Week III Notes
education and societys effects on women
Three Guineas Chapter 1-2
-the feminine perspective on war
-first way to prevent war is to promote independent thinking
-saw something inherently wrong with the way the famous colleges were churning o
-defies King Creons edict without fear or regret, although she knows that her actions will likely
lead to her death.
-Creons sexism: allowing a woman to get her way meant a diversion from law and order
"better to fall from power, if we mu
Week V: Construction of Gender
society teaches us that there is something wrong/inferior with being female.
Richardson, "Gender Stereotyping in the English Language" (FF)
-linguistic energy = cultural energy
-society is more interested in female sexuality
Smith, "Beyond Pro-Choice v Pro-Life: Women of Color and Reproductive Justice" (FF)
-rejection of conventional pro life v pro choice dichotomy
-neither endow women inherent rights to their body, and that they both ultimately support issu
WGST Weeks I-II
Barker/Feiner, Economics, She Wrote in Liberating Economics
-70% of worlds desperately poor population are women
-womens average total work time exceeds mens by 2 hours
economics is based on rational choice.
-many women do mens work but th
Week IX, X, XI: Feminism and Economic Justice
historical perspective to sex-segregation in the workplace
Bose/Whaley, "Sex Segregation in the US Labor Force" (FF)
-"pink collar" positions: jobs typically held by women that serve under higher-status positi
Week VI cont-VII
images of masculinity and violence:
Rivers/Barnett, "The Myth of 'The Boy Crisis'"
-focuses on the crisis in terms of boys academic performance.
-it is really race and class, not gender, that created educational inequality and limits oppo
Week VI, VII, & VIII: Race, Gender, and Social Justice
what is feminine identity? highlighting/dividing differences
Allen, Where I Come from is Like This (FF)
-celebrates her diversity by discussing the differences between her Native American and Western