This document summarizes presentations from a seminar on historical perspectives of working class sexuality between 1880-1920. It discusses three papers: 1) "Charity Girls" and City Pleasures" which examines the distinction between prostitutes and "charity girls"; 2) Changing views of female sexuality and respectability; 3) Questions about current stigmas of working class women. It also summarizes discussions of sex work from three additional perspectives: middle class sex work, female chauvinist pigs, and prostitution in Shanghai.
At the International Leadership Association annual conference in Atlanta, I gave a talk as part of a panel called Social Media, the Blogosphere, and Inclusivity Activism in Online Spaces. My talk centered around feminist activism through personal stories on the YesAllWomen web site.
Our language is androcentric. Many common expressions are deprecating women. Even our songs convey sexist messages.
What is the impact on our self-esteem?
And what can we do about it?
At the International Leadership Association annual conference in Atlanta, I gave a talk as part of a panel called Social Media, the Blogosphere, and Inclusivity Activism in Online Spaces. My talk centered around feminist activism through personal stories on the YesAllWomen web site.
Our language is androcentric. Many common expressions are deprecating women. Even our songs convey sexist messages.
What is the impact on our self-esteem?
And what can we do about it?
This Project is as a result of my interest in SA and Overseas Born Chinese issues. I’ve observed how issues and themes seem to repeat themselves over space and time – I have come to believe that we need to first share the meaning of being SA Chinese AS a community in order to better respond and issues deal with common issues.
With the heightened awareness of bullying in today's world, it's hard to know how to support our children. What is the difference between everyday conflict and bullying? How do boys and girls experience aggression differently? How do identifiers like sexual orientation, race, ethnicity, ability, and socioeconomic status affect aggression? Learn about different types of aggression and practical tools in responding to conflicts and bullying.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
American Hookup: The New Culture of Sex on Campuslisawadephd
The media both celebrates and condemns “hookup culture,” a mythical environment in which college students have an endless string of casual sexual partners. In fact, students are having a lot less sex than these stories suggest. More, they report that the sex they are having is disappointing, to say the least. In this talk, I discuss the difference between hooking up as a behavior, a script, and a culture; what it means to live in a hookup culture; and why students report distress, disappointment, and trauma. The solution? Not to abandon the casual hookup (it has some interesting advantages), but to even the playing field on college campuses by taking power away from privileged students, giving everyone the information they need to make informed decisions, and then let students themselves nurture and innovate new sexual cultures, thus diversifying sexual options on campus.
Hook Up Culture: To the Best of Our Knowledgelisawadephd
This lecture/workshop is aimed at higher education health and counseling staff. It includes an overview of the literature on hook up culture, a discussion of the theoretical issues/advances, and recommendations for institutions.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
Structural racism in schools creates harm for students of color—especially black and brown young men. Their resistance is read as “behavior problems;” they are labeled “angry,” “defiant” or “under-achieving.” Efforts both to discipline and support these young people focus interventions on individuals (e.g. suspension, anger management classes). Scant attention is paid to the ways that adult school staff participate in structural racism and harm the young people we pledge to serve. This workshop highlights one effort to enlist teachers in the struggle to transform our schools to more effectively love, teach and reach our students of color.
With the heightened awareness of bullying in today's world, it's hard to know how to support our children. What is the difference between everyday conflict and bullying? How do boys and girls experience aggression differently? How do identifiers like sexual orientation, race, ethnicity, ability, and socioeconomic status affect aggression? Learn about different types of aggression and practical tools in responding to conflicts and bullying.
This Project is as a result of my interest in SA and Overseas Born Chinese issues. I’ve observed how issues and themes seem to repeat themselves over space and time – I have come to believe that we need to first share the meaning of being SA Chinese AS a community in order to better respond and issues deal with common issues.
