Дисертації: "Working class women"

1

Young, Mai-san. "Women in transition : from working daughters to unemployed mothers /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B22956384.

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2

James, Laura. "Working women : gender, class and place." Thesis, University of Oxford, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.440718.

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3

Rankin, Cherie L. Breu Christopher. "Working it through women's working-class literature, the working woman's body, and working-class pedagogy /." Normal, Ill. : Illinois State University, 2007. http://proquest.umi.com/pqdweb?index=0&did=1417799101&SrchMode=1&sid=7&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1205258868&clientId=43838.

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Thesis (Ph. D.)--Illinois State University, 2007.
Title from title page screen, viewed on March 11, 2008. Dissertation Committee: Christopher D. Breu (chair), Cynthia A. Huff, Amy E. Robillard. Includes bibliographical references (leaves 262-273) and abstract. Also available in print.

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4

Petty, Sue. "Working-class women and contemporary British literature." Thesis, Loughborough University, 2009. https://dspace.lboro.ac.uk/2134/5441.

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This thesis involves a class-based literary criticism of working-class women s writing. I particularly focus on a selection of novels by three working-class women writers - Livi Michael, Caeia March and Joan Riley. Their work emerged in the 1980s, the era of Thatcherism, which is a definitive period in British history that spawned a renaissance of working-class literature. In my readings of the novels I look at three specific aspects of identity: gender, sexuality and race with the intersection of social class, to examine how issues of economic positioning impinge further on the experience of respectively being a woman, a lesbian and a black woman in contemporary British society. I also appropriate various feminist theories to argue for the continued relevance of social class in structuring women s lives in late capitalism. Working-class writing in general, and working-class women s writing in particular, has historically been under-represented in academic study, so that by highlighting the work of these three lesser known writers, and by indicating that they are worthy of study, this thesis is also complicit in an act of feminist historiography.

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5

Lai, Pui-yim Ada. "Working daughters in the 1990's /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20716515.

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6

Fernandez, Jody Ann. "The literacy practices of working class white women." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000235.

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7

Wilson, Karen. "Aspects of solidarity between middle-class and working-class women 1880-1903." Thesis, Keele University, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.293991.

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8

Smeraldo, Kaitlyn N. "(Re)Constructing Gender: White, Working-Class Women and Trauma." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1553336041577677.

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9

Bowen, Scarlett K. "The labor of femininity : working women in eighteenth-century British prose /." Digital version accessible at:, 1998. http://wwwlib.umi.com/cr/utexas/fullcit?p9837908.

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10

Young, Mai-san, and 楊美珊. "Women in transition: from working daughters to unemployed mothers." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31225524.

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11

Straw, P. "Times of their lives : A century of working class women." Thesis, University of Edinburgh, 1985. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.371886.

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12

Plummer, Gillian. "What has education done for working-class women and girls?" Thesis, University College London (University of London), 1997. http://discovery.ucl.ac.uk/10020292/.

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What has education done for working-class women and girls?' This study looks at 'how working-class life is theorised , and 'how it is experienced'. I start by analysing historical, sociological and psychological interpretations of class and gender subordination in the context of working-class women's relation to education and success, focusing specifically on inferiority as a learned position. In adopting a multidisciplinary approach I confront dominant discourses and structures of academic knowledge evoking different sides of the conflictual relationship between 'able' working-class girls and formal education. 'Gaps' and 'absences' in theory are identified and interpretations questioned. Set alongside both mainstream and progressive accounts of education and related equality issues are the subjective accounts of educated working-class women. Using autobiography and biography I write analytically of personal experiences which demonstrate classism from an educated white, working-class. female perspective. I take as my subject childhood experiences of home-school conflict in examining in-depth the history of educated working-class women's Odi et amo relationship to education. 'How does family, peer group and schooling impact on identity, academic success and selfworth to the detriment of working-class girls?' The accounts are the testimonies of a group of educated working-class women - including myself - who aspired to obtain a formal education during the 50s; 60s and 70s and were 'educated out of their class'. I use the accounts to challenge and re-shape existing knowledge and theory. This Ph.D is also about its own construction, that is, educated working-class women's need for educational success, for inclusion and for validation of self worth.

