Spring 2014 WMST Classes

COMS 457: Diversity in Communication
9:30 am - 10:45 TR Lisa E. Baker

CRJU 365 : Diversity Issues in the Criminal Justice System
11:00 am - 12:15 TR Bakhitah B. Abdul-Ra'uf
12:30 pm - 1:45 TR Bakhitah B. Abdul-Ra'uf
6:00 pm - 9:00 M Ginger L. Williams

ENGL 470: Jane Austen
12:30 pm - 1:45 TR Kim D. Gainer

HLTH 453: Human Sexuality
9:30 am - 10:45 TR Melissa L. Grim
11:00 am - 12:15 TR Melissa L. Grim

HUMD 300. Human Growth and Development: Birth through Adolescence
9:30 am - 10:45 TR Wendy L. Eckenrod-Green
5:00 pm - 8:00 M TBA
1:00 pm - 4:00 W TBA

PSYC 230. Lifespan Developmental Psychology
12:30 pm - 1:45 TR Jayne E. Bucy
2:00 pm - 3:15 TR Jayne E. Bucy
11:00 am - 11:50 MWF TBA
8:00 am - 9:15 TR TBA

PSYC 343. Social Psychology.
11:00 am - 12:15 TR TBA
8:00 am - 9:15 TR Jessica L. Doll
9:30 am - 10:45 TR Jessica L. Doll

PSYC 393. Psychology of Human Sexuality.
8:00 am - 9:15 TR Tracy J. Cohn

SOCY 250. Social Inequality.
10:00 am - 10:50 MWF Lawrence M. Eppard
2:00 pm - 2:50 MWF Lecture Lawrence M. Eppard

SOCY 326. Men and Women in Society.
3:00 pm - 3:50 MWF Joanna M. Hunter
2:00 pm - 3:15 TR Carla Corroto

SOCY 331. Race and Ethnic Relations.
6:00 pm - 9:00 T Kathryn K. Everard-Van Patten

WMST 101: Intro to Women's Studies
10:00 am - 10:50 MWF Michele Ren
11:00 am - 11:50 MWF Michele Ren
9:30 am-10:45 TR Dana Cochran
11:00 am - 12:15 TR Dana Cochran

WMST 400: Senior Portfolio
1 credit hour. Time & Space TBA. Mary Ferrari

For more info about the minor in Women's Studies at RU, please see our webpage.

Guest Post: "Women for Women International: How They Have Made a Difference"

Many countries have faced the horrors of war. Many people have died and communities devastated because of them. But the victims that are most commonly faced with the most suffering in times of war are women. In the Rwandan Genocide of 1994, an estimated 1,000,000 people were killed—and around 250,000 to 500,000 women and girls were brutally raped. This left about 70 percent of them infected with HIV and around 2,000 to 5,000 with unwanted pregnancies, issues that they are still struggling with to this day (Brown, 2012). Women need an advocate and a helping hand in times such as these, and Women for Women International was founded to be exactly that. This organization has provided women with a way to rebuild their lives and find support through their one-year job skills training program, counseling services, sponsorship, and fundraisers.

Women for Women International began in 1993 with the determination of one very strong willed woman named Zainab Salbi. Having grown up in Iraq during the Iran-Iraq war and her father called on to be a personal pilot for Saddam Hussein, she is no stranger to the effects and devastation war can bring and saw firsthand the violence that can be taken out on women. At the age of nineteen she moved to the U.S. and started completely anew. In an excerpt of her book, she writes: “I creased my life down the middle like the spine of a book when you bend the pages back very hard. You could read the first half of the book of my life, then read the second half, and not know they were lived by the same person. I wanted it that way. I needed it that way."(2006). After seeing a photograph of a Bosnian concentration/rape camp on the cover of Time magazine and reading about what these women were going through, she felt overwhelmingly compelled to do something about it. She began WfWI in Bosnia, through fundraising, networking, and sending sponsorship money to refugee camps. Her work helped many, and now continues to help even more on the grand scale that the organization has grown into—reaching out to women in eight countries around the world.

