The annual essay competition returns! Bryn Mawr College students, enter for a chance to win $500

Essay Competition Poster 2013

It’s that time again…. we are announcing the third annual essay competition of The Albert M. Greenfield Digital Center for the History of Women’s Education, kindly sponsored by Friends of the Bryn Mawr College Library. As with last year, there are two categories of winners: current students and alumnae.

The title this year is: “Women, education and the future…. what do women’s colleges have to offer?”

With the number of women’s colleges declining on a yearly basis, this year’s essay competition asks you to reflect on what role existing women’s colleges may play in women’s lives in the future. Will the trend in converting to coeducational institutions continue? Do women’s colleges offer a unique enough experience to survive? What are their particular strengths as we look towards the demands of the future on women? Will they fuel women to inhabit leadership roles on a larger scale or will they cluster women in certain sections of the economy and political life? As always, you are welcome to take this title as a prompt for your own thoughts and opinions and you are free to offer positive or negative predictions for the fate of women’s colleges. We intend this title to be expansive, to include reflections on education, employment, societal norms, women’s leadership … anything you wish to address with regard to the role that women’s colleges may play.

So, if you would like to have your say then we want to hear it! Your essay will be published on the site of The Albert M. Greenfield Digital Center for the History of Women’s Education and the winner of the undergraduate section will receive a $500 cash prize; the winner of the alum section will win a selection of prizes, including a copy of the college history, Offerings to Athena. The competition is open to all current undergraduate students of Bryn Mawr College and the closing date for entries is October 21st 2013 so hurry up and get writing!

“Proper Study for Ladies” and other gems that didn’t make it into Taking her Place

TakingHerPlace_Books

Books on display in Taking Her Place as part of the section on Gender and Intellect.

When we were collecting material for the exhibition Taking Her Place, it was a challenge to find items that would tell the story of women’s ascent into higher education without relying too heavily on only text. Periodicals such as The Ladies’ Companion and The Ladies Garland are some of the best resources that we have for gauging society’s attitude towards female intellectualism, as the articles they featured show the developing shape of public opinion. However, they do not make ideal exhibit items: arranged behind glass, the books are difficult or impossible to read at length, and an exhibition dominated by unreadable books makes for a bland visual display. Therefore, we found ourselves with many fascinating textual objects that illustrated the story we wanted to tell but did not have a place in the exhibition. Many of those items hold an important place in the narrative of women’s rise into the public sphere, and as we move into the final week of the exhibition, we will highlight a few of them on this blog in order to more fully flesh out the themes that we address in that space. We will post more material in conjunction with the release of an online version of the exhibition, which will take the form of a digital exhibit like the others on our website.

LadiesGarland_TitlePage

Title page of the July 1, 1842 issue of The Ladies’ Garland. Click for an enlarged view.

One item that we would have like to include is this article from an 1839 issue of The Ladies’ Garland, entitled “Proper Studies for Ladies,” which touches on many of the themes common to the opinion pieces of the era. As higher education for women appeared on the horizon, society grappled with what forms of knowledge would be appropriate for a woman to pursue. In this article, the anonymous male author juxtaposes the intellectual and commercial realms of society and seems to feel dubiously about women’s place in either.

The prevailing message of the piece is that modern women are wont to forgo the enriching study of history and natural philosophy in favor of “fashionable trifles,” “idle romances and puerile tales.” Instead, he writes, ladies “of the first rank” ought to “form their taste upon the best authors, and collect ideas from their useful writings.”

LadiesGarland_ProperStudy

Page 31 of The Ladies Garland, Volume II, 1839, including “Proper Study for Young Ladies.” Click for enlarged view.

While I was combing through contemporary journals and magazines to get a sense public opinion across the era, this piece stood out to me as unusual. It struck me as fairly advanced for 1839 that a male author would take for granted that intellectual study was both available to and appropriate for women. However, though it seems progressive in its advocacy for ladies’ serious study, there is a strong conservatism at its core that I will devote this post to exploring. This paradox is characteristic of many of the articles that Jennifer and I read while researching for the exhibition: I’ve learned that progressivism and conservatism often move together in strange ways as society adjusts to major changes, and are rarely as separable or black-and-white as I would have initially expected to find them.