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13

Lai, Kwai-fong Wendy. "A study of the roles of Chinese working women in China and Hong Kong." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19672159.

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14

Sepulveda, Celia Anna. "Consuming merit: Social mobility and class contradictions of working class and lower class women in graduate school." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/280742.

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This study utilizes a multi-method approach to analyzing the experience of working class and lower class women's experience in graduate school. A quantitative analysis is used to determine the number of working class and lower class females in graduate school using parents' education as a proxy. Most first-generation females in graduate school were found in Research I universities in the field of Education. A qualitative analysis includes semi-structured interviews of 34 women from two Research I institutions in the Southwest in the fields of Education, Psychology, Health Sciences and Biology. Data consists of the women's definitions of social class, values and experiences as well as their perceptions of graduate school culture and their mobility process during their graduate school experience. The women in this study revealed a contemporary definition of social class unlike academic Marxist and other sociological definitions. Their experiences of graduate student culture reveal a direct conflict with their social class values. Finally, their mobility experience in graduate school reveals contradictory feelings of pride and hiding their accomplishments from family.

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15

Barnes-Powell, Tina M. "Young women and alcohol : issues of pleasure and power." Thesis, University of York, 1997. http://etheses.whiterose.ac.uk/10794/.

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16

Mellor, Jody. "Parallel lives? : working-class Muslim and non-Muslim women at university." Thesis, University of York, 2007. http://etheses.whiterose.ac.uk/11030/.

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17

Ellis, Jacqueline. "Silent witnesses : representations of working-class women in America, 1933-1945." Thesis, University of Hull, 1995. http://hydra.hull.ac.uk/resources/hull:12911.

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18

Dar, Aqsa. "The educational careers of high-aspiring working-class British Pakistani women." Thesis, Open University, 2014. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.664475.

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This research is concerned with the barriers and opportunities experienced by working class British Pakistani women who aspired to higher education and to obtaining professional jobs. It examines the career trajectories of nine second generation British Pakistani women who were born in a working class area of a former textile town in the north of England. These women pursued educational qualifications as the means to acquire new knowledge and experiences and in order to secure higher status jobs. This is in marked contrast to the traditional trajectory which they saw other British Pakistani women following, of marrying and having children soon after leaving school. My informants viewed a career outside the home as affording advantages in terms of personal and social development, family pride and economic rewards. While, at the time of the research, some of them were still caught up in 'making themselves' in terms of their careers, others had already secured professional jobs. The women in this study reflect on changing ideas about British Pakistani womanhood, their educational routes to social mobility, and the effects of problematic perceptions of Pakistani Muslims in schools and workplaces. In this thesis I explore the kinds of cultural capital relevant to their careers, the obstacles they faced, and how they negotiated these. I conducted in-depth biographical interviews using a qualitative approach that was designed to be culturally sensitive, revealing how relationships with parents, siblings, peers, neighbours, teachers and colleagues, as well as local contexts and opportunities, feature in informants' lives. The study is a contribution to the small but growing literature that sets out to understand social mobility through qualitative research methods, exploring the processes involved. It also illuminates the life stories of a specific group of British Pakistani women at a particular time in their community's history.

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19

Attwood, Megan Elizabeth. "Exploring place : further education, working class women and a foundation degree." Thesis, Open University, 2017. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.701079.

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In May 2010 a newly elected coalition government inherited a concern about widening access to higher education in the United Kingdom. As far as widening participation within higher education is concerned, research indications are that while overall participation has increased, the rate of participation from under-represented groups has remained at a consistently low level (UCAS 2012a, ESRC 2012). My study is motivated by these disparities in participation rates and by a desire to critique the assumptions made within policy. I view widening participation policy as problematic in its negative portrayal of working class students' as having low aspirations (Dearing 1997, DfES 2003a). An interpretive method of enquiry was adopted to develop a qualitative case study approach. This drew on data gathered between 2011 and 2015. Eighteen semi-structured individual interviews were conducted with four women studying on a foundation degree. Key documents including the Robbins Report (Robbins, 1963a), the Dearing Report (Dearing, 1997) and The Future of Higher Education (DfES, 2003c) were selected to discuss the assumptions that circulate in the government in order to explore how these might have shaped successive thinking. I suggest that there are implications for practice as attitudes towards education are shaped by factors which filter down from policy such as access and curriculum design. Findings from my study suggest that working class women possess future aspirations, have some support mechanisms in place and in part study 'to increase knowledge and understanding for their own sake' (Dearing, 1997, p. 72.) despite living multifaceted lives. Fluctuating levels of self-esteem and issues of engrained gender roles and conflict as the women attempt to combine family life and study are also evident. A move towards a transformative model of education where a more student-centred approach to curriculum design and delivery is developed is required. The long term benefits of such will remain unrealised as long as the economy remains the government's focal driver of societal change.