First and foremost, what Women for Women International is most known for and what Zainab Salbi’s work has led to, is a one-year program offered to women who are survivors of war, violence, and injustice that provides those enrolled with extensive job skills and business training courses so they can earn a living as an independent individual, as well as a thorough education in what their rights are as women and how they can utilize them to become leaders and fight for those rights within their communities and nations. The program also ensures that upon leaving it these women will have social networks and safety nets for support and protection. In an interview with Kate Castillo, the Director of Communications for WfWI, she described that, “At the end of their year of training each participant has a vocational skill she can use to sustain an income and provide for herself and her family. She knows how to stay healthy, and practice good nutrition. She is aware of her human and legal rights, and can stand up for those rights. Each participant has a support network she can draw on for advice, or even collaborate with in a small business venture” (Denza, 2012). Upon reading the statistics of the organization’s success in every country they serve and reading stories from women who have actually been through the program, one can see that this is true of all of them. Women for Women International has helped over 218,000 women in various communities throughout Afghanistan, Bosnia, the Democratic Republic of Congo, Iraq, Kosovo, Nigeria, Rwanda, and South Sudan—and the help is not limited to their twelve-month program and their own efforts. They have made it possible for other caring individuals to contribute as well.

Another prominent way Women for Women International is helping accomplish their goal is by providing the opportunity for other women (obviously those living in less hostile environments who have the means and desire to help out) to become a sponsor. When one becomes a sponsor, they donate 30 dollars a month for a year to cover the cost of a woman’s participation in the program. They are also asked to write letters to their “sponsor sister”, which provides an emotional lifeline and often creates a lasting connection. On the WfWIwebsite sponsor page, an excerpt from a letter from a participant in Kosovo to her sponsor, reads: “Anne, I would like for your support and for your letters. They bring joy to my heart and I eagerly wait your letter. I got so excited and I know that your letters make me feel so important as a person because I know there is someone in this world who cares and supports me." This is only one of many letters and stories that show just how meaningful the concern and help of a sponsor can be to these women. With the aid of sponsors, and the donations of considerate individuals who are moved by their cause, WfWI has been able to progress to new heights and inspire even more people to contribute.

Apart from providing tremendously beneficial job-skills and sponsorship programs, Women for Women International is also readily involved in projects to extend these helpful aims further. One such project is the Women’s Opportunity Center in Kayonza, Rwanda, which is scheduled to open in June of this year. The center will serve as a place for women to go to be a part of the one-year program for achieving vocational and life-skills training, as well as to receive counseling services and micro-lending to help gain support and economic independence. Lots of thought was put into every detail of the design of the new structure, to help create an inviting atmosphere and encourage participation in the program. Sharon Davis, head of the New York architecture firm Sharon Davis Design, was called upon by WfWI to turn their vision into reality and came up with a design that would best attract and contribute to the needs of women in that area. "Her pro bono support and architectural expertise has been invaluable to the construction of the Kosovo and Rwanda Women's Opportunity Centers. The designs of the WOCs not only break new ground in terms of the space and the visibility it offers women, but also as models of environmental sustainability” Karen Sherman, WfWI’s Director of Global Programming, said of the New York architect (Brown, 2012). Women for Women International also exercised their goals in the actual building of the center, by requiring that the contracting company who was working on it employ at least 20 percent women in their work force (Brown, 2012). The center certainly seems to be incredibly promising, and will surely serve as a beacon of hope and comfort to the women of Rwanda.

With all the horrible war-related tragedies that take place in our world today, many inflicting trauma on the lives of women, one could easily get discouraged about hope for women escaping these kinds of situations. Goodness knows violence towards women has been a problem as long as women have walked this earth. But Women for Women International has accomplished something extremely important; they have given hope to these women. They have made significant strides in helping them to advance and restore their lives when they have lost nearly everything, and continues to grow and search for new ways that they can accomplish their admirable purpose. It is truly an inspiring thing to behold, and more people should be made aware of it.

-Haley Bechtel

Photos: Radford, Virginia joins Women for Women International on the Bridge, 2010

Guest Post: "Shit Girls Say"

The YouTube episodes that relate to “Shit Girls Say” are undoubtedly comical; however, shielded by the laughs are a few negative stereotypes concerning women which are embedded in these videos. Graydon Sheppard, the man who demonstrates “what women say”, portrays women as dumb airheads who do not have meaningful conversations, but instead prefer to make simple-minded or substance-lacking comments.

