SPRING 2008:
REVIEWS FOR THE SOCS LIBRARY
Reviews are listed in alphabetical order by author of the reviewed text.
______________________________________________________
Acker, Joan. Class Questions: Feminist Answers. AltaMira 2005.
Reviewed by Chanis Brown
The topic of the book, "Class Questions; Feminist Answers," covers various issues that are central topics surrounding race, ethnicity, class, and gender. The author, Joan Acker, suggests that class is racialized and gendered. In chapter 7, the author brings attention to paid and unpaid labor. The author wants to propose ways to make changes in society with an emphasis in the workplace, yet still highlights that there is not only one way or better way to make change in society. She wants to focus on reducing the negative effects of class, since it is racialized and gendered, and create a more equal, just, and stable existence in society.
The work contributes to the topic of feminism and gender in the work place. Class can be understood as the position, or control and power, one has economically. Feminist suggest that there is a difference between paid and unpaid labor. There are multiple forms of unpaid labor that are needed in order to keep society going that are not taken into account. An example of unpaid labor would be work within a home including tasks such as cleaning, child rearing, and cooking which would usually be done by women.
The Source, "Class Questions; Feminist Answers written by Joan Acker," is an excellent source to provide one with knowledge about class and how it is racialized, gendered, and perpetuated. The source provided information that is from white women's lens as well as women of color's lens. The book is limited because although it suggests ways of changing race, class, and gendered inequalities, it is very optimistic. The author does make the reader aware that chapter 7, although full of suggestions of change, is a very optimistic proposal.
______________________________________________________
Barry, Kathleen M. Femininity in Flight: A History of Flight Attendants. Duke UP 2007.
Reviewed by Erin Collins
Femininity in Flight is not just based on the history of flight attendants, but on how these skimpily dressed women would "emerge among the most outspoken and successful workplace feminists" (1) The book takes you through the different eras of "stewardesses" as they were called up until the 1970's, and the different ways in which their activism and unionization helped to change restrictions, (many gender bias), and sexualized outlooks set upon them. "Flight attendants used their public relations acumen to debunk their hypersexualized image and demand respect as safety professionals" (2). The glamorization of these women was used as a double-sided sword often "selling" the seats but also allowing them to achieve many of their activist's goals. With personal statements and historical backing this book allows the reader to understand the truth behind feminist activists and the power of unification. The book's overall goal is to connect the flight attendants' roles as ambitious activists and their "role as icons of femininity". "By taking glamourization and activism as inseparable features of flight attendants' collective experiences, and of their relevance to the broader history of femininity, work, and pink-collar activism" (10).
Reviewed by Emily Urso
Within, Femininity in Flight, Barry argues that stewardesses of the mid-20 th century were able to use their glamorized position to incite activism that would result in changes in employment laws, as well as in the view of women as workers. The author conveys the idea that the cultural history of female flight attendants can not be separated from the history of women's labor and that they go hand in hand. Barry describes how flight attendants of the post-World War II era were portrayed as the epitome of glamour and were expected to perform gender on the job by evoking femininity and nurturance. They were sexualized and "served the entire nation as emblems of white femininity" (Barry 9). While performing their pink collar jobs, by the mid 1960's stewardesses had participated in two decades of activism that included strikes, lobbying for safety certification, and the abolishment of airline policies that upheld sexual discrimination and marriage restrictions. Throughout the introduction to her book, Barry effectively sets the stage for the reader by describing the importance of the role of the collective activism of stewardesses in gaining greater respect for women's work and the pink collar sector of employment.
______________________________________________________
Barton, Bernadette. Stripped: Inside the Lives of Exotic Dancers. NYU Press 2006.
Reviewed by Heather Kalman
Bernadette Barton's Stripped: Inside the Lives of Exotic Dancers is a collection of stories about different dancers Barton encountered during her five years of research (observation and biographical and historical accounts). The book serves to explain the sex industry (such as why women get into the work, why they continue, what the job really entatils, etc). The intended audience is anyone who has an interest in sex work, those who detest sex work, those who engage in sex work, and anyone just curious about the lives of strippers.
