Now showing items 21-30 of 30

    • Disrupting the Lean: Performing a 2016 Declaration of Sentiments

      Schroeder, Tambria; LeSavoy, Barbara; Brown, Melissa; Love, Brooke E.; Rosen, Maggie; Ophardt, Brooke A.; Lai, Audrey; The College at Brockport (2017-12-06)
      Inspired by the spirit of disruption, this article narrates the making of a “2016 Declaration of Sentiments,” invented in a roundtable, “Disrupting the Lean: Performing a 2016 Declaration of Sentiments,” at the fifth Biennial Seneca Falls Dialogues (SFD). We open the essay with a brief theoretical overview that informs manifestos written in a feminist theory or senior seminar course that take up questions of gender equity, labor, and acts of resistance. We follow with excerpts from these manifestos as read in the roundtable, closing the essay with a “2016 Declaration of Sentiments,” collaboratively authored and recited by roundtable participants. Looking back but thinking forward, we give you our words and our voice as we seek to bring activism and agency back to Seneca Falls.
    • Editorial Introduction: Women Have Achieved This, I Follow: WHAT IF?

      Uman, Deborah; LeSavoy, Barbara; St. John Fisher College; The College at Brockport, State University of New York (2017-12-06)
      In turning to questions of gender, economics and entrepreneurship, the 2016 Seneca Falls Dialogues asked participants to explore how various forms of labor and compensation affect individual lives, societal movements, and institutions. One of the sub-themes for the conference was “Arts and Activism,” which led to our choice of keynote speaker Brenda Ann Kenneally and inspired Eastman professor of music education, Philip Silvey, to propose a performance of the University of Rochester’s women’s chorus at the Dialogues. With the full support of the Department of Music at University of Rochester, chaired by Professor Honey Meconi, and the full enthusiasm of the organizing committee, this proposal became a reality and the performance was a highlight of the Dialogues, dramatizing the importance of place and the contributions of women throughout time and cultures.
    • Add Women and Stir: Female Presidents in Pop Culture, 2012-2016

      Laflen, Angela; Smith, Michelle; Bayer, Kristin; Ramirez, Riana; Recce, Jessica; Scott, Molly; Marist College (2017-12-06)
      In this article, we argue that there was a representational shift in popular culture representations of female presidents following Hillary Clinton’s 2008 primary run, from earlier representations that were entirely preoccupied with gender to more recent depictions that tried to set aside “the gender question.” We explore three representations of female presidents produced since 2012 that can illuminate popular understandings of gender and the presidency between the 2008 and 2016 elections: Veep, State of Affairs, and Scandal. While all three texts attempt to normalize images of female presidents and break from earlier representations by treating a female presidency as an ordinary course of events, only Scandal normalizes female political power without also minimizing either the significance of gender as a cultural force or the value of the presidency as a feminist goal. These representations continue to offer a limited vision of female presidents and the social changes needed to create the conditions that would clear a path to the American presidency, which remains, in Clinton’s words, “that highest, hardest glass ceiling.”
    • “Gender (As Constant) Labor”: A Consciousness Raising Dialogue on Transfeminist Scholarship and Organizing

      White, Melissa Autumn; Hobart and William Smith Colleges (2017-12-06)
      This co-authored essay draws on student research conducted for an upper-level course called Trans*Studies that was originally presented at the Seneca Falls Dialogues Conference in October 2016. Drawing on Jane Ward's generative concept of "gender labor", our Dialogue highlights the material effects of representational politics, and articulates the need to centre a transfeminist critique of normative regimes of power, including the representation of "women's" history in the United States.
    • Remembering Kate Gleason: Introducing a Twentieth-Century Businesswoman to Twenty-First Century Students