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20

Porter, Susie Shannon. "In the shadows of industrialization : the entrance of women into the Mexican industrial work force, 1880-1940 /." Diss., Connect to a 24 p. preview or request complete full text in PDF format. Access restricted to UC campuses, 1997. http://wwwlib.umi.com/cr/ucsd/fullcit?p9732697.

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21

Moore, S. "Women, industrialisation and protest in Bradford, West Yorkshire, 1780-1845." Thesis, University of Essex, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.377084.

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22

Brodersen, Lyn A. "From working-class origins to academia community college women who have crossed the great class divide /." [Ames, Iowa : Iowa State University], 2008.

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23

Giles, Margaret Judith. "Something that bit better : working-class women, domesticity and 'respectability' 1919-1939." Thesis, University of York, 1989. http://etheses.whiterose.ac.uk/4234/.

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24

Clark-King, Ellen Jane. "Sacred hearts : feminist theology interrogated by the voices of working-class women." Thesis, Lancaster University, 2003. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.418877.

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This thesis brings together the spiritual and theological insights of feminist writers with those of working-class church-going women from the council estates in the east end of Newcastle upon Tyne, opening up new possibilities for a theology based on feminist methodology. The central argument of the thesis is that feminist theology, in order to avoid becoming just another theology of the elite, needs to attend to the theology and spirituality of women outside the academy, and outside the feminist fold. The findings include areas of overlap, relationality for example, and points of conflict, empowerment through relationship with a male God as opposed to valuing a female divine horizon, being one such. Thus a richer 'choral' theology is engendered in which the experiences of a wider group are valued and included, beginning the process of discovering a true 'theology of the church' . The thesis is divided into seven chapters. Chapter 1 sets out the epistemology and methodology that underlies the thesis, while Chapter 2 goes on to provide an ethnographic description of the area, and the churches, in which the study is set. Chapter 3 examines the images of God, and the language used of God, by feminist theologians and compares this with that of the working-class women. Chapter 4 discusses the place of relationality within the two different contexts. Chapter 5 looks at the different places that God is located for the different groups, considering both transcendence versus immanence and different ecclesiologies. Chapter 6 continues issues of transcendence by looking at issues of death, finitude and eternity. In Chapter 7 theological conclusions are drawn out and questions for further study are identified

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25

Rivers, Bronwyn Anne. "Mid-nineteenth-century women novelists and the question of women's work." Thesis, University of Oxford, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.365499.

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26

Watanabe, Satoko. "Women's struggle and female migration into Japan in the 1980s-1990s /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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27

Raymond, Melanie. "Labour pains : working class women in employment, unions and the Labor party in Victoria, 1888-1914 /." Connect to thesis, 1987. http://eprints.unimelb.edu.au/archive/00000326.

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28

Jones, Wendy. "The education of girls and women in Nottingham between 1870 and 1914 : with special reference to domestic ideology and middle class influence." Thesis, Loughborough University, 1998. https://dspace.lboro.ac.uk/2134/33162.

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The basis of the thesis is the education of working class girls, as seen against the background of the national educational pattern in the late nineteenth and early twentieth centuries, and includes the various educational agencies and opportunities on offer to girls, such as prizes and scholarships; higher, adult and private education; and careers in teaching. This inevitably involves examining the differences and similarities between the education of male and female scholars. and of working class and middle class girls. The central form of the study is the issue of domestic subjects tuition and the influence of middle class educators, especially at local level, who determined the actual content of education. The study also explores the various problems of access to education, such as attendance and absence from school, punishments, medicals and illness etc. Evidence from a variety of sources has been used, both recent and contemporary secondary sources including fiction of the era, manuscript and original sources, official reports and oral evidence taken from local residents. The thesis provides a coherent picture of the education of girls in Nottingham between 1870 and 1914.

