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WMST 1110 Jan 21

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by: Kay Patel

WMST 1110 Jan 21 WMST 1110

Kay Patel

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About this Document

Covers an overview of the history of women studies. Covers the assigned reading over Oppression by Marlyn Fyre Covers different roles of genders in the society
Multicultural Women in the US
Nichole Ray
Class Notes
Women Studies 1110 Jan 21
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1 review
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"Eugh...this class is soo hard! I'm so glad that you'll be posting notes for this class"
Clotilde Hodkiewicz

Popular in Multicultural Women in the US

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This 2 page Class Notes was uploaded by Kay Patel on Tuesday January 26, 2016. The Class Notes belongs to WMST 1110 at University of Georgia taught by Nichole Ray in Summer 2015. Since its upload, it has received 18 views.


Reviews for WMST 1110 Jan 21

Star Star Star Star Star

Eugh...this class is soo hard! I'm so glad that you'll be posting notes for this class

-Clotilde Hodkiewicz


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Date Created: 01/26/16
Women Studies:   Academic arm of the feminist movement (1960’s­70s)  Women were organizing for issues surrounding gender equality  Women were working for social equality  More women were entering into higher education institution aka cultural change  Women started to notice that there were some changed required to be made as they  started working more  They started educating more about women in classes, institutions, and programs  1970 San Diego state  A lot of programs initially started out as classes  Women are in the center regardless of what the discipline is  Feminist pedagogy is another aspect of women studies  Assumptions were made about women studies classes and programs  Over 1000 programs, departments, institutes in the United States  Centers women’s experience in society  Courses are interdisciplinary and connected to other disciplines  Reading: Marlyn Frye (1983)­ Oppression  Written at the tail end of the feminist movement, which was an interesting time  Wrote around the time the civil rights and feminist movement “ended” =  dominant attitude  Written to engage women who were struggling in feminism  Oppression:  Viewed as a strong word  When the author talks about oppression, she refers to the systems of power and  institution  Double binds: how institution oppression maintains itself  Classic example of women’s sexuality and their expectations (too much/too little)  Constantly having to navigate space  Birdcage example:  One of the most effective ways to understand oppression  Perfect example to go from micro to macro = meaning it looks easy when you are  closer, but if you take a step back it is an entire different story  Don’t tend to realize that they still have an ability to act  The author is upset  Opening a door example  Need help with important activities instead   She wants is to critic and question everything  Understand history and where it comes from  Origin that women are weaker and incapable of making their own decisions  Implying that women want men to take accountability and help with the bigger  struggle rather than opening a door of us, which is an act they are perfectly  capable of doing.   Do the work that needs to be done  Gender as a social construction  How we think about and experience gender has changed and shifted over time  Gender disruption: something out of the ordinary for a specific gender (boy wearing a dress)  Gender as an institution  It is a major way in which we organize multiple aspects of our lives  The functioning of our society is largely dependent on who does the work  Understand process, stratification, and structure  Destabilizing Gender:  Sexual orientation: describes physical, romantic, emotional, and/or spiritual attraction to another person  Gender identity: one’s personal sense of being a man or a woman  Queer: used to describe individual who challenge dominant views regarding  sexuality  Transgender: birth­assigned sex and their own internal sense of gender identity do not match  Gender Queer: identify as neither male nor female, while seeking blurred lines  Every society uses gender to allocate and carry out work and responsibilities 1. Personality/feelings/characteristics flow from different experiences  For instance: women are seen as more nurturing, soft, emotional, compassionate,  sensitive etc…vs men are seen as more fierce, tough, angry, gallant, strong etc…  These expectations affect us as we get older and it often times becomes firm  2. Different groups become different people 3. Outcome is legitimates by religion, law, science, and social value  Gender as a process  Social differences that create men and women and their expectations  Gender as stratification  Ranks men about women same as race and class  Gender as structure  Divides work in the home and economic production  


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