Wednesday, April 15, 2015
Walk into a toy store, and you are likely to see toys specifically designed and marketed for boys or girls — without very much overlap. With pink and blue color coding, and princess and action-hero designs, manufacturers seem to be using more and more gender messaging to sell their toys.
Should toys be more gender-neutral?
Room for Debate asked the question, “Why Should Toys Come in Pink and Blue?”
Friday, April 10, 2015
It was a bland bit of guidance from the Department of Education, cast in legal language and tucked into a footnote two-thirds of the way through a 46-pagedocument about how colleges and universities should address sexual assault on campus.
But it did not sit well with Celia Wright, president of the student body at Ohio State University. The footnote “discourages” having students sit on conduct boards in cases concerning sexual violence. Ohio State and many other campuses no longer let students serve.
Ms. Wright and student leaders from 75 other colleges and universities, representing 1.2 million students, have sent a letter to the department urging it to reconsider, citing “significant unintended consequences” and even discrimination against students who would sit on panels.
Tuesday, March 31, 2015
By my count, women constitute 6 of 16 new deans so far this year.
Jennifer Bard (Texas Tech), Cincinnati
Lyn Entzeroth (Tulsa), Tulsa
Melanie Wilson (Kansas), Tennessee
Help keep the list current. Add others to comments below.
Monday, March 30, 2015
“You hold women in contempt”: Frat culture isn’t an aberration, it’s everything men learn about being a “real man”
...thus reads the headline from Salon:
There are a lot of stories out there right now about frat culture, which is maybe why I find myself circling back to bigger questions about masculinity. Or at least the version of masculinity on display in some of these fraternities.
Read the rest here.
The political arm of the national fraternity system—known as the Fraternity & Sorority Political Action Committee (FratPAC)—is getting involved in the campus rape debate. Sadly, it seems it wants to make it as hard as possible for schools to discipline students who sexually abuse or harass each other. Bloomberg reports:
The groups' political arm plans to bring scores of students to Capitol Hill on April 29 to lobby for a requirement that the criminal justice system resolve cases before universities look into them or hand down punishments, according to an agenda reviewed by Bloomberg News.
"If people commit criminal acts, they should be prosecuted and they should go to jail,” said Michael Greenberg, leader of 241-chapter Sigma Chi, one of many fraternities participating in the legislative push.
The sentiment may sound fair-minded; it's anything but. FratPAC is singling out sexual assault as the only crime it wants universities to handle in this way. Underage drinking, drug dealing, burglary, assault—all of these actions break both school rules and the law, but FratPAC is not asking universities to wait for the criminal courts to adjudicate these crimes before punishing the students for breaking their corresponding school rules. In the situation it's proposing, a school could punish a student for stealing from another student without waiting for the courts to adjudicate the matter; but if a student rapes another student, the school couldn't act.
Saturday, March 28, 2015
Vanderbilt, A Guide to Feminist Pedagogy
Feminist pedagogy is not a toolbox, a collection of strategies, a list of practices, or a specific classroom arrangement. It is an overarching philosophy—a theory of teaching and learning that integrates feminist values with related theories and research on teaching and learning.
It begins with our beliefs and motivations: why do we teach? why do students learn? what are the goals of learning? We know that the consequences of our motives for teaching and learning are significant: Keith Trigwell and Mike Prosser have shown that the instructor’s intentions in teaching (“why the person adopts a particular strategy”) have a greater impact on student learning than the instructor’s actual strategies for teaching (“what the person does”) (78). Their research has shown that approaches to teaching that are purposefully focused on the students and aimed at changing conceptual frameworks lead to deeper learning practices than teacher-centered, information-driven approaches (Trigwell 98). The implications are that the instructor’s fundamental beliefs and values about teaching, learning, and knowledge-making matter.
In this guide, we explain some of the fundamental beliefs, values, and intentions behind feminist pedagogy to inform a deliberate application in specific classrooms–any and all classrooms, as feminist pedagogy can inform any disciplinary context. (For a more focused exploration of feminist pedagogy specifically within the women’s studies classroom, see Holly Hassel and Nerissa Nelson’s “A Signature Feminist Pedagogy: Connection and Transformation in Women’s Studies.”)
[H/t Kathy Feltey]
Friday, March 27, 2015
From a WaPo article by Jim Lundgren:
How diverse are tenured and tenure-track law faculties? Which ethnic and gender groups are now the most under- and over-represented in law teaching compared to a very broad measure of the pool: English-fluent, full-time working lawyers of a similar age?
In “Measuring Diversity: Law Faculties in 1997 and 2013,” which can be downloaded from SSRN, I explore tenure-track law school diversity in 1997 and 2013. For the gender and ethnicity of law professors in 2013, I use data released by the ABA, representing the 2013-2014 academic year. For the lawyer population, I use data from the government’s 2011-2013 American Communities Surveys.
This study finds that diversity hiring in law schools has been a great success, at least as to ethnicity and gender. All large traditional affirmative-action groups in law teaching are now at or above parity with full-time lawyers, and such groups as women, minorities, and minority women are significantly over-represented in law teaching compared to working lawyers. Indeed, the only ethnic and gender groups that are more than a half slot short of parity on a typical tenure-track faculty of about forty are non-Hispanic whites, males, and non-Hispanic white males, the groups typically thought of as over-represented.
