Introduction
Citizenship by Degree by Deondra Rose offers an examination of U.S. higher education in the modern era in the context of providing women with the opportunity for social mobility. In turn, the gender gap is narrowed as women can broadly participate in the labor market and play a larger role in the societal, economic, and political institutions of the country. Given the extensive and continuous gender gap in multiple sectors of the economy and overall leadership positions, Rose examines how U.S. higher education policy has succeeded and where improvement is needed to promote greater equality and political participation from the female population.
Summary
The first chapter focuses on the history and role of federal higher education policies in driving American women towards greater participation in education. With the push of feminism stemming in the 1970s, it became a critical turning point where gender equality was being recognized. Rose argues that national policies driven by the feminist movement such as the NDEA of 1958, HEA of 1965, and the well-known Title IV of the 1972 Educational Amendments allowed for greater access and participation of women in higher education (Rose 4). With aspects such as government provisions, the likes of financial aid and non-discrimination set higher education policy precedents the general approach to social policy of being broadly reaching and gender-neutral. As a result, the gender dynamics in the U.S. began to shift, with women actively entering the workforce, at times becoming primary earners in households, while also enjoying socioeconomic security and a higher standard of living. In Chapter 7, Rose explores how the above policies and social change began impacting the political spectrum, gradually narrowing the gender gap in politics and leadership, a role that for centuries in U.S. history was designated for men. Federal programs stimulating female higher education influenced political engagement at all levels, there promoting women’s political interests and efficacy. By achieving greater representation, the U.S. is on the way to realizing a promise of equal and full citizenship for women and greater social equity. Rose explores the complex interaction between targeted social policy in one sector, influencing equality and political citizenship across national divides.
Critical Discussion
Overall, the book presents a strong analysis of history, policy, social attitudes, and numerical data. Rose is able to coherently draw a connection between the feminist movement and shifting attitudes in the country which resulted in subsequent federal higher education policy. In turn, this stemmed from both data-driven representation of the narrowing gender gap in education, labor force, and politics, as well as the general social status quo of perception. She examines key pieces of education policy, including its history, purpose, and impact. The author’s method of analysis and argumentation, with a focus on building historic timelines and exploring the transitions in policy, is effective. However, it would be beneficial to offer more quantitative data points to demonstrate the practical effects of the policy. Furthermore, Rose is virtually ignoring the crucial race factor which plays a significant role in inequality in the U.S. Arguably, minority women are in a most disadvantaged position when it comes to educational attainment, and Rose does not discuss the challenges that may be posed by race or socioeconomic factors.
Similar Works
To complement Rose’s book, another non-fictional piece of literature named Degrees of Inequality by Suzanne Mettler is fitting. It is a stark contrast to Rose’s perspective and research, suggesting that instead of bridging inequalities, higher education in the American system is responsible for exacerbating them. This is largely due to the financial aspects of the system, making traditional 4-year college unaffordable to most Americans or crippling persons who attend with debt. However, to achieve social mobility at least a 4-year undergraduate education is required, preferably at a respected college since those attending community colleges and for-profit schools do not achieve the same success (Mettler 12). Comparing this to Rose’s argument is vital since race and socioeconomic status are not much of a consideration in her text. However, women are less likely to attain financial support to attend a 4-year college in comparison to men, and women of color or impoverished are at an even greater disadvantage. Therefore, it poses a question of whether it is fair to justify higher education policy as equitable at this point in time.
Another article by Alana Semuels of The Atlantic supports Rose’s argumentation by examining recent data. In recent years, approximately 56% of U.S. college students are female, and the national workforce is seeing a larger influx of college-educated women men than women for the first time in history (Semuels). The author presents some similar points to Rose in the context of changing social dynamics, with women are inherently more interested in their professional futures and livelihoods, while males, particularly in the rural or impoverished areas are seeing changing attitudes toward the straight-to-work pipeline from high school because of various factors actually discouraging them to attend college. It is interesting reading in comparing the gender divides and the real-world consequences of social mobility that are seen as a result of the higher education policy that Rose was discussing.
Conclusion
Citizenship by Degree is an excellent read that transcribes history and discusses the complex dynamics regarding female participation in higher education and how it ultimately impacts their social mobility. The book brings a unique positive look at policy and progress which has been successful in achieving equity for women in an important social aspect of higher education. Both in education and targeted policy in general, there’s a rare success in attaining the desired outcomes, so it is highly refreshing to celebrate the achievement, note the lessons learned, and apply them to further expanding equity in education and other public policy sectors.
Works Cited
Mettler, Suzanne. Degrees of Inequality: How the Politics of Higher Education Sabotaged the American Dream. New York, NY, Basic Books, 2014.
Rose, Deondra. Citizenship by Degree: U.S. Higher Education Policy and the Changing Gender Dynamics of American Citizenship. New York, NY, Oxford University Press, 2018.
Semuels, Alana. “Poor Girls Are Leaving Their Brothers Behind.”The Atlantic, 2017.