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Besides work, Victorian men were also active in the public sphere of clubs and taverns, indulging in homosociality. The rise of scientific management principles also change the way other spheres like sport were viewed: there was a shift away from the early Victorian discourse of "fair play" as the most important aspect of sport, to one ...
In the 19th century, various women began to question the commonly accepted patriarchal interpretation of Christian scripture. Quaker Sarah Grimké voiced skepticism about the ability of men to translate and interpret passages relating to the roles of the sexes without bias. She proposed alternative translations and interpretations of passages ...
Since the 19th century, men have taken part in significant cultural and political responses to feminism within each "wave" of the movement. This includes seeking to establish equal opportunities for women in a range of social relations, generally done through a "strategic leveraging" of male privilege .
Masculinity (also called manhood or manliness) is a set of attributes, behaviors, and roles associated with men and boys. Masculinity can be theoretically understood as socially constructed, [1] and there is also evidence that some behaviors considered masculine are influenced by both cultural factors and biological factors.
Napoleon, a typical great man, said to have created the "Napoleonic" era through his military and political genius. The great man theory is an approach to the study of history popularised in the 19th century according to which history can be largely explained by the impact of great men, or heroes: highly influential and unique individuals who, due to their natural attributes, such as superior ...
Since the idea was first advanced by Barbara Welter in 1966, many historians have argued that the subject is far more complex and nuanced than terms such as "Cult of Domesticity" or "True Womanhood" suggest, and that the roles played by and expected of women within the middle-class, 19th-century context were quite varied and often contradictory.
The principle of male as norm holds that grammatical and lexical devices such as the use of the suffix-ess (as in actress) specifically indicating the female form, the use of man to mean "human", and similar means strengthen the perceptions that the male category is the norm, and that corresponding female categories are derivations and thus less important.
Access to education increased rapidly during the 19th century. State funded schools were established in England and Wales for the first time. Education became compulsory for pre-teenaged children in England, Scotland and Wales. Literacy rates increased rapidly and had become nearly universal by the end of the century.