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• 1 2021-07-01T14:29:15+00:00 Popularity of Female Majors 28 Popularity of Female Majors plain 2021-07-27T19:21:49+00:00

  Detailing Popular Majors

  Modern-Language English

  Consistently, some form of English has been in the top two most popular majors for senior women from 1925-1950. Until 1932, the most popular course of choice was modern-language English. The 1925 Bulletin, the equivalent of a modern course catalog, lists the requirements for a major in modern-language English as 30 semester hours in English, 20 in French, 20 in German, 8 in history, 6 in biblical literature, 2 in public speaking, 4 in political science, 4 in psychology, 4 in evidences, and 32 in electives. This list includes general education requirements that other majors also had to complete [1]. In the 1929 Bulletin, the major name switched to English modern language, though the requirements remained identical [2]. This course was recommended for high school teachers, for graduate work in English or modern languages, or for training in journalism. In general, this major was advertised as flexible and adopted to “general cultural work.” [3]
  

  English Modern Language

  In 1932, English modern language was separated into two majors - English and modern language [4]. Modern language remained popular with eleven women majoring in it that year but only one Senior woman took English. There is no description written from that year to differentiate requirements between the two. Moreover, there is an English department with courses but no modern language department. Even though there is no official description of what a modern language major was, modern languages offered were French, German, Dutch (until 1942), and Spanish (offered beginning in 1943). These French, German, Dutch and Spanish are considered to be modern since they are currently spoken which is in contrast with ancient languages offered like Latin and Greek. 1938 was the last year that modern language and English modern language were listed as any Senior women’s majors in the Milestone. 

  History

  Until 1940, history was also a consistently popular major. According to the 1925 Bulletin, a major in history required 24 semester hours in history, 20 hours in a modern language, 15 in English, 8 in political science, 8 in philosophy, 6 in biblical literature, 6 in history of education, 4 in psychology, 4 in evidences, 2 in public speaking, and 33 in electives [5]. The course was recommended for students who planned to enter “law, the diplomatic or civil service, to teach or to do graduate work in history.” [6] The recommended career paths for history majors is of interest because graduate school during this time period had many barriers for women. Some women were able to obtain entrance into colleges through attending women’s colleges, taking advantage of quotas in co-ed colleges, finding advocates on their behalf, or moving to Europe [7]. However, graduate degrees were rarer for women from 1925-1950. 

  Moreover, law, diplomatic and civil service were all traditionally male fields which fit into the idea of the “public sphere.” Women were expected to enter the “private sphere” which included influence over the family, household, children, and religious affairs [8]. A relevant question is whether these women hoped to pursue these career paths or typically forged a path of their own instead. Our research team found that a portion of women who attended Hope College during this time period used college as a means to find potential partners in marriage. This finding is in alignment with national trends as women found economic returns from attending college through both labor and marriage markets [9]. Therefore, it is reasonable to draw the conclusion that while recommended career paths were influential for some women, for others it was less relevant.

  Education

  Notably, after 1940, education or elementary education were the most popular majors for women until the end of our research scope (1950). This trend is not surprising considering the rapid feminization of the field of teaching. By the 1880s, 80% of school teachers were women according to the Historical Dictionary of Women’s Education in the United States [10]. However, men occupied most of the upper level roles; women were effectively sequestered to the classroom. This is not to degrade individual women’s roles as teachers considering how important education is. Rather, the trend of feminization is key in understanding what women’s lives were like at Hope and throughout the United States during this time period.

  The sudden popularity of education in the 1940s gives the false impression that women at Hope were taking a newfound interest in the field. On the contrary, teaching was one of the original three vocations that Hope was founded to train workers for [11]. Originally, teaching was a certification that students could obtain through Hope College but it was not a major to concentrate in. Therefore, women could have been obtaining certifications and attending Normal Colleges but that would not have been listed as their primary major in the Milestone where we pulled our data from. The creation of a teaching major that prepared students for certification was new in the late 1930s at Hope College. Our data reflects this change in available majors. Though it is significant that education became a major later because teaching might have been a less valuable degree before 1935 because married women were barred from employment [12]. Therefore, the creation and popularity of an education major shows the shift in this policy.

