Project

Prompt

Submit a draft of your personal philosophy statement. Your personal philosophy statement should be developed around your personal values and how those values can be applied to the practical application of philosophical theories. Be sure to address all critical elements below, and review the rubric for additional guidance.

Specifically the following critical elements must be addressed:

1. Articulate how your personal philosophy will positively impact and foster increased student access. In other words, consider the actions and strategies in your personal philosophy that you would utilize to impact and foster increased student access.
2. Justify your approach for fostering increased student access. Provide appropriate examples to support your justification. Be sure that your examples include empirical data and appropriate research.
3. Explain how you could use empirical data to assess the applicability and utility of your philosophy.
4. Elaborate upon how your personal philosophy incorporates and is supported by established higher education models. What models are incorporated in your philosophy and how do those models support your philosophy? Be sure to incorporate your previous analyses regarding higher education models and socio-historical context.
5. Expand upon how your personal philosophy is improved by your incorporation of established higher education models. Consider how this incorporation could impact key aspects of higher education, including curriculum, access to higher education, regulation, and the balance of staffing.
6. Explain how key historical social changes informed the development of your personal philosophy. Be sure to provide appropriate examples to support your response. How will you incorporate past successes of the field? How do you hope to avoid historical challenges?
7. Articulate how your personal philosophy will impact your role in the practice of contemporary higher education. How will your philosophy guide your actions?

What to Submit

Your personal philosophy statement must be 4–5 pages in length and must be written in APA format. Use double spacing, 12- point Times New Roman font, and one-inch margins.

Admissions of Women to Higher Education

The admission of women to higher education was a transformative event that challenged
traditional gender roles and reshaped the academic landscape. Higher education was initially
meant to be a male domain. Nonetheless, women were gradually integrated into colleges and
universities through several advocacy processes and societal changes. This change in the history
of educational institutions extends beyond the workings of schools to include political,
economic, and social repercussions. In support, it became a significant event that reshaped
political policies, economic opportunities, and social norms and ultimately shaped the practices
and philosophies of present-day higher education.
Political Factors
The admission of women to higher education represents a significant landmark in the history of
education, profoundly impacting political dynamics within academic institutions. Politically, this
women’s admission movement into colleges and universities was dramatized by the larger
women’s rights movements, such as the campaigns for suffrage and equal rights. The early
pioneers in this movement met much resistance, with an enormous belief that higher education
was unnecessary or even harmful to women. The pacesetters, institutions like Oberlin College,
which began taking women into its midst as far back as the 1830s, set a tone that trickled down
very slowly to other colleges. It was, however, one of much resistance and needed constant
lobbying (Geiger, 2015). This political pressure applied by the suffragists and other social
reformers finally led to legislative changes, beginning to break down the institutional barriers.
These changes did not deal with access to higher education alone but related to the bigger
recognition of women’s rights and roles in society, which resulted in changed operations of the
higher education institutions.
Economic Factors
This economic admission of women into higher education had sweeping repercussions.
Essentially, the financial cost of creating separate facilities or accommodating women in existing
structures was immediately portrayed as a barrier. However, with more and more women
stepping into higher education, their presence went on to challenge and alter its economic
landscape from within higher education into the broader labor market. These economic factors
were not limited only to institutional costs but also extended into the future financial
contributions of women who would be educated (Harvey & Jones, 2022). As more women had
access to higher education, they began entering into what were traditionally considered male
professions, bringing change slowly but surely to the workforce. Such a change was
economically beneficial to the institutions themselves too, because now a greater percentage of
female students means more tuition and a wider alumni base.
Social Factors
The social factors were the most visible and contentious aspects of women’s admission to higher
education. For the first time, large numbers of women entered colleges and universities, breaking
sharply with conventional gender roles and societal expectations. It challenged the long-standing
notion that women’s primary roles were domestic and that their education must, therefore, be
limited to those skills relevant to managing a household. This new change solved a vital social