With the heightened awareness of bullying in today's world, it's hard to know how to support our children. What is the difference between everyday conflict and bullying? How do boys and girls experience aggression differently? How do identifiers like sexual orientation, race, ethnicity, ability, and socioeconomic status affect aggression? Learn about different types of aggression and practical tools in responding to conflicts and bullying.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
American Hookup: The New Culture of Sex on Campuslisawadephd
The media both celebrates and condemns “hookup culture,” a mythical environment in which college students have an endless string of casual sexual partners. In fact, students are having a lot less sex than these stories suggest. More, they report that the sex they are having is disappointing, to say the least. In this talk, I discuss the difference between hooking up as a behavior, a script, and a culture; what it means to live in a hookup culture; and why students report distress, disappointment, and trauma. The solution? Not to abandon the casual hookup (it has some interesting advantages), but to even the playing field on college campuses by taking power away from privileged students, giving everyone the information they need to make informed decisions, and then let students themselves nurture and innovate new sexual cultures, thus diversifying sexual options on campus.
Hook Up Culture: To the Best of Our Knowledgelisawadephd
This lecture/workshop is aimed at higher education health and counseling staff. It includes an overview of the literature on hook up culture, a discussion of the theoretical issues/advances, and recommendations for institutions.
In the ever-changing landscape of student demographics and diversity initiatives, teachers face the challenge of creating a classroom environment that goes beyond celebrations of heroes and holidays. Whether we are educators beginning the journey or far down the path into multiculturalism and inclusivity, there is always room to grow. What are some practical strategies and best practices to become the educator with whom all children thrive?
Structural racism in schools creates harm for students of color—especially black and brown young men. Their resistance is read as “behavior problems;” they are labeled “angry,” “defiant” or “under-achieving.” Efforts both to discipline and support these young people focus interventions on individuals (e.g. suspension, anger management classes). Scant attention is paid to the ways that adult school staff participate in structural racism and harm the young people we pledge to serve. This workshop highlights one effort to enlist teachers in the struggle to transform our schools to more effectively love, teach and reach our students of color.
With the heightened awareness of bullying in today's world, it's hard to know how to support our children. What is the difference between everyday conflict and bullying? How do boys and girls experience aggression differently? How do identifiers like sexual orientation, race, ethnicity, ability, and socioeconomic status affect aggression? Learn about different types of aggression and practical tools in responding to conflicts and bullying.
Muhammad Saud Kharal
PhD in Social Science, Department of Sociology, Faculty of Social and Political Sciences, Universitas Airlangga, Surabaya Indonesia
my report in Media 304: Media and Identities at the University of the Philippines Diliman PhD Media Studies program at the College of Mass Communication
Introduction to Women's and Gender Studies Lectureamyhudock
I took many of the slides from the powerpoint presentation called Intro to Gender 2000, but I adapted the slideshow for my own use. I also used the template provided by the slideshow. I provide a link to the original at the end of the slideshow.
1. Week 4 Seminar
Presentation
By: Laurel Harrison
Stefani Paladino
Courtney Amos
Rashmi Raviprasad
Jackie Zeki
2. “„Charity Girls‟ and City
Pleasures: Historical Notes on
Working Class Sexuality 1880-
1920”
3. Author Background
• Kathy Peiss
• American History professor at University of
Pennsylvania
• Published several books on American sexuality,
women, and gender
• PICTURE
4. Strengths and
Weaknesses
• Strengths
• Focused view on a relatively unexposed subculture
• Puts the information into a valid cultural context
• Weaknesses
• No first-hand sources
• Lack of diversity
• Mish-mash of sources
• Unanswered questions
5. Methodology
• Methodology
• The majority of this information was gathered from
diaries, letters, memoirs, observations, and labor
investigations
• These sources are not cohesive, but offer small
details about the social lives of working class women
6. Argument
• Distinction between prostitutes and “charity girls”
• “Charity Girls” – women who accept gifts, treats, and
a “good time” from men with the unspoken promise
that the men will receive sexual favors
• Did not accept direct monetary payments – did not
consider themselves prostitutes
• Unspoken “exchange system” – see pages 83-84
7. Changing Female
Sexuality
• Positives
• Freedom of choice
• Economic freedom
• Sense of female identity outside of marriage
• Social freedom – dance halls, parties, social events
• Negatives
• Stigma of the working-class woman
• Dependence of physical attractiveness
• Occasional prostitution became commonplace
• Lack of options – vertical movement
• Sexual harassment
8. Sexual Respectability
• Fluidity of sexual respectability
• Sexual respectability was embedded in the social
relation of sex and gender
• Steady boyfriends vs. Hookups
• Charity girls were sometimes looked down upon for
premarital sex outside of committed relationships, while
premarital sex was often accepted with a “steady”
boyfriend
9. Questions
• What is the current stigma surrounding working
class women? Is there one? How do you think this
stigma came to be? (focusing on the reading at
hand)
• Do you believe that female attractiveness is a
positive or a negative in the working class world?