For instance, in the first episode, Sheppard asks, “Do you know anything about computers?”, and even imitates women forgetting such routine things as locking the door. Women are also displayed as needy as Sheppard constantly asks for favors from others or second opinions on things that are relatively simple decisions. Additionally, women are not only seen as overly dramatic which is depicted in the first episode when two females scream incessantly and hug for an extended amount of time upon reuniting, but they are portrayed as unintelligent as Sheppard and another woman spend a significant length of time complementing each other back and forth by repeatedly saying, “You’re the best!” They then proceed to speak relentlessly about seemingly petty issues, yet neither listens to the other’s statements.

Moreover, the second episode depicts a woman who is attempting to convey her feelings and thoughts on the relevant matter by merely saying, “I’m just like (ughhhh).” As this YouTube set has been produced by two males, it is evident that negative stereotypes are held towards women which serve to keep them on a lesser pedestal than men as it is clear that society thinks of women as incompetent, incapable, and unproductive human beings. Moreover, “Shit Girls Say” may be related to Hilary M. Lip’s “Women, Education, and Economic Participation,” which speaks of many institutionalized realities that have been implemented to reinforce these negative stereotypes. Years ago, women were unable to access higher education because science was considered to be unsuitable for females to learn. Edward Clarke, an American Educator, continued to argue that women’s brains were immature and unqualified for the higher education context and that if they used too much energy to think then little energy will be available for reproductive purposes. This discriminant thinking has helped promote the negative stereotypes that regard women as incompetent, incapable, and less human than men.

- Alexandra Carter

Guest Post: AXE APOLLO COMMERCIAL

This Axe Deodorant and Body Spray commercial is a blatant reference to the masculinity ideals that are embedded in our culture. The fact that a woman is just helpless against any force of nature, but the man overpowers and overcomes anything, even a deadly shark, is just the beginning.

The videographers of this commercial chose shots to present the main male in the commercial as tall and above the rest of the people at the beach. The main woman in the commercial is presented as helpless, and when the male pulls her out of the water after his valiant rescue, she is lifeless and unable to even get herself to shore while the male easily carries her there. The videographer places other females standing around awe inspired at the actions of their fearless male leader of the beach at the scene as the main woman awakes. The fact that all the secondary women are presented as just bystanders viewing the event places more of an emphasis that women cannot do anything, and the males of our society are the only people to act in critical situations.

The comments on the video show more males from our society believing their dominance above the women in the society by saying things like “I would just drown that bich [sic] if she tried to run away from me.” This person embodies what we have learned from “The Bro Code” because this person is clearly trained to womanize and is obeying the masculinity cops in the sense that he believes that man dominates women. The commenter believes that women should not be able to choose their own path or partner, which is also an example of the ideals initially held by the men in the book The Color Purple.

Another commenter on the video says “Guy saves girl, beats up shark, and pulls her to safety. Girl leaves him for a guy with a better job. Sounds about right.” This person, through his comment, assumes that women need to find a man for support in general. It also refers to the stereotype that women only go for men because of their economic status, and the comment basically calls women “gold-diggers” who only want to find men for their money and nothing else. This advertisement is a perfect example of the male dominant ideals placed on our society that are displayed in mainstream media today.


- Alex Nason

HER-STORY 2013: MOIRA P. BAKER

For the last two years, during Women’s History Month, RU has honored its “Distinguished Women” with 39 posters scattered about campus and a reception with President Kyle in Covington Hall. In the midst of it all, there has been one woman, who has not been so recognized, working in the background to get these women honored, to get their posters made, to have the posters placed in stands on campus, to get people to come to the reception to honor them, to make the speeches lauding them… 

That woman is Dr. Moira Baker, Professor of English, and director of the Women’s Studies Program. You might not know Moira, but, if you went to just one of the twenty-eight women’s history month events this year, you probably saw here there. 

