Jennifer Smith
Nina Perez
WST 3015
2/24/10
Kirk, Gwyn, and Margo Okazawa-Rey. "Violence Against Women." Women's Lives Multicultural Perspectives. 5th Ed. New York City: McGraw-Hill, 2010. 257-73. Print.
Gwyn Kirk and Margo Okazawa-Rey are the authors of “Violence Against Women” which is the preface to Chapter Six. The reading focuses on violence against women in the United States at the micro, meso, and macro levels, and includes many excerpts from other readings that contribute to Chapter Six.
This reading starts off by asking the question, “What counts as violence against women?” There have been many debates of the exact definition, and the different ideas of what counts as violence against women is discussed throughout this reading. The United Nations Declaration on Violence Against Women of December 20, 1993, defined such violence as “any act of gender-based violence that results in, or is likely to result in, physical, sexual, or psychological harm or suffering to women, including threats of such acts, coercion or arbitrary deprivation of liberty whether occurring in public or private life” (258). Unfortunately only certain acts of violence are considered punishable by law because the legal system demands demonstrable damage or there is nothing to claim (258).
An important section in this reading is when the effects of race, class, nation, sexuality, and disability are discussed. Children and adolescents, prostituted women, homeless women, women with mental disabilities, institutionalized, very poor women, and women in neighborhoods with high crime rates are rarely included in surveys that look into women’s experiences with violence (263). How can we get a clear image of the number of women affected by violence if researchers ignore a large percentage of them? Some women don’t even report violence against them. Andy Smith is quoted in this reading as noting how in “patriarchal thinking, only a ‘pure’ body can be really violated”(263). These ideas cause some women not to report any violence against them since they don’t fit the “pure” body image and are less likely to be taken seriously.
The body of this reading looks at the explanations of violence against women at the micro, meso, and macro levels. These sections look at how popular culture, news media, and advertisements reinforce and encourage a culture of violence against women. Economic, legal, and political systems are also discussed and how they are connected to the treatment of women.
Ending violence against women is emphasized last in this reading.
Monday, February 22, 2010
Activism Log #2
Jennifer Smith
Nina Perez
2/21/10
WST 3015
Activism:
There wasn’t much going on this week. Since we’re working with UCF’s club Equal, my group made plans to attend one of Equal’s meetings. Unfortunately, I wasn’t able to join them, because of some previous arrangements, but I hope that I’ll be able to make one in the future. Because I wasn’t able to join my group at the meeting and since we haven’t started to table, I decided to take the free time I had to research more about Gender Identity, to prepare myself so that when I finally begin to ask for signatures, I’m able to better explain our cause.
Reflection:
One of our readings this week was Khan’s “The All-American Queer Pakistani Girl.” In this reading, the author fought her dual identity as both a lesbian and Pakistani. Khan describes how she wanted to fit in better with her surroundings as a child and, in order to achieve this, she “Americanized” herself and rejected her Pakistani heritage (Khan 178). Since Gender Identity isn’t included in UCF’s Non Discrimination Policy, many people are finding themselves in the same position as Khan; hiding parts of themselves in order to fit in. I find it unjust that a transsexual person, or anyone who doesn’t fit into our society’s gender “norms," looking for a job on this campus, can be turned away because there aren’t any rules/laws against it. No one should have to hide his or her true self in order to avoid discrimination.
Reciprocity:
I’m really glad I was able to use this week to further my knowledge on Gender Identity; what it really means, and why it’s so important to fight for Gender equality. Gender Identity doesn’t only cover transgender individuals, but anyone who doesn’t conform to our society’s gender stereotypes. Even though I wasn’t able to meet with my group, I feel like now that I’ve done my research I can intelligently argue my cause. I believe 100% that if you don’t believe in your own cause, then you can’t convince others about the importance of what you're fighting for.
Works Cited:
Khan, Surina A. "The All-American Queer Pakistani Girl." Women's Lives: Multicultural Perspectives. 5th ed. New York: McGraw-Hill, 2010. 178-80. Print.
Nina Perez
2/21/10
WST 3015
Activism:
There wasn’t much going on this week. Since we’re working with UCF’s club Equal, my group made plans to attend one of Equal’s meetings. Unfortunately, I wasn’t able to join them, because of some previous arrangements, but I hope that I’ll be able to make one in the future. Because I wasn’t able to join my group at the meeting and since we haven’t started to table, I decided to take the free time I had to research more about Gender Identity, to prepare myself so that when I finally begin to ask for signatures, I’m able to better explain our cause.