It fascinates me that the author is certain at such an early date that any woman who wished to could gain access to intellectually stimulating study. “This is a large volume,” he writes of such pursuits, “that is open to all.” However, “In vain…does nature present her miracles to the generality of women,” as if the study of natural science was so available that women would have to work hard not to be exposed to it. It is unclear exactly how he expected them to engage with such material, considering the state of formal schooling at the time: Oberlin College, the first co-educational college in the United States, had been founded only six years earlier, in 1833. The only other form of secular post-secondary education for women at the time was the seminaries that offered training for a teaching career, of which there were eight in existence nationwide in 1839. Since formal higher education was hardly widespread, the author therefore seems to imagine that women should be pursuing academic curiosity in a self-guided capacity.

Writers of a previous age, and many who wrote well into the 1800s, considered the education of a woman to be tantamount to her corruption. This author clearly disagrees, but if a woman of virtue could be an intellectual, what sort was she to be and to what end was she to use her sophistication? A hint can be found at the very beginning of the piece, in the epigraph:

“Beauty in vain her pretty eyes may roll,
Charms strike the sight, but merit wins the soul.” [1]

This quotation frames the article by asserting the value of substance over appearance, which is consistent with the article’s rejection of ornament—but, notably, it also situates the matter within the context of women’s appeal to others: it lays groundwork for an article that will posit female intellectualism as a tool for attraction; in short, another form of ornament.

The author’s thesis is that because they fail to take advantage of the intellectual richness available to them, most women thus reduce their prospects for good matches by offering only conversation which is vapid and unappealing to respectable men—who are, of course, the true victims of this unfortunate situation. “What preservation is there against weariness and disgust,” he ruminates, “in the society of women of weak and unimproved understandings? In vain do they endeavor to fill the void of their conversation with insipid gaiety; they soon exhaust the various funds of fashionable trifles, the news of the day, and the hackneyed compliments; and are at length obliged to have recourse to scandal.” The true goal, therefore, of women’s learning, is to make them into better companions.

The article suggests that the idea of what would corrupt women was changing. The previous belief was that knowledge itself would corrupt, whereas here it is the wrong kind of knowledge that is to be feared—In other words, a misuse of intellectual powers. Indeed, language of misuse, in the form of waste and misdirected spending, permeates the piece. Three examples come to mind: the phrase “in vain” appears three times including the epigraph, each instance describing a woman (if we count the personified Nature) fruitlessly expending effort in order to appeal to another. The unlearned lady whose foolish prattle fails to impress “soon exhaust[s] the various funds of fashionable trifles.” (Italics mine.) And, at the end of the article, the author bemoans the “waste of intellect which is caused by the dissipation of the town.” Instead of such wasteful behavior, he suggests that women “collect” (ideas from the best authors) rather than spend. This language underlies his portrayal of women consumed with the trivial trappings of femininity, especially those that could be linked to commercialism and had an air of cheapness: they were attracted to the “fashionable trifles” that were being marketed to them (in magazines just like this one), and even their trivial conversation (“the news of the day,” “scandal,”) is ephemeral and probably harvested from the gossip columns.

LadiesFriend_crop

The Ladies’ Friend, another popular periodical at the time, interspersed fiction and opinion pieces with large pull-outs like this one depicting the fashions of the season.

Considering all of the negative associations that he establishes between women and commercial economy, perhaps the feminine ideal that the author paints (studious, yet passive, and economically disengaged) is a paranoid reaction to women’s growing economic power as a class of consumers. He manages to exclude women from both the commercial and intellectual realms: he blames them for partaking in the former, and suggests that they would be welcome in the latter if only they had the virtue to earn themselves a place there. And do they? He writes that “scarcely a young lady” exists who has not fallen into the pitfalls of cheap and entertaining literature. Though he idealizes the woman who devotes her time to academic study, he speaks of such women as if they are in practice an impossibility, a mythical being. Women’s real practices are demonized, and the hypothetical woman who “gets it right,” so to speak, doesn’t exist: perhaps he is so threatened by female agency that he is compelled to write them out of all public realms. So, if they can exist productively nowhere in the public sphere, what use are women to society? The one role that the author feels comfortable ascribing to women is that of passive indicator of the state of society. He ends with the proclamation that the “amusement [of proper study] will…repair that waste of intellect which is caused by the dissipation of the town,” as if women’s unintellectualism is a symptom of a societal disease. He implies that the health of society can be read through the quality and state of its women, positing them as a kind of diagnostic tool rather than as a class of people.