As one of my former professors, and a current friend and colleague, I can say that Moira has influenced both my thinking and my teaching profoundly. But, that’s obvious to anybody who knows me and/or what I do here at Radford. For this tribute, I wanted you – and her – to hear it from voices other than just my own (she is my boss, after all), so I asked some of her other (current and former) students, friends and colleagues to chime in. This is what some of them had to say:

Colleagues, Friends
“A more principled, thoughtful woman would be hard to find. Moira is always there to have an in depth conversation, to have a good laugh, and to stand up for her beliefs.” – B. Chelsea Adams, retired, Radford University English Department 

“Moira is my neighbor, first of all. And that's the most important thing because there are 4 households on my street that take care of one another, but no one more than Moira. Power outage, dog needs care, kids need watched, you've lost your cork screw... Moira is there. She is the real deal. A feminist that still remembers the words to the songs that got us the ERA, a loyal loving partner to Kaye, a shoot-from-the-hip academic who cares more about her students than most. Moira is my neighbor. My friend. My sister. I love her.” Lucinda McDermott Piro, Actor, Director, Singer, Teacher, Writer

Former Students, Current Colleagues
“Because of a class I took with Moira, I am aware of the Military Junta in South America, along with the United States' role in that reign of terror. She educated me about Virginia Woolf and Toni Morrison. And she instilled in me, as a life-long learner, scholar, and teacher, the need to always question "reality" and who controls that reality.” – Theresa Burris, Radford University Appalachian Studies 

“Love your work. Make it matter.
That's what Moira modeled,
what she taught.
That's what she still does.”
-Jim Minick, Radford University English Department 

“As a student of hers many years ago, I learned how to be a scholar. Her course taught me how to be a life long researcher and learner and now, even as a teacher myself, I wish I could take refresher courses from her. But--I appreciate her even more for what she did when she taught my son, Erik. She brought out the best in him as far as his research and analytical writing abilities, and partly because of her, he is now finishing his second master's degree and has been accepted at one school so far for his PhD. She is a master teacher who truly cares about her students.” – Nancy Taylor, Radford University English Department 

“Moira taught me about Feminism without making me feel guilty for being a man. I would say that she helped me become a feminist, but there is a debate as to whether men can be feminists, so I would say that I am a feminist-appreciationist” Dan Woods, Radford University English Department

Former Students
“I had Dr. Baker for Lit Crit and learned so much about writing scholarship. However, I think I really enjoyed the semester I took her Toni Morrison class. We read most of Morrison's major works, and I wrote a paper on the connection between Morrison and James Joyce. What made the semester more exciting was when Maya Angelou came to speak, and I couldn't get a ticket. Dr. Baker told me I really needed to attend, so I bribed one of my students with 10 points extra credit for his ticket. Unethical yes, but I really enjoyed the experience. I still remember Dr. Baker's lectures on Beloved which was probably one of my favorite novels of that course.” Sarah Bostock, Montgomery County Community College 

“When I remember Moira, I think of her soft voice as she gently lobbed zingers throughout my grad school classes. She never lectured or pontificated, but questioned us continuously-- what if? She made us question, and that is the best thing any teacher can do.” – Toni Cox, Radford Public Library 

“I knew Moira when I was both an undergraduate and graduate student, although I didn't start taking classes with her until grad school. I quickly developed deep respect for her throughout the time I was in undergrad. She partnered with students regularly to act on social justice issues. I particularly liked it when she'd pull out her guitar. Without even knowing it, she even introduced me to a lot of music that is central to my life still to this day. I got to really know Moira when I was a graduate student. She taught me, explicity and implicitly, about literature, theory, thinking, and teaching. In the classroom, she made it seem so effortless to guide a class without being didactic and without allowing the students to stray wildly from the point of the discussion. When I was writing my thesis, Moira wouldn't hesitate to spend two hours on the phone with me while I wrestled through a particularly difficult concept. And while I was apprenticing under her scholarship, awed by her, she never hesitated to go get a beer with us and just be a human being after hours. Her example has become part of who I am as an adult in the world and as a teacher. Moira Baker is a radically generous teacher, razor-sharp scholar, and dear person. I would not be the person I am without having spent those years with her.” – Amy Crouse-Powers, SUNY Oneonta 

“I remember being terrified walking into her class my second year in graduate school. I had heard she was “intense.” What I experienced was the best kind of intensity—passion. She seemed to never settle for being simply a teacher; she was an educator and she was there to let us learn and make us question. She challenged us to be active participants. In her class Moira not only made it easy to absorb the class content, but through her teaching style she led me to become more aware—not only self-aware, but aware of the world and my place in it.” – Shai Cullop, Emory and Henry College 