Reflection:
One of our readings this week was Khan’s “The All-American Queer Pakistani Girl.” In this reading, the author fought her dual identity as both a lesbian and Pakistani. Khan describes how she wanted to fit in better with her surroundings as a child and, in order to achieve this, she “Americanized” herself and rejected her Pakistani heritage (Khan 178). Since Gender Identity isn’t included in UCF’s Non Discrimination Policy, many people are finding themselves in the same position as Khan; hiding parts of themselves in order to fit in. I find it unjust that a transsexual person, or anyone who doesn’t fit into our society’s gender “norms," looking for a job on this campus, can be turned away because there aren’t any rules/laws against it. No one should have to hide his or her true self in order to avoid discrimination.
Reciprocity:
I’m really glad I was able to use this week to further my knowledge on Gender Identity; what it really means, and why it’s so important to fight for Gender equality. Gender Identity doesn’t only cover transgender individuals, but anyone who doesn’t conform to our society’s gender stereotypes. Even though I wasn’t able to meet with my group, I feel like now that I’ve done my research I can intelligently argue my cause. I believe 100% that if you don’t believe in your own cause, then you can’t convince others about the importance of what you're fighting for.
Works Cited:
Khan, Surina A. "The All-American Queer Pakistani Girl." Women's Lives: Multicultural Perspectives. 5th ed. New York: McGraw-Hill, 2010. 178-80. Print.
Wednesday, February 17, 2010
A Look At The Film Pretty In Pink
Jennifer Smith
WST 3015
Jeannina Perez
2/17/10
Stereotypes and myths are a constant in the film Pretty In Pink. One of the major stereotypes included in the film is that all rich kids are mean bullies who don't care about school and only associate with other wealthy kids. Steff is one of those “rich” kids and throughout the film he is insulting Andie, who isn't rich. He refers to her as a “mutant” and even calls her a “low grade piece of ass” (Hughes Scene 11). The only exception to this stereotype is the wealthy Blane, who at the end of the movie decides to ignore what his friends say and admit his feelings to Andie, even though she's poor.
Another more disturbing stereotype in the film is that all women are concerned about are clothes and romances. The women in the film, Andie and Iona, are both concerned about their romances; it seems to be the only thing they ever talk about when they're together. When the women aren't talking about boys, they're talking about fashion. In the film Andie is having family problems and is trying to get a scholarship for school, but instead of focusing more on the other issues in her life, the film pushes them aside to focus on clothes and boys.
The myth of the “noble poor” is also touched upon in Pretty In Pink. In the movie, Andie is living alone with her father in poverty. Her father is jobless and Andie handles the tasks of waking him up and making breakfast for them both. Dorothy Allison writes in “A Question of Class” that “the poverty depicted in books and movies was romantic” and from what I watched in Pretty In Pink I would have to agree (113). Circumstances in which most people would find themselves desperate are played off as minimal since both Andie and her father love and care for each other.
Jean Kilbourne discusses how women are told by advertisements that the “more you subtract the more you add” (234). Kilbourne explains how “the loss, the subtraction, the cutting down to size” not only refers to a women's body, but also “her sense of self, her sexuality, her need for authentic connection, and her longing for power and freedom” (235). This idea is best shown in the movie through Andie’s friend and role model, Iona. Iona is depicted as a free-spirited woman with an unconventional sense of style and a string of failed relationships. At the end of the film, in order to keep a “respectable” man, she's willing to tone down her personality and wear clothes more socially acceptable (Hughes Scene 13). She subtracts what makes her unique in order to be accepted by some guy.
John Hughes, writer of Pretty In Pink, was known for his movies that showed a more “realistic” depiction of middle-class high school life. In what schools are there only white heterosexuals? There isn't a diverse representation of people in this film. There aren't any African Americans, Hispanics or Asians that appear in Pretty In Pink and even the Caucasians that make up the cast only represent a small portion of people in society. The women in the movie are all slender, pretty, and fair skinned, and are either rich or middle class. The men in the film share most of the same physical qualities, with the exception of Duckie, who is smaller than the other guys.
Some people, after seeing a movie like this, might consider it to be a good representation of what kids are like in high school and even a realistic depiction of what is really important to all young girls and women. I think it would be very depressing, as a woman, to have a main goal in life that revolves around finding the perfect man, and very depressing, as a person, to live in a world in which the stereotypes from Pretty In Pink are true.
