I.
Introduction
I’m investigating three memoirs all by white Caucasian females. Their
books are about their transition to becoming feminists. I want to see if there
is a universal experience to transitioning to a feminist, although, I am aware
that personal experiences can be different for everyone. I feel this is
important because people should understand that there isn’t a “right” way to
transition to a feminist- it’s different for everyone, which is universal in
itself. I also feel this is an important study topic, because it applies to
almost everything socially constructed. Everything social is constructed or
influenced by politics, theory, literature, history, sociology, psychology,
which also has relevance to gender. Gender is related to a lot of social
construction that we live in, which is why feminism is increasing.
Themes that I have chosen are based off what influences feminism and the
authors. I’m researching into the themes to see if there are any underlining
causes or influences for the authors way of writing and choices they make.
Essentially, for the end of studying, I’m hoping to get a common truth or
transition to feminism that the women share. I understand this is a difficult
argument, and my conclusion could very well be that there is no commonality. I’m
going to evaluate the authors’ style of writing, flashbacks, thought process,
etc.
II.
Autobiography
A scholarly article by Marjanne E. Gooze says, “[a]ll contemporary
writers on autobiography- feminist alike— confront tow central and interrelated
issues in their work: those are of self and form” (411, Gooze). It also goes on
to say, “…certain kinds of autobiographical writings, forms which women have
often chosen over the centuries as preferred modes of personal expression” (413,
Gooze). Personal expression is the primary reason for memoirs, and speaking of
the issues around inequality that they’ve personally experienced is the purpose
of these books. These women use the genre of autobiography to their advantage to
enlighten the readers. Using the form of
self in a positive way to express personal experiences is the women’s way to be
optimistic towards change. The use of “self” is usually influenced based off of
historical events, and in this case, would be feminist historical markers. This
influences the author’s I chose, to write the genre and style that they do. The
scholarly article goes on to explain that the genre of autobiography that women
have often chosen is preferred to the advantage of personal expression, in
which memoirs have this opportunity. It also gives the reader a more
personalized model of reading, because it is in first person narrative, which
in result, lets the reader also become the writer. This is important because it
lets the reader understand the author more, and connect to their writing. It
lets the reader understand the trauma more, although not completely.
III.
Bildungsroman
Bildungsroman is essentially a novel dealing
with a person’s past years. The books I chose reflect on the author’s past
experiences, which influenced them to write the memoirs about enlightenment
towards feminism. The scholarly article about the female bildungsroman by Carol
Lazzaro-Weis says, “[w]hen the term entered the ranks
of feminist criticism in the 1970s, it proved most useful in analyzing the ways
in which nineteenth- and early twentieth-century women novelists had
represented the suppression and defeat of female autonomy, creativity, and
maturity by patriarchal gender norms. According to Annis Pratt, the female
Bildungsroman demonstrates how society provides women with models for
"growing down" instead of "growing up,” …”” (17, Lazzaro). It
also says, “Women writers, like their male counterparts, have traditionally
turned to the Bildungsroman not to subvert its structures but rather to flaunt
the contradictions in the form which critical theory has tried to explain away.
All writers of Bildungsroman call for the right to describe experience in
epistemological rather than teleological terms” (21, Lazzaro). Writing in a
world that is male dominated make women prey to destructive criticism. It gives
a response of inferiority and vulnerability that women are more than able to
counter. The scholarly article goes on to say that women are working in a genre
of criticism that is still dominated by men. No matter the genre of writing
women turn to, it’s still considered the genre of criticism that they can’t own
by themselves. This patriarchy has become a norm that women can’t seem to
escape, because there is an expectation that is contradicting. The author’s I
chose are writing memoirs to display these contradictions not just in the
writing world, but in everyday social life. Since, these authors are pointing
out these inconsistencies, they will hopefully be acknowledged and transferred
somewhere beyond the books.
IV.