This article, one of many that we would have liked to include more prominently in Taking Her Place, demonstrates several themes that are common to the opinion articles of the age. It shows a surprisingly advanced advocacy for women’s learning, while still clinging rigidly to the traditional role of the subordinate an ornamental woman. It also conspicuously lacks an argument for education for its own sake: it was much more common to posit education as a means to serve some aspect of traditional femininity, such as aptitude for motherhood or (as seen here) male companionship. The juxtaposition of commercial and intellectual pursuits was also a major topic of writings of the time, especially with an air of blame towards any woman who demonstrated too much affinity for the former. Combing through these books and journals was a fascinating activity and gave us a broad sense of the complexity of changing opinion across an era. Anybody who is interested in learning more, or in reading other articles from our wide collection, is encouraged to come visit in Bryn Mawr Special Collections in Canaday Library and browse the collection for themselves.

[1]Though uncredited and misquoted, the lines are from Alexander Pope’s “The Rape of the Lock,” first published in 1712. The first line in the original text reads “Beauties in vain their pretty eyes may roll.”

TONIGHT: Professor Elaine Showalter to speak as part of Taking Her Place Exhibition Program

Elaine Showalter poster as pic copyThis is a reminder that The Albert M. Greenfield Digital Center for the History of Women’s Education will host Professor Elaine Showalter, Bryn Mawr College class of 1962, Avalon Foundation Professor Emerita, Princeton University at Bryn Mawr College tonight. This is part of the Friends of the Library exhibition program in which we also hosted Professor Helen Horowitz to open the show.  Taking Her Place will run until June 2nd 2013, finishing with a series of dedicated tours as part of Alumnae Reunion Weekend.

Professor Showalter’s talk is titled: “Bryn Mawr Before Betty Friedan: The Problem Without a Name in Women’s Higher Education, 1958-1962″.

The talk will be held on Thursday April 18th 2013 at 5:30pm in Carpenter Library B21.

Professor Showalter’s lecture will be followed by a reception at the Taking Her Place exhibition, Rare Book Room Gallery, Canaday Library, at 6.30pm. All are welcome to attend.

For directions to the campus, please see http://www.brynmawr.edu/campus/visiting.shtml

There is no need to RSVP, but please direct any questions you have about this talk to greenfieldhwe@brynmawr.edu and don’t forget to follow us on Twitter for regular updates – @GreenfieldHWE

Essay Competition: Submit by the End of the Month

Margaret Bailey Speer at her desk in Yenching

The November 30th deadline is approaching for the second annual essay competition of The Albert M. Greenfield Digital Center for the History of Women’s Education! We would like to remind and encourage both current students and all alumnae to submit essays addressing the topic of:

‘Transformations: How has the Bryn Mawr College experience made you the person you are today?’

Consider how your experience at Bryn Mawr has shaped you, be it academically, personally, professionally, or otherwise. What have been the most surprising challenges? How have the people you met changed you? How has Bryn Mawr served as a lens or an entry point into the world? We want to hear your stories, memories, and reflections.

Prizes have been kindly sponsored by the Friends of the Bryn Mawr College Library: the winning student essay will earn a prize of $500, and the alumna winner will receive a gift pack including a copy of Offerings to Athena, among other items related to the college’s history. All entrants will also have the chance to have their work published on the Greenfield Center website. Past entrants Kai Wang, Wendy Chen, and Emily Adams had their essays on the relevance of single-sex education posted on this blog.

Please submit essays of no more than 2,000 words to the Director of the Center, Dr. Jennifer Redmond, at jredmond@brynmawr.edu, by Friday, November 30th, 2012. See our earlier post for more information.

We are live! Announcing the launch of The Albert M. Greenfield Digital Center for the History of Women’s Education

The Albert M. Greenfield Digital Center for the History of Women’s Education is proud to announce the official launch of its website! We’ve been in beta for some time now, and while the site continues to grow, we can now proclaim to you all that we are live and ready to receive your comments….

