Subject: HIS3MHI (Making History)

Assessment: Final Essay

Topic: Women’s Education in Australia

Author: Jenna Milczakowsky (18924756)

1 | Jenna Milczakowsky HIS3MHI 2018

The Journey towards Women’s
Rights to Education
A fight for Women’s rights supported by the Women’s Liberation
Movement and Australian Women’s Education Coalition.

Women’s Education was an integral part for Australia to become the prosperous country it is today.

Women’s feminist groups fought endlessly to ensure that women were no longer undermined and

were treated as equal to men being provided with the same opportunity to finish schooling and have

access to tertiary education as their male counterparts. Throughout this topic will be explored the

previous social roles of males and females, the women’s education movement and waves of

feminism and their achievements whilst also investigating the changes that occurred within both

schooling and the tertiary education system and how these changes have benefited women today.

This essay will explore both past and current statistics to support how changes in education today

have had positive benefits for women compared to past recollections.

During the 1970’s Australia experienced the resurgence

of the Women’s Liberation Movement through what is known as

‘Second Wave Feminism’. Second Wave Feminism aimed to

bring awareness to the themes of women’s rights for

admissions into tertiary education whilst also focussing upon

social, economic and political equality for both

Picture: John McKinnon, Women on the
men and womeni. The wave of feminism aimed to address march wave their placards at the
International Women's Day march,
the segregation between men and women being inspired by Melbourne, March 8, 1975
, 1975, in Trove online database

2 | Jenna Milczakowsky HIS3MHI 2018

protests occurring throughout the United States, Canada and Franceii allowing women to create a

future for themselves and break free from their typical stereotyped roles.

The aim of the Feminist Waves was to also allow women to enter paid employment jobs, receive

equal pay as men for both working equivalent hours and completing the same tasks, having greater

access to education and equal employment opportunities as that of males iii. During the past women

were subjected to roles that required them to be restricted to domestic roles in the kitchen, parlour

and the nursery and expected to be submissive to their husband and live a life that was dictated by

their father or husbandiv. Woman was usually required to bear and raise children and complete

domestic chores whilst it was the husband’s role to provide an income to support his family.

Working class girls were not required to receive an education but to prepare for their domestic

duties whilst middle class women were eventually provided with the opportunity to be able to

improve their status in society. For a women to be able to improve her status in society she was

required to complete a tertiary education degree allowing them to be able to broaden and enhance

job opportunities and increase their wealth. To allow women to increase their status both the

Women’s Liberation Movement and the Australian Women’s Education Coalition were established

within the 1970’s to protest for the rights for greater access to tertiary education for women, but

was to be considered quite a challengev.

Changes to the Education system and Schooling

The first change that both the Women’s Education Coalition and the

Women’s Liberation Movement fought for was an increased access to

tertiary and higher education for women. The reason for an increased

access for tertiary education opportunities was because it was believed

that women aged 17 and 18 were more likely to obtain and complete a

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tertiary education degree rather than a male of the same age vi. The Picture: Pamela Harris,
Australian Women's Education
Australian Bureau of statistics outlined through their data collections Coalition Adelaide Conference
, 1979, National Gallery of Australia
that women were first becoming accepted into both Melbourne

University and the University of Sydney from 1879 after completing their matriculation examsvii.

Although women were beginning to receive access to a tertiary education from 1879, men highly

outnumbered the amount of women who were enrolled into university courses between 1939-

1972viii with only 38% of university students being women in 1970 ix. These statistics express the fact

that men were given greater opportunities until 1987 when women began to have a higher tertiary

admission rate than malesx. Feminists also wanted to improve access to tertiary education for

women because it was the only way for a women to improve her status in society and be able to

improve the economic growth and prosperity of Australia. Having access to tertiary education

allowed women to be able to improve their employment prospects to widen the occupations that

women could enterxi and improve their pay rates and have proper working conditions xii. Having

access to tertiary education and schooling allowed women to be able choose their own futures

rather than having it chosen for them and allowed women to break free from society’s typical role of

domesticityxiii.

