From Theory to Praxis: Defying the Gender Dictate of Tatik-Papik

When Rosie Molinary visited our class, she spoke about the way in which social expectations can be both reflected in, and dictated by, media and advertisement. These norms are internalized by the audience and inevitably find their way into public discourse. This process is vividly displayed by gender inequality in Armenian culture, economy, and politics.

According to a 2011 public opinion study on Armenia’s mass media conducted by the CRRC, 81% of Armenians spend an average of three hours/day in front of the television (Stepanyan). For 33%, television is the main source of entertainment, stealing seven to twelve hours of their time daily (Stepanyan). Armenian soap operas are watched by 80% of the population (Stepanyan). Female protagonists, for the most part, don’t work in these soap operas— it seems their characters are created only to engage in secret schemes, cry endlessly, and experience violence. Per the Yerevan-based NGO Society Without Violence, images of women crying, depressed, or experiencing violence make up 60% of all Armenian soap operas (Stepanyan). Women’s bodies are also used to advertise products and to attract customers. In Armenian magazine ads, 50% of women are pictured wearing revealing clothing, lingerie, or are completely naked (Stepanyan).

Politically, 60% of Armenian men believe that a woman could never be a good leader. Out of eighteen government ministers, only two are women—and out of 131 members of Parliament, only fourteen.

This reigning paradigm is represented in the famous monument known as Tatik-Papik, overlooking Armenia and the Nagorno-Karabakh Republic. Tatik-Papik translates literally to “grandma-grandpa,” and pictures the heads of an elderly man and woman side-by-side. The woman’s head is covered, and she has a covering over her mouth, displaying the belief that a woman ought to be publicly invisible and silent.

In The Color of Wealth, Meizhu Liu et. al. writes “Income feeds your stomachs, but assets changes your head” (8). When an individual must live from paycheck-to-paycheck, they are forced to think about how they’ll make the next day. But when an individual has a set of resources that allows them to think about their future in a positive way, they can strategize about the future, create and take advantage of opportunity.

In a society like Armenia’s where men dominate political and economic life and women are expected to remain at home, all assets within the family are held or controlled by men. Women cannot leave their husband or exert any sort of sway within the marriage because they rely on the income from his held wealth. Now compound this with the way in which women are sexualized in advertisement, but their sexuality is repressed in the public domain—where women are expected to remain home until married and must then remain in the home and never enter spheres outside of education or care.

Thus, a big step towards gender equality that an Armenian non-profit, like our Fund for Armenian Relief, can offer is an opportunity for Armenian women to increase their wealth and assets. I propose to our donors that we launch a program that designs a platform for Armenian women in rural villages to sell their hand-crafted goods on a Eurasian/international level, with a potential clientele of other Eurasian countries or Diasporan Armenians. We will work with our local FAR employees to identify which women/villages are interested in working with us, and the products they desire to sell, and to provide a certain level of quality control. We will also use our current designer and development team to put together a website that will sell these goods and provide a brief bio on each woman. As their products gain wider popularity, these women will gain a new asset: a clientele base. Because our entire overhead is covered by one donor, we will give all proceeds from sales to each producer, less the cost of maintenance. As each woman’s revenue stream increases and this enriches their community, they will hold much heavier sway within their respective villages. They will gain business savvy and confidence, as well as the financial assets, to hold their own and thus enrich both their communities and families, and in this way, the gender dictate of Tatik-Papik may be defied and overthrown.

 

Works Cited

Lui, Mezhui. The Color of Wealth. New York Press: New York, 2006. Print. Accessed

November 2016.

Stepanyan, Ani. “The Image of Women in Armenian Media/Video.” Information Analytical

            Portal. 4 April 2015.

From Theory to Praxis: High School Outreach Program

Since I have not taken a gender and sexuality studies class before this semester, most of the concepts we discussed in class and from the readings were very new to me. This class has truly allowed me to broaden my horizons of how I view the world and society. Before this semester, I was only aware of gender and sexuality as binaries, but I now see how society has constructed them to be viewed this way. As we began discussing new topics in depth, I started to think about my education regarding gender and sexuality, or lack thereof, prior to this class. In middle school, I had the standard health and sex education classes, but we mostly touched on only the biological aspects of each rather than the emotional and psychological aspects. In high school, we did not have any type of sex education; in fact, it seemed forbidden to discuss any topics regarding gender and sexuality. However, this class has allowed me to understand how important and crucial it is to have open dialogue about these topics in everyday life. Therefore, for my theory to praxis final project I set out to open this dialogue in high schools in the Charlotte area.