The past year has been one of exciting growth for The Albert M. Greenfield Digital Center and we are delighted to finally share the fruits of our hard work with you. The website will serve scholars in the US and across the world by providing free, open access to materials on the web related to the history of women’s education. We have digitized a variety of our own resources and built partnerships with other colleges to feature related original sources in their possession. An example of this is our collaboration with Dr. Anne Bruder’s class at Berea College. Dr. Bruder (editor of Offerings to Athena and Advisory Board Member) challenged her class to create a digital exhibit reflecting on the gendered histories of Berea College (the exhibit can be found here).

The website also features thematic exhibits on past alums, such as Margaret Bailey Speer, lesson plans created by Temple University students as part of the Cultural Collaboration Fieldwork Initiative, and current Bryn Mawr undergraduates’ work on the scrapbooks created by students in the early years of the college. We are focusing on digitizing prominent or unique items in our collections which will be freely available for teaching, research or general interest to users across the world.

The Center’s team has been led by Jennifer Redmond, and consists of a number of key members focusing on both the digital and research components of the Center:

  • Cheryl Klimaszewski, Digital Collections Specialist in Canaday Library, has continued as the technical lead on the project
  • Jessy Brody (BMC ’10), a Digital Assistant on the project, has been heavily involved in the digitization of scrapbooks and research on athletics at Bryn Mawr
  • Jen Rajchel (BMC ’11) recently finished her role as Digital Initiatives Intern and is currently the Assistant Director of the Tri-Co Digital Humanities Initiative
  • Evan McGonagill (BMC ’10) is a Research Assistant working at the Center, focusing on researching the collections and is in charge of the social media presence of the Center. (Click here to see the Center’s team and click here to see the Advisory Board members).

The work of the Center continues to be overseen by Eric Pumroy, Director of Library Collections and Seymour Adelman Head of Special Collections; and Elliott Shore, Chief Information Officer and Constance A. Jones Director of Libraries and Professor of History.

As part of the launch of the site, we are announcing the second annual essay competition, again kindly sponsored by the Friends of the Library. The theme is ‘Transformations: How has the Bryn Mawr College experience made you the person you are today?’  Further details on the competition can be found here.

Our first exhibition, Taking Her Place, will be hosted in the Rare Book Room gallery in Canaday Library, Bryn Mawr College, from January to June 2013. Given the intense scholarly interest in the lively field of women’s educational history, we feel the exhibition will be a welcome addition to exploring the history of women’s reading, learning, scholarship and their battle to take their education and expertise from the private to the public sphere. It will also be a way to visually narrate the journey many women traveled to achieve their ambitions of becoming learned women.This show will explore women’s worlds of reading, learning, educational attainment and entry into the world of work and the public sphere. The exhibition will be launched by Professor Helen Horowitz, renowned historian of women’s education, biographer of M. Carey Thomas and one of the keynote speakers at the ‘Heritage and Hope’ conference in 2010 which celebrated the 125th anniversary of the founding of the college. Her talk on January 28th 2013 will be on “Reading, Writing, Arithmetic…and Power: Education as Entry to the World”. On Thursday April 18th 2013 Professor Elaine Showalter, Bryn Mawr College class of 1962 and Avalon Foundation Professor Emerita at Princeton University, will also be coming to give a speech as part of the exhibition program. Please check back here for further details on these exciting events. A digital version of the exhibition will be made available online after it closes.

The exhibition is jointly curated by Jennifer Redmond and Evan McGonagill. We are creating ‘Taking her Place’ with the assistance of our colleagues in Special Collections, Eric Pumroy, Brian Wallace, Marianne Hansen, Lorett Treese and Marianne Weldon, with the digital expertise of Cheryl Klimaszewski and Jessy Brody.

Finally, we are also announcing the first Call for Papers ‘Women’s History in the Digital World’, to be held at Bryn Mawr College, Friday 22nd and Saturday 23rd March 2013. We are honored to have as our keynote speaker Professor Laura Mandell, Director of the Initiative for Digital Humanities, Media, and Culture and a Professor in the Department of English at Texas A&M. The conference will bring together scholars working on women’s history projects with a digital component, exploring the complexities of creating, managing, researching and teaching with digital resources. We will explore the exciting vistas of scholarship in women’s histories and welcome contributors from across the globe. This will be the first conference held by us, but hopefully this will become an annual event. We wish to bring together both experienced and newer scholars in the world of digital projects on women. Watch this space for further details!