Creative Non-Fiction
I feel this scholarly article by Suzanne Cope precisely describes the
purpose of these memoirs. It goes on to say, “In
the creative nonfiction workshop, critical rejection, often with
transformational learning as a result, is achieved through both the act of writing,
and the dialogue that ensues during the discussion of said work. These desired
outcomes are aligned with the explicit goals of transformative learning:
helping learners critically reflect on their experiences and assumptions, which
hopefully leads to deeper understanding and a change in their current thinking.
Despite their unfamiliarity with transformational learning theory, my study
participants’ responses show how the workshop helps writers reflect upon and
articulate past events in order to probe what meaning these have for the author”
(69, Cope). The writing style chosen for these novels are for a learning tool-
to enlighten people as a result. Now, getting a non-feminist to read this type
of novel is another issue. These memoirs are to get the readers to reflect on
their experiences (self), and determining if they agree with what the author is
saying. Hopefully, the novels would change the way of thinking, and consider a
feminism a valid point for society. A key for transformational learning is for
people to see themselves (self) and their world in a different light.
V.
Gender
A scholarly article that experimented the
correlation of gender roles and femininity by Paige W. Toller, Elizabeth
A. Suter,
and Todd C. Trautman says, “[r]esearch
to date contains several shortcomings that limit the strength of the conclusion
that gender role identity is related to attitudes toward feminism. The
objective of the present study was to determine whether or not there are
relationships among gen- der role identity, support for feminism, and willingness
to consider oneself a feminist. It is our central hypothesis that more
masculine men and more feminine women will have less positive attitudes toward
feminism” (85, Troller). It also gives a solution for feminists to help collect
support by, “[a]n attempt to construct messages that achieve both goals will
place feminists in a difficult rhetorical position. Emphasizing that support
for feminism is consistent with a feminine identity might further entrench
men’s opposition to the movement. Alternatively, messages that emphasize
support for feminism is not at odds with a masculine identity might continue to
reinforce women’s notion of feminists as non-feminine. One possible rhetorical
strategy lies in the construction of messages based on alternative definitions
of feminism” (89, Troller). I wanted to use this article to point out the
problem with getting people to transform their thinking. A more feminine woman
or a more masculine man is less likely to turn to feminism. There is often the
misconception that a feminist is against men, which is false. We aren’t against
men, but we are for equality. Also, wanting to be a feminist doesn’t
necessarily mean you’re for non-feminine. We aren’t all masculine women or
dominating. The construction of the message that is trying to be said is
important. The message itself can have contradictions, which is why alternative
definitions of feminism is important when trying to pull people in. There isn’t
one definition of feminism. To increase support, the article says, “[f]eminists
who seek support among men should emphasize definitions that do not view
support for feminism as inconsistent with a masculine identity” (89, Troller).
This is really important because men can be feminists even though they are
masculine. And, if you are a feminist who is a masculine man, that doesn’t
define you are feminine.
VI.
Class (consciousness)
A scholarly
article by Holly Angelique, explains that helping people get through
problems that inequality brings forward, means to share similar experiences. It
says, “Hartsock (1979) developed a strategy for organic intellectual
development that involved examining the sociopolitical systems that we are
nested within. This strategy involves ‘‘appropriating’’ our lived experiences
and is consistent with feminists’ assertions that women’s experiences of “the everyday
and the particular” provide a catalyst for consciousness transformation. In
essence, this involves taking daily problems and asking questions, such as, “Who
benefits and who loses as a result of this?” It also includes “appropriating
collective experiences” by talking and sharing with others. The answers to
these questions can help to disentangle every day and individual hassles from problems
of oppression through consciousness-raising that reveals the sociopolitical
contexts that our problems are embedded in”” (78, Angelique). This goes back to the idea of “self”
that a lot of these articles seem to have in similarity. Being able to reflect
on “self” and experiences that we have lived through, provide a stable
foundation for enlightenment. Being conscious of our transformation is vital,
because it gives us the ability to share the transformation, which is what
these memoirs are about. The social structure of the world we live in should be
revealed if they are destructive, so we can move forward to a better world. The
same article goes on by saying, “The intersection of sexism and classism is
inscribed on women’s bodies, quite literally (from sexuality to sexual
violence; maternity to mannerisms). And our bodies (as well as those we
reproduce/our children) are problematized in the academy…” (88, Angelique).
