Encouraging Diverse Enrollment in Women's Studies Courses
What stands in the way of a more diversity in Women’s Studies classes such as Feminism 101? The posing of this question is in and of itself a step to increasing diversity, for in the answers we find, we may also expose solutions to these roadblocks. I will therefore, be discussing causes of the current white, female, young, middle-class, and non-disabled majority in Women’s Studies’ class rosters. Once I've established what is causing a majority to be present, I will then attempt to answer those problems with possible solutions, or at least steps in the right direction.
Cross-racial hostility keeps minority races from interacting effectively with each other. Racism in general separates the white feminist community from everyone else. Internalized sexism tells us that we are just women, prone to bickering and infighting, and it becomes a self-fulfilling prophecy. Heterosexism and lesbian bating (accusing a woman of being a lesbian if she is independent and freethinking) keep potential women’s studies students far away from our classrooms. Everyone is held back by the labels which separate us.
Now I don't agree that these are the only oppressive forces dividing the feminist population and keeping new people from joining, but I would postulate that these conflicts function the same in Women's Studies as they do in the feminist movement in general. These are the central expressions of oppression that make cohesive, equal, cooperation seem beyond our grasp.
bell hooks, a black feminist writer, wrote in her book Feminist Theory: From Margin to Center, "Women in lower-class and poor groups, particularly those who are non-white, would not have defined women’s liberation as women gaining social equality with men, since they are continually reminded in their everyday lives that all women do not share a common social status." (19).
This passage contains they key that answers the question of why people of color are not represented equally in our women’s studies classes with white people. Because Women's Studies (and Feminism) had been cast as the arena of white women, who had the time and money to start the movement, women of color are less likely to think the classes are relevant to them. And they are overwhelmingly female.
How then, armed with our understanding of this problem, can we get a more racially diverse student body interested in what Women's Studies has to offer?
Malcolm X stated that the most disrespected, unprotected and neglected person in America is the black woman. Black women have long suffered from racism in American history and also from sexism in the broader aspect of American society and even within the black community; black women are victims of intersection between anti-blackness and misogyny sometimes denoted to as "misogynoir". Often when the civil rights movement is being retold, the black woman is forgotten or reduced to a lesser role within the movement and represented as absent in the struggle, McGuire 's At the Dark End of the Street: Black Women, Rape, and Resistance--A New History of the Civil Rights Movement from Rosa Parks to the Rise of Black Power does not make this same mistake.
In this brief report, I will be examining common practices, policies and resources that support Black women attending Princeton University. Included is a brief review of national averages in regards to higher education attainment and a rationale for continued rhetoric on this topic. My interest in this topic stem from my experience at State University’s Women Studies Program. While the conversation around gender is necessary and crucial, little attention was given to discussions of how race and gender affect an individual’s lived experience. I was constantly aware of my lack of representation among students who were in those classes and the faculty who taught.
“[T]he cage may or may not be specifically developed for the purpose of trapping the bird, yet it still operates (together with the other wires) to restrict its freedom” (Alexander, 184). This metaphor used by Michelle Alexander gives a good basis on the idea of intersectionality within feminist theory. What Alexander has stressed hugely in ‘The New Jim Crow’ is the idea of racial hierarchy, which bell hooks also stresses in her chapter Men: Comrades in Struggle in her book ‘Feminist Theory: from margin to center.’ She discusses the hierarchy of men and women while also discussing race. She claims that the history of the feminist movement has not wanted to “acknowledge that bourgeois white women, though often victimized by sexism, have more
In the weekly readings for week five we see two readings that talk about the connections between women’s suffrage and black women’s identities. In Rosalyn Terborg-Penn’s Discontented Black Feminists: Prelude and Postscript to the Passage of the Nineteenth Amendment, we see the ways that black women’s identities were marginalized either through their sex or by their race. These identities were oppressed through social groups, laws, and voting rights. Discontented Black Feminists talks about the journey black feminists took to combat the sexism as well as the racism such as forming independent social clubs, sororities, in addition to appealing to the government through courts and petitions. These women formed an independent branch of feminism in which began to prioritize not one identity over another, but to look at each identity as a whole. This paved the way for future feminists to introduce the concept of intersectionality.
A deep look into juveniles in adult prisons. Touch bases on several smaller issues that contribute to juveniles being in and effects of adult prisons. The United States Bureau of Prisons handles two hundred and thirty-nine juveniles and their average age is seventeen. Execution of juveniles, The United States is one of only six countries to execute juveniles. There are sixty-eight juveniles sitting on death row for crimes committed as juveniles. Forty-three of those inmates are minorities. People, who are too young to vote, drink alcohol, or drive are held to the same standard of responsibility as adults. In prisons, they argue that the juveniles become targets of older, more hardened criminals. Brian Stevenson, Director of the Alabama Capital Resource Center said, “We have totally given up in the idea of reform of rehabilitation for the very young. We are basically saying we will throw those kids away. Leading To Prison Juvenile Justice Bulletin Report shows that two-thirds of juveniles apprehended for violent offenses were released or put on probation. Only slightly more than one-third of youths charged with homicide was transferred to adult criminal court. Little more than one out of every one hundred New York youths arrested for muggings, beatings, rape and murder ended up in a correctional institution. Another report showed a delinquent boy has to be arrested on average thirteen times before the court will act more restrictive than probation. Laws began changing as early as 1978 in New York to try juveniles over 12 who commit violent crimes as adults did. However, even since the laws changed only twenty percent of serious offenders served any time. The decision of whether to waive a juven...
