“Men and women are equal” (article 3 Basic Law), in spite of this article women have a disadvantage in Germany in many matters – especially in their professional life. But the last century had a lot of changes.
For the 19th century it was believed that boys and men are “more valuable”. (Pawlak) This has been seen in their rights, because only men were allowed to go to election. (Spiegel) Women had no right to vote and could not study therefore not being able to graduate or get a degree from school. The male sex was considered to be smarter in several areas than women. Women’s work was expected to be cleaning, cooking, washing and baby-sitting. Not until the 1820’s, “girl schools” were introduced, but only for the higher classes of society. However, the goal of these schools was not for general education. The goal was to prepare women for the role as mother and housewife. Therefore, these schools taught mainly household topics. (Pawlak)
Table of Contents
1. Introduction
2. Theory
3. Hypothesis
4. Methods
4.1. Historiography
4.2. Statistics
4.3. Questionnaire
5. Results
5.1. Primary research – survey of students and passersby
5.2. Secondary Research – Federal Office of Statistics – birthrate
6. Discussion
6.1. Discussion of the historiography
6.2. Discussion of the questionnaire
6.3. Discussion of the statistic “birthrate” from the Federal Office of Statistics
7. Recommendations
8. Lessons learned
9. Summary
10. List of literature
11. List of illustrations
Objectives and Research Themes
This work aims to examine the historical development of women's equality in Germany and its impact on the contemporary professional status of women. It investigates the correlation between historical emancipation movements and current gender inequality, particularly in career prospects and workplace reconciliation.
- Historical evolution of women's rights and societal roles in Germany.
- Theoretical differentiation between sex, gender, and emancipation.
- Empirical analysis of gender equality perceptions among different generations.
- The link between high educational attainment and the declining birthrate.
- Strategies for corporate gender mainstreaming and improved family-friendliness.
Excerpt from the Book
1. Introduction
“Men and women are equal” (article 3 Basic Law), in spite of this article women have a disadvantage in Germany in many matters – especially in their professional life. But the last century had a lot of changes.
For the 19th century it was believed that boys and men are “more valuable”. (Pawlak) This has been seen in their rights, because only men were allowed to go to election. (Spiegel) Women had no right to vote and could not study therefore not being able to graduate or get a degree from school. The male sex was considered to be smarter in several areas than women. Women’s work was expected to be cleaning, cooking, washing and baby-sitting. Not until the 1820’s, “girl schools” were introduced, but only for the higher classes of society. However, the goal of these schools was not for general education. The goal was to prepare women for the role as mother and housewife. Therefore, these schools taught mainly household topics. (Pawlak)
Not until the turn of the century, the suffragettes tried to fight for equality opportunities between men and women. (Vahsen, 2008) One of the most important suffragettes was Helene Lange. She took a stand towards a better education for girls and women. Consequently, girls were allowed to go to school but did not attend universities. (Wolff, 2009) There was only the exception of the so-called "auditor". The auditors were permitted to visit specific lectures in the university but they were not allowed to get a degree. By the end of 1909, women were allowed to study but the society did not agree with this change. (Pawlak)
Chapter Summaries
1. Introduction: Provides an overview of the historical disadvantage of women in Germany, tracing the development from the 19th century to the Weimar Republic.
2. Theory: Explores definitions of sex, gender, stereotypes, and the concepts of gender mainstreaming and diversity management.
3. Hypothesis: Establishes the core hypothesis regarding the correlation between 19th-century emancipation movements and the modern professional status of women.
4. Methods: Details the research methodology, including historiography, statistical analysis, and a structured questionnaire.
5. Results: Presents the findings from the primary survey of students and passersby, and analyzes secondary data regarding birthrates and education.
6. Discussion: Interprets the empirical data, comparing historiographic changes with current survey results and demographic trends.
7. Recommendations: Offers practical strategies for companies to implement family-friendly policies and support working mothers.
8. Lessons learned: Reflects on the research process, identifying challenges and improvements for future scientific studies.
9. Summary: Concludes by addressing the goal conflict between high educational achievement for women and the societal need for children.
10. List of literature: Provides the full bibliography of sources cited throughout the work.
11. List of illustrations: Lists all figures and graphics used in the report along with their sources.
Keywords
Women’s equality, emancipation, feminism, gender mainstreaming, diversity management, birthrate, professional life, family-friendliness, gender stereotypes, historiography, work-life balance, Germany, 19th century, female empowerment, corporate culture.
Frequently Asked Questions
What is the core subject of this research?
The work investigates the progress of women's equality in Germany throughout the 20th century, focusing on how historical movements and social changes affect women's professional lives today.
What are the central thematic areas?
The key themes include the history of women's rights, the theoretical distinction between gender and sex, the gender-specific impact of corporate culture, and the challenges of balancing career and family.
What is the primary research question?
The main objective is to determine if there is a direct correlation between the emancipation and women's movements of the 19th century and the current professional status and equality levels of women.
Which scientific methods were applied?
The author utilized historiography for historical context, primary research through a questionnaire (targeting students and the general public), and secondary research using data from the Federal Office of Statistics.
What aspects are addressed in the main body?
The main body covers historical developments, the theoretical framework of gender roles, a comprehensive analysis of survey results, and an examination of demographic data regarding education and birthrates.
Which keywords define the work?
Key terms include emancipation, gender equality, diversity management, work-life balance, family-friendliness, and corporate social responsibility.
How does the author define the "goal conflict" for modern women?
The author identifies a conflict between women achieving high educational and career qualifications and the societal expectation or personal desire to have children, noting that companies often fail to support this dual role.
What recommendations does the author make for companies?
The author suggests implementing flexible working models, such as flextime and home office options, providing emergency child care, and ensuring a guarantee of reinstatement to the same position after parental leave.
- Quote paper
- Stephanie Reiner (Author), 2013, Women’s equality – through the ages. Diversity Management and Mainstreaming, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/212283