There will be other public events throughout the Spring so please check back regularly at http://greenfield.brynmawr.edu/ and follow us on Twitter (@GreenfieldHWE). Announcements will be made also through the Friends of the Library Facebook page. 

We welcome your feedback on the new site, please leave comments here or else get in touch directly with the Director (jredmond@brynmawr.edu or via Twitter @RedmondJennifer)

 

How has Bryn Mawr transformed you? Announcing the Second Annual Essay Competition, deadline November 30th

Undergraduates and alumnae of Bryn Mawr College are invited to write an essay on the topic of:

‘Transformations: How has the Bryn Mawr College experience made you the person you are today?’

The essay competition’s theme is ‘Transformations: How has the Bryn Mawr College experience made you the person you are today?’ The competition this year is open to current students and to alumnae; the student prize is $500, the alumna prize will be a gift pack including a copy of Offerings to Athena edited by Anne Bruder and issued for the 125th Anniversary celebrations of the founding of the college. All entrants will have the chance to have their work published on the website.

This is the second annual essay competition of The Albert M. Greenfield Digital Center for the History of Women’s Education, and this year we are delighted to welcome alums to join in after the many requests we received last year to hear your voices.

As with last year we have partnered with the Friends of the Library in running this competition. Last year, we asked students to consider the relevance of single-sex education in the twenty-first century. The winner was Kai Wang ’14 and her essay can be read here. Two other entrants to the competition also published their pieces on the blog: Wendy Chen, Class of 2014, published her reflections on the importance of single-sex education in her experience, which can be read here; Emily Adams , also class of 2014, looked at the issue from multiple perspectives, saying she wouldn’t have it any other way (click here to read her post).

We invite you to think about all aspects of your college experience, either presently or in the past:

  • What made you choose Bryn Mawr over other colleges?
  • How has your Bryn Mawr experience shaped your life?
  • Did you learn any surprising lessons? About yourself? Or other people?
  • Was it a culture shock or a nurturing haven, or both?
  • What are your abiding memories of your time here?
  • In what ways has it been a transforming experience for you?
  • What are the key moments of your time at the college?

The essays should be no longer than 2,000 words and all essays must be submitted by Friday, November 30th, 2012 via email to the Director of the Center, Dr. Jennifer Redmond at jredmond@brynmawr.edu

Click here for the essay competition poster and be sure to tell all your friends:

Essay Competition Poster 2012 FINAL

Winner of the inaugural student essay prize, Kai Wang ’15 on why single sex education matters today.

Kai Wang, winner of the undergraduate essay prize 2012

As we welcome new students to Bryn Mawr College this week, we thought we would feature the work of a current student. This post is brought to you by Kai Wang ’15, a current Bryn Mawr College undergraduate student and winner of the inaugural Essay Competition of The Albert M. Greenfield Digital Center for the History of Women’s Education. Kai won a $500 cash prize, sponsored by the Friends of the Library at Bryn Mawr College, and the opportunity to publish her essay here. Kai was also honored in the annual prize giving ceremony. The judging panel was comprised of the Director of the Center, Dr. Jennifer Redmond, Ms. Jen Rajchel ’11, at that time Digital Initiatives Intern, Mae Carlson ’12, representing the Student Government Association, and Professor Sharon Ullman of the History Department. We all thought Kai’s essay connected the past with the present landscape of women’s education in interesting ways. Well done Kai! If you are new to Bryn Mawr College, keep an eye out for the posters this semester announcing the second competition.

Kai spent this past summer doing an exciting short self-initiated extern at the Beijing Cancer Hospital in the Department of Hepatic, Biliary and Pancreatic Cancer. At the hospital she could closely observe and learn more about the doctors’ jobs from a more authoritative perspective, in addition to familiarizing herself with the procedures in a hospital setting, interacting with patients and building more experience for a potential career in the medical field. After this, she returned to Canada to spend the rest of the summer break helping with her small family-operated plant nursery, soaking up the Summer sun, and cracking a  few books in preparation for another beautiful semester back home at Bryn Mawr.