VII.
Sociopolitical Structures
When it comes to
sociopolitical structures, women and men can have different preferences to
issues, but it’s not a complete binary. This article I chose focuses on the
systematic issues and attitudes towards these differences, and points out their
causes. The scholarly article points out that there are social-gender-roles
that are in place in society, and they are caused by different influences. I
wanted to point out these issues so we will have an understanding why feminism
is in place of these memoirs, and why the authors have the opinions that they
do. The article written by numerous scholars says, “The roles that are
typically occupied substantially more by one sex than the other produce these
more diffuse, shared expectations, or gender roles, because the characteristics
that are required to carry out sex-typical tasks become stereotypical of women
and men. For example, the general expectation that women are and should be
sensitive, warm, soft-hearted, and peaceable (Williams & Best, 1982) likely
arises from their disproportionate occupancy of caring roles, even though a
more specific demand for these qualities applies to individuals (primarily
women) who actually occupy such roles. Moreover, gender roles are reflected in
ideologies that legitimize male-female inequality as natural and inevitable
(e.g., Major & Schmader, 2001)” (Eagly). This is important to understand
because our ideologies growing-up can influence who we are when we get older.
Being able to recognize this, and move away from stereotypical gender norms is
what the memoirs are about. The memoirs are about the author’s early
experiences growing-up, and we get to understand their transition to feminism. Another
quote from the same article backs up my claim of the correlation between self
and consciousness. It says, “Gender also influences attitudes through self-regulatory
processes that follow from people deriving social identity from their gender
group (Turner & Oakes, 1997)”
(Eagly). This quote simply says that your “self” is identified through your own
gender group. Attentiveness about these effects can be fostered to improve
women status in society. The problem with this is some men feel equality
challenges their superiority in social power, which is not the point of
feminism. It’s about identifying your role in society, and wanting it improved
for all genders.
VIII.
Psychology
This is another important theme to study,
because the identity a person chooses to position in is deeply correlated with
the community psychology. Conscious- raising in an environment such as your
community, by examining particular events of sexism, is essential to
over-throwing the dominant hegemony that is constructed. A scholarly article by
Holly Angelique explains her own personal experiences of being a woman in a
hegemonic community. She says, “Nesbit (2005) pointed out that positions of
privilege and power are maintained through structural systems that include
educational practices. As such, community psychology is positioned to produce
and reproduce cultural hegemonic discourse or advance an emancipatory pedagogy”
(87, Angelique). Power dynamics in a community are rooted in the psychology of
people, and realizing the status of “self” that we carry with us can make
awareness of this issue. Depending on the psychology mind-set of people, the
issue of inequality can be reproduced. The memoirs that I chose to read point
out a lot of these issues, but in a style of a novel. The memoirs tend to point
of the psychology mind-set people, and what issues that brings forward.
IX.
Method
I chose my three memoirs, because I feel it’s important to bring in
different experiences of becoming feminists that is in first person. Dr.
Johnston helped me in choosing my specific memoirs, which is important to point
out considering she is very creditable. Looking at the transition of becoming
feminists gives me the opportunity to analyze the motivation, then conclude
whether there is any universal similarity among the transitions.
In my memoirs, I am looking at the specific situations where there is
discrimination, or situations that could be a fundamental motive to becoming a
feminist. I am not choosing the situations based off the significance of
trauma, because I do not want to define trauma for the authors or anyone else.
I am rather choosing them in regard to my simple interest in the rhetoric of
the situation. I’m going to study the rhetoric and language that the authors’
use, and essentially analyze the specific situations to understand if there is
a commonality.
X.
Data
These images are out of the book Shrill
by Lindy West (West). The images are about a man named Dan who wrote a column
about “fat” people essentially dying. Lindy points out that his approach was demeaning,
and how attitudes like his, are inducing eating disorders among women. Dan’s
attitude towards “fat” people is, they are horrible to look at and they are a
joke. Lindy replies to Dan in regard to his article. Essentially, she says that
being fat is its own punishment, and we don’t need encouragement to feel worse
about ourselves. He replied with the question if she’d ever detected any animus
from him personally- he obviously wasn’t getting the point.
