Questions for October 6

from WIAS
  1. According to Sapiro, where does education happen?
  2. For whom was education illegal prior to the 19th Century?
  3. Explain what a "republican mother" is; according to Sapiro, what was one of her primary roles?
  4. When did colleges in the United States first offer co-educational settings?
  5. Name three non-traditional settings where women received educations.
  6. Name the two ways cited by Sapiro that women's education lagged behind that of men in the late 1800s.
  7. Explain 2 of the 3 arguments Sapiro details as to why female teachers earned less than male teachers in the 19th Century.
  8. Name 3 of the "Seven Sisters" colleges.
  9. When did laws forcing women who got married to resign their positions finally disappear? When did such laws become illegal?
  10. Give a brief bio of Mary McLeod Bethune, citing relevant dates.
  11. When and why, in the United States in the 20th Century, did the percentage of women earning BAs and MAs go into serious decline?
  12. Explain what Title IX is, its significance, and the relevant date (the decade is sufficient).
  13. Explain the difference between conventional wisdom and research into why men constitute about two-thirds of the students in the special education population.
  14. Spend 5 to 10 minutes completing the exercise in Box 5-1 on page 155.
  15. What are the 4 factors cited by Sapiro that affect what women and men learn from the same classroom?
  16. Explain the difference between "overt curriculum" and "hidden curriculum."
  17. Cite 2 of the ways in which single sex and co-educational classrooms differ (besides the gender make-up of the students!).
  18. Deconstruct the notion that education is a women's field.
from FTMC
  1. hooks quotes from Charlotte Bunch's Feminism and Education. Name 3 of the 5 reasons Bunch cites in this quote as to why reading and writing are vital to change.
  2. Brainstorm 3 arenas not mentioned by hooks where Women's Studies could be taught where a broader range of people could learn about it.
  3. Why does hooks believe that theory is important for a successful feminist movement?
  4. Explain why hooks argues that we must deconstruct the false dichotomy between theory and practice.
from FT
  1. Explain the significance of the Stonewall Rebellion, and give the relevant date (the decade is sufficient).
  2. "The personal is political" is a significant thread in these readings for today. Explore how the readings are similar and how they differ on this trademark belief of feminists.
  3. Explain the "problem that has no name." What are some of the euphemisms that doctors, quoted in the Friedan piece, used for this problem?
  4. Compare Friedan's "problem" with trends that we see today, such as Martha Stewart. What are the similarities? Differences?
  5. Write a short critique that could be attributed to hooks about the Friedan article. Pick three specific items from the piece on which to focus in your writing. Make sure you respond to the first full sentence at the top of page 168 in your response.
  6. Analyze the NOW Statement of Purpose in terms of race and class.
  7. NOW has been a significant lightning rod for anti-feminists. Through an analysis of this position statement, try to discover what it is about this organization that they might find so threatening.
  8. Brainstorm some significant things that have been left out of the stated demands and beliefs of the NOW statement. Explore how the date of the writing may have had an influence in these omissions.
  9. How does Millet define politics?
  10. What is wrong with the notion of the "Matriarchy" of Black women?
  11. Compare Weathers' position on the oppression of all women with that of hooks.
  12. If someone identifies as a Redstocking, what are they saying about themself?
  13. Compare the Redstockings' position on sexism with that of hooks.
  14. Discuss "frigidity" as discussed in the Figes essay.
  15. Explain Firestone's argument with de Beauvoir.
  16. Explain the concept of "Jane Crow."
  17. Explain OWL and 2 reasons why it is necessary.
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