As a member of Rape Awareness Committee, I volunteered to be in charge of our High School Outreach Program. In the beginning, I did it purely because I was from the Charlotte area so I had contacts at many local high schools, but as the semester went on, I realized how much of an impact we could truly make with this program due to the lack of health and sex education in the local high schools. Therefore, I began researching other sex education programs, narrowing down what exactly I wanted to focus on, and how we wanted to convey our message. After meeting with Georgia Ringle and Ashley Fry, I decided to focus on consent and positive and healthy relationships as these topics are pertinent and rarely discussed in schools. We found that most schools’ sex education programs are very abstinence-based so many students have never discussed these topics and a strong stigma surrounds conversation of these topics.

In working with the rest of my committee, we put together a presentation that focused on opening a discussion with students based on the norm of reciprocity: the more open and honest we are with them, the more open they will hopefully be with us. We begin our presentation by showing a video of Davidson students discussing key aspects of positive and healthy relationships and giving examples of personal sexual experiences where their knowledge of consent and choice was important. Following this video, we share why we personally are each here giving this presentation and a little bit about our own sexual identity and experiences. We hope that our willingness to share our beliefs and experiences will open a line of communication for the students to discuss their personal experiences and ask questions. In order to further engage the students and for us to frame the conversation towards the audience, we then have them fill out a series of anonymous questions regarding gender and sexual identity as well as personal experiences. This then leads us into our presentation about consent and healthy relationships. In addition to sharing definitions and characteristics of each, we ask students to share their beliefs and knowledge about each topic. We then give the students hypothetical situations and ask them what they would do in each case. One thing we want to emphasize is that there is more than one right way to handle any of these situations; each person will probably handle them a little bit differently. After hearing the students share their opinions on each situation, we each give our own answer and explanation for how we would potentially handle it.  We conclude our presentation by allowing everyone to write down questions anonymously on note cards, which we then read aloud and answer to the best of our ability for the group.

Overall, we have given two presentations so far and have multiple scheduled for the spring. Just from the two presentations we have given, I have been able to see how much of an impact we can have. In one of our presentations to seventh and eighth grade girls at Circle de Luz, several of the girls were already sexually active, but were unaware of the meaning of the words consent and contraception. Though this was highly concerning in the moment, by the end of the presentation, they were all confident in their own ability to ask for and give consent, aware of their choice, and knew to always use protection. Personally, the impact we were able to make from this one presentation was worth all the time and effort I put into creating this program. However, I am looking forward to our presentations in the spring and to seeing the further impact we can make the community.

Theory to Praxis: Intersectionality within RAC

This past semester, one thing that really interested me in GSS101 was the concept of intersectionality. It is important to recognize everyone’s co-existing identities, and I sometimes feel like certain organizations on campus have a hard time of doing that, if there is not representation of those different identities within the club. For example, I am a member of the Rape Awareness Club at Davidson, and we struggle to make sure that our events are queer inclusive. There are queer members in the club (myself included), but we find it difficult to include non-hetero sexual assault as one of our main concerns without assigning a queer person as a “spokesperson” for the entire community.

Next semester, I plan on finding ways to incorporate the queer community into our weekly meetings, no matter what we’re discussing. Perhaps we can try to designate a specific committee to talking about how RAC can involve the queer community in order to get us started. Another idea would be to invite those who would want to get involved from Q&A (another club on campus). Events such as the sex positivity fair and Take Back the Night should be advertised as queer inclusive.

RAC does a lot of good work on campus, and they spearhead a lot of the most notable events. So, it is extremely important for RAC to recognize the aspects they may be lacking. Intersectionality is not an easy concept to understand. Additionally, it takes a lot of effort to obtain and maintain an intersectional, inclusive environment. I plan on approaching the club as a whole, and hopefully discussing together what would work best in order to recognize non-hetero sexual assault as well.

Theory to Praxis: Increasing Protection Against Sexual Assault in Eating Houses and Fraternities`

This past semester, I have come to understand the importance of intersectional feminism in responding to the inequalities espoused by the feminist movement, which was created in response to the challenges facing white, middle class, cis-gendered and able-bodied women. Although early feminist thought involved the ideas of women from all backgrounds, white feminism has, and continues to, dominate and marginalize the voices and needs of women of color.  While I was aware of intersectionality before GSS 101, class readings helped me uncover the complexity underlying societal patterns of oppression, creating different forces of inequality for various individuals. Following the resounding support and election of Donald Trump, who has blatantly endorsed racist, misogynist, and xenophobic messages, I have feared for my safety, as well as my friends and classmates who identify as queer, Muslim, trans or African American. The readings and conversations in GSS 101 helped me cope with these feelings and understand the need for intersectional feminism amidst the current fear experienced by the LGBTQ community and people of color.