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29

Mood, Jonathan William. "Employment, politics and working-class women in north east England, c. 1790-1914." Thesis, Durham University, 2006. http://etheses.dur.ac.uk/2687/.

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This thesis explores the issue of the economic and political agency of working-class women in North East England for the period c.1790-1914. In contrast to the national average, the North East was populated by more men than women in this period, whilst the dominance of industrial trades such as coal, shipbuilding, iron and steel, and engineering resulted in the lowest female employment rates in the country, as well as the highest marriage rates and the youngest average age at marriage. These trends are investigated in detail and would suggest that if anywhere women were to be powerless it was here. Yet, as this thesis shows, women in the North East were active constituents of local culture and politics, often through different means, and with alternative motives than has been claimed for localities where there existed high rates of female employment. The impact of structural changes in the political system during the latter nineteenth century is assessed and it is suggested that whilst many political organisations of this period involved a small number of working-class women in contemporary political debate they were generally unsuccessful at appealing directly on political issues of substance; the formal politics of this period did not always coincide with the politicisation of working-class men and women. This thesis aims to strike a balance between typical and atypical experiences by exploring the social climate of a large region rather than focus specifically upon potentially unrepresentative localities.

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30

Dennehy, Anne. "Keeping mum : the condition of working class women in late 20th century England." Thesis, University of Bristol, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.265304.

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31

Forsyth, Margaret. "Lighting a frugal taper : working-class women poets 1830-1890; a critical anthology." Thesis, Edge Hill University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.393674.

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32

McCann, Brandy R. "Intimacy and Family Among Single, Working-Class Women: A Focus on Rural Appalachia." Diss., Virginia Tech, 2004. http://hdl.handle.net/10919/11201.

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With people living longer and coming into old age with more diverse relational experiences than previous cohorts (e.g., divorce, cohabitation), researchers anticipate that the so-called baby boomers will be more interested in pursuing romantic relationships in later life than their predecessors. On the other hand, we know that the experience of aging varies among people on the basis of their social locations (e.g., racial, gender, class). As central Appalachia is a place characterized by persistent poverty, I interviewed single, midlife White women from a community in West Virginia (N=11) to investigate (a) their experiences with family life and (b) their expectations for romantic relationships in later life. I used grounded theory methodology to develop a theory of intimacy and family life in central Appalachia. I found that the women who were more integrated into their families of origin had little or no interest in romantic relationships, regardless of their past relationship history. Women who perceived their childhoods as traumatic were less integrated into their families of origin and had a weaker sense of place, but had more interest in finding a romantic partner in later life. I concluded for those with a strong sense of place the importance of the family of origin persisted through midlife and into old age.
Ph. D.

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33

Vincent, Louise. "Bread and honour: white working class women and Afrikaner Nationalism in the 1930s." Journal of Southern African Studies, 2000. http://hdl.handle.net/10962/d1008575.

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Women have occupied a central place in the ideological formulations of nationalist movements. In particular, the figure of woman as mother recurs throughout the history of nationalist political mobilizations. In Afrikaner nationalism, this symbolic female identity takes the form of the volksmoeder (mother of the nation) icon, commonly assumed to describe a highly circumscribed set of women's social roles, created for women by men. The academic orthodoxy holds that middle-class Afrikaner women submitted to the volksmoeder ideology early on in the development of Afrikaner nationalism but that the working class Afrikaner women of the Garment Workers' Union (GWU) represented an enclave of resistance to dominant definitions of ethnic identity. They chose instead to ally themselves with militant, class-conscious trade unionism. This paper argues that Afrikaner women of different classes helped to shape the contours of the volksmoeder icon. Whilst middle class Afrikaner women questioned the idea that their social contribution should remain restricted to narrow familial and charitable concerns, prominent working class women laid claim to their own entitlement to the volksmoeder heritage. In doing so, the latter contributed to the popularization and reinterpretation of an ideology that was at this time seeking a wider audience. The paper argues that the incorporation of Afrikaner women into the socialist milieu of the GWU did not result in these women simply discarding the ethnic components of their identity. Rather their self-awareness as Afrikaner women with a recent rural past was grafted onto their new experience as urban factory workers. The way in which leading working class Afrikaner women articulated this potent combination of 'derived' and 'inherent' ideology cannot be excluded from the complex process whereby Afrikaner nationalism achieved success as a movement appealing to its imagined community across boundaries of class and gender.