“What I remember most about Moira was her willingness to teach rather than criticize or simply correct, even in mundane situations. I remember her pulling me aside one day to note that I had misused semicolons in one of my papers. She wasn't judgmental about it--she simply and privately suggested I learn all the rules for using them. I was mortified by the errors until I realized she was teaching not judging me. I still try to follow this example when I work with my own students.” – Scott Ellis, Southern Connecticut State University
“Though I had Moira for grad school, my fondest memory is having her for 17th century lit with my boyfriend (now husband). She took a big, burly Criminal Justice major and made him actually enjoy reading Pope and Jonson. When a teacher can accomplish that, she can do anything. Brava, Moira, you are amazing.” – Serena Frost, Virginia Tech  

"Dr. Baker is one of the most hardworking individuals I have ever worked under. Her expectations for her students are dwarfed by the even higher expectations she clearly has for her own work. Studying under her was truly a pleasure due to the immense amount of energy and expertise Dr. Baker brings to her teaching." Tom Gaffney, RU Master’s Candidate in English 

“I remember how intimidating she was when I entered grad school. The annotation assignment we were given almost killed me. I learned so much from her. What I should have learned was how to stand up to my now ex husband. She blasted him when he refused to follow her instructions on an assignment based on "principle". – Cortney Green, SC Community College System 

“I learned what Cortney learned: that the presumptions and self-entitlements of gender difference and sexual inequality, among other kinds, are alive and prospering in the academy. Good shit for a stupid young feminist to know.” – Rae Greiner, Indiana University 

“Dr Baker encouraged me in ENGL 600. When she brought up fantastic advice and showed me that she had knowledge about my author that I thought only I knew as a fan of the author, I told Dr Baker that she had ‘read my mind, and beyond!’ She later responded, ‘Great minds think in the same circles!’ Though I can only hope to aspire to think in the same circles as a great such as Moira Baker, her kindness, understanding, and stunning share of knowledge mean a great deal to me as her student.” Claire Hall, RU Master’s Candidate in English 

“I learned many things from Moira, and I would like to have opportunity to learn more. Perhaps, the greatest compliment I can give a teacher is something I can say about Moira: she helped changed the way I see. I can never read a book or look at the world with the same naïve ignorance of the not-so-hidden agendas and assumptions waiting there after she opened my eyes to them. She challenged me as a scholar, an individual, and a participant in society to be genuine, analytic, and strong enough to demand fairness and acceptance. I would have missed some of the best moments of my life without encouragement from her and others. I know she helped empower many to risk much, and I know they are happier, more resilient, and better adjusted for it. I am grateful to be a small part of her story.” – J. Michael King, University of Pikeville 

“It is difficult to add to the spot-on descriptions of Moira Baker offered here. She showed me how and why teaching is a noble profession. When I am stymied in my own work I will stop and think, ‘what would Moira do?’ When I can approximate her expertise, I feel I have done well. She also showed me that I had a voice that mattered and that I should use that voice in service to others. She taught me that students have a right to choose to fail...a right I was allowed to respect. Finally, through her generosity of spirit, wit and elegance, she allowed me into a world filled with ideas and people that have enriched my life.” Leah Kirell, Lonestar College North Harris
“I was so thankful to have Moira as a professor-- and thesis adviser-- in graduate school because she has tons of knowledge that she was willing to share, but she also took the time to listen and encourage me to find my own way through my path of study. She is a great inspiration to me as I work with my own students.” – Jennifer Lawrence, Virginia Tech   

“When I first entered Moira’s “Intro to Scholarship” class I thought, ‘How is it possible to pack that much enthusiasm, passion, and knowledge into that little frame?’ I was in awe of her. Moira treated me like a peer (not the ignorant grad student I really was), took genuine interest in my thoughts, and taught me how to be fearless and to push the boundaries. She validated my work as a scholar and my thoughts as an equal. She laughed with us, and not at us, when we struggled through pronouncing scholars we had never heard of let alone read. (Habermas is still my favorite ice cream.) She inspired a loyalty inside and outside of her classroom I have rarely felt. I realized that Moira is the greatest teacher there can be where information is not a one-way process… she learned just as much from us as we learned from her… Sprezzatura! Pizza!” – B. J. Nicklin, Department of Defense Dependent Schools

