Intro – Liz

Posted by on Sep 8, 2013 in Introductions | One Comment

Hi everyone!

My name is Elizabeth Kelman. I usually go by Liz. Like Kaitlyn, I graduated last semester but thought this class sounded awesome so I’m auditing. I went to CCNY, where I minored in Spanish and Women’s Studies, but for my major I did a CUNY BA interdisciplinary degree in Global Health so I took a lot of my classes at Hunter and did the Macaulay capstone/thesis colloquium with Lee Quinby. I’m really interested in gender studies and knew that I would miss having structured academic discussions and readings, so I’m looking forward to the next few months. I’m particularly looking forward to reading more Margaret Atwood and the Hunger Games (finally!), as well as the Cyborg Manifesto, which we read for my Intro to Women’s Studies class but didn’t discuss much. That piece, as well as some of the other readings we’ll be doing, are especially relevant to my academic/professional interests because technology and biomedicine are very closely tied–it’s not just new media that connects tech, gender and health/medicine!

I’ve had mixed experiences with hybrid courses, but love this FemTechNet set-up. I think the dual identity–as a student in an individual course as well as a member of the larger learning community–feels especially comfortable as a Macaulay student, where we have a similar experience of being part of a small community within the larger CUNY system and our home campuses. I am not sure whether I can make the in-person classes, but I hope I can–if only to meet all of you and put faces to your names and avatars 🙂

Revisiting “Writing Not Raging”

Posted by on Sep 8, 2013 in Introductions | One Comment

Hi everyone! For those of you who don’t know me, I’m Kaitlyn O’Hagan, and I just graduated from Macaulay @ Hunter in May, where I studied history and public policy. I was super bummed that I would no longer be a student when this course was being offered, but excited to take it up as an auditor. (more…)

Rosser/Freedman/Fausto Sterling

Posted by on Sep 8, 2013 in Reading Response | No Comments

Sue V. Rosser, Anne Fausto Sterling, and Estelle B. Freedman, in their respective writings all take on the task of trying to uncover the complexities of feminist conceptions, gender norms, and ultimately trying to redefine how people view feminism.

 

Sue V. Rosser in her essay “Using the Lenses of Feminist Theories to Focus on Women and Technology” defines the many different subsets of feminism. Most people, including myself, tend to simplify feminism and think of it as one omnipotent force. Rosser completely disproves this by listing ten different types of feminism, and their implications in technology and the labor force. Feminism is not a simple all encompassing philosophy but rather a spectrum in which various nuanced beliefs exist. Just like any political or religious belief, feminists can argue internally over their politics and where they stand in the belief spectrum.

 

Additionally, Rosser challenges the norms behind technology. Before reading the piece, I took the usage, design, and production of technology very much for granted. I never thought of the complex gender relations that were present in almost every aspect of our technological world. After reading about the many ways that feminists theorize technology I cannot view it the same way.

 

Anne Fausto-Sterling in the first chapter “Dueling Dualisms,” of her book Sexing the Body, also discusses the complexities behind defining gender and sexuality. She presents a variety of arguments, some scientifically based, and some socially based, but concludes that gender and sexuality are a combination of both biological occurances paired with social circumstances. Before reading Fausto-Sterling’s article I was already aware of the complexities that make up gender and sexuality. After debating in high school for four years I was exposed to a fair amount of critical feminist literature, such as Judith Butler’s works, that made its way into the debate round. Fausto-Sterling’s analysis contributes to the common theme between the three works of revealing the nuances of feminist theory as well as challenging current conceptions and norms behind it.

 

Finally, in No Turning Back, Estelle B. Freedman, questions the assumptions of women’s role in the labor force, as well as our perceptions of feminism. Freedman raises a very important point about the stereotypical notions of feminism. She presents the surprising statistic that in a 2000 poll of Americans, 85 percent said they support equal rights for women, when asked if they identified as feminists only 29 percent said they did (Freedman 10). This clearly portrays the negative connotations that our country holds about the term and study feminism. I find this to be very true even in Macaulay. At Hunter, feminism is considered a dirty word. When registering for classes my peers advise me on whether or not to take a certain professor’s class based on if she is a feminist or not. Freedman explores where this negative connotation came from and like Rosser, explains the nuances within the study of feminism and how it is not the omnipotent force the stereotype makes it out to be.

 

All three readings force the reader to think critically about the norms and many mundane experiences in every day life.