To put knowledge and conversations from GSS into practice, I would like to encourage fraternities to implement a Sexual Misconduct Policy, similar to the one created by Warner Hall, and implemented by other eating houses. Under this policy, sexual assault victims can request that perpetrators be denied access to eating house events following a hearing by Conduct Council.  The purpose of the sexual assault policy was to grant Warner Hall with the authority to restrict entrance to anyone who threatens the safety of its members; the policy affirms that Georgia Ringle is the designated resource to report sexual assault and assert eating houses as equipped to handle the implications of sexual assault. However, the policy creates an opportunity for victims who lack evidence to enter a school based trial to feel comfortable at social events hosted by their eating house. Implementing a similar policy among college fraternities would protect any fraternity brothers who have also been victims of sexual assault.

Additionally, I would like to expand the sexual assault policy to encourage fraternities and eating houses to conduct their own hearing to institute sanctions against a member who has committed sexual assault. While measures must be taken to ensure confidentiality and protection of the victim, this extension would protect the safety those who attend fraternity or eating house events.

From Theory to Praxis: Bringing My GSS Experience Abroad

The most powerful aspect of Gender and Sexuality Studies that I will take with me after this class is how to examine the world intersectionally, through a lens that always includes race, gender, class, and all other factors that vary the experiences of people. I have found myself unable to turn off my critical eye when interacting with people, consuming media, and taking my classes at Davidson. I know that the analytical skills I gained from this class will stay with me as I travel abroad to Stockholm, Sweden for the fall 2017 semester. Sweden has been known internationally for its liberal and open policies in regards to gender parity, sex education, social programs, and government in general. After taking this class, I have seen how many structural and systemic power structures there are that are designed in order to hold down people sexually, politically, and socially and I think it will be interesting to experience a culture that did not form the way the United States did. While abroad, I’m hoping to collect information and learn more about what makes Sweden so different than the United States in hopes of returning and being able to join dialogues about what we as citizens can do in order to make our country a more open and equal environment for all.

In my time aboard, I hope to not only take my classes but also to learn outside the classroom and bring back to the United States the culture lessons that Stockholm teaches me. In my research on Sweden, I have learned that Sweden is considered one of the most progressive countries when its come to women’s rights. Half of Sweden’s government ministers are women and almost half (44%) of their Parliament is female. For my theory to praxis, I would like to look at the differences in the societal and political systems in Sweden as compared to the United States in order to find out why there is such a difference in the power of women in both countries. Although the American and Swedish systems of government are very different, I hope to experience the feeling of tolerance that is so foreign to our country and bring back that experience to America.

I can connect my travel to Sweden with my literature review by examining the differences in the ideas of masculinity in both countries. The problems that plague America, such as rape, police brutality, and domestic violence, are seen in much lower levels in Sweden. I believe it is because, unlike America, there is no institutionalized idea of masculinity that is bred into boys from an early age. The power systems that are at work in the United States and are pushed by our capitalistic, patriarchal societal design place men and women on very different levels, allowing men to feel as though they have a right to women’s and other marginalized people’s bodies. By removing not submitting to this power system, Sweden has been able to stop many of the rampant problems of toxic masculinity still happening in America today.

Works Cited

Edsall, Thomas B. “Why Can’t America Be Sweden?” The New York Times. The New York Times, 29 May 2013. Web. 07 Dec. 2016.

“Sweden and Gender Equality.” Sweden.se. Swedish Institute, 21 Nov. 2016. Web. 07 Dec. 2016.

From Theory to Praxis: The Often Forgotten Asexual Spectrum within the LGBTQ+ Movement

Stefan Moskowitz
Gonzalez
GSS 101
December 8, 2016

The Often Forgotten Asexual Spectrum within the LGBTQ+ Movement

One idea that GSS introduced to me is that equal rights for those who identify as homosexual, and increasingly for those who identify as transgender, has been the primary focus of the “mainstream” LGBTQ+ movement, at the expense of those who eschew marriage, are poor, or are on the asexual spectrum. Part of the reason for why this might be is homonormativity, as there are no legal rights that asexual people are barred from, as opposed to homosexuals that want to marry someone of their same sex/gender, who until very recently were not able to do so or trans people who want to use the restroom that corresponds with their gender identity. The hierarchy of advocating people who identify somewhere on the LGBT spectrum as opposed to those who identify somewhere on the LGBTQ+ but not the LGBT spectrum is rooted in the logic of compulsory heterosexuality, which places the “couples model” above all else and inserts a chronological timeline of when and how one should participate in this model.