Monday, March 23, 2015
A Battle Ground Middle School hosted "gender defender" day, but a school district spokesman said the name was misleading. March 19, 2015 (KOIN 6 News)
BATTLE GROUND, Wash. (KOIN 6) — Thursday was “gender defender” day at a Battle Ground middle school, and some parents weren’t happy about it.
Lorelei Hunsaker, 11, showed up at Chief Umtuch Middle School dressed in protest of gender defender day. She said the day was designated for girls to wear pink and boys to wear blue — and she believes that reinforces outdated stereotypes of what boys and girls should aspire to be when they are older.
“It’s a gender neutral school and it’s pretty good about these things,” Lorelei told KOIN 6 News. “It’s just that this day is sexist and I’m not okay with sexism.”
Lorelei decided against wearing pink or blue, instead she wore dark clothing in protest.
For the 11-year-old’s mother, it goes beyond pink and blue clothes. She is part of a nontraditional family in which she is the main bread winner. Her husband cares for their kids, and gender identification may not fall along traditional lines in their household.
“Why would you even have a gender-oriented event to show school spirit?” Lorelei’s mother, Andrea Isom, asked. “Why does gender matter when it comes to being a good student?”
Wednesday, March 11, 2015
Charlotte-Mecklenburg Schools is considering offering single-gender schools as a magnet program parents could apply for. The concept is one of several new themes the school district is exploring as CMS turns its eye on its magnet programs.
Single-gender classrooms have grown in popularity over the past 15 years as federal rule changes have made them easier to execute. Supporters point to numerous studies showing that girls and boys learn in different ways, and that teachers respond to them differently.
But the evidence is not concrete on whether single-gender education offers a measurable benefit, according to research highlighted by the National Education Association.
Thus runs the headline from a post by the HRC:
Today, Utah legislature introduced yet another anti-LGBT bill, this time targeting school discussions around sexuality.
The “Protections on Parental Guidance in Public Schools” bill would require a school to obtain written consent from a student’s parents before exposing students to “any course material” or “discussing” a number of topics, including “sexuality,” “marriage,” “pregnancy,” and “child birth.”
HB 447 comes on the heels of the dangerous SB 297, a poison pill targeting religious minorities, racial minorities and LGBT people introduced just four days ago.
HRC is proud to stand in support of Equality Utah and the ACLU of Utah in opposition to these bills.
Monday, March 9, 2015
The website is here. Here are the Center's Mission Statement and Vision Statement:
The Center for the Study of Men and Masculinities, established at Stony Brook University (SUNY) in 2013, is dedicated to engaged interdisciplinary research on boys, men, masculinities, and gender. Our mission is to bring together researchers, practitioners, and activists in conversation and collaboration to develop and enhance projects focusing on boys and men. This collaboration will generate and disseminate research that redefines gender relations to foster greater social justice.
The Center is committed to fostering a world in which everyone, regardless of race, gender, or sexuality, reach their full potential as human beings. We support and promote research that furthers the development of boys and men in the service of healthy masculinities and greater gender equality. We seek to build bridges among a new generation of researchers, practitioners, and activists who work toward these ends. This unique collaboration will enhance the quality and impact of research, and enable a more informed policy and practice.
And some editorial comments about the Center is here on the website of the American Men's Studies Association.
Monday, March 2, 2015
Wesleyan University has created a special dorm that is meant to house the LGBTTQQFAGPBDSM crowd. From the school website:
Open House is a safe space for Lesbian, Gay, Bisexual, Transgender, Transsexual, Queer, Questioning, Flexual, Asexual, Genderfuck, Polyamourous, Bondage/Disciple, Dominance/Submission, Sadism/Masochism (LGBTTQQFAGPBDSM) communities and for people of sexually or gender dissident communities. The goals of Open House include generating interest in a celebration of queer life from the social to the political to the academic. Open House works to create a Wesleyan community that appreciates the variety and vivacity of gender, sex and sexuality.
I must say that I am ambivalent about this. Is this a good thing for the students in the dorm? To segregate themselves so completely like this from the rest of the school? So too I find disturbing the notion that all these quite different groups would naturally share a desire to live together, simply because they are sexually marginalized in society.....
Saturday, February 28, 2015
A bipartisan group of 12 U.S. senators introduced legislation on Thursday that is aimed at curbing sexual violence on campuses in ways that protect both victims and accused students. The changes reflect heightened attention over the past six months to the due-process rights of accused students.
The Campus Safety and Accountability Act, sponsored by six Democrats and six Republicans, builds on legislation that was introduced over the summer but never came to a vote. The new version was strengthened with additional input from sexual-assault survivors, students, colleges, law enforcement, and advocacy groups, according to one of its main sponsors, Sen. Claire McCaskill, a Missouri Democrat. A companion bill is expected to be introduced soon in the House of Representatives.
The revised proposal comes at a time when the Department of Education is investigating nearly 100 colleges and universities for possible violations of the federal civil-rights law known as Title IX. Colleges have increasingly been held responsible under that law to investigate and resolve alleged assaults promptly and fairly, whether or not the police are involved.