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34

Crinis, Vicki Denese. "The silence and fantasy of women and work." Access electronically, 2004. http://www.library.uow.edu.au/adt-NWU/public/adt-NWU20050303.160625/index.html.

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35

Martin, Jane. "The role of women in education of the working classes, 1870-1904." Thesis, n.p, 1991. http://ethos.bl.uk/.

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36

Magor, Deborah A. "Working women in the news : a study of news media representations of women in the workforce." Thesis, University of Stirling, 2006. http://hdl.handle.net/1893/102.

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This study examines how working women are represented in the news media, and its main aim is to determine to what extent ‘social class’ figures in the representations of women in news content. Using language, visual and narrative analysis, the thesis comprises four case studies each focusing on portrayals of different women from different socio-economic backgrounds determined by their occupation. The first two case studies examine portrayals of low paid working women through coverage of the National Minimum Wage introduction into Britain in April 1999 and the Council Workers’ Strike in England and Wales in 2002. The latter two case studies focus on women in particular professions: elite businesswomen, military women and women war reporters. The study concludes by noting that multiple voices occur in news texts around the key contrasting themes of progress/stagnation and visibility/invisibility and which can give contradictory discourses on the intersection of gender and class. From the massification and silencing of working class women, to the celebrity and sexualisation of the business elite, and the professional competency news frames of middle class women, class was shown to be a determining factor in how women figure in news content. However, these class determinants combined with other news frames pertaining to gender, whereby powerful and established myths of femininity can come to the fore. These myths can be particularly powerful when women enter non-feminine work ‘spaces’ such as business and the military, and class, particularly in the latter case, can tend to slip out of view, as sexist coverage is commonplace and debates are formed about the right and wrong behaviour for women.

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37

Weigt, Jill Michele. "The work of mothering : welfare reform and the carework of working class and poor mothers /." view abstract or download file of text, 2002. http://wwwlib.umi.com/cr/uoregon/fullcit?p3072609.

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Thesis (Ph. D.)--University of Oregon, 2002.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 243-258). Also available for download via the World Wide Web; free to University of Oregon users.

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38

Caldwell, Frances Elizabeth. "‘Educating ‘Shelias’: What are the social class issues for mature working-class women studying at contemporary New Zealand universities?’." Thesis, University of Canterbury. Educational Studies and Human Development, 2008. http://hdl.handle.net/10092/2361.

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Анотація:

“…And you think you’re so clever and classless and free… …But we’re still fucking peasants as far as I can see. A working-class hero is something to be…” (Song sung by Marianne Faithfull, 1990). The quote above illustrates the conflict highlighted by this study between workingclass struggle (and possible middle-class exploitation) and working-class hopes and aspirations for a middle-class future. It also reflects the uncomfortable sense of being “between two worlds” and “belonging nowhere” that is described by the mature, working-class women university students in my study. This feeling of being not quite one thing or another is expressed in Lucey, Melody and Walkerdine’s (2002) phrase “uneasy hybrids”. It encapsulates the struggles, conflicts and successes faced by the four women in my study as they attempted to juggle family, study and work commitments, dealt with relationship break-ups, unexpected academic successes, and learned how to adapt to a middle-class environment. The project involved five case studies (although in the end only four were fully used) using a semi-structured interview and additional focus group discussion approach. My participants were four mature working-class women who were currently studying at a New Zealand University. Little research has been done on this demographic, particularly in New Zealand, despite interest generated by the 1980s British film Educating Rita. I compared my findings, in which the key themes were alienation, overwhelming struggle, strategising, and unexpected advantages and successes, with the issues raised in the film. There were some similarities in terms of relationship-break-down and not belonging being part of upward social mobility. However, it appeared the reality of changing class is less tidy, speedy and comfortable than Rita’s filmic ending, where she successfully incorporated her original working-class and new middle-class identities. The literature appeared to support the experiences of my participants who, despite their academic successes, talked about an on-going, disturbing sense of feeling “like a fraud”.