Works Cited
Allison, Dorothy. "A Question of Class." Women's Lives Multicultural Perspectives. 5th ed. New York City: McGraw Hill, 2010. 112-19. Print.
Kilbourne, Jean. ""The More You Subtract, the More You Add": Cutting Girls Down to Size." Women's Lives Multicultural Perspectives. 5th ed. New York City: McGraw Hill, 2010. 231-39. Print.
Pretty In Pink. Prod. John Hughes. Perf. Molly Ringwald, Andrew McCarthy, and Jon Cryer. Paramount, 1968. DVD.
WST 3015
Jeannina Perez
2/17/10
Stereotypes and myths are a constant in the film Pretty In Pink. One of the major stereotypes included in the film is that all rich kids are mean bullies who don't care about school and only associate with other wealthy kids. Steff is one of those “rich” kids and throughout the film he is insulting Andie, who isn't rich. He refers to her as a “mutant” and even calls her a “low grade piece of ass” (Hughes Scene 11). The only exception to this stereotype is the wealthy Blane, who at the end of the movie decides to ignore what his friends say and admit his feelings to Andie, even though she's poor.
Another more disturbing stereotype in the film is that all women are concerned about are clothes and romances. The women in the film, Andie and Iona, are both concerned about their romances; it seems to be the only thing they ever talk about when they're together. When the women aren't talking about boys, they're talking about fashion. In the film Andie is having family problems and is trying to get a scholarship for school, but instead of focusing more on the other issues in her life, the film pushes them aside to focus on clothes and boys.
The myth of the “noble poor” is also touched upon in Pretty In Pink. In the movie, Andie is living alone with her father in poverty. Her father is jobless and Andie handles the tasks of waking him up and making breakfast for them both. Dorothy Allison writes in “A Question of Class” that “the poverty depicted in books and movies was romantic” and from what I watched in Pretty In Pink I would have to agree (113). Circumstances in which most people would find themselves desperate are played off as minimal since both Andie and her father love and care for each other.
Jean Kilbourne discusses how women are told by advertisements that the “more you subtract the more you add” (234). Kilbourne explains how “the loss, the subtraction, the cutting down to size” not only refers to a women's body, but also “her sense of self, her sexuality, her need for authentic connection, and her longing for power and freedom” (235). This idea is best shown in the movie through Andie’s friend and role model, Iona. Iona is depicted as a free-spirited woman with an unconventional sense of style and a string of failed relationships. At the end of the film, in order to keep a “respectable” man, she's willing to tone down her personality and wear clothes more socially acceptable (Hughes Scene 13). She subtracts what makes her unique in order to be accepted by some guy.
John Hughes, writer of Pretty In Pink, was known for his movies that showed a more “realistic” depiction of middle-class high school life. In what schools are there only white heterosexuals? There isn't a diverse representation of people in this film. There aren't any African Americans, Hispanics or Asians that appear in Pretty In Pink and even the Caucasians that make up the cast only represent a small portion of people in society. The women in the movie are all slender, pretty, and fair skinned, and are either rich or middle class. The men in the film share most of the same physical qualities, with the exception of Duckie, who is smaller than the other guys.
Some people, after seeing a movie like this, might consider it to be a good representation of what kids are like in high school and even a realistic depiction of what is really important to all young girls and women. I think it would be very depressing, as a woman, to have a main goal in life that revolves around finding the perfect man, and very depressing, as a person, to live in a world in which the stereotypes from Pretty In Pink are true.
Works Cited
Allison, Dorothy. "A Question of Class." Women's Lives Multicultural Perspectives. 5th ed. New York City: McGraw Hill, 2010. 112-19. Print.
Kilbourne, Jean. ""The More You Subtract, the More You Add": Cutting Girls Down to Size." Women's Lives Multicultural Perspectives. 5th ed. New York City: McGraw Hill, 2010. 231-39. Print.
Pretty In Pink. Prod. John Hughes. Perf. Molly Ringwald, Andrew McCarthy, and Jon Cryer. Paramount, 1968. DVD.
Monday, February 15, 2010
Activism Log # 1
Jennifer Smith
Nina Perez
WST 3015
2/15/10
Activism:
My service-learning group is focused on getting UCF to incorporate gender identity into its Nondiscrimination Policy. This week, my group took the first step in achieving this. On Friday we all met together in the library, where I was introduced to my Community Partner Contact, Rebecca Marques. Rebecca went over what our group was trying to accomplish and explained the steps we were going to be taking in order to fulfill our goal. She told us what jobs needed to be done and asked us what we would be most comfortable doing. Since I’m not the most computer literate person, I decided to start by focusing on petitioning/tabling and getting signatures, which is vital to our project; we need supporters! As our project progresses, I will take on other jobs to help the group.