Thursday, February 26, 2015
Almost five months after fraternities at Wesleyan University in Connecticut wereordered to admit women as both members and residents, one organization announced on Thursday that it was suing the university, saying the policy put in place in the name of equality was, in fact, discriminatory.
The fraternity, Delta Kappa Epsilon, along with its alumni organization, Kent Literary Club, filed the lawsuit seeking a temporary injunction in Superior Court in Middletown.
While there are only two fraternities on campus, with about 50 members, the order by the university — which has long had a reputation as one of the nation’s most liberal institutions of higher learning — came as many schools were struggling with issues related to heavy drinking, dangerous behavior and sexual assault at fraternities and sororities.
Wednesday, February 18, 2015
COLUMBIA, Mo. —The University of Missouri's flagship campus in Columbia is testing out a new gender-neutral housing option starting this fall.
The 16-bed space in College Avenue Hall will be open to students of any gender, The Columbia Daily Tribune reports. The goal is to create a safe, secure housing option for those students who are transgender or gender nonconforming.
Frankie Minor, director of Residential Life at MU, and his team heard from students that there is interest and need for such a space. He said creating it was made easier when the Board of Curators added gender expression and gender identity to the UM System's nondiscrimination policy last year.
"When we say that this is important to our institutions, it's great, but it makes it clear when we're following through with programs and resources that promote inclusiveness and a welcoming environment," Minor said.
Thursday, February 12, 2015
In The Underrepresentation of Women of Color in Law Review Leadership Positions, Berkeley La Raza Law Journal (2015), A recent law grad analyzes that lack of opportunities available to women law students of color and proposes some affirmative solutions.
In the history of the UCLA Law Review, there has been only one black woman to serve as EIC (there have been no black men). This fact, combined with what I witnessed at the selection meeting, made me very concerned that the opportunities available to women of color law students were being unduly and unfairly limited. The unfortunate fact remains that in competing for law review leadership positions, women of color are significantly disadvantaged.
This Article explores the potential causes, challenges, and remedies surrounding this inequitable playing field. As Clare Dalton put it in describing the importance of investigating women’s issues in law school, “Exposing the sites of legal education and practice as important creators and sustainers of the culture of gender, as well as the culture of law, we can assert the importance of studying the treatment of women, women’s realities and women’s concerns in legal education and the legal profession.”5 The pipeline for women of color making the law review and into law review leadership positions, such as EIC, is one such site of legal education worth exposing.
Part I introduces the problem by examining the limited research that shows a significant underrepresentation of women and people of color in law review leadership positions, and explains the significance of such research. Part II explores the possible causes of this unfortunate phenomenon by uncovering the challenges that women of color face in obtaining law review leadership positions. Finally, Part III offers potential solutions for increasing opportunities for women of color in obtaining law review leadership positions.
Her proposed solutions include: creating a welcoming environment; structural remedies of diversity outreach committees, board quotas, mentorship programs, and transcripts and transparency of the board decisionmaking process.
Tuesday, February 10, 2015
While colleges across the country have been grappling with concerns related to students transitioning from one gender to another, Vermont is at the forefront in recognizing the next step in identity politics: the validation of a third gender.
The university allows students like Gieselman to select their own identity — a new first name, regardless of whether they’ve legally changed it, as well as a chosen pronoun — and records these details in the campuswide information system so that professors have the correct terminology at their fingertips.
For years, writers and academics have argued that gender identity is not a male/female binary but a continuum along which any individual may fall, depending on a variety of factors, including anatomy, chromosomes, hormones and feelings. But the dichotomy is so deeply embedded in our culture that even the most radical activists had been focused mainly on expanding the definitions of the two pre-existing categories.
Wednesday, February 4, 2015
HARTFORD, Conn. — A lawsuit filed Tuesday by plaintiffs including a female veterans group is pressing the Pentagon for information on gender targets and recruiting policies at U.S. service academies, where enrollment remains overwhelming male.
The complaint alleges the U.S. Military Academy at West Point, the U.S. Air Force Academy and the U.S. Naval Academy did not respond adequately to requests filed in November for records under the Freedom of Information Act.
Saturday, January 31, 2015
Colleges are investigating the majority of reported cases of sexual assault and are finding less than half of accused students responsible, according to a report released Tuesday by United Educators, a risk management and insurance firm. The study examined 305 reported cases of sexual assault at 104 institutions between 2011 and 2014.
About three-quarters of those cases were investigated, according to the report, and the accused students were found responsible in 45 percent of them. One-quarter of the cases resulted in the accused students not being found responsible, and in 7 percent of the cases, the accused students withdrew before the adjudication process was complete.
Of the 23 percent of cases that were never investigated by a college or university, 20 percent of the claims involved students who were unable to identify who had assaulted them. Another 23 percent involved victims who were "uncooperative" and chose not to pursue an investigation. More than 40 percent of the cases that were investigated ended in the accused student's expulsion, the report said, and 25 percent ended in suspensions of more than a year. Disciplinary probation and training accounted for about 9 percent of the sanctions.