  Data Analysis

  Only providing the two most popular majors made sense for the first half of the data set because options were limited and there was a distinct mode. For the second half of the data set, providing only the two most popular majors may be misleading. After World War II, the G.I. bill allowed enrollment to increase exponentially [13]. As a result, more incoming tuition money allowed for the expansion of resources and more majors were available. Therefore, the data is less condensed around two majors. In this chart, it seems as if no women majored in science, technology, engineering, and mathematics (STEM). In reality, STEM majors were consistently the chosen majors for most years following English, education, and history. During some years the margins between the most popular majors and STEM majors were slim. For example, in 1934, the second most popular major was history with seven senior women majoring in it. The third most popular major was science with six women majoring in it. In 1939, six women majored in history and four women majored in mathematics. In 1948, thirteen women majored in English and six women majored in biology. 
  Other years, the gap between the two most popular majors and STEM as the third most popular was wider. For example, in 1942 - the most popular major was tied between English and education with fourteen senior women in each. The second most popular was biology with three women majoring in it. In 1944, twelve women majored in English and four majored in biology. In 1945, ten women majored in elementary education and three women majored in biology. In 1947, four women majored in English and three majors tied for the third most popular major with three women in chemistry, three women in music, and three women in mathematics. Lastly, in 1949, education was the second most popular major with seven senior women in it and four majors tied for third place with five women majoring in math, five women in social studies, five in elementary education, and five in biology. The rise in biology is notable as it was particularly suited for students to take a pre-medical or pre-nursing track.

  However, for many years, the third most popular majors were still in what we would now call the social sciences or humanities. In 1935, the third most popular major was in Latin with four women in it. The third most popular in 1936 was English modern language with six women in it. In 1937, the third most popular was French with three women in it. In 1938, the third most popular major was modern language with four women in it. In 1940, the third most popular major was Latin with four women in it. In 1943, the third most popular major was education with four women in it. In 1946, French was the third most popular with six women in it. In 1947 and 1949, music, social studies, and elementary education tied for third place with STEM courses as listed above. Lastly, the next highest major was education with ten in it in 1950. 

  Other Majors

  Least Popular Majors

  Typically the least popular majors differed from year to year. Consistently, the classical track was less popular with only ten women taking it from 1925-1950. Possible reasons for the lack of women in this track was that classical training was meant to prepare students for politics, work, law, and graduate school. Plus, classical training was seen as a masculine subject [14]. While analyzing the Milestones from 1925-1950, I noticed that many men took the classical course which illustrates a clear gender division. Similarly, women did not major in engineering during this time period. Engineering tended to be less popular overall at Hope as it was newer. However, men did major in engineering more than women. This pattern of women majoring in certain areas less than men also holds for ancient, classical languages like Greek and Latin, philosophy, business, and economics. Latin was more popular until 1942. After that, only one woman every few years would major in it. Philosophy and economics were consistently unpopular as only two women majored in it for the duration of this study. Though, economics was introduced much later than philosophy. Business was typically a less popular major for all students as business administration was preferred.

  Other Majors

  Other majors that had some popularity were sociology, psychology, religious education, social service, and business administration. Sociology was added as a major in 1945 and attracted a few women each year. Similarly, psychology was introduced in 1948 and remained somewhat popular. Religious education was established longer than the other two but only remained marginally popular during this period. Lastly, social service was a composite major that was established in 1944, though no women majored in it until 1946. To major in this, a student would take courses in philosophy, economics, political science, and history [15].
  
  References:
  [1] 1925. V63. 03. November Bulletin. (Holland: Hope College, 1925), 11, http://digitalcommons.hope.edu/catalogs/86.
  [2] 1928-1929. V67.01. February Bulletin. (Holland: Hope College, 1928), 16, http://digitalcommons.hope.edu/catalogs/95.
  [3] 1928-1929. V67.01. February Bulletin., 16.
  [4] 1931-1932. V70.01. February Bulletin. (Holland: Hope College, 1931), 28, http://digitalcommons.hope.edu/catalogs/99.
  [5] 1925. V63. 03. November Bulletin., 11.
  [6] 1928-1929. V67.01. February Bulletin., 16.
  [7] Linda Eisenmann, Historical Dictionary of Women’s Education in the United States (Westport: Greenwood Press, 1998), 351-352, EBSCOhost. 
  [8] Eisenmann, Historical Dictionary, xii.
  [9] Claudia Goldin, Lawrence F. Katz, and Ilyana Kuziemko, “The Homecoming of American College Women: The Reversal of the College Gender Gap,” Journal of Economic Perspectives 20, no. 4 (Fall 2006): 134, 10.1257/jep.20.4.133. 
  [10] Eisenmann, Historical Dictionary, xvii.
  [11] 1916. V54.01. May Bulletin. (Holland: Hope College, 1916), 13-14, https://digitalcommons.hope.edu/catalogs/49.
  [12] Goldin, Katz, and Kuziemko, “The Homecoming of American College Women,” 136. 
  [13]  Goldin, Katz, and Kuziemko, “The Homecoming of American College Women,” 133. 
  [14] Eisenmann, Historical Dictionary, 350.
  [15] 1943-1944. V82.01. February Bulletin. (Holland: Hope College, 1943), 31, https://digitalcommons.hope.edu/catalogs/111.
  