“Moira intimidated me immediately, as well. But not long after that first class started, I was inspired by her enthusiasm. She made me feel like an English major in all caps, doing vital scholarly work, having conversations about material in more depth than I'd ever experienced. She didn't just critique my work, she wrote to me in the margins, she engaged me in the work, she made a shy, quiet girl feel like she had a brain in her head and something to say in class and to write on the page. I'm writing nearly ten years later with Moira in mind as a reader to help me forge on and to believe that what I think deserves to be heard.” – Jenny Brown Pennington, RU MA in English, 2002 

“I don't think I've ever met someone as passionate about their work as Moira is. Her tireless dedication is almost superhuman. Her enthusiasm for her work and for students' work is truly inspiring. She always encouraged students to follow even their wildest ideas, and we were all made into better scholars for it. One of the most important lessons I learned from Moira was any worthwhile project HAS to involve risk, and the riskier, the better. Some of the most rewarding projects I've done now as a doctoral student abroad have been a result of the lessons I learned from her. Her commitment to her students is absolutely unmatched. Studying under her has been one of the best experiences of my academic career.” Tosha Taylor, Loughborough University

Clearly, we could have had an entire month of her-story dedicated to this woman. As most of her former students, many of them now educators themselves, have already suggested here, if I can be just half the person, teacher, and thinker that she is, I will consider myself a success. 

As a member of all the categories above, I’d just like to say: thank you, Moira. 

Michele Ren

Women's Studies Courses at RU, Maymester-Fall 2013

Maymester 2013

PSYC 343. Social Psychology.

11:00 am - 1:45 pm MTWRF 

PSYC 393. Psychology of Human Sexuality.

8:00 am - 10:45 am MTWRF  

Summer I 2013

HUMD 300. Human Growth and Development: Birth through Adolescence. *Roanoke*.

5:00 pm - 8:00 pm TWR *Roanoke*

Summer II 2013

CRJU 365. Diversity in the Criminal Justice System.

2:00 pm - 4:15 pm MTWR  

PSYC 230. Lifespan Developmental Psychology.

*Online*                   

Fall 2013

CRJU 365. Diversity in the Criminal Justice System.

11:00 am - 11:50 am MWF 

2:00 pm - 12:50 pm  MWF             

12:30 pm - 1:45 pm  TR

CRJU 490. Family Violence. 

6:00 pm - 9:00 pm M

ENGL 453. The Female Literary Tradition.

9:30 am - 10:45 am TR

HLTH 325. Diversity of Health in U. S.

10:00 am - 10:50 am MWF  

HUMD 300. Human Growth and Development: Birth through Adolescence.

9:30 am - 10:45 am   TR            

5:00 pm - 8:00 pm     M             

11:00 am - 12:15 pm TR            

2:00 pm - 3:15 pm     TR  

1:00 pm - 4:00 pm     W  

1:00 pm - 4:00 pm     M 

NUTR 316. Nutrition in the Life Cycle I: Maternal and Child.

11:00 am - 12:15 pm MW 

PSYC 230. Lifespan Developmental Psychology.

1:00 pm - 1:50 pm MWF      

2:00 pm - 2:50 pm MWF 

6:00 pm - 9:00 pm R 

8:00 am - 9:15 am TR 

PSYC 250. Psychology of Diversity.

9:30 am - 10:45 am TR 

PSYC 343. Social Psychology.

5:00 pm - 6:15 pm TR 

3:30 pm - 4:45 pm TR 

3:30 pm - 4:45 pm TR 

PSYC 391. Psychology of Women.

8:00 am - 9:15 am TR 

RCPT 417 Seminar in RCPT: Social Justice Issues

                        11:00am-12:15 pm TR 

SOCY 250. Social Inequality.

1:00 pm - 1:50 pm MWF 

2:00 pm - 2:50 pm MWF 

SOCY 331. Race and Ethnic Relations.

12:30 pm - 1:45 pm TR 

SOCY 389. Sociology of the Family.

3:30 pm - 4:45 pm TR 

WMST 101. Women in the World: Introduction to Women's Studies.

11:00 am - 11:50 am MWF 

10:00 am - 10:50 am MWF 

9:30 am - 10:45 am   TR 

11:00 am - 12:15 pm TR 

WMST 400. Senior Portfolio.

