Last spring, I watched a FAQ Youtube video created by Lucy Shen, current Wellesley Student. In it she describes her school, and the groups she is involved in with enthusiasm. She strikes me as well-spoken, confident, and genuine. The video left within me a strong and lasting impression of what a Wellesley woman is like, and from then on I’ve been hooked. I seek to engage in communities which cultivate and satisfy my curiosities, with eager, driven, and thoughtful learners. I want to value my peers for their beliefs, interests, and actions, and in turn be valued for mine. It is with these intentions that I am drawn to Wellesley— Singing lets me express my soul and my passions, and the MIT/Wellesley Toons, which promise “sweet, sweet music,” seem almost too good to be true. The witty banter and silly pictures on the Toons website, have shown me that they have fun, and their video performances exhibit a tightly knit atmosphere. And in academic communities, I desire exposure to different perspectives, specifically in the …show more content…
I intend to leave college with a sense of the job market, a greater understanding of my strength and weaknesses, and a broader perspective of the world. Wellesley’s exchange programs offer many opportunities to fulfill this goal, so many that it is difficult to choose just one! Studying in Pembroke College, of the University of Cambridge would allow me to observe different dialects of English. On the other hand, attending the Underwood International College of Yonsei University will give me direct exposure to the culture I hope to study, and will help me improve my Korean. Both will allow me to experience a different culture, and gain a different perspective on my studies as an anticipated East Asian Studies major. Through experiences like these, I will gauge possible career choices. This is where I want to
For over centuries, society had established the societal standard of the women. This societal standard pictured the ideal American woman running the household and taking care of the children while her husband provided for the family. However, between 1770 and 1860, this societal standard began to tear at the seams. Throughout this time period, women began to search for a new ideal of American womanhood by questioning and breaking the barriers society had placed upon them.
Martyrdom as a means of Emancipation: A Comparative analysis of Grant Allen’s The Woman Who Did and George Gissing’s The Odd Women
Susan A. Ostrander’s Women of the Upper Class dives into the true lives of women of the “elite” or upper class of America, and focused her studies on how these women fit into the social world. According to Ostrander, the upper class or elites are the “portion of the population that owns the major share of corporate and personal wealth, exercises dominant power in economic and political affairs, and comprises exclusive social networks and organizations open only to persons born into or selected by this class” (5). Just from Ostrander’s definition alone, it is quite clear that the upper class has a substantial role of power and influence, considering that by controlling the majority of business and personal
Next year, as I embark my first year at university, I hope to fully integrate myself into the community by getting involved in the Students' Union, joining the cheer team, volunteering where I can and making many new friends along the way. At university, I hope to maintain a high grade point average, granted that my education is extremely important to me and that I am extremely ambitious about achieving my goals.Therefore, I will commit lots of my time to my studies in hopes of being a successful student. Nevertheless, I am still looking forward to being a part of the community by devoting my extra time to helping those around me. In classes, I intend on being an active learner, a respectful student, and a helpful classmate; someone who is always willing to lend a hand to others. Through engaging in my community, I hope to bring joy to others around me by spending my time supporting local events, volunteering for fundraisers, and helping plan and organize campus activities.
The primary trait that I lack is confidence. In my mind, others are always smarter, prettier, more driven, and just better than me. Because of this attitude, I do not usually voice my opinions, state my ideas, or take control of anything; I automatically assume that anything I say or do is wrong or stupid. Although I still need to work on strengthening my confidence, SMU’s community atmosphere, specifically the Hilltop scholars program, has given me the enormous confidence boost I need to step out of my comfort zone and make my ideas a reality. A gain of confidence through supportive communities is apparent in the films Legally Blonde, Renaissance Man, and Higher Learning because each film includes individuals who need greater self-confidence, which comes from the support of their communities. In “The Quest for Community in Higher Education,” Parker Palmer outlines specifically how community can build up confidence. Additionally, in “The SMU Community According to Etzioni,” Christiano Gallo illustrates that confidence promotes involvement, which promotes confidence. The support I feel from various members of the SMU community has provided me with experiences similar to Elle, Rago, and Malik’s and has helped me understand how Palmer’s ideas foster confidence. Also, encouragement from others has opened my eyes to how involvement can instill confidence. Community gives us somebody to lean on. Somebody to lean on gives us confidence.
Amelia Bloomer:Amelia Bloomer was born in Cortland County, New York, in 1818. She received an education in schools of the State and became a teacher in public schools, then as a private tutor. She married in 1840 to Dexter C. Bloomer, of Seneca Falls, New York. Dexter C. Bloomer was editor of a county newspaper, and Mrs. Bloomer began to write for the paper. She was one of the editors of the Water Bucket, a temperance paper published during Washingtonian revival. Mr. Bloomer lived in Seneca Falls in 1848, but did not participate in the Women’s Rights Convention. In 1849, Bloomer began work with a monthly temperance paper called The Lily. It was devoted to women’s rights and interests, as it became a place for women advocates to express their opinions. The paper initiated a widespread change in women’s dress. The long, heavy skirts were replaced with shorter skirts and knee-high trousers or undergarments. Bloomer’s name soon became associated with to this new dress, and the trousers became known as Bloomers. She continued to new dress and continued advocating for women’s rights in her paper. In 1854, Mrs. Bloomer began giving numerous speeches and continued to fight for equal justice for women.
