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. Another extension Women’s Studies is the role of nonsexist education and teachers have a unique ... ... middle of paper ... ...Studies. References Gender, Sexuality & Women's Studies. (n.d.). Retrieved from William & Mary Art and Science Abot: http://www.wm.edu/as/gsws/index/php Gollnick, D. M., & Chinn, P. C. (2009). Multicultural education in a pluralistic society. Columbus, OH: Prentice Hall. Non-sexist Pedagogy What does it mean? (2011). Retrieved from Codev.org http://www.codev.org UMaine nonsexist language policy. (n.d.). Retrieved from The University of Maine: http://www.umaine.edu/womensstudies/home/non-sexist-language-policy What is Gender Studies. (n.d.). Retrieved from UCLA Department of Gender Studies: htp://www.genderstudies.ucla.edu Women's National Law Center. (2012, June 13). Retrieved from The next generation of title ix: Stem - science, technology, engineering, and math: http://www.nwlc.org/resource/next-generation-title-ix-stem-science-technology-engineering-and-math
Today Title IX is still critical in education because women continue to lag behind men when receiving degrees in certain fields such as the math and science disciplines. 1 out of 5 women achieve the doctorate degrees in computer sciences and engineering and physics. "Schools are continue to downsize many of the affirmative action programs that are responsible for increasing access to higher education to minorities and women, a particular problem for women of color" (source c).
" Journal of Gender Studies 19.1 (2010): 73-86. Academic Search Premier. Web. 30 Apr. 2014.
Walker, T. "Nine Ways Title IX Has Helped Girls and Women in Education." NEA Today RSS
Title IX is historically related to the social changes that were becoming increasingly noticed after the Civil Rights laws were coming to light. These social changes represented a national commitment to end discrimination and establish a mandate to bring the excluded into the mainstream (U.S. Department of Education, 2007). It was the federal government that utilized these laws, created by Title IX, to deliver the promise of all people’s equal opportunities and rights guaranteed by the United States Constitution to develop their talents. As an early example of the barriers set up before Title IX, Luci Baines Johnson, daughter of President J...
Wright, Alexandra. "Women's Rights in Present-Day America | EHow." EHow. Demand Media, 24 Sept. 2009. Web. 05 Nov. 2013.
The theme of the first semester of my senior year at Bryn Mawr College, although I have lacked any gender coursework in my first three years of semesters, unexpectedly heavily involves the collision of the science, literature, and politics of gender. As my most last minute, haphazard schedule of any semester ever, on the next to last day of the shopping week period, I found myself adding two gender studies classes to my schedule. One entitled Advanced Topics in Developmental Psychology for my Psychology minor, and the other entitled, Interdisciplinary Perspectives of Sex and Gender. Both classes, although very different in their methodology - (one placing a profound importance on precision, cautious and careful experiment design, and the other on "stories" both individual and collective, and their relation to society) - hoped to find the "real" gender problems, look at them with the attention they deserve, and encourage some kind of dialogue for change.
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.
Manning, L.M. & Barruth, L.G. (2009). Multicultural education of children and adolescents (5th edition). Boston: Allyn & Bacon.
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.
The role of the nurse is predominantly perceived as a female profession, however more men are pursuing a career as a nurse. In the nursing profession men are being subjected to discrimination and bias due to the typecasting of the nurse as a feminine occupation. Consequently, male nurses are presumed as homosexual and exposed to homophobic attitudes (Mohamed, Mohamed, 2015). Also, there is a perception men only become nurses due to their failure at pursuing a career as a medical practitioner. The scope of nursing necessitates a caring and compassionate attributes, characteristics only seen in the female disposition, this misconception suggests men lack these
Gottlieb, Alma. "Interpreting Gender and Sexuality: Approaches from Cultural Anthropology." Exotic No More: Anthropology on the Front Lines. Ed. Jeremy MacClancy. Chicago: University of Chicago Press, 2002.
Kendal, Diana. "Sex and Gender." Sociology in Our Times 3.Ed. Joanna Cotton. Scarborough: Nelson Thomson, 2004. 339-367
The cultural diversity in society, which is reflected in schools, is forcing schools not to solely rely on content-centered curriculum, but to also incorporate student-centered lesson plans based on critique and inquiry. This requires multicultural education to a dominant part of the school system, not just an extra course or unit. Further, it demands that learning itself no longer be seen as obtaining knowledge but rather, education be seen as creating knowledge. Multicultural education should be seen as affirming the diversity of students and communities, promoting the multicultural ideas of the United States, and building the knowledge and behaviors needed for students to be a positive and contributing member of society and the global community as a whole.
According to Joan Scott, “sex” and “gender” have two separate meanings. Scott’s definition of gender is “a constitutive element of social relationships based on perceived differences…and is a primary way of signifying relationships of power.” A person’s gender varies based on their cultural, social, traditional and religious backgrounds. Many historians are riveted by the term “gender” and are vying to research it in depth to determine its actual meaning. In addition, each person will express
Manning, L. & Baruth. L. (2009). Multicultural education of children and adolescents (5th Ed.). Needham Heights, MA: Allyn and Bacon.