  
  
• 1 2021-07-06T15:16:49+00:00 Women in STEM - Data Analysis 21 plain 2021-07-13T20:03:26+00:00
  

  Once on campus, women gravitated towards STEM majors. By 1925, three out of eighteen women (16.67%) in the Senior class majored in STEM with one student in science and two in math. The two years with the highest STEM enrollment were in 1934 and 1947. In 1934, ten out of thirty-eight Senior women majored in STEM (26.32%) with 4 in science and 4 in math. In 1947, nine out of thirty-six (25%) of Senior women majored in STEM with two in science, one in biology, three in chemistry, and three in math. The years with the lowest portion of women who majored in STEM were 1937 and 1943. In 1937, one woman out of 37 majored in STEM (2.70%); she majored in mathematics. In 1943, no senior women majored in STEM. There is no data available for 1931, 1933, and 1941.

  Until 1939, science and mathematics were the only two courses that women majored in within STEM. These two majors are some of the oldest at Hope and contained broad possibilities depending on the resources of the school at the time. If there were more resources, then there were more classes and disciplines available for students to study in. Mathematics still remains a popular major at Hope though general science majors were less common after 1947. In general, science and mathematics were the most popular STEM courses for all students at Hope from 1925-1950 even after new departments were created, though men also majored in chemistry, physics, and pre-medical. 
  Chemistry was first listed as a student’s major in the 1936 Milestone and the major soon increased in popularity. The first time that women majored in chemistry was in 1945 when two out of nine women in STEM majored in chemistry. Chemistry was consistently chosen by a few (one to three) women each year until 1950 when no women majored in it. Similarly, biology was first listed as a student’s major in the 1939 Milestone and the major grew exponentially in the years after. A significant proportion of women in STEM majored in biology that year. Three out of the seven female students in STEM majored in biology which is 42.90%. For every year after that, at least one woman majored in STEM with 1943 as the exception. 
  The pre-medical track was offered in 1925 as individual courses, but female students first picked it as a major in 1938. Two out of six women in STEM took a pre-medical course in 1938. Pre-Medical majors were less frequent for women than men. This is reflected in the data because only one other woman was a pre-medical major from 1925-1950; she was a senior in 1945. According to the 1945 course catalog, the four-year pre-medical curriculum had been available to “pre-medical students at Hope College for some time” and was designed to meet the most “rigid requirements of medical schools.” [1]

  In 1945, nursing was available for the first time to students. Our data would only have accounted for two cohorts of Seniors (1949 and 1950) that could have majored in it because the only data on majors available was from Seniors. Regardless, no Senior women were recorded as having majored in nursing in 1949 or 1950. Similarly, pre-forestry and pre-dental tracks were offered for the first time in 1945 and no women were recorded as having majored in either during the scope of this project [2].
  Two glaring omissions are the “T” and “E” in STEM - technology and engineering. Technology, mostly comprised of computer science and information technology majors, is a fairly recent field and career path. Therefore, no women within the scope of our project majored in technology. Engineering was offered during our study, though not until 1942, and no women majored in engineering during the duration of our study [3]. Other common majors that would fall under the STEM umbrella term are geology, physics, algebra, geometry, and statistics. Physics is the only course that was offered during this time period and no women majored in it. The other disciplines were not available to Hope students to major in.
  
  References:
  [1] 1944-1945. V83.01. February Bulletin. (Holland: Hope College, 1945), 39, http://digitalcommons.hope.edu/catalogs/112.
  [2] 1944-1945. V83.01. February Bulletin., 35.
  [3] 1941-1942. V80.01. February Bulletin. (Holland: Hope College, 1941), 55, https://digitalcommons.hope.edu/catalogs/109.