in the female role. It meant that women could pursue professional careers without “being interrupted by pregnancy” (Tavaana, 2015). Not only did women no longer have to worry about giving up jobs because of pregnancy, but it gave women the freedom of premarital sex without the social stigma of becoming pregnant outside of marriage. This was an opportunity for women to have more control of their bodies and consequently their lives.

The failure of the Equal Rights Amendment to the Constitution in 1971 brought feminist political organisations such as the National Organisation for Women (NOW), the National Women’s Political Caucus, the Equal Rights Amendment Ratification Council and the Coalition of Labour Union Women, into the spotlight. Despite some of the political failures, women were still more successful in areas of business, politics, education and science than they had ever been before. Feminism was starting to effect change around the world which consequently began to alter the female role in society (Exploring the Seventies, 2015).

Anderson, 2015 says that women of the 80’s were “enjoying some hard-won equality battles”. Society had accepted women into the workplace and the female role was less focused on household chores and family. Women were becoming politically and economically more independent which was reflected through popular fashion trends. ‘Power dressing’ was incredibly popular in the 80’s and consisted of shoulder pads and tailored clothes (Thomas, 2015). The shoulder pads were reminiscent of men’s tailored suits and gave a woman an aura of importance. This “Corporate business suit dressing” gave some women the notion that they could be whatever they wanted to be (Thomas, 2015).

Women of the 80’s and 90’s were asserting their independence in almost every aspect of their lives. They were seizing opportunities to educate themselves and advance in their careers – whereas twenty years before, they would have felt too guilty to do this in case it was taking opportunities away from men. Throughout the nineties, it became the norm for women to become doctors, lawyers and executives – positions they had never held before without some sort of scrutiny.  This breakdown of the patriarchy meant that the responsibilities of the home were more equally shared between a husband and wife and women no longer felt the need to prioritise motherhood. The effect this new found independence had on the female role could be seen as positive and negative. As women were becoming less focused on finding a partner to marry, so were men. Some women were afraid of their independence being crushed by marriage and they had history to back these fears up. The nineties woman had the task of finding the balance between career and family.

In present day, most women around the world are able to work, vote and have the right to freedom of speech. In the UK, attitudes towards women have changed drastically since before the First World War. There has never been a better time to be a woman seeking education, a job and independence. Small things such as wearing trousers, shorter skirts and being alone in public are no longer questioned or abhorred. Although politically, women are becoming more equal with men, regardless of age or race, male expectations and ideals still influence the female role. No matter how society has changed throughout history, women have always been subject to the male gaze. In modern society, the camera can be seen as an extension of the gaze and the media a platform which reinforces this. Brownmiller, 1984, says the female body, often “reduced to isolated parts, has been mankind’s most popular subject for adoration and myth” but also “judgement, ridicule, esthetic alteration and violent abuse”. 

Although a lot of the constructs created by a patriarchal society had been broken down, it was and still does, influence how we regard the female role. In a society obsessed with body and image, a woman’s worth is calculated by how beautiful the opposing sex thinks she is (Weissman, 1999). This creates a society where women see each other as competition for male approval, thus enforcing the patriarchy and suggests a woman cannot decide she is beautiful on her own (Brownmiller, 1984). Wolf, 1991 stated that around the 1990’s cosmetic surgery became the “fastest growing medical speciality” and that “thirty three thousand American women told researchers they would rather lose ten to fifteen pounds than achieve any other goal”. This suggests that although the female role no longer focuses on domesticating women as it did 100 years ago, the physical ideals for women have become unrealistic and almost unattainable without the help of cosmetic surgery.

Adichie, 2013 speaks about how in her culture, people still assume any money she is in possession of has come from any male she is with – another result of patriarchal society and only supports the idea that not everywhere in the world has made much progress with the female role. Adichie also raises the point that we “praise girls for virginity” yet we don’t “praise boys for virginity”. It is true that although women are beginning to ‘own’ their sexuality, society says this is not something they should talk about in public – it is seen as unfeminine and unattractive. Men on the other hand are still taught to see women as prizes and are considered more ‘manly’ or masculine if they have lots of female partners.  

‘The Beauty Myth’ could be seen as one of the “last one remaining of the old feminine ideologies that still has the power” to control women (Wolf, 1991). Whilst ‘beauty’ is not objective, it is something that “universally exists” However it is not “universal or changeless” - it varies from culture to culture and no two ideals are exactly the same (Wolf, 1991). However Wolf claims that “women must want to embody it and men want to poses women who embody it” – even in modern society women are competing with each other for the approval that they have met this ideology.  Lehrman, 1997, states that if a woman does not gain approval from men or meet with the ideals that are forced upon us through the media, magazines and history, then she is considered ‘abnormal’, unfeminine and unattractive. It is common for women to label themselves as ‘ugly’ when they have no make-up on because it has become such common practice to use products to enhance or hide features to comply with society’s ideals associated with the female gender. Women’s gossip magazines have become a platform for women to degrade other women based on their appearance, a bad photograph or for doing something that society says is unfeminine and outside of their gender role. This ideology creates a contradictory society and only enforces gender roles rather than challenges them or let them grow.