To investigate the attitudes of Davidson students regarding this chronology as well as the issues concerning those who identify as either asexual or aromantic, I would conduct a campus-wide online survey through the Davidson Research Initiative or the George L. Abernethy Endowment using the following questions.

1. What would you consider to be the minimum age that someone should be to be dating?
2. What would you consider to be the minimum age for someone to be in a committed relationship?
3. What would you consider to be the minimum age for someone to be having intercourse?
4. What would you consider to be the minimum age for someone to get married for the first time?
5. How many movies/TV shows have you seen/read where there was a character who was explicitly asexual/aromantic?
6. How many people have you met who identify as asexual/aromantic?
7. Approximately how many conversations have you had on the issue of asexuality/aromanticism?
8. Do you believe that sex education sessions at Davidson do a sufficient job at being inclusive of those who identify as asexual/aromantic?
9. If you are/were asexual/aromantic how likely would you come out to those who were closest to you?
10. Have you ever experienced discrimination for being asexual/aromantic or know someone who has been?

Every participant would receive $5 in dining dollars, which would incentivize more people than if they could enter in a raffle to win a more expensive item because they are being guaranteed a reward. Given that this survey may take slightly longer to complete than many others, most of the participants would have to be reasonably interested in the topic to participate because for many, time is a more precious asset than money.

Theory to Praxis: Training a Summer Camp Staff in South Alabama in a GSS Framework

During the summer, I work at an Episcopal summer camp in south Alabama in which the majority of both the staff and the campers come from predominantly white, conservative communities. Many members of the camp community attend private schools, which indicates a certain level of socioeconomic privilege, and about 60% of staff and campers identify as religious. All of this is coupled with regional customs and beliefs that tend toward overbearing patriarchy and heteronormativity. However, every year we are encountering more diverse staff and more diverse campers, some of which identify as LGBTQ. Therefore, many of our GSS 101 topics are relevant to the camp, but a majority of the staff are uninformed on issues of gender, sexuality, rape culture, and the intersections of these issues with race and disability. So, I would like to use the materials and research from GSS to develop policies and training for staff in order to foster an inclusive camp community.

I have noticed multiple situations in my years at camp that are worth addressing. The first, and possibly mostly difficult to overcome, is the physical infrastructure that reinforces the gender binary. For housing purposes, cabins are delineated strictly as “male” or “female.” However, in the last couple of years, we have had two campers who have identified as trans. This has been a tricky situation to navigate due to the lack of resources for gender-neutral housing and demonstrated transphobia, particularly on the part of male staff. At this time, there is no written policy concerning the housing of trans* identifying campers, and I think it would be worthwhile to establish such a policy, even if we are not in a position to be the most accommodating, so that parents and campers know that we are open to considering options that work for all campers.

The establishment of this strict binary reinforces heteronormative expectations based on a perceived obligation to spend time with and impress the opposite sex. For example, there are camp traditions such as adopting cabin “sweethearts” who are counselors of the opposite gender, or serenading cabins of the opposite gender. At times, fake marriages are staged between a male and female counselor. All of these promote heterosexual relationships without any regard for campers (or staff) who may not be interested in such thing. The language used by staff can also contribute to this idea by suggesting that the “norm” is interest in heterosexual relationships, such as a counselor asking a female camper “Is there a boy you like?”

To counteract potentially ostracizing language on the part of the staff, it is important to incorporate a workshop into the pre-existing week long staff training that in the most simple way possible addresses gender, sexuality, and their role at camp. However, it is also worth noting that a large number of the staff I have worked with have expressed blatant sexism, homophobia, and transphobia through the language they use around other staff members. Many come from strong religious and cultural backgrounds that have influenced their personal belief systems. Therefore, the most effective training would like not involve attempts to change individual’s ideologies; instead, the focus should be on establishing languages and practices that are designed to keep all campers safe, not just those who identify as cisgender and heterosexual.
Potentially, staff could do an assessment of their own implicit biases using online materials as a way to be aware of the biases that they bring to the camp setting. Since I have heard staff perpetuating widespread stereotypes about different groups, i.e. gay men, or lesbians, perhaps training could also include an activity in which the the staff engage with any stereotypes that they represent. This would give counselors the opportunity to become aware of how other people perceive them, and perhaps experience first hand the overgeneralization that accompany stereotypes so that they can work to counteract them at camp.

