A Voice for the Voiceless: How Grey’s Anatomy Moves from “Silent All These Years” to “Shattering the Glass Ceiling”

Women are taught to never walk alone at night, to carry their keys between their fingers, and to dress modestly but not too modestly. I consider these basic “Woman 101” tips. And somehow, these tips are supposed to keep me and other women from becoming another 1 in 3. 

When current conditions are voiced, we as a society tend to turn a blind eye. Supreme Court Justice Brett Kavanaugh was confirmed to the court despite being accused by multiple women of sexual assault. Many women and girls limit their behaviors for fear of rape— for fear of being told that “boys will be boys,” “you were asking for it in that dress,” or “maybe next time you shouldn’t drink so much.” Concomitantly, adolescents have learned that consent does not matter—that it is irrelevant. 

While discussions are finite, popular media has begun to tackle the topic of rape. The season fifteen Grey’s Anatomy episode, “Silent All These Years,” written by Elisabeth R Finch, aims to initiate the dismantling of rape culture while highlighting the importance of consent and the lasting impacts of rape. The title, in and of itself, highlights just how oppressive and dismissive society becomes when women speak up about instances of sexual assault and rape. 

The episode begins when Khalilah Joi, guest-starring as a woman named Abby, arrives at Grey Sloan Memorial. With a cut to her face and bruises, coupled with skittish behavior, Dr. Jo Wilson recognizes the signs of rape. As the episode progresses, viewers learn that Abby was raped after leaving a bar. Aware of the victim-blaming narrative frequently used against women, Abby is hesitant to report the incident to the police or let her husband know. In attempting to break the stigma, Dr. Jo Wilson breaks protocol and shares her story of rape and sexual violence. She humanizes herself, therefore allowing Abby to see her as more than a woman in a white coat. When Abby agrees to a rape kit, something she knows will probably end up sitting in the back of a police station, Dr. Jo Wilson and Dr. Teddy Altman shift the power back to Abby. Before moving to the next portion of the rape kit, Abby must give them consent. She makes all the choices for herself. Something so seemingly simple is immensely powerful. Just hours before, Abby had lost all body autonomy. 

Dr. Jo Wilson sharing her story with Abby

That said, the most moving part of the episode comes prior to Abby’s surgery. Hesitant to go under anesthesia out of fear of being vulnerable again and fearful of seeing her attacker in the faces of the male staff and doctors, Abby resists the surgery. From that, the “hall of awesomeness” was assembled. The hospital’s female employees lined the entire length of the hallway right up to the operating room (which only had female doctors because girl power!!). The vast majority did not know Abby but showed up because they would want others to do the same if they were in that position. 

The “Hall of Awesomeness”

The show made an additional point to shift the fault from the woman. We live in a society that thrives off victim-blaming. Contrary, in “Silent All These Years,” Ben Warren, played by Jason Winston George, took the time to explain consent to his stepson Tuck Bailey, played by BJ Tanner: “If she stops having fun, just plain stop,” said Ben. “Time out. Game Over.”

Media portrayals of sexual assault correlate with increased victim blaming and the way the public discerns victims. Contrasting the standard image of women as sexual objects, Grey’s Anatomy humanizes the victim, emphasizing the importance of consent while moving away from victim blaming. 

I was talking to someone the other day who said he thought this episode was cringy. He viewed the “hall of awesomeness” as unrealistic and unnecessary, leaving him emotionally detached. And while I listened to his opinion and told him he had the right to hold that belief, I elaborated on my perspective. The unity and “women supporting women” narrative present throughout the episode not only reinforced the idea that you are never alone but highlighted just how essential lessons on consent and education about rape are. 

There is a common misconception that feminism is anti-male when the movement’s principle is contingent on equal rights for women. Women want to be heard, to be supported, and to be given a choice. This episode highlights this message. The creators gave a voice to the voiceless. They addressed the intersectionality between race and gender; Abby was played by a Black woman, serving as a nod to the increased vulnerability of Black women. They highlighted the healing power of female solidarity while recognizing that trauma is real and does not go away overnight. They emphasize that survivors are not alone and that they are not at fault. 

To anyone that finds Grey’s Anatomy over-dramatic, cringy, or over-rated, I encourage you to give it another chance. While it might not change your opinions on the show, it empowers survivors in a world that usually silences them. If not for yourself, do it for the one in three. 

Sharing the Chocolate Pudding: Abortion Representation in Sex Education

Before the following scene, the main character Maeve is heckled by two young members of an anti-abortion group. They intend to create a feeling of shame and guilt strong enough to dissuade Maeve from getting her abortion. Maeve enters the abortion clinic holding onto these complicated feelings as well as some level of fear.

The scene continues to show the shame and fear that consumes this medical space, but also shows the kindness and empathy that helps Maeve get through the experience. As seen from the comments on this video, this episode of Sex Education is cherished for showing the experience of getting an abortion in a realistic and nuanced way. 

The shame surrounding abortion is also shown coming from the medical community. Sarah, who is getting an abortion at the same time as Maeve has been to this same clinic before for to get an abortion. Someone working in the clinic says to her, “Maybe there will be a chocolate [pudding] the next time you’re here, Sarah.” This medical professional is painting Sarah’s choice to get an abortion as an innate moral failure which is bound to happen again.