Reflection:
Meeting with Rebecca and my group really helped me feel like I’m doing something important for my community. Author Megan Seely writes how “activism can easily be incorporated into our daily lives” and, after talking with my group, I wholeheartedly believe this (15). This past week I’ve been talking a lot more, with my friends and to strangers, about the discrimination some people face. I’ve realized just bringing a topic up in conversation can make people question their society and the ways that society can improve to protect all its citizens. Looking at the world around me with “open” eyes makes me realize how my actions and choices affect others around me.
Reciprocity:
I’ve learned a lot this past week from my activism; the most important being that Meagan Seely is right when she says, “Equality is not yet enjoyed by all” and “The fight for true political, social, and economic justice continues” (15). Right now, there are students at the UCF campus who haven’t been promised a safe educational environment, free from harassment and discrimination. Hopefully, my group will be successful and will be able to promise ALL students a safe school environment.
Works Cited:
Seely, Megan. Fight Like a Girl How to be a Fearless Feminist. New York: NYU, 2007. Print.
Nina Perez
WST 3015
2/15/10
Activism:
My service-learning group is focused on getting UCF to incorporate gender identity into its Nondiscrimination Policy. This week, my group took the first step in achieving this. On Friday we all met together in the library, where I was introduced to my Community Partner Contact, Rebecca Marques. Rebecca went over what our group was trying to accomplish and explained the steps we were going to be taking in order to fulfill our goal. She told us what jobs needed to be done and asked us what we would be most comfortable doing. Since I’m not the most computer literate person, I decided to start by focusing on petitioning/tabling and getting signatures, which is vital to our project; we need supporters! As our project progresses, I will take on other jobs to help the group.
Reflection:
Meeting with Rebecca and my group really helped me feel like I’m doing something important for my community. Author Megan Seely writes how “activism can easily be incorporated into our daily lives” and, after talking with my group, I wholeheartedly believe this (15). This past week I’ve been talking a lot more, with my friends and to strangers, about the discrimination some people face. I’ve realized just bringing a topic up in conversation can make people question their society and the ways that society can improve to protect all its citizens. Looking at the world around me with “open” eyes makes me realize how my actions and choices affect others around me.
Reciprocity:
I’ve learned a lot this past week from my activism; the most important being that Meagan Seely is right when she says, “Equality is not yet enjoyed by all” and “The fight for true political, social, and economic justice continues” (15). Right now, there are students at the UCF campus who haven’t been promised a safe educational environment, free from harassment and discrimination. Hopefully, my group will be successful and will be able to promise ALL students a safe school environment.
Works Cited:
Seely, Megan. Fight Like a Girl How to be a Fearless Feminist. New York: NYU, 2007. Print.
Service Learning Proposal
Service Learning Proposal
For Equal
(Formerly G.L.B.S.U. of UCF)
Jen Ackerman
Johana Vanegas
Jennifer Smith
Rachel Miles
Alexandria Bergeron
11 February 2010
Professor Nina Perez
Introduction to Women’s Studies, WST 3015
Community Partner: Equal at UCF
Address: P.O. Box 163245 • Orlando, FL • 32816-3245
Contact: Rebecca Marques
786-271-5382
RMarques@knights.ucf.edu
Equal at UCF Community Profile
Mission Statement:
Equal's mission is to provide a safe environment for students to interact and network with each other, engage in social activities, and develop personal character without fear of discrimination on the basis of actual or perceived sexual orientation, gender identity, or gender expression, and to provide support and resources for students who have experienced such discrimination.
Political/ Social Basis:
Equal's vision is a campus environment where GLBTQ students can feel both a sense of self-worth and pride in their individual diversity and a sense of community and belonging, and where all students can expect to be treated equally, regardless of their actual or perceived sexual orientation, gender identity, or gender expression.
Equal strives to educate its members and the university community about sexuality, sexual orientation, and gender issues, and about issues that affect the GLBTQ community and provide opportunities for the personal and professional growth and development of its members.
Equal’s Needs:
To fully utilize the student body, Equal will need all of its volunteers to be active and committed to our vision of equality. To make sure our goals get met, volunteers will have to expect rigorous schedule of deadlines and work. Work will include behind-the-scenes organizing as well as field work of petitioning and tabling.