Introduction

Posted by on Sep 7, 2013 in Introductions | One Comment

Hi all- my name is Oriana Asano, but please call me Ana! I’m a junior at Baruch College and majoring in Advertising/Marketing with a tentative minor in Art History. I’m taking this class because I am a hardcore feminist, plain and simple. I haven’t had the opportunity to take a gender studies/feminist class and am curious and excited about what we’ll learn since all of my knowledge is self-taught and very informal. I’m hoping to gain more organized communication skills when talking about gendered issues, an opportunity to discuss these issues with other feminists (in real life!) and become more educated about feminist topics. Of course, I’m totally down to make some feminist friends. (For some reason, they seem hard to come by.)

Money for Nothing & Chicks for Free

Posted by on Sep 7, 2013 in Technology Diary | No Comments

My Technology Diary post for Week 1, the Freedman, Rosser, and Sterling readings, will focus on money.  Money comes in many different forms but is something that we are all familiar with and use in our daily lives.  After reading the assignments, especially the Freedman chapters, I realize how important money is to not only the oppression and liberation of women, but to the divisions of women by race, class, and occupation and the constant efforts to deny women rights.  My thoughts about money were most clearly related to the Freedman and Rosser readings—it was slightly more difficult to link money to the Sterling readings.

The Freedman chapters began with separating the monetary value of women’s work from women’s actual contributions to the economy.  It brought up questions for me of the monetary value of women’s work, whether domestic or commercial.  Both men and capitalism have ascribed these monetary values; they have devalued the jobs that women do, both on the basis that women’s work does not bring in income (no wages for home childcare/domestic labor) and on the basis that women do not contribute as much to workplace or do not need to contribute as much to their families (low wages for commercial/service industry labor).  While it seems that financial freedom is the way to women’s liberation, it is difficult to achieve because of lower wages, less access to managerial positions, less access to more lucrative fields/devaluation of women-dominated fields, and expectations of financial and time commitments to both family and work. (Freedman, Chapter 6-7)

Money has helped women achieve liberation—for example, middle class white women, the leaders of first-wave feminism—while leaving some women still oppressed—for example, women factory workers in the technology industry in lesser industrialized nations.  Without the status and determination of the first-wave feminists, women’s rights would never have been recognized.  However, the oppression of the factory worker women allows our consumer technology industry to grow and flourish.  While money helped middle class women to lobby for their rights, it also helps to control working class women by denying them fair living wages and thwarting their attempts to unite by pitting race against race, developing nation against undeveloped nation, and class against class (Rosser, 36).

The best way I could relate money to the Sterling readings was through a similar idea to having the financial freedom to pursue feminism—having the financial freedom to pursue one’s gender identity.  Sterling mentions the development of homosexuality as identity (Sterling, 14).  However, I feel this identity would differ based not only on historical time period, but also on class status.  In an article in the LA Times, a Pew Research Center poll found that “Income levels, too, reflect differences of opinion; those with family incomes above $75,000 support gay marriage, while those who earn less are evenly split” (LA Times).  A study by The Williams Institute, highlighted in a US News article found that homosexual couples make slightly higher incomes than heterosexual couples (US News).  I feel that throughout history, those at higher income levels may feel more comfortable accepting and expressing homosexual identities because they have financial freedom and the mobility and status that come with it, just as higher income women were more comfortable speaking their minds because of their status.

——–

I had a lot to say after these readings, but wanted to make sure it came out clearly.  Oh, and the title?  It’s from a Dire Straits song called “Money for Nothing”, and refers to a rock star gets “money for nothing and chicks for free”, just by getting on stage.  I thought it was relevant because of the ways that women often do work for “free” at home discussed in Freedman’s book.  This is probably the only time I’ll ever think of a catchy title, haha.

 

Outside Sources

http://articles.latimes.com/2013/mar/20/news/la-pn-same-sex-marriage-support-poll-20130320

http://www.usnews.com/news/articles/2013/03/01/gay-couples-more-educated-higher-income-than-heterosexual-couples

Hi, I’m Sophia

Posted by on Sep 6, 2013 in Introductions | One Comment

Hey all,

My name is Sophia. This is my second year at Hunter, and the second course I will have taken through the Macaulay campus. The first was “Sexuality and American Culture” with Professor Lee Quinby. I declared myself an English major a few weeks ago, but I plan to double-up with a Women & Gender Studies major later on.

I have been very curious about the recent surge in development of online platforms for education, and discovering one dedicated to feminist scholarship at the forefront of such efforts is really exciting to me! Personally, I am somewhat skeptical of technology–I don’t interact on social networks or have an iPhone(!), for example– but I realize the immense influence technology has on our lives regardless of conscious or monitored individual usage. And just as I believe that technology can harm us, I think it also has a great capacity to liberate.

I’m really looking forward to engaging with a new group of people (especially after reading all of your introductions and realizing what a diverse group we are!) about feminism. I’m also eager to improve my ability to articulate ideas around gender, sexuality and women’s issues (and race, and class issues) because I often have a hard time finding the right way to talk about such touchy topics.