***************

Kai Wang: Why Single Sex Education Matters Today

With the hot debate on the significance of single-sex education, dominating public opinion questions the necessity of continuing this rigid and even antiquated tradition. Thus the persisting query is: Why should single-sex education matter today?

Globally, problems of gender bias have always existed, including in earlier Western society (this is especially evident in former education systems, though it is much overlooked these days due to the supplantation of single-sex education by co-education). Thus, the importance of single-sex education cannot be so easily dismissed as great gender inequality still exists in many regions of the world such as in impoverished and rural areas of India and China. This inequality between male-female education remains a stark reality especially for women, who are most often the victims of social discrimination. Yet through its focus on the importance of learning for each and both genders, single-sex education demands equality between sexes and thus contests the culturally embedded notions of gender discrimination. Through teaching women, for instance, single-sex education discourages gender stereotypes through paralleling females’ proficiency to that of their male ‘superiors’. Hence, the development of single-sex education (again, chiefly for women) in this area is very much a means of liberation from gender inequality. Single-sex education, then, is indisputably a crucial element in bringing about recognition for education and equality between genders; it allows for the autonomy of individuals entrapped in cultural bias to reach out towards a change and a future against the flawed perceptions of gender prejudice.

The significance of single-sex education for women in particular has a deep rooted aspect of representation. Since academies for women’s higher education have opened on a socially accepted level, the continued existence and flourishing of all-females institutions attest to the decisive successes against past struggles for the recognition of intellectual equality and freedom from social inferiority. Through my own experiences at Bryn Mawr College, I am continually inspired by my peers’ dedication to their work as well as their confidence and vivacity in interaction. For those of us attending all women’s academic institutions, we bear witness to the legacy of spirit, independence, and dignity of women that these academies uphold.

While the popularity of co-ed systems seems to have rendered single-sex education obsolete, there is no doubt that it is still an important component of educational success. Often, criticism directed at single-sex education argues that it offers a false impression of the world in that its very selectivity of gender and sheltered learning environment does not reflect the real-world challenges as does, for example, the way a co-ed environment imitates a microcosm of society. Consequently, single-sex education is not realistic in preparing students for ‘real’ life and the facilitation into society with its frustrations, some of which are not introduced to students within their educational experience. Yet this argument fails to consider the rebuttal; in a single-gendered setting, there is undeniably greater freedom permitted to the student in terms of release of self expression, a cause contributed to by the elimination of societal pressures for restraint and conformity.

With the focus on single-sex education, students at these institutes are encouraged to explore greater fields of academia, thus propelling the development of single-sex communities to extend in all areas of learning. Many reports evaluating the performances of student in single-sex institutions in comparison with co-ed institutions confirm a significant rise not only in learning efficiency but also in interest of subjects: in a single-sex environment, more women tend towards science courses than in co-ed institutions, showing that what has traditionally been seen as the academic territory of one gender can be managed as adeptly by the other. This support for diverse learning thus mirrors the world within a single gendered space and serves as an outlet for self discovery and expansion of potential. The experiences acquired from a single-sex environment allow its’ students to pursue new and budding interests, thereby contributing to the odyssey of self-realization. The onslaught of new responsibilities and social activities that come with this period of college life also marks a great transitional stage into adulthood whereby one defines individuality and manages independence within the sphere of a single gendered community, and later, in the greater societal world. Thus, not only do these experiences gained through the single-sex environment offer insight and practice in handling future challenges –just as in a co-ed setting- they also invalidate the argument against single-sex education about false-preparation for integration into society.  

Yet why must we only measure the value of single-sex education in comparison to co-ed systems in order to appreciate its importance? The significance of single-sex education lies not in its point-to-point advantages or disadvantages over co-ed settings but rather, in the unique experience it provides its’ students. It is this experience that determines value. Experiencing education in a single-sex community is only a short fragment of time in one’s life, yet it creates unique memories of exploration, self-discovery, and lasting friendships in the distinct context of a single-sex setting. In society, there will always be chances for interactions with members of the other sex, though, with time, there will likely be fewer chances to experience single-sex education because of the dwindling number of single-sex educational institutions throughout the nation.