Over the last 100 years, it is evident that the female role has been influenced by patriarchal society. Women have been expected to aspire to marriage, be ambitious, but not too ambitious and to not usurp a man’s ‘natural superiority’ (Adichie, 2013; Hughes, 2015). The female role has always been to be a physical embodiment of what society defines as femininity, which is broadcast through various platforms in the media (Wolf, 1991; Lehrman, 1997). Although what society considers ‘feminine’ has broadened or relaxed over the decades, there is still definition between genders and it is the definition in roles that leads people to believe that one is of less value than the other. If gender roles continue become more flexible then patriarchal constructs will no longer influence how they are defined and thus there will be equality for genders outside the ‘norms’ (Shapiro, 2010).



Bibliography
1.     Brownmiller, S. (1984). Femininity. New York: Linden Press/Simon & Schuster
2.     Gough-Yates, A. (2003). Understanding women's magazines. London: Routledge
3.     Lehrman, K. (1997). The lipstick proviso. New York: Doubleday.
4.     Reeser, T. (2010). Masculinities in theory. Chichester: Wiley-Blackwell
5.     Shapiro, E. (2010). Gender circuits. New York: Routledge.
6.     Weissman, K. (1999). Barbie. United States: Universal Publishers
7.     Wolf, N. (1991). The Beauty Myth. London: Vintage Books.
8.     Anderson, J. (2015). Women Declaring (and Singing About) Their Independence in the 80s | Like Totally 80s. [online] Liketotally80s.com. Available at: http://www.liketotally80s.com/2011/03/womens-independence-in-80s/ [Accessed 31 Jan. 2015].
9.     Benner, L. (2014). Women in the 1920s | NCpedia. [online] Ncpedia.org. Available at: http://ncpedia.org/history/20th-Century/1920s-women [Accessed 27 Jan. 2015]..
10. Bored Panda, (2015). Women At Work In The 1940′s. [online] Available at: http://www.boredpanda.com/women-at-work-1940s/ [Accessed 27 Jan. 2015]
11. Boundless. “Gender Roles and Differences.” Boundless Psychology. Boundless, 14 Nov. 2014. Retrieved 12 Jan. 2015 from https://www.boundless.com/psychology/textbooks/boundless-psychology-textbook/gender-and-sexuality-15/introduction-to-gender-and-sexuality-75/gender-roles-and-differences-296-12831/
12. Cliffsnotes.com, (2015). What was it like for women in the 1920s?. [online] Available at: http://www.cliffsnotes.com/cliffsnotes/history/what-was-it-like-for-women-in-the-1920s [Accessed 27 Jan. 2015].
13. Cosslett, R. (2015). The way women were: 60 years ago. [online] Stylist Magazine. Available at: http://www.stylist.co.uk/life/the-way-women-were-60-years-ago [Accessed 27 Jan. 2015].
14. Exploring the Seventies, (2015). The Role of Women in the 70's. [online] Available at: https://sites.google.com/site/exploringtheseventies/home/politics/the-role-of-women-in-the-70-s [Accessed 31 Jan. 2015].
15. Hauser, S. (2015). The Women's Movement in the '70s, Today: 'You've Come a Long Way,' But …. [online] Workforce.com. Available at: http://www.workforce.com/articles/the-women-s-movement-in-the-70s-today-you-ve-come-a-long-way-but [Accessed 31 Jan. 2015].
16. Hughes, K. (2015). Gender roles in the 19th century. [online] The British Library. Available at: http://www.bl.uk/romantics-and-victorians/articles/gender-roles-in-the-19th-century [Accessed 12 Jan. 2015]
17. Kendall, F. (2002). Understanding White Privilege. [online] Available at: http://www.cpt.org/files/Undoing%20Racism%20-%20Understanding%20White%20Privilege%20-%20Kendall.pdf [Accessed 26 Jan. 2015].
18. Mail Online, (2012). Only a Mad Woman would call the 50s a golden age: No career. No mortgage. No bank account. A husband who wouldn't lift a finger. A new book says forget the nostalgia. [online] Available at: http://www.dailymail.co.uk/femail/article-2137649/Only-Mad-Woman-50s-golden-age-No-career-No-mortgage-No-bank-account-A-husband-wouldnt-lift-finger--dont-started-girdles-A-new-book-says-forget-nostalgia.html [Accessed 27 Jan. 2015].
19. Rosenberg, J. (2015). The New, Modern Woman: The Flapper. [online] About.com Education. Available at: http://history1900s.about.com/od/1920s/a/flappers.htm [Accessed 27 Jan. 2015]
20.  Stoneham, N. (2015). Women's Roles in the 1950's. [online] Available at: http://1950s.weebly.com/womens-roles.html [Accessed 27 Jan. 2015]
21. Tavaana, (2015). The 1960s-70s American Feminist Movement: Breaking Down Barriers for Women. [online] Available at: https://tavaana.org/en/content/1960s-70s-american-feminist-movement-breaking-down-barriers-women [Accessed 31 Jan. 2015].
22. Thomas, P. (2015). 1980s Fashion History. Power Dressing C20Th. [online] Fashion-era.com. Available at: http://www.fashion-era.com/power_dressing.htm [Accessed 31 Jan. 2015].
23. Adichie, C. (2013). We Should All Be Feminists. [video] Available at: https://www.youtube.com/watch?v=hg3umXU_qWc [Accessed 26 Jan. 2015]



26/04/2015

Essay & Practical Response

I realise I haven't written much about how my essay and practical work link, I thought it best to clear this up now.