See you! Sophia

Reminder about class requirements

Posted by on Sep 6, 2013 in Uncategorized | No Comments

Hi Everyone,

Thanks to Vita and Caroline for getting the ball rolling with blog posts.

I want to remind everyone that since this is a hybrid class you are required to participate in the class forum. You can think of that as our online classroom. Please join conversation there by the Monday prior to a class meeting/check in day. It is very appropriate–encouraged!–for you to join forum discussion before you have completed all readings. Better yet, post questions and ideas there as you read. It’s the place where we can bounce ideas around and get to know one another.

So:

  • By each Monday: Join forum discussion
  • By each Thursday: Make your blog post

Happy talking. May the odds be ever in your favor!

Technology Diary 1

Posted by on Sep 5, 2013 in Technology Diary | 3 Comments

My initial idea for this week’s blogpost was to choose a household appliance after reading Freeman’s observation that “housework can actually expand with new appliances,” and that time studies show that women with “‘labor-saving’ appliances” more or less spent the same amount of time doing housework as women without this technology (2002, p. 132). However, after receiving this week’s round up email, I was fixated on a phrase in the description for technology diary posts: “think of technology broadly- pens, pencils…” With the readings in mind, I could not stop thinking about BIC “For Her” pens and the subsequent internet outlash on them. In a nutshell, the pen maker, BIC, began selling/ marketing pens under the moniker, “For Her,” in 2010 and in 2012 or so, sarcastic and humorous Amazon “reviews” of these products became viral (just google “bic for her” for examples of the media coverage) along with a skit/ monologue on The Ellen DeGeneres Show. Full disclaimer: I don’t actually use BIC For Her pens, which does not really fit the criteria that this specific piece of technology is part of my daily life (I guess I have been using “man pens”).

However, the official description/ presentation of the product and the reactions of the internet to it encompass many of the concepts of this week’s readings especially Sue V. Rosser’s “Using the Lenses of Feminist Theories to Focus on Women and Technology.” A huge part of the critique of BIC’s For Her pens can be summed up as the conflation of sex/ biology and gender/ a highly specific kind of femininity. The “BIC Cristal For Her Ball Pen” is marketed as having a “thin barrel to fit a woman’s hand.”  This is directly references to the fact/ belief that “biological” women are smaller in size to “biological” men or that female bodies are inherently different from male ones (essentialist). The appearance and discourse surrounding these pens also reference to a highly specific form of constructed femininity. Words like “elegant,” “beautifully smooth,” “style,” and “soft” are used in the product descriptions. Visual markers such as certain colors or as Ellen notes, “lady colors,” are used for the actual product and packaging along with “jeweled accents” and floral designs.  All of these markers socially and culturally imply a highly specific form of femininity (that is arguably subordinate to men), which many of the Amazon reviewers have detected and ran with it (with descriptions of using it draw “hearts and ponies” or using the product at their jobs as secretaries or for writing recipes or at worst, that women can’t read or write).

A related main theme of the critique of these pens is the idea of actually labeling the pens “for her”/ “just for her.” As many of the authors of the readings note, the act of categorizing and labeling something can construct it into reality. The act of labeling these pens “for her” / “just for her” simultaneously imply all other unmarked (to throw in a term I learned from linguistic anthropology) pens are the male (norm) and that the specific feminine connotations described above are intrinsically tied to being a woman. These ideas are specifically combined with technology as a general theme in Rosser’s piece is a “gender polarization of technology” in which “men design technology and women use it” and in an extreme case, women are excluded “as users of technology” (2006, p. 25-26). The critics of the BIC pens touch upon these themes. The top Amazon “reviewer” of this product succinctly declares that “those smart men in marketing have come up with a pen that my lady parts can identify with.” Ellen also snidely remarks, “Companies have spent millions of dollars making pills that grow men’s hair and fix men’s sex lives, and now ladies have a pen.” These comments bring up many feminist concerns about technology as in who is actually inventing it (which is tied with the means to do so), who is actually creating it (the manual labor), who are the intended users, and whose and what needs are they really fulfilling, which can backfire as the “labor-saving” household appliances (men) invented did not really lessen the domestic work of women as described by Freeman. The socialist feminism framework is also salient in this commentary as capitalism/ corporations are a driving force in the creation and marketing of this product.

