So I'm still kind of working on this paper for History of Social Thought... the good news is that I'm 11 pages done. The bad news is that it was due to Tuesday and I have other work I *really* need to get on to... So I guess the options are to keep working on this and email it in today, or move on to education stuff and turn this thing in later, like next Monday or so.
My dad just distracted me for about an hour to look at cars. It looks like I'll be driving a Hyundai Tuscan pretty soon... I'm still pretty much indifferent about it, the reason being that I pretty much don't know how to feel. So as long as someone wants to finance my "decision making" with quality possessions, I'm down with that. I do like this car more than some of the other ones we looked at like the RAV4 and CRV.
Here's just an exert from what will soon be known as "the paper that complicated my Thanksgiving break:"
At this point it would be helpful to expand upon the idea of life roles. According to this framework, as explained by Faye Crosby, the center of this and other gender-related issues are life roles- how they are interpreted and carried out (Crosby 5). Crosby uses the metaphor of a stage to expand this idea. Like in a theater, when the role changes the set, dress, and script are altered as well. There are changes in the rules of interaction and of role behavior. Although now there are more roles open to contemporary women it is still hard to find resources to be successful (Crosby 6). Now there is also the issue of role combination; what she calls “juggling” (Crosby 7). An example of juggling is an employed woman missing a day of work to care for a sick child.
A discussion about women in education cannot be complete without an overview of the history of feminism. Through extensive research, Jacobs reports on studies which found that higher education results in more support for egalitarian gender role attitudes on the part of women, that education increases women's support for feminism, and that highly educated women leaders were indispensable to the success of the suffrage movement (Jacobs 176).
Hesse-Biber presents an interesting concept, arguing that women’s bodies are a timeline of feminism (Hesse-Biber 40). The corsets of the Victorian era represent the submissive nature expected of women. “The proud husband encircling his wife’s waist in his broad hands… demonstrated power and control” (Hesse-Biber 39). In 1920, the 19th Amendment gave women the right to vote, a right fought for by the suffragettes movement, arguably the first “wave” of feminism in the United States (Kramer 9). Following an increase in mobility for women, brought on in part by medical discoveries concerning health and wellness, women abandoned their corsets for the short skirts and bobbed hair of the Roaring Twenties. After the Great Depression and World War II, women were once again expected to the keepers of the home, a result of the soldiers returning to their old jobs and new homes in the suburbs purchased by the G.I. Bill. At this point, the standard of beauty for women was the hourglass figure, not unlike that caused by the corset, idealized by Marilyn Monroe (Hesse-Biber 42).
...stay tuned for more...