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39

Jacobi-Dittrich, Juliane. "The struggle for an identity : working-class autobigraphies by women in nineteenth-century germany." Universität Potsdam, 1986. http://opus.kobv.de/ubp/volltexte/2010/3236/.

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40

Jayakrishna, Louise. "The Exclusion of Working-Class Women in Virginia Woolf's A Room of One's Own." Thesis, Karlstads universitet, Estetisk-filosofiska fakulteten, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-7462.

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In Virginia Woolf’s A Room of One’s Own the narrator clearly expresses her rage and resentment exposing the absence and exclusion of women through history and she also focuses on the unfair position of women in her contemporary society. The narrator encourages women to emancipate themselves and to be aware of the idiosyncratic nature of society that restricts them to the private sphere. The aim of this paper is to offer a different interpretation of A Room of One’s Own and demonstrate how Woolf excludes contemporary working-class women from partaking in her feminist message. In order to demonstrate the exclusion of working-class women three major perspectives have been integrated throughout the text: readings of A Room of One’s Own, a historical aspect including classism, and the significance of Woolf’s biographical background. My analysis highlights Woolf’s unintentional class bias, her ladylike manner, and the centrality of financial independence in A Room of One’s Own and displays how these features entail the exclusion of working-class women. The conclusion demonstrates that the amalgamation of the three perspectives mentioned above provides a nuanced and critical reading of A Room of One’s Own.

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41

Gibbs, Patricia Anne. "A social history of white working class women in industrializing Port Elizabeth, 1917-1936." Thesis, Rhodes University, 1998. http://hdl.handle.net/10962/d1002395.

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The study period saw a significant increase in the urbanisation of whites and blacks in Port Elizabeth induced by droughts and coercive legislation, but also by burgeoning industrialisation. Industry had been given great stimulus by World War 1 and maintained by protectionist legislation in the 1920s which the local state and industrialists came to endorse. The ethos of the town was overwhelmingly British in terms of the population, the composition of the local council, business interests and the prevailing culture. Whites formed the largest component of the population in Port Elizabeth during the inter-war years. The majority of white women lived in the North End, the industrial hub and a major working class area of the city. Although the provision of housing was initially neglected, economic and subeconomic housing in the 1930s helped to create both racial separation and a sense of community between sectors of the working class. Yet, white working class women did not form a homogenous group, but rather consisted of different ethnic groups, occupations and classes. The Afrikaans speaking sector, formed a significant component of the industrial labour force especially in the leather, food and beverage and clothing industries. In a centre where white labour was favoured and marketed as an advantage to outside investors, they rapidly displaced coloured women. The female workforce was basically young, underpaid (especially in comparison to wages on the Rand) and temporary. While white women were still in evidence in other occupations such as domestic work and in the informal sector, their numbers here steadily diminished as both racial segregation and municipal regulation, were implemented. Against a background of chaotic social conditions, large slum areas and the spread of infectious diseases, the local council did much to improve health services particularly for women and children. Poor relief instituted in 1919 was, however, less forthcoming and female - headed households were often left to rely on the services of local welfare organisations. The extended family, however, was the norm affording support against atomization. Although pressurised by social ills throughout the period, the family was increasingly buttressed by state assistance. Prevailing morality was likewise actively constructed in terms of legislative repression and racial division. This often lead to social aberrations such as infanticide which was only reduced by the increase of state assistance and, in the longer term, social mobility of the whites.

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42

Walsh, Stella Maria. "Food choices and consumption patterns among older working-class women : a grounded theory approach." Thesis, Leeds Beckett University, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.496510.

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Bovill, Helen Lesley. "How and why do working-class women engage with the structures of (higher)education?" Thesis, University of the West of England, Bristol, 2008. http://eprints.uwe.ac.uk/18278/.

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Sayer, Karen Anne. "'Girls into demons' : nineteenth century representations of English working class women employed in agriculture." Thesis, University of Sussex, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.316811.

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45

Downs, Yvonne. "What is the value of higher education for white working class women in England?" Thesis, University of Sheffield, 2011. http://etheses.whiterose.ac.uk/14657/.