• Why would two women, both giving sexual favors
in return for money, be seen differently? How does
race, class, and social context play into this
scenario?
11. Author Background
• Elizabeth Bernstein
• Associate Professor of Sociology at Barnard College
• Studies sexuality, gender, late-capitalist
transformations of intimacy, feminist theories of the
state
12. Strengths and
Weaknesses
• Strengths
• First-hand interviews with sex workers
• Useful fieldwork, first hand observations
• Weaknesses
• Lack of diversity in the subject group
• Lack of negative experiences – did not mention any
serious downsides to sex work
• Limited outside resources
13. Methodology
• Ethnographic fieldwork and interviews with middle
class sex workers between 1994 and 2002
• On-site observations and informal interviews
14. Summary
• Day jobs were “boring,” low-paying
• Sex work was interesting, exciting, way to make
money quickly
• Socioeconomic conditions led people into work as a
sex professional
• One identity – sense of pride? Loss of shame?
• Automatic support group, sense of identity
• Middle class – becomes a matter of choice rather than
necessity
15. • Emotional bond through the client
• “legitimate interpersonal connection”
• Differentiation:
• Charity girls: don‟t look for emotional support
(boyfriend, husband), looking for a good time
• Sex Workers: their business requires them to
encourage an attachment, maintain a partnership to
guarantee success
16. • “Finally, there are community websites with classified
listings, where advertisements for sex workers simply
appear in the „services‟ section, sandwiched
unobtrusively between the headings for computer help,
event planning, skilled trades and real estate.”
• Business Frame
• The women focused upon in this article see themselves as
businesswomen
• Word choice – Sex worker (or sex professional) instead of
prostitute
• Sense of community and partnership – strip club as a
workers co-op
17. Argument
• The freedom and privileges that come with the
middle class mean that middle class women have
the freedom to become sex workers without the
stigma that often accompanies lower-class
prostitution
18. Questions
• Middle class sex workers and charity girls view
their roles in the sexual exchange market very
differently. How, if at all, are their roles different or
similar, and why do you think so?
• How does your view of sex work change based on
different titles? How do you see a prostitute as
compared to a “sex professional?”
• Compare the sex workers of this article and the
travestis of Brazil. How do they see their work?
How do they see themselves in the context of their
work?
23. Definitions
• Female Chauvinist Pig: Defined by Levy as a
post-feminist that gives into the stereotypes of
female sexuality
• Loophole Woman: Exception to the male-
dominated field, whose presence supposedly
proves its penetrability
24. Argument
• Women are willing to embrace a hyper masculine
identity, thereby embracing a “raunchy”
presentation, in order to raise themselves to a
place of power – i.e., masculinity
25. Summary
• Pg. 107 – Either way, women are feeding into one role
or the other.
• Standards of what it means to be a woman in this time
period are socially constructed
• Women feel that sex symbols have more power
• The liberation of female sexuality is all contextual, and
can still be used to oppress women
• Liberating yourself by oppressing women
• No backlash if you‟re not moving forward
26. Questions
• What is your opinion of Female Chauvinist Pigs?
Do you have any experiences with them, and how
did they strike you? Do you feel that they
represent a “modern” woman, or do you think that
they promote a regression into female
oppression?
31. Argument
• Prostitution, and the life that accompanies it,
varies greatly over time and place, proving that it
is socially constructed
• The prostitutes of Shanghai focused upon in
Dangerous Pleasures are referred to as
courtesans
• Again, we see a distinction in class and respectability
based upon word choice
Editor's Notes
Page 83-84: Exchange relationship “an attractive but ‘proper’ working womanDefinition: page 81Did men offer money?
AbstractTalk about the way that these positives and negatives play into the current role of women
Pg. 84, last paragraph
Transition: while sexual fluidity was rigid for the middle class in the time of Charity girls, much of the sexual fluidity previously seen in the working class can be seen in the sex workers of the middle class, our next article
Page 9Page 13
Transition:
Page 9: who doesn’t want to be looked at as a sex symbol