Although many women activists fought for entry into tertiary and higher education by one activists

stating 'We will do whatever is necessary to ensure that every women in our movement has an

equal chance to participate, assume responsibility, and develop her political potential' xiv it was not

easy for women to granted equal education rights with many

criticisms also being outlined. Many individuals were quite fearful

of the new societal changes that were occurring and fought to hold

on to their familiarity of societal roles for males and females as they

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believed change would be upsetting the natural order. Female Picture:
Education - Universities - general -
activists such as Lyndsay Connors challenged this view by stating Women's liberation meeting, Canberra
College of Advanced Education: new
women's study course at Canberra
that “there is no justification for anyone to cling to the old belief College of Advanced Education, 1974
, 1974, in Trove [online database]
that girls do not need education… [when] about four in every five

women aged between 35 and 45 are at work”xv hence the reason that the Women’s Education

Coalition was formed to be able to improve women’s access to tertiary education and to improve

the education system for the better.

The Australian Women’s Education Coalition believed that in order to achieve an equal education for

males and females in the classroom it was imperative that sexism was eliminated to ensure that

both genders were given equal opportunities to provide a future for themselves xvi. The sexism that

was instilled within students was that women were taught roles of domesticity whilst males were

taught skills related to the workforce which created greater segregation between males and females

and teaching that males should be the privileged gender as they are contributing to society through

economic reasons and having higher status in society by having a greater opportunity for higher

education. By women being at a disadvantage within the education system it makes it more difficult

for them to be able to improve their self-worth, and to consider themselves at successful at being

more than just a wife or a mother and allowing themselves to be able to also further their

knowledge and career opportunities by attending their university or other higher education

institutionxvii. The Women’s Education Coalition and the Liberation Movement also aimed to be able

to disband the segregation of occupations that were available to males and females as many males

were offered jobs in law, medicine, engineering and architecture, with women limited to positions in

teaching, nursing, secretary or roles to be a mother xviii. The Coalition’s aim was to eliminate this

segregation and allow for more job choice for females to expand their opportunities and career

position so that they were able to have access to enter ‘male’ perceived occupations xix. This reason

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of sexism within schools was one of the main reasons why the Australian Women’s Education

Coalition and the Women’s Liberation Movement wanted to improve Australia’s education system

to benefit and improve the lifestyle and outlook of women. The Australian Women’s Education

Coalition also pushed to create changes towards scholarships to make them accessible for women as

previously this was not offered to them which made it very challenging for women to be able to fund

their university degreesxx. The final change that the Coalition and Liberation Movement aimed to

achieve was to be able to provide equal access for both pregnant and unmarried women to attend

university to provide flexible class hours and workloads so women were able to take care of their

families as well as further their employment prospects without receiving any disadvantage to their

educationxxi.

The benefits that arose from women being given access to tertiary education was that the Australian

Federal Government provided immense support towards the Australian Women’s Education

Coalition through the 1975 Report of Girls, Schools and Society and their belief that the education

system needs to become equal for males and females, as girls were considered to be more

educationally disadvantaged then malesxxii. Ending sexism in schools created greater opportunities

for women’s education which provided easier access for women to obtain tertiary education

degrees which saw greater enrolments of women which created greater opportunities for women xxiii

such as being able to receive a higher wage than those who didn’t have a tertiary education xxiv. By

having more women within the workforce it resulted in a stronger economy for Australia xxv. Having

women being more prevalent within the tertiary education system still came with many

disadvantages such as women receiving derogative or sexist comments from their male colleagues xxvi

as well as women suffering greater stress from having to manage and take care of their families

health and wellbeing as well as trying to further their own career and employment prospects and

opportunities for higher career positions. The final disadvantage that was predominant for women in

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the tertiary education system was the fact that women of low socio-economic statuses and

Indigenous women lacked the chance to receive an education as they either could not afford to

attend university or were omitted from opportunities xxvii, as tertiary education opportunities were

seen to be of an Anglo-Australian privilegexxviii.