These images are from the book How to Be
a Woman by Caitlin Moran (MORAN). Caitlin elaborately talks about the
issues with the porn industry and how it effects kids at a young age. She talks
about how porn also gives off images of how a woman should look to be accepted
as attractive. Since, the education system in schools aren’t teaching kids
about sex, they go to the internet to learn. In result, they see subjective
porn that influences them to act a certain way. Most porn in about men
dominating women, and women being marginalized. Women are also desired to be
skinny, with plastic boobs, followed by a slim waist, and long hair. This isn’t
only seen in porn, but everywhere on television, magazines, or any
advertisements. Caitlin points out the porn isn’t about people genuinely
wanting to have sex with each other, and she is disappointed in that. She wants
to see a woman respecting herself and sincerely wanting to be in that moment.
Today, it is about the paycheck, and just getting through the scene.
These images are from the book Sex Object by
Jessica Valenti. She had an experience with a boy who broke up with her because
she had anal sex. He called her a whore and a piece-of-shit-garbage-whore, all
the while he took another girl with him to Florida while they were together.
There are different standards for men and women. For example, women can’t have
a lot of sex because they will be seen as dirty, while a man won’t have these
consequences. Her father justified the situation by saying “[i]t could have
been a lot worse…When boys get to that place they can do really bad things”
(Valenti, 104). He said this as if she got lucky.
XI.
Conclusion
The
books I chose I feel is essential to my thesis, because they are raw experiences,
and in first-person. I also chose my memoirs with the help of Dr. Johnston.
All these themes that are correlated with feminism,
reflects the way we are conscious of the issue. These themes give me
opportunity to identify the specific problems, and dig deeper to find if the
authors have universal similarities. All the themes that I went over tend to be
rooted in the theory of “self” and consciousness. I other words, when we are
aware of our “self”, we are more willing to observe our individual issues and
our environment, and in this case, in correlation with feminism. This is significant
because the authors have done this in regard to their transition. Since, “self”
essentially is the connection between these themes, effectively, we can get
closer to ending gender oppression.
For the future, I am going to try to look
for specific context where the authors talk about their particular transition
to feminism, and study the rhetoric of their language to determine if there is
a common ground. I am also going to search to see if there are different types
of feminism, and determine if the experiences are correlated with the type of
feminism a person chooses. If there are different types of feminism, I am going
to conclude if my memoirs are connected to any of them.
Cited Sources
Gooze, Marjanne E.
"The Definitions of the Self and Form in Feminist Autobiography
Theory. "Women's Studies, vol.
21, no. 4, Sept. 1992, p. 411. EBSCOhost
Lazzaro-Weis, Carol.
"The Female Bildungsroman: Calling It into Question." NWSA Journal,
vol. 2, no. 1, Winter90, p. 16. EBSCOhost
Cope, Suzanne.
"Teaching Creative Nonfiction: The Transformative Nature of the
Workshop Method." New Directions
for Teaching & Learning, vol. 2016, no. 147,
Fall2016, pp. 67-73. EBSCOhost,
doi:10.1002/tl.20200.
Toller, Paige W., et al. "Gender Role Identity and Attitudes
toward Feminism." Sex Roles, vol.
51, no. 1-2, July 2004, pp.
85-90. EBSCOhost
Angelique, Holly. "Embodying Critical Feminism in Community
Psychology: Unraveling the
Fabric of Gender and
Class." Journal of Community Psychology, vol. 40, no. 1, Jan. 2012, pp.
77-92. EBSCOhost
Eagly, Alice H., et al. "Gender Gaps in Sociopolitical Attitudes:
A Social Psychological
Analysis." Journal of
Personality & Social Psychology, vol. 87, no. 6, Dec. 2004, pp. 796-
816. EBSCOhost
MORAN, CAITLIN. How to be a woman. Harperperennial, 2016.
West, Lindy. Shrill: notes from a loud woman. Quercus, 2017.
Valenti, Jessica. Sex object. Harpercollins, 2017.
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