Working Women Graduates by Positions Held
|Executives and minor officials||6.3||13.6%|
|Professional workers and technicians||5.5|
|Proprietors and partners||1.8|
For a lot of women, teaching may represent the line of least resistance in making a career that has the security of steady work at steady pay in a competitive working world. The fact that 60 per cent of the working U. S. alumnae choose pedagogy may partly arise less from choice than from a general belief that equality of education between the sexes does not carry with it an equality of opportunity in other fields of employment. However, among the 40 per cent who are not teachers there is a rather high proportion of women that have achieved an executive, proprietary or professional status of individual responsibility -- that have, in other words, risen above the anonymous ranks of clerical, skilled and unskilled work. It amounts to one-third of the whole non-teaching female graduate group, and to more than half of those over forty years old. The figures therefore give no conclusive evidence that women with higher learning are necessarily handicapped by reason of their sex in making their way toward the upper levels of the careers they may choose.
Earnings of the Graduate Bloc
The nature of the work college graduates do, and the kinds of jobs they attain are important indications of the uses to which the qualities of an educated mind are applied in the U. S. working force. But the final test of the social value of higher learning must be earnings of the Graduate Bloc. This is not a crass consideration simply because it is materialistic. It does not mean that the low paid researcher devoted to science, or the low paid teacher devoted to education, makes