| OCR Text |
Show Survey Shows Educational Need For Selfish, Spoiled Husbands Men are as great a barrier to progress in women's education educa-tion as are women themselves, Robert G. Foster and Pauline Park Wilson of the Merrill-Palmer school, Detroit, assert in "Women After College," a report' of a ten-year survey of the effectiveness effective-ness of women's education published by the Columbia University Press. "As far as facing life is concerned, it seems fair to say that men are less adaptable than women, less progressive and alert to newer ideas being incorporated into their regime, re-gime, and that they expect their wives to make most of the adjustments adjust-ments which have to be made," the report says. Men Intolerant, Selfish. "One outstanding observation from studying the lives of women wom-en . is the need , for a different kind of education of men not professional but cultural and personal functional. They are often intolerant, naive, egocentric, egocen-tric, spoiled children in their roles as husband and father. They are impatient, irritable and intolerant. "They not only are not open-mind s' expectations and the educational discipline to which she must become oriented. At birth the cultural and family expectation is that the girl will eventually marry and have a home and family. "All her conditioning before she enters school and during her elementary ele-mentary and secondary school experience ex-perience follows this same line of emphasis, and she becomes both consciously and unconsciously aware of her ultimate goal in life. Throughout her elementary-school, secondary-school, and college days she carries this cultural-family objective, ob-jective, but she must take a curriculum curricu-lum particularly in college, which amounts to a technical-professional or general cultural training. These courses emphasize a masculine goal: vocational training, career achievement, job specialization. cd to change but they resist every effort of their wives to improve different dif-ferent situations. Data gathered in the survey revealed re-vealed two ways in which the education edu-cation of men was at fault, the report re-port says. "In the first place, the husbands of these women are still living with a cultural ideology of the past generation with reference to women's role and function in society. soci-ety. The women themselves, who have had to make some kind of adjustment to changing societal patterns pat-terns and expectancies, seem more aware of progress and change as it is affecting their lives than do their husbands. "Being forced to make alterations in their societal role, women, while frustrated and temporarily inadequate, inade-quate, are aware of change, of new demands, of increased opportunities and responsibilities. "In the second place, the men of this group seem to have had little, lit-tle, if any, educational background which gave them a point of view and understanding of themselves, of women in general, of the cultural role of each sex, and of changes which are occurring and altering the old established order. "In our American culture, men are expected not only to assume a certain role in relation to the opposite oppo-site sex but also to acquire some occupational proficiency which will lead to vocational or professional success in a chosen field. There is no conflict between the man's life emphasis and the cultural pattern set up for him, because there is absolute ab-solute coincidence between his function func-tion throughout life and the cultural compulsion or expectations under which he lives. "In most girls' lives there is inconsistency in-consistency between the cultural |