Finally, a very tangible area that could use both revised camp policy and staff instruction is camp dress code. As it stands, the camp recommendation is that all girls bring a one-piece swimsuit to camp, but when a girl does not, the expectation is that she will be asked to wear a t-shirt over her swimsuit, whether it is a tankini or a bikini. Male staff strongly support the enforcement of the policy and have used terminology such as “it protects them from boys” to justify their beliefs. This type of language reinforces rape culture, since the idea is that women who do not cover their bodies appropriately are at fault if men advance upon them. Instead, the policy and training of staff should reflect a level of accountability for all parties such that the objectification and potential victim-blaming of women is not tolerated. Particularly for younger campers who are are too young to understand why they might be asked to cover up when the heat index reaches 114 degrees, being asked to put on a t-shirt over a new swimsuit reinforces the shaming of female bodies as young as 7 years old.

Breaking down the gender binary, heteronormativity, and nascent rape culture would be very solid steps forward for the camp setting. I have no doubt that some of these ideas would be met with some degree of resistance by the staff, but in the long run, they would promote a healthier, more inclusive camp environment.

Learning to Love Our Bodies Through Acknowledging Photoshop

[From Theory to Praxis Flyer–Alternative to Grant Proposal]

Rosie Molinary speaks to the collective you in her book, Beautiful You: “Yesterday you looked in the mirror, and, instead of your inherent greatness, you saw flaws. […] This morning, you walked into work, class, the grocery store, wherever and compared your body to someone else’s” (Molinary xiv). Molinary’s introduction to her book only serves to corroborates Jen Baker’s TED Talk on Total Body Love where she shares the shocking statistic that, “only 4% of women call themselves beautiful”.

From the time babies are just six months old they are able to recognize advertisements and logos as they are ubiquitous in our society (Kilbourne). Starting at a young age these images are retained in our subconscious and we learn to normalize these images and the actions that these images perpetrate. By the time we enter grade school we only understand one definition of beauty—thin—because this is the only definition we have ever been exposed to. As many of us strive to reach this “gold standard” it is not uncommon that low self esteem, depression, and eating disorders are developed along the way. We perpetuate Laura Mulvey’s concept of the male gaze by unknowingly objectifying ourselves through this lens set forth by the media.

However, even beyond size, women of color are subject to white-washing.  Their skin color is often lightened to resemble the “white ideal” our society has created and they are not just victims of one element of editing, but often multiple. Before taking GSS 101 I was only slightly familiar with the concept of “intersectionality” and I had no idea to the extent it plays into the mainstream portrayal of women of color in media.

The negative way we view ourselves is amplified through the widespread use of Photoshop. By college age most students are aware of the use of Photoshop, but few fully understand to what extent this application is used or how to recognize its use. By creating a flyer to hang up around campus—in Chambers and in several dorm buildings—I aim to have more woman be able to recognize the widespread use of Photoshop and in turn learn to call themselves beautiful. Although men are also victims of Photoshop, it is not to the extent that women are and so I am focusing on just woman for the sake of this project. The images on the left side of the flyer are all images before they underwent Photoshop and the images on the right are all the images after they have been extensively Photoshopped. Although these flyers would be more effective hanging up in a grade school, where 81% of ten year olds are more afraid of “being fat than having cancer”, these flyers are also pertinent at the college level because these issues transcend age (Baker). I wanted to also capture the affect of Photoshop on woman of color in my flyers because most people are unaware of the role intersectionality plays in women of color—they not only have to deal with the false beauty standards of size but also of color. For even mainstream celebrities like Beyoncé and Michelle Obama have been altered by Photoshop. By recognizing happiness is not defined by a size we can redefine the beauty standard together and move toward understanding that beauty and health are at every size and color.  Jen Baker explains in her TED Talk how we have to recognize that body hate is learned and so it can also be unlearned—and I hope my flyer will help to do this.

Work Cited:

Baker, Jen. “Complete and Total Body Love.” TED. 2014. Lecture.

Kilbourne, Jean. “Killing Us Softly IV: Advertising Images of Women.” TED. 2014. Lecture.

Molinary, Rosie. Beautiful You: A Daily Guide to Radical Self-acceptance. Berkeley, CA: Seal, 2010. Print.