A spring of exploration, boldness and vision, single-sex education realizes within each single gendered community greater potential for growth, liberation from stereotypical constructs, and development of distinct individuals that other modes of education could never mimic. In the end, there will always be skeptics and critics of this approach, but it is time for single-sex education to take a decisive stand for its existence and its merit. What is needed on our part is an adamant persistence and belief in the values of single-sex education against the overwhelming odds of societal demands for conformity. The question should be: Why shouldn’t single-sex education matter today?

 

For editorial policies on guest blogs please see http://greenfield.blogs.brynmawr.edu/sample-page/

Reflecting on the place of single-sex education today, Emily Adams ’14 says ‘I wouldn’t have it any other way’…

Emily Adams, Bryn Mawr College Class of 2014

In this post, guest blogger Emily Adams, BMC ’14 reflects on the issue of single-sex education, arguing for the necessity to examine the corporeality of femininity in its fullest sense. Drawing on an essay she wrote for The Albert M. Greenfield Digital Center for the History of Women’s Education Undergraduate Essay Competition this year, Emily explores her thoughts on the often contentious topic of single-sex education today.

Emily Adams is an English major with minors in Russian and Spanish. She has spent the summer interning at a non-profit mental health organization in San Francisco. This fall she will be studying abroad in St. Petersburg.

Feminine Bodies: The Physical Presence of Women’s Colleges

The world is consumed with interest in female bodies. They serve as a constant source of fascination, revulsion, concern and controversy. In pregnancy and childbirth, women’s bodies are worshipped as the origin of life. Through miscarriage, they are condemned as scapegoats for premature death. Nearly ninety percent of those who suffer from eating disorders are women. Teenage girls worldwide are more likely to engage in self-injury than any other demographic. Through Eve, women are even blamed for the genesis of shame and the subsequent covering of the human body. It is clear from these statements that, in much of the world, prospects for women are not overly optimistic. However, at a handful of colleges across the nation, women have been working for over a century to overturn Eve’s sin and reclaim the female form.

It would be absurd to believe that women’s colleges are free from these body-centric obsessions, that the mere existence of a single-sex environment somehow transforms an institution into a secure bubble in which all of the world’s ills can be cured. Single-sex colleges serve, not as a protective sphere to shield students from these issues, but as a stable center from which to confront them. For a young woman leaving high school, undoubtedly self-conscious about her body and her mind, it is an incredible experience to enter a women’s college, a place where every classmate, every friend, and every leader on that campus is another young woman in the process of self-discovery like herself. It is life-changing. The greatest education students of these institutions receive is in coming to accept the female body not only as the center of great suffering, but also unimaginable grace, beauty, and strength.

Studying at a women’s college means being able to lift weights in the gym without competing with male bodybuilders. It means walking into any class, whether it’s computer science or French literature, and knowing you won’t be the only woman. It means being certain that your peers will not take your gender into account when evaluating the merit of your opinions. It means watching the Vagina Monologues and later discussing at the dinner table which monologue rang true for you. Would these conversations take place at co-ed schools? Possibly. Would they invoke the same levels of pride, honesty, and sincerity? Probably not.

A single-sex education means being surrounded by bright, passionate, involved women— not just in classrooms, but at work, at mealtimes, and in the dorms. It means entering into an enormous sisterhood which extends across all fifty states and most nations of the world, which encompasses several generations of intellectual women and will hopefully grow to include several more in the coming years. It means realizing in the middle of a lecture that, one hundred years ago, a young woman just like you was sitting in that same chair — learning just as you are, rediscovering herself in new and fantastic ways like you — and taking a moment to bask in the glory of our collective history.

For that woman, as well as the millions who have come before and after her in the history of women’s education, every day of her college career was a celebration of her femininity. The simple fact of being at a school filled entirely with women was an affirmation of the power of her gender. She greeted every day with the realization that she was surrounded by people who understood and appreciated what it means to be a woman, what it costs to be female in a male world, and what it takes to change that world for the better. And whether all of those women went on to be rocket scientists or mothers or both, they carried that knowledge with them for the rest of their lives. They knew that, just as their gender should never define them, it should also never be forgotten. They never forgot, and neither will we.

With that in mind, I declare that to live as a woman is the most difficult and most beautiful way to live, and that to spend four years learning with other women is the very best way to understand what that means. I, along with countless others, wouldn’t have it any other way.