Essay question:
How has the role of women changed in the last 100 years?


For the practical side of this module, I started by illustrating the most important dates for women's rights from the last 100 years - as I highlighted in my essay. Examples of work here. This informed my 8 Image task where I refined this idea to illustrate the defining moments for the change in the female role (in the last 100 years).

To take this further and to use the information I had gathered to make the points of my essay, I decided to create an educational publication. I continued using the important dates I had pointed out in my essay but expanded on the information.
For example, this section of my essay:
"At the beginning of the 19th century, Victorian women were expected to aspire to marriage and as they were not allowed to work, they were expected to have certain ‘accomplishments’."
"As Victorian fashion trends limited a women’s movement to the point where they were often unable to do even household chores, it fell to the men to earn the money and be the sole provider for their family (Hughes, 2015). Women were expected to be intellectual - but not too intellectual – it was considered unfeminine and an attempt at usurping men’s ‘natural’ intellectual superiority"



informed this card:


I applied this method to all the information cards which made the whole project so much easier. This is because I already had most of the information I needed, it was just a case of illustrating it and tailoring it to a younger audience. 

"the freedom to work and vote began to change attitudes of younger women towards the mundane activities of a housewife. Young women of the 20’s began smoking, drinking, dancing and had a much more open mind about pre-marital sex."
"Almost a whole generation of young men had died in the war and rather than wait for a suitor, as women had done before the war, flappers decided to make the most of their lives. Their attire changed from long hair, long skirts, restricting corsets and high collars to short bob haircuts, bound chests and skirts that only reached the knee"



"World War II however was demanding that women step into the roles of the men away at war. Women began to learn new skills and were taking jobs that had previously only been held by men."
"The founding of the Women’s Army Corps (WAC) and the Women Accepted for Volunteer Emergency Service (WAVES) in 1942 meant that women’s wear needed to be more practical. It became much more acceptable for women to wear trousers and full skirts were much less popular due to fabric shortages. 
After all of women’s efforts during the war, they were unceremoniously booted out of the job roles they had stepped into as the men returned to society."


"The 50s are often regarded as a time of glamour and sophistication for women. However, it is probably more accurate to say that is was a time of oppression and patriarchy. 

Post WWII, women were expected to stay home and re-populate. There was indeed a baby-boom and in 1952, 75% of women were married – with the average age for marriage at 21."
"Cosslett, 2015, does go on to say however, that some women did continue to work as well as have children. The downside of this was that working women had almost no rights and had to work often to be allowed pay. On top of this, they had to continue with the other assumed roles of a woman. Household chores such as cooking and cleaning were seen as a woman’s job and men wouldn’t take on the responsibility for fear of being thought ‘unmanly’ – a repercussion of the patriarchal constructs. "


"After the oppressed role of a female in the fifties, women of the sixties began to fight back at society. Many women just weren’t satisfied with up to 55 hours of household duties a week. Working women were dealing with lower salaries than their male counterparts, denied opportunities to advance and were “generally unwelcome in professional programs” (Tavaana, 2015)"
"As a reaction to the “happy homemaker” that women were expected to become in the fifties, the women’s movement started to take off in the seventies (Hauser, 2015). Gradually society had to accept that working women were there to stay and as expectations for comfortable middle class lifestyles rose, it became essential to have two lots of income per household (Tavaana, 2015)"


"The failure of the Equal Rights Amendment to the Constitution in 1971 brought feminist political organisations such as the National Organisation for Women (NOW), the National Women’s Political Caucus, the Equal Rights Amendment Ratification Council and the Coalition of Labour Union Women, into the spotlight. Despite some of the political failures, women were still more successful in areas of business, politics, education and science than they had ever been before"
"Anderson, 2015 says that women of the 80’s were “enjoying some hard-won equality battles”. Society had accepted women into the workplace and the female role was less focused on household chores and family."
"‘Power dressing’ was incredibly popular in the 80’s and consisted of shoulder pads and tailored clothes (Thomas, 2015). The shoulder pads were reminiscent of men’s tailored suits and gave a woman an aura of importance. This “Corporate business suit dressing” gave some women the notion that they could be whatever they wanted to be (Thomas, 2015)."

"Women of the 80’s and 90’s were asserting their independence in almost every aspect of their lives. They were seizing opportunities to educate themselves and advance in their careers – whereas twenty years before, they would have felt too guilty to do this in case it was taking opportunities away from men"
"This breakdown of the patriarchy meant that the responsibilities of the home were more equally shared between a husband and wife and women no longer felt the need to prioritise motherhood. The effect this new found independence had on the female role could be seen as positive and negative"