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This is a study about nine women graduates, including myself, who come from white working class backgrounds and it considers the enduring influence of higher education in our lives. I was interested, firstly, in why research to date has paid limited attention to the experience of higher education generally and to that of graduates in particular and, secondly, in why white men and women from working class backgrounds remain under-represented in higher education despite a decade of policy interventions aimed at increasing their participation. Since I also come from this background I have chosen to take an auto/biographical life history approach to look back at my experiences and at those of some of my contemporaries in the light of what we might have expected from our participation in higher education. My commitment is to doing reflexive feminist research which has an ethical aim and a moral purpose. To this end I have used Sen's capability approach as the basis for analysis. This led me to crafting life histories as counter-narratives to de-humanising accounts of working class participation in higher education. They address instead the value of higher education to lives lived over time. I have concluded that analyses of the value of higher education must also account for heterosexual norms and for the problematic nature of conceptualising value itself. My aim was thus to contribute to a new way of talking about the value of participation in higher education and to inspire further research inquiry from the perspective of students and graduates.

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Parry, Glenys. "Paid employment, social stress and mental health in working class women with young children." Thesis, University of Sheffield, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709891.

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Ballarin, Giulia <1990&gt. "Not Only Housewives: the Image of Middle-Class Working Women in Post-War America." Master's Degree Thesis, Università Ca' Foscari Venezia, 2015. http://hdl.handle.net/10579/7135.

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Questa tesi è una studio sulla rappresentazione delle donne lavoratrici statunitensi di classe borghese durante gli anni Cinquanta. Verranno analizzati sia documenti contemporanei che successivi al periodo preso in considerazione, utilizzando vari materiali quali sit-com, prodotti letterari e film. In particolare, il libro di Betty Friedan intitolato The Feminine Mystique, pubblicato nel 1963, è essenziale per lo svolgimento di questo studio in quanto è fra i primi testi a individuare nell’importanza di una carriera il mezzo per una donna per raggiungere l’indipendenza. La tesi è divisa in quattro parti. In primo luogo, verrà esaminata la figura della casalinga come principale ‘cultural script’ (testo culturale) per la donna degli anni Cinquanta, come raffigurato nella ‘situation comedy’ trasmessa tra il 1951 e il 1957 intitolata I Love Lucy. Ci si concentrerà poi su un argomento poco considerato, la rappresentazione delle donne lavoratrici negli anni Cinquanta, analizzando il romanzo di Rona Jaffe intitolato The Best of Everything e pubblicato nel 1958. L’autrice, al tempo venticinquenne, racconta le vite di cinque donne lavoratrici nella New York del 1952, fornendo un’immagine del periodo molto realistica. Verranno poi discusse le differenze nella rappresentazione delle donne lavoratrici degli anni Cinquanta tramite l’analisi di due versioni di Mildred Pierce, ovvero il film del 1945 e la mini-serie del 2011. In questa parte della tesi ci si soffermerà in particolare modo sulla ‘two-income family’ (famiglia con doppio reddito) e sulle donne lavoratrici non più giovani. Per concludere, tramite l’analisi del film del 2003 intitolato Mona Lisa Smile, questa tesi prenderà in considerazione la relazione fra genere, educazione e lavoro negli anni Cinquanta.

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Leonard, Julie Elizabeth. "A Window into their Lives: The Women of the Faubourg Saint-Antoine, 1725-1765." [Milwaukee, Wis.] : e-Publications@Marquette, 2009. http://epublications.marquette.edu/dissertations_mu/7.

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Jones, Susan Ann. "Women can't play dominos : an ethnographic study of working class life in a Midlands pub." Thesis, University of Birmingham, 2018. http://etheses.bham.ac.uk//id/eprint/8150/.

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This is a study of class and gender in everyday life on a housing estate in the Midlands. Based on extensive ethnographic research in a pub on the estate, it looks at how identities are constructed in the negotiation of work, relationships, children, and local ‘officials’. It considers how social and cultural capital is formed against the odds and against a widespread pathologising of those struggling to get by. It presents a detailed and contextual understanding of (white) working class identities in the context of neo-liberalism. In doing so, it questions standard sociological accounts of class as well as the official discourse of public policy which represents disadvantage in terms of ‘responsibility’ and ‘aspirations’, while ignoring structural disadvantage.

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Kovacik, Karen. ""Poetry should ride the bus": American women working-class poets and the rhetorics of community /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487945015616132.

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