The following is a proposal to outline the needs, rationale and feasibility for a service learning project to benefit GLBT student body and faculty. The following proposal contains background on the need for and benefits of getting gender identity listed on the Non-Discrimination policy project, an outline of the work I plan to do, the rationale for its inclusion in WST 3015, and a scheduled timeline. This proposal may need to be revised after beginning the project and must be flexible to meet the needs of the both the service learning project and the community partner.
Need for:
Volunteers who are committed to working for a safer campus that protects its GLBT students and faculty. Volunteers will be expected to help in any way possible including: helping promote the event, outreach to other campus organizations to raise awareness, collect signatures, table in front of the union, and do other various technical tasks.
Plan Proposal:
Our plan is to volunteer for Equal at UCF under Rebecca Marques who is organizing the petition and protest of UCF’s Non- Discrimination Policy. As of right now UCF’s Non-Discrimination Policy does not include gender identity under the list of minorities currently covered. We will be tabling, petitioning, organizing and participating in the protest and hopeful addition of gender identity to the Non- Discrimination Policy. This project meets the need of the our Community Partner Equal because one of their goals is to “create a community where gay, lesbian, bisexual, transgender, and queer (GLBTQ) students and their allies can feel safe, welcome, and proud, where they can interact and grow with out fear of harassment or discrimination.” Presently the GLBTQ community on our campus is vulnerable to abuse and intolerance which is something that needs to be changed immediately.
Women’s Studies:
Since one of the core principles of feminism is the belief in social, political, and economic equality of all sexes and people, we believe as a group that this project completely encompasses the value and ideals of this course. We are fighting for the protection of this minority, so this group of people feels safe under the Non- Discrimination Policy and on our campus. We are hoping that this project results in more awareness of intolerance, specifically for the transgendered, and an education in equality for all.
Action:
This project has already begun with meetings and will continue with persistent planning and organizing. The first steps of the project include off campus out-reach and contacting those in the greater community who could also support us. Initially the five members of this group will be Rebecca Marques’ main group of volunteers. We will work directly under her and assist her with paper work, petition-making, tabling and recruiting. Each of one of us will have different responsibilities including creating and running the website (event page) for our project, collecting and sending our petition sheets and letters to the President of the UCF, organizing and planning the tabling efforts, running and assisting in the actual protest for our cause, and lastly fulfilling recruiting and promoting for the event.
As a group we will be working under Rebecca Marques who is an active Equal member on the UCF campus. We will need to be devoted and very serious about the cause in order to really achieve the equality we are striving for.
Timeline:
1. Event page created February 12th
2. Group Meeting February 15th
3. Petition forms created and distributed February 15th
to members
4. Speak and attend EQUAL meeting February 16th
5. Group Meeting February 19th
6. Group Meeting February 24th
7. Informational video February 26th
8. Video showcase to EQUAL March 2nd
9. Group Meeting March 2nd
10. Newspaper article March 8-11th
11. Group Meeting March 16th
12. Tabling and signature gathering March 1st- April 22nd
13. Emails sent to President Hitt March 1st- April 22nd
14. Group Meeting April 26th
15. Event (petition turn in) Tentative date April 28th
Monday, February 8, 2010
Sexism: Still Alive and In Print
Jennifer SmithWST 3015
2/8/10
Jeannina Perez
In 2007, Dolce and Gabbana released this ad, making me wonder, what on earth were they thinking? This ad, intended to sell men’s clothing (which surprises me, since half the men are barely wearing any clothes), is so blatantly sexist, I’m not shocked the public’s reaction to the ad caused Dolce and Gabbana to pull it shortly after its release.
The only person in this ad who is portrayed as passive is the woman, who is positioned on her back, being held down. The other people in this ad are men who have all been given active positions. One of them is holding down the only woman, while the others stand around and watch. The ad, in my opinion, shows the same image someone might see if looking in on a gang rape. I find it very disturbing and question how far the women’s movement has really come, if the media finds it all right to advertise this picture in today’s society.
If a woman looks at this ad, she’ll see that the only woman in this ad is skinny, white, beautiful, and weak. “This beauty standard is backed by a multibillion-dollar beauty industry that sees women’s bodies as a series of problems in need of correction” (Kirk 208). Women, at any age, have body and self-esteem issues, and seeing ads like this one on billboards and in magazines sends them the message that this “image” of women is what they should strive for. People, mostly young girls, go to crazy lengths to achieve the “look” society finds “ideal.” From crash diets to starvation, eating disorders have woven their way into the fabric of our society (Chernik 602) all in the hope of being ‘beautiful.” Some women might start to question the way men treat them and think they should be treated as inferiors if they want a “good-looking” guy to like them.