Every year, millions of juveniles are involved in criminal activities. According to statistics, as of 1999, the arrest rate for juvenile crime has dropped from its peak in the mid-1990’s. Statistics about juvenile crime have shown a steady increase of juvenile arrests from 1987 to 1994. Although overall crime rates have decreased since 1994, they are still above what they were in 1980. The following paragraphs and charts show the crime rates of specific crimes committed by juveniles.
Imagine living in a time when your only role is to get married, bear children, and take care of your house and husband. Adrienne Rich proposes an ulterior idea in her essay “Taking Women Students Seriously” Women should not only question the gender standards but discuss the gender norms that society has created; by discussion and attention to the matter we can eliminate it all together. Women are not represented in school curriculums enough and have a large misrepresentation in society. Rich draws attention to: What women have working against them in education, how women are perceived in the world by the media and advertising, and the gender roles that society pressures young children to contort to. By striking up a discussion
The message of Lugones and Spelman in Have We Got a Theory for You! Feminist Theory, Cultural Imperialism and the Demand for “The Woman’s Voice,” is that the entire worldwide experience of women cannot be universally articulated. Blanket definition of woman is impossible due to the many characteristics of women that make the gender so diverse, specifically race and economic status in society. “The women’s voices most likely to come forth and the women’s voices mostly likely to be heard are, in the United States anyway, those of white, middle-class, heterosexual Christian women” (Lugones and Spelman 21). Since “feminist theory” has been established without encompassing the inherently different experiences of non-white/non-Anglo women “much of the theory has failed to be relevant to the lives of women who are not white or middle class” (Ibid. 21). This displacement of a large population of the world’s women from feminist theory is extremely threatening to the development of a woman’s voice, in so far as this voice is key to fighting the battles that feminism sets out to fight: the end of re...
Gloria Steinem, a renowned feminist activist and co-founder of the women’s rights publication Ms. Magazine, gives a commencement speech at Vassar College in Poughkeepsie, New York, on May 31, 1970. Steinem’s speech “Living The Revolution” is delivered to the graduating class of Vassar College, founded in 1865 as a liberal arts college for women and then became coeducational a year before the speech was delivered in 1969. The intent of this speech is to inform the listeners and to shed light on the fact that women are not treated equally to their white male counterparts, though society has been convinced otherwise and to argue that it is crucial for all minorities, and even white males, to be relieved of their “stereotypical” duties in order for balance to exist. Steinem executes her speech’s purpose by dividing it up into four parts to explain the four different “myths” put against women while using a few rhetorical strategies and logical, ethical, and emotional appeals.
This has heavy ramifications on women as a class because women come from such vast backgrounds—race, social class, financial background, sexual orientation, gender expression, cis/transgender backgrounds, age, ability, and any other backgrounds imaginable—women have to reconcile all of these backgrounds together as fellow women. Bennett would argue that the lack of knowledge of the past of women as a class “hinders our ability to trace continuities in women’s history,” specifically because women’s history is different with every separate tie to other backgrounds (Bennett 79). One might argue that the only thing that ties women together as a class in modern society is the ability to make patriarchal bargains. Even though not every woman is able to assimilate into the patriarchy as easily as white, cis, straight women, in modern society, more women than ever before have been able to make patriarchal
Their rights continued to progress when both white and black women were given the right to vote, although it still didn’t have the impact that was expected. Not only were women given more rights, but they also started attending schools and seeking employment. This was a big step for women, but men interpreted this as a threat to the balance of power. Weitz stated that after new “scientific” ideas were combined with old definitions of women’s bodies, due to their ill and fragile bodies, “white middle-class women were unable to sustain the responsibilities of political power or the burdens of education or employment.”
Women and gender studies contribute greatly to our understanding of the social and cultural world we inhabit. Studying the complex issues of this field has instituted many key insights. Two major insights that positively affected our society are the awareness through learning and through this awareness activism that can ensue.
Multiracial feminism addressed the fact that racism was the core of oppression for most women of color. Along with racism it also addressed class, gender, and sexuality. All of the interlocking oppressions worked together against women of color which made necessary for their own brand of feminism. The mainstream feminism associated with Second Wave did not take into consideration any of these other forms of oppression for women. This lead to Black, Latina, Native American, and Asian groups of women to start feminist organizations that individually addressed their unique struggles as women in America. For example, in early 1970s Black women formed the National Black Feminist Organization (NBFO) which focused solely on the issues of black women such as stereotypes of black women in the media, discrimination in the workplace, and Black women’s self- esteem (Thompson 53). Groups such as NBFO helped to serve antiracist agenda while providing inclusivity for the women of the Black community. Racism was so prevalent in the United States that it could not be seen as a stand-alone problem to sexism or
Among the many subjects covered in this book are the three classes of oppression: gender, race and class in addition to the ways in which they intersect. As well as the importance of the movement being all-inclusive, advocating the idea that feminism is in fact for everybody. The author also touches upon education, parenting and violence. She begins her book with her key argument, stating that feminist theory and the movement are mainly led by high class white women who disregarded the circumstances of underprivileged non-white women.
Even though society has distorted the ideals feminism was founded upon, some of the remaining true roots still hold true. While women are gaining equal opportunities in society, they need to not diminish the importance of working together with men to form a functional society. The widespread idea of quotas needs to be analyzed. People should be accepted into college or hired for a job because they are the most qualified, not because of their sex. Society has demented feminism as a harmful dogma because it has been an excuse, almost a cop-out by women who do not want to work for their acceptance. Both men and women need to realize the necessity that exists for each other to make society work.