      Brown, Michael J.; Edwards, Rebecca; Lent, Tina O.; Rochester Institute of Technology (2017-12-06)
      In the fall of 2015, the faculty of the Museum Studies Program at RIT mounted an exhibition titled "Kate Gleason, Visionary: A Tribute on Her 150th Birthday." While Kate Gleason’s name is familiar on the RIT campus because the College of Engineering is named for her, this association obscures recognition of her many and varied accomplishments. The challenge we undertook was to contextualize her work in engineering within her other entrepreneurial endeavors in manufacturing, banking, and building, focusing on the innovation and vision that united them. In addition, we wanted Gleason’s career and accomplishments to be compelling and relevant to our students. To this end we created an exhibition in two different formats: first, a mobile pop-up exhibition that traveled to several venues on campus to encounter students in the course of their daily campus routine and second, a formal gallery exhibition in the campus library. These articles reflect on the process of creating the exhibition’s underlying thesis, bringing the concept to life in two different types of exhibitions, engaging students in the creative process, and reflecting on the exhibition’s impact on its audience.
    • The New Normal: Sustaining and Growing WGS Programs with Professionally-Driven Students

      Sheffield, Kathryn I.; Ursic, Elizabeth; Mesa Community College (2017-12-06)
      In today’s volatile economic climate, students are increasingly choosing courses and majors that are primarily focused on professionally valuable skills and employment opportunities. This trend poses challenges for Women and Gender Studies programs, calling for a shift in both instructional and institutional strategies within the field. Yet, far from finding this a detriment, we have found that Women and Gender Studies courses have considerable value for professionally-driven students. In addition, we have found that the presence of professionally-driven students in Women and Gender Studies courses present opportunities for WGS programs. This article discusses the instructional and institutional implications of the inclusion of professionally-driven students in Women and Gender Studies programs at Mesa Community College, as well as findings from the 2016 Seneca Falls Dialogues.
    • The Seneca Falls Dialogues Journal, v. 2, 2017 (complete issue)

      Uman, Deborah; LeSavoy, Barbara; St. John Fisher College; The College at Brockport, State University of New York (2017-12-06)
      Memory. Disruption. Presidential. Underrepresented. History. Empowerment. Sustaining. Intersectionality. Transfeminism. These words capture the breadth and scope of essays in volume 2 and bring us back to the 2016 Biennial Seneca Falls Dialogues conference. Photojournalist, activist, and 2016 Seneca Falls Dialogues keynote Brenda Ann Kenneally uses her artistic work to explore the how and why of class inequity in America. Her project, Upstate Girls, set in Troy, NY, followed seven women for five years as their escape routes out of generational poverty led to further entrapment. Pictured on the journal cover, one of seven upstate girls, is Kayla and mom before their morning ride to work in Troy NY in 2007. This image and the essays that follow ask us to recognize the large spaces of inequality in which we live and work and to reconcile the gendered and racial dimensions to these inequalities. Written into the goals of The Seneca Falls Dialogues Journal is the importance of creatively engaging diverse tools for feminist activism, particularly those that support dialogues across difference. Inspired by Brenda Ann Kenneally’s Upstate Girls, and drawing on the Lean Out, Gender, Economics and Enterprise theme, The Seneca Falls Dialogues Journal honors the work of those who came before us as we build an accessible and inclusive publication in our continued pursuit of enlightenment and equality. Contents: Brown, Michael J., Rebecca a. R. Edwards, and Tina Olsin Lent. "Kate Gleason: Introducing a Twentieth-Century Businesswoman to Twenty-First Century Students." Schroeder, Tambria, Barbara LeSavoy, Melissa Brown, Brooke Love, Maggie Rosen, Brooke Ophardt, and Audrey Lai. "Disrupting the Lean: Performing a 2016 Declaration of Sentiments." Laflen, Angela, Michelle Smith, Kristin Bayer, Riana Ramirez, Jessica Recce, and Molly Scott, "Add Women and Stir: Female Presidents in Pop Culture, 2012-2016." Adomaitis, Alyssa Dana, Rachel Raskin, and Diana Saiki. "Appearance Discrimination: Lookism and the Cost to the American Woman." Ellington, Tameka N. "Underrepresented: The Lack of Black Designers Featured in Harper’s Bazaar and Vogue." Wagman, Jamie, Katlynn Dee, Alison Tipton, and Adrienne Whisman. "Constructing Sexuality and Fetishizing Women in American History: Debunking Myths in Popular Culture from Pocahontas to the Cold War." Agate, Sarah Taylor, and Joel R. Agate. "Empowerment through Dialogue: Women’s Experience with Division of Labor as a Leisure Constraint in Family Life." Sheffield, Kathryn I., and Elizabeth Ursic. "The New Normal: WGS Programs and Professionally-Driven Students." Cunningham, Lisa J.. Pao Lee Vue, and Virginia Maier. "Intersectionality and Feminist Pedagogy: Lessons from Teaching about Racism and Economic Inequity." White, Melissa Autumn, with Maddy Devereaux, Jason Kwong, Clare McCormick, Judith Schreir, and Vincent Creer. "Gender (As Constant) Labor:” A Consciousness Raising Dialogue on Transfeminist Scholarship and Organizing."
    • The Disproportionate Impact of Toxins in Consumer Products

