[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594752-105":59,"doc-detail-594752-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","a-feminist-perspective-on-the-school-to-labor-pipeline-paper","A Feminist Perspective on the School-to-Labor Pipeline - Paper","","Women across race and class reach high school and college milestones at higher rates than men, yet remain materially and symbolically unequal. This paper analyzes women’s atypical educational success using a feminist poststructuralist lens, critiquing Marxist and feminist accounts for narrowly treating academic achievement. By connecting school discourses of “separate spheres” to labor-market outcomes, the study argues that successful women perform and help reproduce a restricted version of White femininity.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-feminist-perspective-on-the-school-to-labor-pipeline-paper/594752/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-feminist-perspective-on-the-school-to-labor-pipeline-paper/594752.png","ImageObject",300,407,{"name":92,"@type":93},"Ben ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the central puzzle the paper addresses about women’s education?","Question",{"text":112,"@type":113},"Women graduate at higher rates than men, yet they remain materially and symbolically unequal. The paper asks why educational success does not translate into broader social empowerment for women.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper critique Marxist and feminist approaches to educational inequality?",{"text":117,"@type":113},"It argues these approaches define academic achievement too narrowly and miss how gender reproduction operates within schools. The analysis suggests that gender performance shapes outcomes beyond grades and access.",{"name":119,"@type":110,"acceptedAnswer":120},"What role does the “separate spheres” discourse play in the paper’s argument?",{"text":121,"@type":113},"The paper links “separate spheres” in schooling to a dialectical relationship between schools and labor. It concludes that academically successful women perform and reproduce a limited form of White femininity.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594752,1792171836,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478951081,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","UC Berkeley  \nBerkeley Review of Education  \nTitle  \nA feminist perspective on the school-to-labor pipeline  \nPermalink  \n[https://escholarship.org/uc/item/3x37x8nt](https://escholarship.org/uc/item/3x37x8nt)  \nJournal  \nBerkeley Review of Education, 5(1)  \nISSN  \n1947-5578  \nAuthor  \nHextrum, Kirsten  \nPublication Date  \n2014-01-01  \nPeer reviewed  \n[eScholarship.org](eScholarship.org) Powered by the California Digital Library  \nUniversity of California  \nAvailable online at [http://escholarship.org/uc/ucbgse_bre](http://escholarship.org/uc/ucbgse_bre)  \nA Feminist Perspective on the School-to-Labor  \nPipeline  \nKirsten Hextrum 1  \nUniversity of California, Berkeley  \nAbstract  \nToday, women across race and class categories graduate high school and college at higher rates than men (U.S. Census Bureau, 2012). According to Marxist reproduction theories, schools maintain social hierarchies by academically rewarding the elite. Yet, despite educational gains, women remain materially and symbolically unequal, proving to be exceptions to reproduction frameworks (Fraser, 2009). This paper examines females’ anomalous success through a feminist poststructuralist lens (Weedon, 1987). It critiques Marxist and feminist approaches to educational inequality for narrowly defining academic achievement and missing the effects of gender reproduction in schools. It presents an alternative understanding of academic success, one that incorporates gender performance, by examining how the discourse of “separate spheres” informs the dialectical relationship between schools and labor. By reviewing the theoretical, empirical, and historical accounts of schools and the labor market, the paper concludes that academically successful women perform and help reproduce a narrow version of White femininity.  \nKeywords: social reproduction, Marxism, post-structuralism, feminism, inequality  \nThere are two major sources of unequal power relationships in society: the symbolic and the material (Fraser, 1997) . The symbolic form of power describes how a group is perceived in society, whereas the material form of power is reflected by the extent of economic resources available to a group. Both symbolic and material forms of power are socially, historically, and culturally contingent, and reproduced by social institutions (Cho, 2012; Weedon, 1987) . By all accounts, women in the United States remain both symbolically and materially unequal (Fraser, 1997) . Women are more likely to be sexually and physically abused ; feminine traits are socially devalued ; women are underrepresented in politics and as business leaders; and a gendered wage gap favoring men persists (Blau, 2007; Blau & Khan 1997, 2006; England, Allison, & Wu, 2007; Fraser, 1997, 2009) . In one area today, however, women across race, ethnic, and class categories outpace men: education (Noguera, Hurtado, & Fergus, 2011; U.S. Census Bureau, 2012) .  \nThe 2010 U. S. Census revealed that in 2009 women received 57% of all bachelor degrees. Disaggregated, this figure shows the female gains in education occurred even within racial and class categories. Yet the median earning of women with a bachelor’s  \n1 Correspondence concerning this article should be addressed to: Kirsten Hextrum, M.A., Doctoral Student, Social and Cultural Studies, UC Berkeley Graduate School of Education, 5529 Tolman Hall, Berkeley, CA 94720-1670, Email:  \n[khextrum@berkeley.edu](khextrum@berkeley.edu).  \nBerkeley Review of Education Vol. 5 No. 1, pp. 89-112  \n90 Hextrum  \ndegree during this same period is significantly less than men with the same race and degree. White college educated women earn 61 cents of a White male dollar, Black college educated women earn 72 cents of a Black male dollar, and Hispanic college educated women earn 77 cents of a Hispanic male dollar (U.S. Census Bureau, 2012) . Also, women are concentrated in lower-paying and symbolically devalued, gendered occupations such as nursing, childcare, and teaching (England ","cbCaivxbUDrnRkoK","https://ap.wps.com/l/cbCaivxbUDrnRkoK","pdf",422741,25,"English","# Abstract\n# Unequal power: symbolic and material\n# Educational gains and persistent wage inequality\n# Two frameworks for explaining outcomes\n# Marxist reproduction theories\n## Liberal feminism and patriarchy\n# Poststructuralism and diffuse power","[{\"question\":\"What is the central puzzle the paper addresses about women’s education?\",\"answer\":\"Women graduate at higher rates than men, yet they remain materially and symbolically unequal. The paper asks why educational success does not translate into broader social empowerment for women.\"},{\"question\":\"How does the paper critique Marxist and feminist approaches to educational inequality?\",\"answer\":\"It argues these approaches define academic achievement too narrowly and miss how gender reproduction operates within schools. The analysis suggests that gender performance shapes outcomes beyond grades and access.\"},{\"question\":\"What role does the “separate spheres” discourse play in the paper’s argument?\",\"answer\":\"The paper links “separate spheres” in schooling to a dialectical relationship between schools and labor. It concludes that academically successful women perform and reproduce a limited form of White femininity.\"}]","A Feminist Perspective on the School-to-Labor Pipeline - Paper | PDF",1792079777,63]