problem: educated women began to demand greater participation in all walks of public life, from
politics and business to the arts. More than just affecting the operations and policies of
educational institutions, it started to raise societal attitudes toward gender roles (Sabzalieva et al.,
2022). Co-education played a very important role in this transformation because it brought
challenges and issues concerning the equality of gender within policies and practices.
Influence on Contemporary Higher Education
The evolution of these political, economic, and social factors has had a lasting impact on
contemporary higher education. Politically, the integration of higher education for women paved
the way for more inclusive policies that benefited other marginalized groups. Indeed, policies of
diversity and inclusion in the modern higher education environment have their roots in the
struggles and subsequent successes of the women’s admissions movement. Economically,
changes put in place by the admission of women contributed to the contemporary view of
education as a basic driver of economic growth and development for a person, which does not
depend on one’s gender (Harvey & Jones, 2022). Curricula are now more inclusive of women’s
input and viewpoints, with access to higher education heightened, though challenges persist.
Socially, the presence of women in higher education has normalized the idea of gender equality
within academic and professional environments—there is still work to be done to achieve full
parity.
Historical Philosophy Statements
Historical philosophy statements from leaders in higher education during this period reveal how
these individuals sought to impact and shape the evolving landscape of academia. The
philosophies of leaders like Mary Lyon, founder of Mount Holyoke College, stressed intellectual
abilities among women and their view of higher education. By the standards of the time, they
were fairly radical; each challenged convention and called for changes in the curriculum and
character of the institutions to accommodate teaching women. Such leaders were generally
impelled by a belief in the emancipatory capacities of education for women and society at large.
Many statements included this broader rhetoric of social change, emphasizing education as the
pinnacle of the fight for women’s rights and world betterment.
Influence on Leadership Roles
These philosophy statements also guided the actions of these leaders, dictating their roles in
higher education. For instance, Lyon’s philosophy, concerning rigorous academic preparation by
women, was not some theoretical ideal; rather, it found its foundation within the curriculum and
standards of Mount Holyoke, which became the model for other women’s colleges. Other
leaders, in similar ways, used their platforms to advocate for policies and practices that would
extend educational opportunities available to women and make manifest how their philosophical
commitments translate into concrete action (Pasque & Nicholson, 2023). These leaders clearly
understood that the educational landscape would not be changed by mere vision but rather
through practical strategies concerning overcoming resistance and executing lasting change. It is
this struggle of the leaders reflected in today’s continuous efforts in the quest for higher
education accessible and equitable to all—a sure sign that their philosophies have retained a
strong underpinning on contemporary practices within higher education today.

References
Geiger, R. L. (2015). The history of American higher education: learning and culture
from the Founding to World War II. Princeton: Princeton University Press.
Harvey, M., & Jones, S. (2022). Challenge Accepted: Women Claiming Leadership in
Higher Education Learning and Teaching. Journal of University Teaching and Learning
Practice, 19(1), 68–89.
Pasque, P. A., & Nicholson, S. E. (Eds.). (2023). Empowering women in higher education
and student affairs: theory, research, narratives, and practice from feminist perspectives.
Taylor & Francis.
Sabzalieva, E., Gallegos, D., Yerovi Verano, C. A., Chacón, E., Mutize, T., Morales, D.,
& Cuadros, J. A. (2022). The right to higher education: a social justice perspective.
 

The Impact of Women’s Admission to Higher Education

Megan George
08/25/24
HEA 510

The Impact of Women’s Admission to Higher Education
Women’s admission into higher education can be aptly considered a significant revolution in the
academic world, as women’s education disrupts the dominant paradigms and structures of
institutions. Historically, it was a preserve of men only. Still, women started their journey toward
higher learning due to legislative changes and social movements for women’s rights (Parker,
2015). This transition was not without immediate political, economic, and societal repercussions
for institutions, curricula, and the workforce. This paper aims to discuss the history of women’s
admission to higher education, the political and economic rationale of this process, and its social
effects, and to define how these historical processes influenced and are influencing the modern
tendencies of higher education.

Historical Context and Landmark Acts
Early acts of legislation for women’s rights and liberation primarily influenced women’s
admission to higher education. Oberlin College remains among the early colleges that admitted
women in the mid-1830s, thereby embracing coeducation (Geiger, 2015). This was part of a
broader trend driven by major social movements, such as the women’s suffrage movement,
which primarily advocated for women’s rights and other societal roles. The Morrill Land Grant
Acts of the 1860s supported women’s inclusion through indirect allowances for educational
opportunities. These early reformations and movements paved the way for other reformations,
such as the Civil Rights Act of 1964, which prohibited discrimination based on sex, and
educational institutions receiving federal funds (EEOC, 2024). Altogether, these acts and
movements paved the way for the progressive admittance of women into higher education
institutions.

Political Factors
Political processes, or instead their absence and opposition, profoundly shaped the admission of
women to higher education. At the outset, political and societal concerns challenged the idea,
insisting that women did not need higher education or that it was detrimental to them. The

pioneers who called for the reform faced several challenges from school administrators and
society (Singh & Page, 2023). Moreover, women’s rights activists engaged politicians in suffrage
campaigns to change these perceptions at the start of the 20th century. Susan B. Anthony and
Elizabeth Cady Stanton pushed for education rights in the 19th century, changing legislation.
Resistance persisted, and several universities refused female students for fear of lowering
academic standards. However, the Title IX Education Amendments 1972 ended gender
discrimination in higher education admissions (US Department of Education, 2021).