      Bollheimer, Meredith; Reitz, Elissa; Mercyhurst University (2015-10-27)
      The number of chemicals used in everyday products has grown exponentially over the last century. Many of these chemicals are known endocrine disrupting compounds (EDC’s) and they have not been proven to be safe for humans or for the environment. Rather, many of these chemicals have been linked to negative human health outcomes and damage to the environment. Corporate America is responsible for the production and liberal use of these chemicals in consumer and personal care products. The federal government has failed to provide effective or meaningful standards or regulations for the myriad chemicals of concern that make their way into innumerable daily-use products. The negative impacts from these failures by corporate America and the federal government are suffered disproportionately by women and children. Women use more products than men. Women and children are uniquely impacted by the hormone disruption caused by EDC’s. Women’s bodies carry more “foreign chemicals” than their male counterparts. Women are also disproportionately impacted by the care-giving burden associated with these negative health outcomes. While women shoulder a disproportionate share of the negative consequences, they at the same time, are underrepresented in the decision-making process regarding the manufacture and regulation of these chemicals. Through collective action, women can effect change and reduce exposures to toxins in products.
    • Intersectionality and Feminist Pedagogy: Lessons from Teaching about Racism and Economic Inequity

      Cunningham, Lisa J.; Vue, Pao Lee; Maier, Virginia B.; St. John Fisher College (2017-12-06)
      This paper utilizes Rochester, NY, as a case study to argue that approaching race intersectionally and across disciplines creates a stronger model of feminist pedagogy. It is based on our work in the classroom and on the Fisher Race Initiatives—a series of three interactive workshops we created on our campus to create change in the aftermath of the Michael Brown shooting in Ferguson, MO, and in the subsequent rise of the #BlackLivesMatter movement. Our goals were to promote dialogue on race, to expose participants to factual information on race, and to emphasize the intersectional causes of poverty in the Rochester region. We use the framework of Gunnar Myrdal’s vicious circle theory about the perpetual cycle of black poverty and white racism to present how racism engenders and promulgates economic inequity, and we describe that framework here in the context of the Rochester region. We look at historical and current examples in the housing and education markets as specific examples of institutionalized racism and how it perpetuates the cycle of poverty. We conclude our paper by reflecting on how this intersectional interdisciplinary approach provides valuable lessons for faculty and students on diminishing unaware/unintentional racism and white privilege and promoting a more equitable campus committed to social justice.
    • Changing an Institutional Environment through Appreciative Inquiry: Rochester Institute of Technology’s College of Liberal Arts

      Schlombs, Corinna; Howard, Ann; DeLong, Caroline; Lieberman, Jessica; Rochester Institute of Technology (2015-10-27)
      This article introduces readers to Appreciative Inquiry as a form of feminist engagement in higher education. Appreciative Inquiry is a strength-based approach to organizational change that builds on positive psychology as well as social construction of language. At Rochester Institute’s College of Liberal Arts, a group of women faculty currently pursues an Appreciative Inquiry process to change their institutional environment to make it more beneficial to the success of women (and colleagues of all genders) rather than changing themselves to better fit into the existing environment. At the 2014 Seneca Falls Dialogues, members of this group engaged conference participants in an experience and discussion of Appreciative Inquiry. This article provides an overview on Appreciative Inquiry, analyzes the results of the Seneca Falls Dialogues session, and discusses the Appreciative Inquiry process at Rochester Institute of Technology.