Civil Rights movement veteran Anne Moody died last week at 74. She was the author of one of the best autobiographies in American History, Coming of Age in Mississippi (1968). I read that book as a college junior, and remember it being utterly un-putdownable. It was one of those books in college that I read straight through without stopping not because of a syllabus deadline, but because it was brilliant and moving. It was the first feminist book about the Civil Rights movement I had read.
Anne Moody invented intersectional analysis in 1968–scholars took years to catch on and catch up.
From an email I received from the Chair of the Board of Trustees at Bryn Mawr College about the “recommendation from a Board working group that was created at the September 2014 Board meeting to examine the mission of the College with respect to transgender, non-binary, and gender nonconforming applicants” that was “discussed and approved” last weekend. I’m sure this working group came in response to this story from the New York Times last fall about trans* students at Wellesley.
The working group concluded unanimously that the mission of the College at the undergraduate level is to educate women to be future leaders. In its recommendation to the Board, the working group noted that Bryn Mawr’s identity as a women’s college is fundamental to its distinctive environment, one in which women are central, faculty assume and expect excellence from women, and women assume positions of leadership. The working group also recommended that the College use language that affirms our institutional identity as a women’s college (e.g. use of gendered language) while respecting the diversity of individual identities in the community.
The working group also proposed that the College more clearly articulate the eligible undergraduate applicant pool in the context of its mission. The Board approved the working group’s recommendation that in addition to those applicants who were assigned female at birth, the applicant pool will be inclusive of transwomen and of intersex individuals who live and identify as women at the time of application. Intersex individuals who do not identify as male are also eligible for admission. Those assigned female at birth who have taken medical or legal steps to identify as male are not eligible for admission.
In cases where an applicant’s gender identity is not clearly reflected in their application materials, the College may request additional information, which could include verifiable legal or medical steps taken to affirm gender. In evaluating such additional information, the College fully intends to be as flexible and inclusive as possible.
Within the context of our mission as a women’s college, all Bryn Mawr students will continue to be valued and supported members of the community, no matter how their gender identity shifts during their time at the College.
The Ellenic vs. Ellenistic Eras
Over at Notches, they’ve got yet another excellent description of a panel last month at the 2015 meeting of the American Historical Association in New York City, this time reporting on “Teaching Queer History.” John D’Emillio described his brilliant periodization for students of queer history: “Pre-Ellen” and “Post-Ellen.” Or, to put it in terms of the Classics, we might call them the Ellenic versus the Ellenistic generations. To wit:
Familiar with the oppression LGBT people faced in the past, the undergraduate students of the “pre-Ellen” generation (before 2001 or so) were thrilled by the stories of resistance to that oppression. By contrast, D’Emilio found the “Post-Ellen” generation (undergraduates coming of age after 2001) more normalized to the idea of LGBT people and less comfortable with the narratives of oppression and resistance. Because of ongoing cultural normalization, LGBT oppression and the resistance movements they spawned seem distant and foreign to these recent students. This shift, D’Emilio noted, is reflected in the students’ own involvement with and awareness of LGBT politics today: while many students know of or attend pride parades, few of them have heard of Stonewall or know its significance.
D’Emilio ended hopefully, adding that while these somewhat more disengaged Post-Ellen-ites were unaware of much of LGBT history, they were nonetheless keen to learn. The clear solution was greater exposure to LGBT history earlier in their education.
Just go read Elizabeth Reis on the Mount Holyoke College non-production of Eve Ensler’s The Vagina Monologues at Nursing Clio:
Intersex activists have coined the insightful slogan, “No Body is Shameful®,” to draw attention to the shaming and forced cosmetic adherence to the idea of a “normal” body. Of course, here they are talking about people born with atypical sex development, like the one in 5000 infant girls born with MRKH Syndrome [Mayer-Rokitansky-Kuster-Hauser (MRKH) Syndrome]. Since the nineteenth century, girls born without vaginas have endured the surgical creation of such anatomy. This reconstructive “corrective” surgery, described eloquently here by Esther Morris Leidolf, in a narrative she calls the “The Missing Vagina Monologue,” has never been done for the pleasure of the girl, but as her physician bluntly explained when she was only thirteen years old: so that she “could have a normal sex life with her husband.”
This is the kind of violence that The Vagina Monologues speaks to, even though there are no intersex characters in Eve Ensler’s play. It doesn’t matter (though it would be a good idea!). Watching the play encourages us to appreciate the profound refrain, “No Body is Shameful,” whether we have a vagina, want a vagina, like vaginas, or just love hearing the word spoken rebelliously and repeatedly on stage.
I like Reis’s point about the surgical violence done to women’s bodies for men’s pleasure. I know that many trans* people have embraced this kind of surgery as something that can make them whole or complete, but I sometimes wonder where the feminist critiques of allopathic medicine have gone sometimes in the trans* celebrations of the power of technology to alter people’s bodies through hormones and surgery. Continue reading
This story, of Mount Holyoke College cancelling a performance of Eve Ensler’s The Vagina Monologues because it was deemed exclusive of transwomen’s experiences, is a perfect example of the care work we expect of women, their institutions, and feminism, and of no one else. We never demand that men’s or male-dominated political movements or institutions serve absolutely every other social justice issue first, second, or third, before they can work on their announced and preferred issue or issues. This is only a demand we make of women and their institutions and political movements, because we expect this kind of care work from women and not from men.
On a related note: the message here is just shut up. Stop talking. Stop acting like your experience is relevant to anyone else. Shut up, already!!! Stop talking about vaginas! As though any one monologue–get it?–could presume to represent everyone’s experience. The title of the play is very intentionally The Vagina Monologues, with the “s” indicating that there is more than one experience recounted here. But somehow, we see the word Vagina, and we stop thinking and start screaming “SHUT UP!!!” Continue reading
This is brilliant! (Well, more like a LOLsob). From Amanda Marcotte at Slate:
One of the problems with simply assuming that sexism drives the tendency of students to giving higher ratings to men than women [in students’ course evaluations] is that students are evaluating professors as a whole, making it hard to separate the impact of gender from other factors, like teaching style and coursework. But North Carolina researcher Lillian MacNell, along with co-authors Dr. Adam Driscoll and Dr. Andrea Hunt, found a way to blind students to the actual gender of instructors by focusing on online course studies. The researchers took two online course instructors, one male and one female, and gave them two classes to teach. Each professor presented as his or her own gender to one class and the opposite to the other.
The results were astonishing. Students gave professors they thought were male much higher student evaluations across the board than they did professors they thought were female, regardless of what gender the professors actually were. When they told students they were men, both the male and female professors got a bump in ratings. When they told the students they were women, they took a hit in ratings. Because everything else was the same about them, this difference has to be the result of gender bias.