Barton is not specifically arguing for a certain thesis: she is taking preconceptions and letting actual strippers assert or refute them. The book is an argument against stereotyping strippers (either as prostitutes, delinquents, bad people, etc). Barton uses notions about stripping and the dancers' statements to go beyond that of the obvious and analyze issues that are intricately laced within gender studies (such as beauty ideals, feminine sexuality, being a "good" woman, non-heterosexual lifestyles, etc). Barton's book is definitely feminist in that there are no judgments of the women recounted in the book; Barton is explaining an industry that women are integral in, and explaining why and how they either benefit or suffer from it.
Barton's use of personal narratives serves supports the points she aims to make: for example, when discussing discrimination, Barton quotes a dancer named Maureen who says that she was refused an apartment due to her profession (79). The narratives allow the reader insight into a real person, which makes the subject material that much more tangible. The book steers readers in a certain direction: although, counter arguments can be made to the points presented in the book due to most of the evidence being personal observation and dictation (one could always say "oh yeah, well I saw this and that..." as a counter point).
Ofcourse Barton cannot definitively say if sex work is evil or great. She does however, cover issues that occur in the industry and allows the reader to form their own opinions. This source would be ideal for those interested in studying women in sex work, or even circumstances (such as poverty, family structure, etc) that would lead toward sex work. Obviously this source is about women, gender, race, economics, and family...one might be able to use it for a multitude of reasons because sex work is not just about sex...it is about everything that comes before and after.
Reviewed by Stacy Delehanty
Bad Girls , the third chapter of Bernadette Barton's work Stripped: Inside the Lives of Exotic Dancers , investigates the stereotypes, stigmas, and generalizations that society creates and holds against exotic dancers. Barton weaves personal accounts and views of current and ex- dancers to support the negative connotation that is often associated with exotic dancing. In addition to the public's stripper stigma, the author notes various typecasts that dancers have against other exotic dancers. One example revealed is a dancer's view of a topless performer compared to a nude performer. This woman uses a strategy of asserting that she is a different type of performer than the nude entertainer in order to help manage her own stripper stigma. Barton notes that various strategies are used by her informants to "bolster their self-perceptions and avoid internalizing the negative stereotypes about strippers." This chapter provides an analytical yet empathetic view of the difficulties that exotic dancers must overcome in our society. Barton's interviews, research, and opinions allow the reader to understand more about the professional and personal life of a stripper and the challenges that they must face both inside and out of the club scene.
______________________________________________________
Bell, Ella L. J. Edmonson and Stella M. Nkomo, Our Separate Ways: Black and White Women and the Struggle for Professional Identity. Harvard Business School Press, 2001.
Reviewed by Yalitza Guerrero
Chapter 11. "The Racialized Self"
In efforts to raise awareness of racial identification, the authors touch upon the divide between black and white women in an attempt to raise a better recognition of the meaning of whiteness and the benefits received as a result of being white. White privilege, a term coined by Peggy Mcintosh in her self-analysis, are privileges that are held by the white race that other races, termed Other , do not benefit from. Many people do not realize that they are beneficiaries of these benefits until they are compared to a lower class/group, however. For instance, through their research and interviews with various white women, Bell and Mkomo found that the majority of the white women interviewed were not aware of the benefits whiteness offered them, yet when asked to compare themselves to a black woman, eagerly declared that they were happy to be born white and acknowledged the advantages they held over a black woman. Where exactly does this study leave us, then? Bell and Nkomo urge everyone to begin discussions on whiteness and racial identity; rather than perpetuating the color blindness principle that many chose to live by, race should be recognized and studied. Otherwise, the racist system would never cease, and also, whites would be limited from exploring their own racial identities because whiteness has been set as the norm for such a long time.