One of the most powerful things about Sex Education’s depiction of abortion is the way that support changes the experience for Maeve. Sarah says to Maeve, “Don’t worry love, I’ve got three kids and I feel way more guilty about the ones that I had than the ones I chose not to. It’s better not being a mom at all than being a bad one.” Maeve is able to console Sarah and tell her that her kids really love her. Then, leaving the clinic, Maeve sees that Otis waited for her to drive her home and even got her flowers. Both of these acts of kindness allowed Maeve to not feel like she was making the wrong decision in terminating her pregnancy.

While this episode is cherished as one of the best depictions of abortion in mainstream pop culture, Maeve’s story doesn’t give the full picture. For one, I have only ever seen in-clinic abortions depicted in television. The reality is that a large percentage of abortions are completed by taking a series of two pills at home. The in-person abortion makes for a more dramatic scene in a show, but it leaves you thinking that is everyone’s experience. 

Another lens worth considering is abortion access based on location, class, and race. Maeve’s experience was as simple as contacting the clinic and making an appointment. The clinic appeared to be in town, and Maeve had a friend willing to help with travel. Imagining a similar situation in Oklahoma, a young woman would have to search for abortion clinics across state borders. Without the right resources this could prove to be impossible for a young student. We also don’t see much financial discussion of Maeve’s abortion. In the United States, an abortion can cost anywhere from 750 to 1500 dollars depending on your insurance and how far you are into your pregrancy. Maeve, in her financial situation, likely would not have been able to afford this procedure in the United States. It is also worth thinking about Maeve’s position as a white woman in this show. Having seen countless stories about the struggles of being a person of color in a healthcare system built for white people, we can imagine that Maeve’s experience would have been different if she wasn’t white. For one, her fear may have increased exponentially being operated on by a team of mostly white doctors and nurses. She also may have experienced a greater travel barrier in getting to an abortion clinic as medical facilities are more frequent and better funded in areas with historically privileged families. Also, the medical advice given to her may have aligned better with the research that had previously been done on white bodies.

I believe that this scene is overall a positive representation of an abortion experience for a young person in high school. We see the pain and sadness, the shame and secrecy, and the moments of support and kindness. We may not see the full picture of what it means to get an abortion around the world for people with varying levels of privilege, but that isn’t what Sex Education is trying to do in this episode. ‘Sex Ed’ does a great job of displaying different types of people and their stories; in this episode they are telling the story of Maeve. In the lens of contemporary social justice centered media, this is a great perspective to consider. This remains true as long as you remember that this isn’t everyone’s experience with abortion and actively seek out other perspectives.

https://www.plannedparenthood.org/learn/abortion/considering-abortion

https://www.axios.com/2022/06/25/abortion-illegal-7-states-more-bans-coming

Theory to Praxis: Reforming Sex Ed On-Campus and in Local Schools

The clear truth, as we have all experienced, is that improper and outdated sexual education lessons do not just appear when we enter institutions for higher learning, but have followed us as early as 6th grade. In fact, if we want to improve the entire conversation of sexual health and wellness and revamp it to be inclusive and universal, we must start with earlier teachings of it. In order to take action in changing the current dialogue that is being taught in schools, there are several routes to be taken. 

Through my conversations, both within small and large group discussions during class, and through speaking with all of my friends growing up, it is unanimous that we have felt left in the dark on many topics. For example, the week-long, once a year lesson plans growing up in South Carolina were exclusively for cis, heterosexual partners only. In fact, the major takeaway that I remember is simply hearing that abstinence is key, and that this is essentially the answer to everything. Very little details were stated on STIs/STDs in comprehensive ways, there were zero inclusions on any type of sex that was not between a cisgender man and a cisgender woman, and, arguably most concerning, there was absolutely no emphasis placed on the need for enthusiastic and specific consent between people. Combined together, the lack of these very real topics becomes incredibly concerning. It gives way too much room for students to formulate harmful, underrepresented images of what sexual health and wellness means and looks like. 

Firstly, I believe we have enough fostered support among students here at Davidson to start a Improving Sex Ed in Schools Club (ISEC). Once we have a group formed, we can figure out a mission statement and, if necessary, assign subgroups. For example, we could have one group of 3-5 working within Davidson to improve the Sex Ed training on our own campus (is there any accountability if a student does not complete the Sex Ed online course? Is there a way to have group seminars/discussions about the content afterwards so it is not forgotten?) We could have a larger group of 8-10 centered on reaching out to middle or high schools in Davidson or Mecklenburg County to see if there are any current efforts to reform Sex Ed, or if they would be open to a group of Davidson students writing or helping to lead that conversation. 

A subgroup within the Planned Parenthood Generation Action club on campus attended sexual education training and is now able to actually give the lessons within schools and organizations. I believe this has the potential to be a phenomenal opportunity for students our age to make a difference and to become a fresh voice for younger students who are just beginning to learn about sexual health and wellness. Before joining PPGA, I did not know we were able to become certified trainers in sexual education. We could spread the word, inform students on set training dates offered, and see if this garners even more interest. 

I imagine that the impacts of having open-minded, inclusive, and respectful attitudes surrounding sexual health and wellness, paired with updated and comprehensive lesson plans, will be astounding for younger students. I hope that, starting with Davidson and then spreading to middle and high schools within the area, we can make this positive change.

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.