1:00 pm - 1:50 pm MWF   

Guest Post: Mean Girls (& Boys)

Throughout my life, I have had many experiences that relate to Naomi Wolf’s The Beauty Myth and Phil Mole’s "The Invisibility of Misogyny". In high school, girls bullied me for my being different than the typical beauty norm. Now, in collegiate life, I am aware of many situations in which boys, unfortunately, live up to their stereotypes and often are proud of it. That being said, boys are not the only ones to blame. 

High school was probably the worse time of my life. My sense of fashion was not the typical Hollister t-shirt and Abercrombie jeans and this made it hard to fit in with ‘cool kids’. The boys were forgiving enough, but the girls’ insults were relentless. My sophomore year I moved and went from public school to private school. Uniforms were required in private school and I felt sure that all the girls in the same outfit would allow everyone to feel equal. But instead, looks became the prime object of ridicule. Because I was the new kid, obviously I would never fit in, but I was not ugly. Unfortunately this meant that the boys wanted to get to know me and to the girls I was competition. I remember a particular incident where a boy had invited me to a party at a girl’s house and the girl told me that I had to leave and that I was not welcome, but the boy could stay. I was horrified and embarrassed, but of course I had no choice but to leave.

Although I am obviously not a huge fan of girls, I did end up joining a sorority in college. I do not regret it; but it taught me a lot about how girls think. Every semester each sorority on campus undergoes recruitment or the process of obtaining new members. We chat with girls that are interested and judge whether they would be good additions to our chapter. The judging that goes on at this time is crucial, but can also be harsh. A girl that has good grades and a good personality, but is not the prettiest girl, might be rejected by a lot of sororities on campus.  As Naomi Wolf writes: “The quality called 'beauty' objectively and universally exists. Women must want to embody it and men must want to possess women who embody it”(2). Image is very important in our circle because sororities want to be liked by fraternities and other boys on campus and we want other sororities to be jealous.

Being in a sorority at Radford also has opened my eyes about college boys. Most, but not all, college men attempt to put off an image of having relations with a lot of different girls. Apparently they think this makes them desirable and makes them ‘cool’ with their friends, so they brag about it. If a girl were to do the same, she would be labeled harshly from both her friends and foes. But boys are allowed and even praised for their promiscuity.

In addition to that, a guy hitting on a girl in college is often seen as normal, no matter how gross or weird it actually may be. Phil Mole explains how boys justify their actions: “Men who have these ideas acquired them through socialization, which has given them license to reinterpret a women’s thoughts, words and actions to mean what they, as men, want them to mean.” Too often in college, a girl is cursed at for refusing a boy’s advance, when in reality the girl should be cursing at the boy for being a creep.

Wolf is correct in her statement that “Competition between women has been made part of the beauty myth so that women will be divided from one another”(3). Girls of all ages need to band together instead of tearing each other down emotionally. We need to stop seeing girls that are we consider ‘prettier’ for whatever reason as a threat. For example, in the guy creepily hitting on girl example; in that situation the friend of the girl should be there for the girl to say that the guy was weird and stick up for her friend, rather than being jealous that her friend got attention. Life is not a competition, by any means. We should stick up for ourselves and tell boys we don’t just want to be a number for them, that is not what sex should be about. Obviously this is difficult to combat all at once, but we should make steps in the right direction.

~Anonymous

RU Women's History Month 2013, Weavers of Hope: Women Waging Peace

March 4, 4:00, Heth 14. Opening Film: Beyond Belief. 9/11 widows reach out to the widows of Afghanistan

March 5, 3:00, Bonnie 249/250. Professor Joseph Jones (Teacher Education & Leadership). “Homophobia on the College Campus: What Can We Learn from Virginia’s Colleges and Universities?”