______________________________________________________
Bowman, Marjorie A., Erica Frank, & Deborah I. Allen, eds. Women in Medicine: Careers and Life Management. Springer-Verlag 2002.
Reviewed by Michelle Cornacchia
"Having and Raising Children," by Marjorie A. Bowman and Deborah I. Allen addresses issues and provides objective solutions for female physicians who are unsure about raising children. Though it is normally expected that men and women will have children, due to socialization, child-rearing responsibilities mainly fall on the mother. This unequal distribution of childcare impacts the female physician's family and career aspirations. To lessen this issue, this article discusses actions in childbirth timing and childcare options. Since female medical students are faced with time-intensive programs and fertility limitations, they need to choose if or when childbirth would be most appropriate. Provided the women are in their twenties, they are most fertile before or during medical school, but then face delayed education. On the other hand, waiting during or after residency provides a more stable career, but could create possible birthing difficulties. Once the infant is born, childcare options include hiring day care providers, participating in day care centers, or creating live-in arrangements. This chapter touches on the limitations society places on female physicians desiring to experience the joys of raising children, but also offers solutions to allow these women various ways to manage both a career and a family.
__________________________________________________
Delpit, Lisa, Other People's Children: Cultural Conflict in the Classroom. New Press 1996/2006.
Reviewed by Dana Grandell
The chapter, Skills and Other Dilemmas of a Progressive Black Educator , written by Lisa Delpit debates traditional and more liberal methods of teaching. Lisa graduated college with the idea that "people learn to write not by being taught "skills" and grammar, but by "writing in meaningful contexts."" (12) She carried this idea into her professional career by creating an open-classroom where students learned through learning stations, games, writing their own stories, and interactions with one another. Her white students "zoomed ahead" while her black students did not seem to be advancing at their same rate.
With this "writing process approach to literacy" theory, came the idea that energy should be focused on "fluency" rather than "correctness". However, these methods of teaching were costing black student's education to suffer. Many black teachers became upset as they watched their student's education dwindle. They argued that black students have fluency and need to work on their writing skills. One teacher stated that her students write rap lyrics all the time that are fluent. What she feels her students really need are skills that are going to allow them to excel in the real world such as when they take the SATs or go to college. Black children from poor families do not get the same training at home that white children do in dealing with writing skills so it is something that needs to be done in school.
This dilemma is something that Delpit feels needs to be dealt with. As much as a progressive classroom may be helpful to some students, it is not guaranteed to reach all. Something must be done to give every student the same shot at excelling in their learning.
__________________________________________________
Drudy, Sheelagh. Men and the Classroom: Gender Imbalances in Teaching. Routledge Falmer 2004.
Reviewed by Rachel Holzapfel
Sheelagh Drudy discusses topics about gender and teaching. She talks about assumptions about women and teaching and says that these assumptions undermine the work of teachers. She also discusses about boys, men, and schooling. She argues that public education was not equal among the sexes. She also discusses the stereotypes that are put onto the genders, like girls reading earlier than boys and being better at reading and writing than boys. Also, that boys are better at math and science than girls are. She also touches on the topic of education and the social construction of masculinity. She says that school impacts the social construction of masculinity by supporting the stereotypes and definition of masculinity.
I enjoyed reading this article because I will be a teacher one day and much of this information was very interesting and relevant to me. Her points were interesting and important for people to know, especially future educators. I will take this new knowledge and apply it to my classroom when I become a teacher.
__________________________________________________
Fels, A . Necessary Dreams: Ambition in Women's Changing Lives. Anchor 2004.