There are other things of interest in this BIC For Her fiasco (?) including how some Amazon reviewers implicitly or explicitly reference this female technology to other exclusive female technology such as tampons and sex toys. There are also “reviews”/ jokes of men who used these pens and obtaining feminine bodily characteristics, which reminds me of Anne Fausto-Sterling’s argument of the interdependent and tautological relationship between biological processes (nature) and constructionist culture and environment (nurture). Then, there is probably a whole conversation about the technology of Amazon product reviews and how it can serve as a forum and medium beyond mere product reviews, but this blogpost is getting incredibly long…

 

 

Rosser/Freedman/Fausto Sterling

Posted by on Sep 5, 2013 in Reading Response | No Comments

All three of the readings included discussion of the particular viewpoints that society has had about women and gender. The chapters in No Turning Back focused on women in the workplace – from the wage gap to the amount of work women have to do every day that isn’t considered to be real work at all. Dueling Dualisms discussed the meaning of gender in different societies and feminist movements, specifically that gender is a social construct, as opposed to sex, which is biological. The Women, Gender, and Technology reading discussed these concepts through the lenses of different feminist schools of thought.

Specifically each of these texts focused on how feminists react to specific issues. In No Turning Back, for example, it is explained that in the Feminist Mystique, which was a book written during the second wave of feminism, an easy solution for women to get out of the trap of staying at home and being forced to do housework was to hire a maid. Of course this did not apply to lower class women, which is something that has become more important to the third wave feminist movement. In Dueling Dualisms, it is mentioned that the second wave feminist movement included an emphasis on the difference between sex and gender with the understanding that gender was a social construction and sex was biological – however they ignored the part where even sex is not clear all the time. The Women, Gender, and Technology reading focused specifically on technology and how it relates to gender and women, especially in the workplace, so there were a lot of countering viewpoints, though they weren’t “waves” but broken down further. The other readings seemed to show that many of the concepts addressed in the second wave were improved by the third wave, but Rosser shows how the different sectors and types of “feminist” all fill in for each other.

I was particularly struck by the concept of Dualisms that was discussed in the Fausto-Sterling reading but also similar to what was discussed in the Freedman book. Fausto-Sterling explained how certain “dualisms,” such as sex/gender and male/female limit the capacity of the concepts to overlap with other other and make it impossible to see that they don’t have to be completely separate. In No Turning Back, Freedman talks about how many societies completely split male and female work and refused to believe that the two could overlap. I think this is because of the male/female “dualism” that exists within many societies. Rosser discusses how these different opinions regarding male/female are thought about in the different feminist theories, and how each one of these theories would have a different opinion on why the wage gap and other statistics regarding gender and the workplace exist.

Week 1 Round Up

Posted by on Sep 3, 2013 in Announcements, Get Started | No Comments

Hi Everyone,
Happy September!

As a regular part of class, every Sunday I will send out a roundup and reminder of what’s on the horizon.

Welcome to class and thank you to those who have posted introductions so far. If you haven’t had a chance, please do it soon!  Auditors, it would be great if you could also post introductions.

Another great idea is to change your user avatar to something besides the default.  If you aren’t comfortable posting a picture, just make it an image we can associate with you–whatever you like.  To change your avatar, click on your name in the upper right-hand corner (after you have logged in) and then select “Edit Profile” from the drop down menu that will appear.

For the upcoming week, you have a few readings.  The documents password for the the site is femtechnet.  You need to read from Rosser and Fausto-Sterling (posted under documents) and a few chapters from Estelle Freedman’s book No Turning Back, which you should purchase (or check out of a library).  All of these readings will provide background for the discussions coming up in the course.

For assignments, you should post in the class forum and you should complete one of two blogging assignment: reading response or technology diary.  One small change from the syllabus: if your last name is A-K, do the reading response.  If your last name is L-Z, do the technology diary.  (These alphabetical splits will remain through the semester.  I didn’t have the class list when I divided the alphabet, and we’re balanced better if we do it this way.)  For either type of assignment, the writing style can be conversational and less formal than an essay, but you should still aim to create a coherent response that stays on topic and uses standard grammar and usage.

What are these assignments?  Well, the reading response is a fairly typical
open-ended response to something you have ready.  You can talk about how the
readings played off each other or about one specific thing, but in either case,
you should point to the text and evidence that it presents to elaborate on a
theme.  You may want to focus on something that has particular relevance to your
experience, something you disagree with, or an idea that was new to you.

For the technology diary, you should choose one piece of technology that you use
in your daily life and reflect on how class readings have influenced the way you
think about it, or given it a new context.  Think of technology broadly–pens,
pencils, tools, medicines, gadgets–it all counts.  How is the object typically
used, and does it (or has it historically) been used in gendered ways?Does the
object have significance in constructing or reinforcing gender?  Does it have
personal meaning to you?

Have a great Labor Day and please email me if you have any questions.  I’m
looking forward to a great semester!
Lisa