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5. Occupational gender segregation: trends and explanations

Author

Preston, Jo Anne

Subjects
Sex discrimination -- Social aspects, Employment discrimination -- Research, Women -- Employment, Working women -- Compensation and benefits, Business, Economics
Abstract

Research regarding occupational segregation is discussed, focusing on the degree to which women are disproportionately represented in traditional 'women's jobs.' The history of US occupational segregation by gender, the effects of segregation on women's living standards, the gender gap in salaries, and occupation segregation across countries are analyzed.

Published
1999

9. What's Behind Your Procrastination Habit? Four unmet needs that may be keeping you stalled and stuck.

Author

Preston, Jo Anne

Subjects
PROCRASTINATION, HABIT
Abstract

Instead of tackling that tedious spreadsheet, writing that shareholder report, or instigating that tough performance conversation, we stall by answering the easy emails, cleaning out desk drawers, or (worse) falling down a social media rabbit hole. Four unmet needs that may be keeping you stalled and stuck What's Behind Your Procrastination Habit?. [Extracted from the article]

Published
2023

11. Women and Work: A Handbook

Author

Preston, Jo Anne

Subjects
Women and Work: A Handbook (Book) -- Book reviews, Books -- Book reviews, Sociology and social work
Published
1997

12. Instituionalized Gender Discrimination in Teachers' Pay: The Double Salary Scale, 1900-1950.

Author

Preston, Jo Anne

Subjects
WOMEN teachers, SEX discrimination against women, SEX discrimination, SEX discrimination in employment, WOMEN'S employment
Abstract

The low wages of teachers has been largely ignored in current school reform campaigns. This paper examines the historical roots of the devaluation of the work of women teachers through the institution of gender-based salary scales in the first half of the twentieth century. Historical evidence reveals that institutionalizing lower wages for women gained wide-spread acceptance because of ideological crusades that diminished the skills of women teachers and influences public policy today.. [ABSTRACT FROM AUTHOR]

Published
2005

13. Transformations in Organizational Structures and the Feminization of Schoolteaching.

Author

Preston, Jo Anne

Subjects
SEX discrimination, GENDER role in the work environment, TEACHERS, TEACHING
Abstract

For the purpose of exploring internal gender segregation, this paper presents historical data on New England teaching from state and local school records and manuscript district school meeting accounts. The paper first identifies pre-nineteenth century forms of job segregation within teaching. Second, it examines the predominant form of segregation in the first decades of the nineteenth century -- segregation by seasons. The third section documents the process of change from gender segregation by season to gender segregation by hierarchical ranking. The fourth investigates gender segregation within the bureaucratic organization of late nineteenth-century urban schools. The paper concludes with a discussion of the implications of its findings and the specific consequences of changes in gender segregation to nineteenth-century schoolteachers [ABSTRACT FROM AUTHOR]

Published
2004
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15. "TO LEARN ME THE WHOLE OF THE TRADE": CONFLICT BETWEEN A FEMALE APPRENTICE AND A MERCHANT TAILOR IN ANTE-BELLUM NEW ENGLAND.

Author

Preston, Jo Anne

Subjects
*TEXTILE workers' wages, *BOOKS, *CLOTHING industry, *TAILORING, *WOMEN apprentices, *WOMEN employees, *LABOR, *NONFICTION, REVIEWS
Abstract

Rural New England farm daughters who left home to apprentice in tailoring frequently were exploited as cheap labor and never taught the requisite skills. Without certain critical skills these women were forced to remain nothing but a shop girl. Unable to achieve their goal of learning a trade, they were forced to continue working for the tailor for wages comparable to and sometimes lower than those paid to female textile workers. And unlike female textile workers, shop girls had no opportunities for collective resistance except in the large semi-industrial shops in urban areas. Most tailoring shops of this period had fewer than half a dozen workers. This employment situation represents an early stage in the proletarianization of female garment workers. In the 18th century system of household manufacturing, women designed, cut out, and sewed the entire garment; in the early 19th century shops women sewed together garments cut out for them by the master tailor. Thus, they no longer worked for themselves, moreover, they held the lower paying, lower status positions.