According to statistics from past records the Australian Women’s Education Coalition aimed to

address the issue of education for women to improve the retention rates of women throughout

their final years of schooling. This was due to many women leaving school before the age of 16

because their education was not as highly valued as their male counterparts. According to a report in

1966 only 13.4% of women aged 17 were remaining at high school compared to 21.2% of males xxix

and similar results occurring in 1971 with women having a 24.8% retention rate compared to males

have a 32.8% retention ratexxx. This clearly indicated why the Women’s Education Coalition strived to

improve the opportunity for females to continue and finish their schooling and progress on to

tertiary education degrees. The great difference between the amount of males and females enrolled

in University was the reason to push for greater opportunities for women in careers and be able to

achieve higher positions in society. Women began being accepted into Melbourne and Sydney

University from 1879 after passing their matriculation exams. From the 1970’s is when there was

seen to be a great increase in female admissions into tertiary education and began to obtain higher

degree completion rates than males. From current statistics from 1999-2016 taken by the

Department of Education and Training that women’s award completions increased from 80,000 in

1999 to 132,227 in 2016 compared to males completing 60,000 awards in 1999 to 90,732 awards in

2016xxxi. These results clearly indicate the success and improvement in women’s completion of

school and tertiary education degrees showing the success of the Women’s Liberation Movement

and the Women’s Education Coalition in achieving their push for equal access to education options

for women.

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The improvement in Women’s Education has allowed for women to achieve improved career

prospects and achieve more rights, such as receiving the right to vote in 1905xxxii. Women also were

given the opportunity to enter political careers and higher positions available for women to achieve.

Successful women such as Julia Margaret Guerin was the first woman to graduate from an Australian

University completing a Bachelor of Arts at Melbourne University in 1893,

Edith Cowan who was the first woman to be elected into an Australian

Parliament in 1921xxxiii. Many other women were Quentin Bryce who

became Australia’s first female Governor General in 2008 and Julia Gillard

who became Australia’s first Prime Minister in 2010xxxiv were able to defy

expectations and achieve high position careers in the political field.

In was due to the hard work of the Women’s Liberation Movement and the

Australian Women’s Liberation Movement during the Second-Wave

Feminism that created such an improvement and a drastic change to Image: T. Humphrey & Co. Julia
Margaret (Bella) Guerin the first
education and tertiary system for women. The major push for change woman graduate of The University
of Melbourne. (1895). Victorian
by these two major activist groups saw more women becoming Collections

involved in tertiary education, the workforce and a male dominated

sphere in society. The protests allowed women to achieve equal educational opportunities that are

present in Australia today to allow them to also possess greater rights and opportunities. It is due to

these activist groups that women today have been provided with such great opportunities and

support within both the schooling and tertiary education system.

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i
Kate Pritchard Hughes (ed.), Contemporary Australian Feminism (Melbourne, Victoria: Longman
Australia, 1994), 1

ii
Jane Gaskell and Sandra Taylor, ‘The women’s movement in Canadian and Australian education:
from liberation and sexism to boys and social justice’, Gender and Education , 15/2 (2003)

iii
Kate Pritchard Hughes (ed.), Contemporary Australian Feminism (Melbourne, Victoria: Longman
Australia, 1994), 1

iv
Patricia Smith Butcher, Education For Equality (Greenwood Press 1989).

v
Maggie Coats, Women’s Education (Great Britain: The Society for Research into Higher Education &
Open University Press, 1994), 10.

vi
‘More women seen in tertiary education’, The Canberra Times , 22 Jan. 1976, 3, in Trove [online
database], accessed 12 Oct. 2018

vii
Alison Booth and Hiau Kee, 'A Long-Run View Of The University Gender Gap In Australia'
(Melbourneinstitute.unimelb.edu.au, 2010)
https://melbourneinstitute.unimelb.edu.au/assets/documents/hilda-bibliography/working-
discussion-research-papers/2010/Booth_etal_Long_Run_View.pdf accessed 4 October 2018.

viii
Australian Bureau of Statistics (ABS). ‘4102.0 - Australian Social Trends’ (26th September 2012)
accessed 17th September 2018

ix
Jane Gaskell and Sandra Taylor, ‘The women’s movement in Canadian and Australian education’,
152.