She explains how these relationships might improve and shape college into becoming an ideal, engaging learning environment for students. Explaining what she thinks university faculty should do to prepare students for their futures, Small tells her readers she “[does] not know yet what making the academy/real world connection fully entails.” Colleges do provide sufficient internship and job opportunities for students, but in a sense, the college experience itself can serve as a preview on what to expect in the “real world.” Once students graduate and get their degrees, they may no longer have to stress about academics, but they will still have several other responsibilities, such as their careers, money, and family to balance. They will experience an even broader form of diversity, continue to make connections and meet people who have different ideas and opinions. If college gave students so many options to pave their path to the “real world,” the “real world” will open even more options for them to plan the rest of their
This program exposed me to Asian cultures in a way I had never thought possible. Living in an Asian country, even for only a week, and being mixed with students from around the world brought me face to face with cultures I had never before truly experienced.
In contrast, there is an alternative perspective (i.e. nurture) that has been gaining popularity. This
Les Femmes Savantes The Learned Ladies is an astounding play. As each new character enters time transforms characters are bedazzled, enchanted and wigged we know we are sharing the stage with royalty. The women’s gowns are extremely detailed with hoop shirts to make them puffy the men are wearing exceptionally detailed waistcoats. This comical drama is set in the living room or “salon” of the family. This plays plot is focused on one major couples chaotic and forbidden love. The characters are joined by blood and lead by the controlling wife, Philamonte (Maya Jackson) and her weak spouse Chrysale (Edward Brown III). Jackson’s voice is directing with a profound tone that would have the capacity to stop anybody dead in their tracks. It is not
By studying in Japan, I hope to expand my knowledge of a culture that personally interests me, but to which I have had extremely limited exposure. Additionally, I hope to serve as an ambassador for America’s diverse racial makeup.
Universities are becoming extremely active in encouraging community in their university and persuading students to become a part of the whole to get the most out of their college experience. This is shown through encouragement to be involved in numerous groups, dorm bonding activities, Greek life, and numerous other organizations offered in all universities.
My prejudices remained intact up until the day of my scheduled campus visit, overnight stay, and interview on October 7-8, 2001. Stepping up to the door of the admissions office, many of my resolves all but dissolved, as I was kindly greeted by several groups of women who guided me through registration, campus tours, alumnae speeches, and a most excellent dinner, attended by the College President and a presentation of classical music played by four talented young women. I was absolutely enthralled by the beauty of the campus, and pleasantly taken aback by the size, cleanliness, and grandeur of the residence halls. Though these things did help to curtail much of my cynicism about the “all-women college”, I believe that the experience that really attracted me to Bryn Mawr began when my hostess picked me up in the admissions office.
To begin with, I don't think I could have ever imagined having such a diverse group of people as my classmates. In this small group of 25 students we have comedians, artists, intellectuals, athletes, actors, leaders, lovers and fighters. But there is one word that can be used to describe all of us collectively, and I think we all know what that word is ... scholars. I'm positive that Mrs. Cones will echo this sentiment. And after four years, I don't think any of us really know what a scholar is. This is only because our class demonstrates such a wide spectrum of the term scholar.
Women’s studies is an interdisciplinary course of study that assimilates the contribution of females as individuals throughout history and current society. There is a vast number of college and universities that offer undergraduate, graduate and doctorate level training that blends feminism with gender and sexuality. A Degree program such as The College of William and Mary in “Women’s Studies offers in depth major or minor in “Gender, Sexuality and Women’s Studies.” (William & Mary Arts & Science) This discipline explores our culture’s representation of women in society and challenges those involved in this discipline to evaluate the interplay and relationship between race, class, gender, and sexuality. According to Gollnick and Chinn “women’s studies provides a perspective that is foreign to most students.” (p. 147) The voice of women in traditional history courses has been underrepresented and that may be due in part to our patriarchal society and dominant culture in the United States. Currently, the American perception of gender and sexuality is being challenged by gay community for the right enter in convent of marriage and this reinforces the need in higher education for programs that explore sexuality and gender issues. The social constriction of gender and racial stereotypes are issues that are addressed in this course of study (What is Gender Studies.) As an educator for adult students in the field of radiography, I find it is important to have discussions, think critically about gender, sexuality to aid students in recognizing gender biases and broaden their view of the healthcare community they are learning to serve.