Published
1983
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16. “He lives as a Master”:Seventeenth-Century Masculinity, Gendered Teaching, and Careers of New England Schoolmasters

Author

Preston, Jo Anne

Abstract

You that are menand thoughts of manhoodknow,Be Just now to the Manwho made you so.Martyr'dby Scholarsthe stabbed Cassiandies,And falls to cursed Lads a Sacrafice.Not so my Cheever;Not by Scholarsslain,But Praised and Lov'd, and wished to Lifeagain.Cotton Mather, 1708In New England, as in the country as a whole, teaching began as a male occupation. The earliest schoolmasters taught in small settlements of religious dissenters who had migrated to the wilderness of New England in the seventeenth century. The gendered meaning of teaching accompanied the social practice of hiring male teachers. Puritan minister Cotton Mather, in his passionate elegy for seventeenth-century New England schoolmaster Ezekiel Cheever, attests to the settlers' belief in the manliness of teachers. To Mather and other English settlers, the very term schoolmaster denoted masculine qualities. In Mather's own words: “He lives as a Master, the Term, which has been for above three thousand years, assign'd to the Life of a Man.”For Mather, teachers were not only male but embodied a particular vision of the masculine as well. Mather's vision of the ideal teacher, as having a specific kind of masculinity, was not unique to him. Drawing on English and Puritan traditions, the early New England colonists embraced an image of the ideal teacher that incorporated masculine virtues.

Published
2003
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17. An ethnography of communication and its implications for teachers of native Indian students

Author

Nowell Preston, Jo-Anne

Abstract

One urban native Indian community was observed over a period of seven months in order to: 1. Complete an ethnography of communication, describing the sociolinguistic rules of interaction followed by members of one Native community. 2. Examine the school environment to see whether differences between Mainstream rules for interaction and native Indian rules for interaction may cause miscommunication. 3. Discuss ways in which teachers can be better prepared for Standard English as a Second Dialect situations, either in special S.E.S.D. programs, or as classroom teachers. Data were collected in a wide variety of situations, mainly involving school age children and their interactants, in mainly pedagogical and school settings. Observation showed considerable diversity in the communication behaviours of community members. This variation occurred in two dimensions: young-old and traditional-Mainstream, and was especially apparent in four areas: volume, intonation, pause-time and eye contact. Degree of intimacy and age of participants seemed to be important in determining whether a situation was classed as speech or nonspeech. In addition, many sociolinguistic behaviours seemed linked to (if not generated by) various value orientations. The value "respect elders" was reflected in rules for interruptions, topic control, and the absence of "why" challenges. Respect for the individual seemed to be the basis for rules regarding introductions, performance, pulling strings, requesting assistance, and children's degree of independence. The importance of family appeared to influence topic choice, and naming. An avoidance of drawing attention to oneself seemed to explain rules for greetings, farewells, showing off, praise, and taking oneself seriously. Finally, this community appeared to be more context-oriented than Mainstream society. A comparison of home-talk and school-talk suggested differences in the use of directives, closed questions, and in assumptions about when to talk, specifically regarding degree of intimacy, focus on task, and getting communicative space. Findings of this study suggest that teachers can facilitate communication (and thus education) in five ways, by: 1. Getting out of the classroom and into the community. 2. Dealing with parents on their terms. 3. Adjusting classroom atmosphere. 4. Adjusting classroom language. 5. Teaching sociolinguistic rules.

Published
1986
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18. Changing Organizational Structures in the Feminization of Schoolteaching.

Author

Preston, Jo Anne

Subjects
ORGANIZATIONAL structure, ORGANIZATION, FEMINISM, TEACHING, TEACHERS, SEGREGATION
Abstract

Qualitative and quantitative evidence reveals that as women entered teaching they assumed positions that were distinct from those vacated by men. As job structures evolved, gender segregation did not disappear, it just changed form. First, male and female teachers taught in different seasons of the year, second, males supervised female teachers in a system of hierarchical ranking, and finally, with the development of bureaucratic schools, male principals and superintendents supervised a primarily female teaching force. [ABSTRACT FROM AUTHOR]

Published
2003

20. Reviews: Work, Organizations, and Markets.

Author

Preston, Jo Anne

Subjects
HOME economics, NONFICTION
Abstract

Reviews the book "Rethinking Home Economics: Women and the History of a Profession," edited by Sara Stage and Virginia B. Vincenti.

Published
1998

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