For editorial policies on guest blogs please see http://greenfield.blogs.brynmawr.edu/sample-page/

“People today wonder whether a single-sex education is still a relevant institutional environment…” Wendy Chen, BMC ’14 reflects on single-sex education in the 21st century.

In this post, guest blogger Wendy Chen, BMC ’14 reflects on the issue of single-sex education in the twenty-first century. Drawing on an essay she wrote for The Albert M. Greenfield Digital Center for the History of Women’s Education Undergraduate Essay Competition, Wendy reveals why she thinks it’s important to keep reflecting on single-sex education and studying at a women’s college today.

As an undergraduate student majoring in the History of Art and minoring in Economics, I decided to enter this essay competition as a way to reflect on what I’ve learned from attending a single-sex institution. When I look back on the period prior to the emergence of radical feminist movements in the 1960’s, women today have attained more rights and liberties compared to women who lived through the historical period of patriarchal dominance. People today wonder whether a single-sex education is still a relevant institutional environment, as some may think that single-sex institutions merely exacerbate gender stereotypes and inflate sexist attitudes. But I believe that is a general misconception people have about single sex institutions, and that the option of being able to choose single sex schools should still be available for individuals interested in learning about existing gender norms and female empowerment.

A single sex institution is a unique environment where one is made aware of the heterosexual dichotomy between males and females, femininity and masculinity. This past semester I had an extremely rewarding experience in Professor Saltzman’s contemporary art history class where we talked about the body politic in relation to performativity. We had the privilege of reading Gender Trouble and listening to Judith Butler’s enlightening theories on the “gender performative”. It changed my notion of “gender” as an irreducibly, fixed truth and I began to view gender as of more of an expression, a social performance. Butler defines gender to be a “repeated stylization of the body, a set of repeated acts within a highly rigid regulatory frame that congeal over time to produce the appearance of substance, of a natural sort of being” (Butler, Gender Trouble, 45). I now understand “gender” to be socially constructed and linguistically reinforced. The societal practice of vicious regulating gender norms can sometimes lead to the victimization and discrimination of individuals who do not conform to the binary categories, and are in the end deprived of their rights. It is why women in many impoverished, developing countries are still oppressed by men and why homosexuals and transsexuals are deemed as secondary citizens. For example, in Afghanistan, women are still considered deeply inferior to males to the point where parents have to masquerade their girls as boys because sons are more highly valued in society. Obama’s recent announcement for his endorsement on gay-marriage is being criticized because society’s notion of gender is still heavily influenced by the regulatory systems of the heterosexual dichotomy.

In art history class, Butler’s readings break down these gender binaries by conveying the need for a permanent end to the policing and ordering of gender. Even in Professor Rock’s environmental economics class, I learned the importance of combating gender norms and promoting women’s empowerment and education. Countries such as Afghanistan have been shown to have a problem of overpopulation due to young marriage ages and high fertility rates which affects women’s chances for education. It is through being in an institutional environment that advocates female empowerment, and taking academically enriching courses that help me learn about the pervasive nature of gender ordering, that I realize at Bryn Mawr College we are not celebrating the differences between genders. I feel that we are unraveling the social construction of ‘gender’ and throwing it out the door completely.

 

For editorial policies on guest blogs please see http://greenfield.blogs.brynmawr.edu/sample-page/

 

Updates on the Essay Competition!

Many thanks to all who entered the recent Greenfield Essay Competition for undergraduates at Bryn Mawr College. We received some really interesting, thoughtful entries and look forward to announcing who gets that cash prize soon.

The judging panel will be meeting on February 29th 2012 to decide on the overall winner. The winner will be announced in March as part of the Digital Center’s Women’s History Month activities (for more on this annual event, see http://womenshistorymonth.gov/).

As the the Women’s History Month site says, our history is our strength, and part of the impetus behind the essay competition was to give students the opportunity to reflect on the history of women’s education in a single-sex environment and what this means to them today.

Many of the essays mention the importance of role models, of how seeing a woman being able to achieve something is inspirational, and allows for others to imagine their own success.This strikes me as one of the most important aspects of higher education for everyone.

Keep an eye on this blog for the winner’s essay, and other updates, including the first Advisory Committee meeting, the launch of the website and other exciting events!