March 5, 5:00, Heth 14. Professors Mary Atwell, Lori Elis, Lucy Hochstein and Samantha Lynn (Criminal Justice). “Gender and Justice Issues”

March 6, 1:00, Heth 16. Circle of Life Intergenerational Dialogue (50+ inner circle) Professor Jenessa Steele (Psychology)

March 6, 5:00, Heth 43. Film: Generation M: Misogyny in Media & Culture

March 6, 6:30, Heth 43. Film: I Came to Testify. Victims of rape camps in Bosnia bear witness to crimes against humanity at International Criminal Tribunal for the Former Yugoslavia

March 7, 2:00, Bonnie 249/250. Film: Tough Guise: Violence, Media, & the Crisis in Masculinity

March 7, 3:30, Bonnie 249/250. Dr. Kathleen Barry, author of Unmaking War, Remaking Men. “Overcoming Masculine Violence in War and at Home: A Call to Action”

March 7, 5:00, Heth 22. Dr. Kathleen Barry. A Program for Women and Men: Creating Empathy, Building Activism

March 7, 7:00. Potluck dinner with Dr. Kathleen Barry

March 18, 4:00, Muse Banquet Hall. Mary Stewart Atwell, author of Wild Girls. Fiction reading and book signing

March 19, 3:30, Bonnie 250. Dr. Rebecca Scheckler (Educational Technologist Waldron College) “Women as Outliers in Science”

March 20, 1:00, Heth 16. Circle of Life Intergenerational Dialogue (30s and 40sinner circle) Professor Jenessa Steele (Psychology)

March 20, 5:00, Young 305. Film: Pray the Devil back to Hell. 2011 Nobel Peace Prize Laureate Leymah Gbowee leads Liberian women in their activism to stop the civil war and oust dictator Charles Taylor

March 21, 12:00, Bonnie 248. “Diversity Dialogue: Intersections among Women’s Issues and LGBTQ Issues”

March 21, 2:00, Bonnie 250. Film: “Flirting with Danger.” Examines the line between consent and coercion in heterosexual relationships and hook-ups

March 21, 3:30, Bonnie 248. Marisa Fraley, James Grenier, Jonathan Kirk, John McGee, & James Stratton (Mathematics) “Emmy Noether: A Pioneer in Mathematics”

March 21, 4:30, Bonnie 249/250. Professor David Floyd (CORE). “Love (& not-so-lovely) Poems.” Poetry reading

March 22, 2:00—4:00, Heth 43. Women in Science Symposium. Paper Presenters: Professor Donna C. Boyd (Forensic Science Institute), “Redefining Activism though Scientific ‘Truths,’ Impartiality, and Objectivity,” and Professor Sara O’Brien (Biology), “Building the Future of Women in Science.” Discussion Panelists: Professors Georgia Hammond (Biology), Christine Hermann (Chemistry), Elizabeth McClellan (Geology), Tara Phelps-Durr (Biology), Cassady Urista (Anthropological Sciences)

March 22 & March 23, 7:30, Peters Albig Studio Theatre, B112. Student Dance Concert: Celebrating Women’s History Month

March 25, 4:00, Heth 43. Ms. Crasha Perkins (Director, Center for Diversity and Inclusion) and Professor Deneen Evans (School of Social Work). “Popular Media and Socially Constructed Images of BlackWomen, 1930-2013”

March 26, 4:00, Bonnie Auditorium. Kathy Kelly: International Peace Activist and Coordinator of Voices for Creative Non-Violence. “The Afghan Peace Volunteers: Weaving Peace in the Midst of the Longest U. S. War” 

March 27, 1:00, Heth 16. Circle of Life Intergenerational Dialogue (20s & under inner circle) Professor Jenessa Steele (Psychology)

March 27 & March 28, 6:00, Bonnie Auditorium. Performance: Eve Ensler’s TheVagina Monologues. Lucinda McDermott-Piro, Director. Tickets available at vdayru2013.eventbrite.com

March 28, 2:00, Bonnie 250. Film: The Invisible War. Oscar-nominated documentary about the epidemic of sexual assault in the military. Department of Defense has estimated 19,000 cases of rape and sexual assault in 2010.

March 28, 3:30, Reed 201 “A Conversation with Kathy Kelly on Global Ethics, War, and Peace-Making”

March 29, 4:00, Covington Lobby, Closing Reception with President Kyle in Honor of Radford University Women’s Studies Program Distinguished Women for 2013. All members of the Radford University community are cordially invited to attend

March 30, 2:00 Performance: Eve Ensler’s The Vagina Monologues. Before the performance, Professor Erin Webster-Garrett will offer some final reflections upon Women’s History Month.
Tickets available at vdayru2013.eventbrite.com.