Women aren’t the only ones who are affected by this kind of ad. If a man sees this ad or one like it, he might think he should have a toned, muscular body like the men that are shown, and that for a woman to be beautiful, she needs to look like the model in this ad. An ad like this promotes violence against women. Men have ads resembling this one around all the time and start to think it’s acceptable to treat women like the men in this ad do, overpowering and dominating.
In my opinion, this ad is a very negative representation of women. The only woman in the ad is being held down in a submissive position, while all the men around her are standing and looking down at her. The ad implies that women are the weaker sex and can be easily dominated without much of a fight. I don’t think this ad is realistic. I know that I, or any of my friends, look like the woman in this ad and that none of us feel like we are the weaker sex and should be inferior to men or any other person.
Look at the woman in this ad. She isn’t smiling at all, doesn’t seem to have any kind of expression on her face. She almost seems defeated. I don’t think anyone should ever have this expression, or lack thereof, on his or her face, in real life or in an ad. The media needs to take responsibility for what they put out in the world for people to see and society needs to start rejecting these images of women. As long as society accepts the physical and sexual abuse of women, popular culture will prefer women who resemble little girls (Chernik 601).
The only person in this ad who is portrayed as passive is the woman, who is positioned on her back, being held down. The other people in this ad are men who have all been given active positions. One of them is holding down the only woman, while the others stand around and watch. The ad, in my opinion, shows the same image someone might see if looking in on a gang rape. I find it very disturbing and question how far the women’s movement has really come, if the media finds it all right to advertise this picture in today’s society.
If a woman looks at this ad, she’ll see that the only woman in this ad is skinny, white, beautiful, and weak. “This beauty standard is backed by a multibillion-dollar beauty industry that sees women’s bodies as a series of problems in need of correction” (Kirk 208). Women, at any age, have body and self-esteem issues, and seeing ads like this one on billboards and in magazines sends them the message that this “image” of women is what they should strive for. People, mostly young girls, go to crazy lengths to achieve the “look” society finds “ideal.” From crash diets to starvation, eating disorders have woven their way into the fabric of our society (Chernik 602) all in the hope of being ‘beautiful.” Some women might start to question the way men treat them and think they should be treated as inferiors if they want a “good-looking” guy to like them.
Women aren’t the only ones who are affected by this kind of ad. If a man sees this ad or one like it, he might think he should have a toned, muscular body like the men that are shown, and that for a woman to be beautiful, she needs to look like the model in this ad. An ad like this promotes violence against women. Men have ads resembling this one around all the time and start to think it’s acceptable to treat women like the men in this ad do, overpowering and dominating.
In my opinion, this ad is a very negative representation of women. The only woman in the ad is being held down in a submissive position, while all the men around her are standing and looking down at her. The ad implies that women are the weaker sex and can be easily dominated without much of a fight. I don’t think this ad is realistic. I know that I, or any of my friends, look like the woman in this ad and that none of us feel like we are the weaker sex and should be inferior to men or any other person.
Look at the woman in this ad. She isn’t smiling at all, doesn’t seem to have any kind of expression on her face. She almost seems defeated. I don’t think anyone should ever have this expression, or lack thereof, on his or her face, in real life or in an ad. The media needs to take responsibility for what they put out in the world for people to see and society needs to start rejecting these images of women. As long as society accepts the physical and sexual abuse of women, popular culture will prefer women who resemble little girls (Chernik 601).
Citations:
Chernik, Abra Fortune. "The Body Politic." Women's Lives: Multicultural Perspectives. Ed. Gwyn Kirk and Margo Okazawa-Rey. New York: McGraw-Hill, 2010. 68-76. Print
Chernik, Abra Fortune. "The Body Politic." Women's Lives: Multicultural Perspectives. Ed. Gwyn Kirk and Margo Okazawa-Rey. New York: McGraw-Hill, 2010. 68-76. Print
Kirk, Gwyn, and Margo Okazawa-Rey. “Women’s Bodies, Women’s Health.” Women’s Lives: Multicultural Perspectives. Ed. Gwyn Kirk and Margo Okazawa-Rey. New York: McGraw-Hill, 2010. 207-224.
Picture from:
"GWSS 3102 Fall 2008: Blog #5 Archives." UThink: Blogs at the University of Minnesota. Web. 08 Feb. 2010.
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