Reviewed by Cassandra Castellano
Fels (2004) discusses the socially constructed concept of "Femininity," in the fourth chapter of Necessary Dreams. The chapter discusses the female habit of deflecting personal accolades and recognition to male counterparts. She argues that the habit is a reflection upon middle class perception of femininity. Fels references the, "sin of omission," which suggests that overt discrimination against females undermines female ambition and holds them back in the workforce (2004). Necessary Dreams contributes to the removal of blinders from unconscious human habit. The work is an informative piece that appeals to a higher level of social awareness. Fels work is adequately supported through quantitative research using the BSRI, or Bem Sex Role Inventory. In psychology, the BSRI outlines standard social measures of femininity, masculinity and androgyny (2004). Sixty quality traits in total are then ranked according to the social desirability of the corresponding trait. Fels inclusion of BSRI statistics demonstrates how it parallels the general culture's perception of what is inherently "male" and "female." Her arguments are additionally supported through the use of historical accounts that demonstrate the sheer breadth of cited women who have been devalued in the professional world.
__________________________________________________
Finlay, Barbara. George W. Bush and the War on Women. Zed 2006.
Reviewed by Caitlin Nabinger
In "Restricting Reproductive Rights Around the Globe: Threatening Women's Lives to Please the Right," Barbara Finlay discusses the disjuncture between the Bush administration's voiced concerns for women's equality and its policies (both domestic and foreign) on reproductive rights. She claims that reproductive rights, including the right to proper healthcare and the access to sexual health education, are basic human rights. Most of this chapter emphasizes the importance of education and family planning resources in developing countries as a means of stimulating economic growth and, more importantly, as a way to assure women a better quality of life in which they are not seen simply in terms of motherhood.
Finlay illustrates the negative effects the "global gag rule" (reinstated by the Bush administration) which, "prohibits foreign agencies receiving US family planning funds through the US Agency for International Development (USAID) from performing abortions and requires that they provide no information or counseling to clients about abortion..." (91-92). Many of the same agencies that provide family planning services also receive funding for abstinence-based HIV/AIDS prevention, but are forced to forego women's reproductive issues in order to comply with the gag rule. This not only prevents women from receiving proper care, but such services prove to be highly ineffective without broader sexual health education. Ultimately, Finlay uses this chapter to highlight Bush's concern for domestic, faith-based politics over improving the lives of women globally.
______________________________________________________
Henderson, Mary E. Gifted and Talented Females Speak Out on Parental Influences and Achievement! Hamilton 2005.
Reviewed by Megan Burns
Henderson describes the plight of the gifted, underachieving female providing important insight into the cause and possible solutions to this dilemma. Her explanations prove to be motivational in creating a world accepting and nurturing of females' talents. Two important factors are self-esteem and societal expectations. According to Henderson, children that do not receive praise for their achievements will be less motivated to become productive adults. She also points out that ideas of men being more capable than women are still present leading adults to expect less from girls and inadvertently lower their self-esteem. This low self-esteem in girls leads to an underachievement in school and beyond despite their true abilities creating the gifted underachieving female.
To begin to correct this problem, Henderson suggests early detection of gifted underachieving females in order to keep them from "disappearing." Henderson states, "Early identification would permit a better chance for reversing patterns of underachievement." She goes on to stress the influence that parents and other adults have on young girls; "The challenge of being gifted and female is so great that without proper intervention by parents, teachers, and counselors, the majority of gifted females will continue to disappear (22)."
______________________________________________________
Rico, Yrma, and Nancy Garascia. La Vida Rica: The Latina's Guide to Success. McGraw-Hill, 2004.
Reviewed by Alexandra Algarin
Chapter 1: Si, Any Latina Can Live Her Dreams
This book is about the ways in which Latinas can become successful in life despite where we come from, who we live with, and what tries to discourage us. Yrma Rico's book serves a purpose to encourage the young or mature Latina to get out of our current situation by pushing the limits. She suggests that instead of planning out our life's goals, we need to think "How I can I get from here to there?" "Planning too much gets in the way of BIG things." She intends for her readers to be Latinas, however, her experiences are some that every women can relate too, especially Minority women.