x
Australian Bureau of Statistics (ABS). ‘4102.0 - Australian Social Trends’ (26th September 2012)
accessed 17th September 2018

xi
Joan E. Martin, Second Chance: Women Returning to Study (Ringwood, Victoria: Penguin Books,
1988), 18.

xii
Rosemary Munday, ‘Working Women’, 13.
xiii
Lorraine Hickman, ‘Generation gap is an education gap…’, The Australian Women’s Weekly , 9 Sep.
1970, 2, in Trove [online database], accessed 10 Oct. 2018.

xiv
'Women's Liberation Movement - Theme - The Encyclopedia Of Women And Leadership In
Twentieth-Century Australia' (Womenaustralia.info, 2018)
http://www.womenaustralia.info/leaders/biogs/WLE0139b.htm accessed 02 October 2018.

xv
Lyndsay Connors, ‘Time for a fair go for girls’, The Canberra Times, 2 Sep. 1974, 2, in Trove [online
database], accessed 02 September. 2018

xvi
Education of women faulted’, 3

xvii
Rosemary Munday, ‘Working Women’

xviii
Sylvia Passioura O’Connor, ‘Sexism in Education’, 3

9 | Jenna Milczakowsky HIS3MHI 2018

xix
Annie Lesley, ‘Women in Education?’, Woroni , 1 Jun. 1978, 12, in Trove [online database]
accessed on 02 Sep. 2018

xx
Merle Thornton, ‘Women and Inequality’, 73.

xxi
‘Education lobby by women’, The Canberra Times, 5 Dec. 1974, 9, in Trove [online database],
accessed on 02 Sep. 2018.

xxii
Jane Gaskell and Sandra Taylor, ‘The women’s movement in Canadian and Australian education’,
156.

xxiii
Jane Gaskell and Sandra Taylor, ‘The women’s movement in Canadian and Australian education’

xxiv
Joy Murray, The Wider Social Benefits of Education: A research report (2007)
http://www.isa.org.usyd.edu.au/publications/documents/ISA_Wider-Social-Benefits_Report.pdf ,
10, accessed 04 Oct. 2018.

xxv
Joy Murray, Social Benefits of Education, 10

xxvi
Annie Lesley, ‘Women in Education?’

xxvii
‘Economic position, education linked’ ,The Canberra Times , 28 Jun. 1977, 11, in Trove [online
database], accessed 04 Oct. 2018

xxviii
Joan E. Martin, Second Chance: Women Returning to Study (Ringwood, Victoria: Penguin Books,
1988), 18.

xxix
Australian Bureau of Statistics as seen in Powles, Margaret, Women’s Participation in Tertiary
Education: A Review of Recent Australian Research (Belconnan, A.C.T.: The Commonwealth
Tertiary Education Commission, 1986).

xxx
Australian Bureau of Statistics as seen in Powles, Margaret, Women’s Participation in Tertiary
Education: A Review of Recent Australian Research (Belconnan, A.C.T.: The Commonwealth
Tertiary Education Commission, 1986).

xxxi
Figure 1: Department of Education and Training 2017; Workplace Gender Equality Agency, 2018

xxxii
Workplace Gender Equality Agency W, 'Higher Education Enrolments And Graduate Labour
Market Statistics' (Wgea.gov.au, 2018) https://www.wgea.gov.au/sites/default/files/graduate-
labour-market-statistics.pdf accessed 4 October 2018

xxxiii
Workplace Gender Equality Agency W, 'Higher Education Enrolments And Graduate Labour
Market Statistics' (Wgea.gov.au, 2018) https://www.wgea.gov.au/sites/default/files/graduate-
labour-market-statistics.pdf accessed 4 October 2018

xxxiv
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Market Statistics' (Wgea.gov.au, 2018) https://www.wgea.gov.au/sites/default/files/graduate-
labour-market-statistics.pdf accessed 4 October 2018

10 | Jenna Milczakowsky HIS3MHI 2018

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11 | Jenna Milczakowsky HIS3MHI 2018

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