Social Factors
The admission of women to higher education brought about a drastic change in society,
challenging the roles and status of women in society. Earlier, women were mostly educated to be
good homemakers, which contributed to the idea that women’s place was in the home. The
admission of women to higher education institutions disrupted these traditions; thus, women
could engage in all sectors of knowledge and professions. This encouraged more women to enter
leadership, economic, and artistic fields. Women’s academic and professional success reduced
gender preconceptions, triggering a paradigm change toward gender parity. Today’s colleges
show how women of diverse backgrounds improve academic and professional fields in step with
progressive society (Sabzalieva et al., 2022).

Impacts on Current Higher Learning Institutions
The transformations after women were admitted to higher studies have shaped present-day
practices. The first efforts in legislation and social progress have led to developing policies
focused on diversity. Higher education institutions of the contemporary world have gradually
adopted these values, pushing the woman’s perspective into curricula and providing a more
egalitarian academic culture. Federal laws like Title IX have helped advance equity by providing
equal admission to education, educational programs, and other opportunities for the two genders
(Phillips, 2019). Recent efforts continue to fill these gaps, with measures already in place to
increase gender equality and empower women in their respective fields.

Historical Philosophy Statements of Influence on Leadership and Their Roles
The philosophical pronouncements of early education leaders like Mount Holyoke College
founder Mary Lyon shaped higher education practices. Lyon defended women’s access to
intellectual education by opposing portrayals of them as emotional and illogical. Her
groundbreaking support for women’s education created several educational and professional
roadblocks. Lyon believed education might improve women’s position. Lyon’s firm conviction
that education can transform women’s status led her to identify Mount Holyoke as a model
women’s college, setting it apart from the already established men’s colleges with a rigorous
curriculum. Additionally, Princeton’s education principles established the framework for
women’s admission to higher education (Women of the Hall, 2024). Other progressive leaders,
like Elizabeth Cary Agassiz at Radcliffe College, the same as the one mentioned at the beginning
of this paper, also introduced educational changes that were more supportive of women. Not only
did these philosophies influence their immediate educational environments, but they also
initiated contemporary leadership practices in higher education (Radcliffe, 2020). Present-day
leaders are fostering these advancements by embracing pro-equity, gender sensitivity, and the
principle of diversity, thus maintaining fidelity to the pioneering ideals of early reformers and
bringing them to fruition in present-day higher education and leadership.

Conclusion
The admission of women to higher education brought about a revolutionary change in academia,

impacting the political, economic, and social spheres. The earliest gender-role laws and social
movements changed regulations and opened avenues for female education. Politics affected the
general public and workforce, while socio-cultural influences changed cultural norms to promote
gender parity. Modern efforts to eliminate the remaining trends prove that the outlined changes
continue to shape modern educational environments.

References
EEOC. (2024). Title VII of the Civil Rights Act of 1964. US EEOC. https://
www.eeoc.gov/statutes/title-vii-civil-rights-act-1964
Geiger, G., Roger L. (2015). The history of American higher education: Learning and
culture from the Founding to World War II. Colorado Mountain College. https://
cmc.marmot.org/Record/.b46061708
Harvey, M., & Jones, S. (2022). Challenge Accepted: Women Claiming Leadership in
Higher Education Learning and Teaching. Journal of University Teaching and Learning
Practice, 19(1), 68–89.
National Archives. (2021, August 16). Morrill Act (1862). National Archives. https://
www.archives.gov/milestone-documents/morrill-act
Parker, P. (2015). The Historical Role of Women in Higher Education. Administrative
Issues Journal Education Practice and Research, 5(1). https://doi.org/10.5929/2015.5.1.1
Phillips, A. (2019). The Quest for Diversity in Higher Education The Quest for Diversity
in Higher Education. https://digitalcommons.pepperdine.edu/cgi/viewcontent.cgi?
article=1174&context=ppr
Singh, P., & Page. (2023). Empowering Women Through Higher Education: Breaking
Gender Barriers. Quest Journals Journal of Research in Humanities and Social
Science, 11(10), 2321–9467. https://www.questjournals.org/jrhss/papers/vol11-
issue10/1110244248
Taylor & Francis. Sabzalieva, E., Gallegos, D., Yerovi Verano, C. A., Chacón, E., Mutize,

T., Morales, D., & Cuadros, J. A. (2022). The right to higher education: a social justice
US Department of Education. (2021). Title IX and Sex Discrimination. Ed.gov. http://
www.ed.gov/about/offices/list/ocr/docs/tix_dis.html
Women of the hall. (2024). Lyon, Mary | Women of the Hall. Womenofthehall.org.https://
www.womenofthehall.org/inductee/mary-lyon/