Yrma Rico's book touches 5 things that keep the Latina from achieving her dreams. One of them is MEN! While she does not condemn marriage or love and happiness, she does mention that in the Latin culture women are led to believe that as long as they have dinner on the table and have a clean home, their husbands will always be happy. "What about the Latina's happiness?" she mentions.
This book is a Latina's guide to accomplishing the American dream while touching basis on the personal experiences of the Yrma Rico and several successful Latinas, while presenting a guideline for "intergrading job, family, and romance under the umbrella of Hispanic culture."
______________________________________________________
Stride, June. Practical Strategies for Elementary School Inclusion. Attainment 2005.
Reviewed by Melissa Agosto
Chapter 4 "Preparing for Inclusion"
Inclusion means change. The chapter "Preparing for Inclusion" in the text Practical Strategies for Elementary School Inclusion is an important piece that addresses inclusion in the elementary school and how through small change big changes can occur. It offers tips and suggestions on to not only offer inclusion in the classroom but also in the teachers work environment by making everyone actively aware and involved with their surroundings.
It is an empowering piece that can lay the foundation work for beginning teachers and veteran teachers, as there is always room for improvement and new ideas. Although the piece does not specifically address direct issues on feminism, gender, women or sexuality in the workplace it offers solutions to building strong teams with other co-workers and parents in a school district in order to achieve a level of success. Although Stride's piece deals primarily with inclusion in elementary schools; it is a concept that can be developed in any aspect in life. "Positive professional growth requires persistence, flexibility and certainly, a willing heart and mind.(71)"
______________________________________________________
Whitelegg, Drew. Working the Skies: The Fast Paced, Disorienting World of the Flight Attendant. NYU Press 2007.
Reviewed by Juliana Hendrickson
"Sex Objects in the Sky" focuses on the widespread idea of female flight attendants, during the 1960's and 1970's, as "sex kittens" while flying the skies from destination to destination. Due to passenger growth, the jetliners wanted to create a more appealing flight when traveling. Whitelegg explains jetliner companies wanted passengers to buy into their product (flying their planes) and therefore would market sexy flight attendants to businessmen. The avant-garde clothing and the relaxed social norms of the time, made advertising easy for jetliners to stereotype the women.
This section also discusses how those women fought back against their "sex kitten" stereotype after a book titled, Coffee, Tea or Me? was published. The flight attendants felt that the book gave them a far racier image and they decided to fight against sexism. The author offers explanation of how the stereotyped flight attendants changed their promiscuous image into more of the "marrying type" career woman.
Reviewed by Christine Maco
Introduction
In his introduction to Working the Skies, Whitelegg shows how women turned the job of the flight attendant, one that was originally short-term, exploitative, and restrictive, into a long-term professional career that offered them mobility and autonomy. Whitelegg examines the profession through a gendered lens, and shows how female flight attendants challenged their prescribed gender roles.
Whitelegg shows how many of the movies involving flight attendants in the past ten years almost always portray the type of flight attendants from twenty years ago. Sadly, some airlines still have their attendants dress in skimpy clothes, and choose the best-looking ones, as the women serve as advertisements for the airline. The older women who have made a career for themselves are now being currently get paid too much by airlines' standards, and are often squeezed from the spaces they created. Because airlines cannot overtly discriminate, they tend to create an environment in which people will not want to hang around.
Though the monetary rewards may not be great, Whitelegg identifies three periods in which flight attendants used their jobs to gain other types of rewards. In the first period, known as the predestination period, which lasted from 1930 until the outbreak of World War II, flight attendants took advantage of new travel opportunities, which would not have been available to them otherwise. The destination phase lasted from the 1940s until the early 1970s, and during this, the attendants enjoyed visiting exotic locations, and most only lasted for about 18 months, because flight attendants were not allowed to be married or have children. The main benefit of the post destination phase, which began in the early 1970s and continues to today, was the control it gave flight attendants over their lives.
As Whitelegg interviewed over fifty flight attendants while researching his book, Working the Skies tells the story of a brave group of women who changed the profession for future generations.