Student No. ______
1. In what ways
do structures of oppression reinforce each other?
What concrete examples have you seen in the materials for this class that
would support the ideas that where one sees sexism, one frequently can find
racism; where classism exists, sexism often surfaces; or where there is
patriarchy, there is often heterosexism, etc.?
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10 Discussion of the reinforcing nature of structures of oppression generally.
One structure of oppression sets up a mindset or way of thinking about
oppressive behaviors generally—oppression itself becomes acceptable. One
example: dominant groups subordinate by forced splintering of oppressed groups
(e.g., Betty Friedan and the “lavender menace”; Patricia Cain “invisible
lesbian”; light skinned v. dark skinned people of color; race to the bottom
between isms). Look at
institutional structures (media,
religion, family, politics, capitalism, etc.) and social norms that promote
subordination. Assumptions of subordination slide easily across identity
categories (e.g., stereotypic image of welfare mom is a particular race)
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5 What features of the phenomenon of discrimination make “systems of
subordination” thesis likely: ignorance, response to situations with hatred
rather than compassion, etc.; Patterns of beliefs in superiority and
inferiority, vilification of groups, rights deprivation, power holding. E.g.,
parallels between slavery and subordination of women. Crenshaw. Information from
social cognition theory about the nature of stereotyping generally, Barbara
Reskin
Examples:
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10 (1) patriarchy-sexism-heterosexism: assumptions that all sexual relationships
are heterosexual; laws reinscribe that assumption by prohibiting certain sexual
practices; military “don’t ask, don’t tell” policy; United States v.
Virginia; Oncale:
treatment of same-sex sexual harassment complainants; ridiculing of S.H. suits
by men; ban on same-sex marriage, Gardiner; Nancy Polikoff v. Thomas
Stoddard; DOMA; Adrienne Rich (heterosexuality is compulsory) and Ruth Colker;
Kathryn Abrams’ theory that sexual harassment is about power; closeting
silences; domestic violence enforcement; discrimination based on departures from
traditionally masculine and feminine roles Price Waterhouse
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10 (2) patriarchy-racism-sexism: suffrage battle with NWSA, Sojourner Truth;
intersectional or combinational discrimination under Title VII, Judge v.
Marsh but only for certain protected characteristics (e.g., not for braided
hair, Rogers v. American Airlines or dress Lanigan v. Bartlett);
Angela Harris’ observation that feminism is white and middle class;
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10 (3) sexism-classism: Married Women’s Property Acts; lower pay for women;
occupational segregation by sex (and race); comparable worth; economic costs of
birth control (not paid by insurance) and abortion, Harris v. McRae, Maher
v. Roe and emotional costs of facing gauntlet of protestors outside public
clinics; economics of marital dissolution; apportionment of family
responsibilities—male breadwinner and “second shift” for females,
Hochschild—interacts with glass ceiling; child custody decisions made on basis
of economics Garska
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10 (4) racism-sexism-classism: intersection between minority race status and
poverty; punishment of drug-addicted women of color; rape laws protected
chastity of women, but laws disproportionately invoked against black males, but
not in favor of black females; Amicus Brief of Negro Women re cost of abortion
and availability, not just a right to it, and TRAP regulations
2.a.
Is there a concern that real world issues—such as abortion rights,
economic or political inequality, sex segregated schools, divisions of domestic
responsibilities, custody decisions, and so on—will become harder for the
public to care about and understand if the discussion moves to the theoretical
level of discussing systems of subordination? Or might the theoretical analysis
assist people in seeing the systematic or patterned nature of discrimination? Provide concrete examples. (You may use any of the above
examples and/or choose your own from the class materials.)
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10 Moving discussion to theory level may ignore plights of individuals. Examples: institutional reforms suggested by dominance
theorists (e.g., pornography) are sweeping and systemic; fight for ERA was
systemic, rather than incremental fight for individual rights; hard to think in
theoretical terms when one is shouldering a double burden of domestic
responsibilities; specific issues of women’s rights v. feminist theory (few
people willing to identity as feminists, but percentages reverse for support of
issues)
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5 American public thinks in individualistic terms, responds to personal
experiences, doesn’t contemplate matters in theoretical terms. Media influence
on political understanding (compression into sound bites, shock journalism).
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5 People discussing theoretical connections among oppressions are usually both
educated and economically privileged, but as theories sift into mainstream
(e.g., learned helplessness), they can combat stereotypic assumptions
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5 Political dangers of groups fighting on the left or right wing: possible
political backlash, lumping v. for the un- or underprivileged, seeing systems of
repression or power may be easier when the concept is voiced
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5 Balance is needed: Seeing patterns of discrimination may require systematic
analysis (e.g., sexual harassment), a movement from single issues or individual
examples to theoretical understanding about oppression (e.g., unpacking issues
of “choice” as in EEOC v. Sears or understanding the nature of hatred
or power); hard to remedy systematic ills without awareness; but introduction of
individual stories (e.g., “Voices Brief”) may be a way to present systemic,
theoretical issues through individual experiences
2.b.
Do the class materials demonstrate any examples of either the usefulness
or the dangers of political coalitions by subordinated groups? Under what
circumstances do coalitional politics tend to work and when do they tend to
fail? If you were advising a subordinated group about political activism, can
you express in a general way when the group should build coalitions and when it
should steer away from them?
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5 Coalitions splinter regarding actual issues in response to different features
of identity, which makes systematic and post-intersectional analysis difficult.
Different groups have different issues. Examples: feminists fight for male
partners to assume childcare, while lesbian feminists fight to retain custody;
factions regarding the ERA. Even groups with similar issues may prioritize them
differently. Internal dissent.
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5 Coalitions are numerically powerful, but it is easier to have coalitional
politics on some axes than others (for example, economic or class issues cut
across identity lines)
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5 Fear of sell-outs, as with suffrage example of white women selling blacks out
to garner the vote and factions of NWSA and AWSA or some in the feminist
movement distancing themselves from lesbian feminists
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10 Advice: look for commonalities of interest—consciousness-raising may
assist, MacKinnon; how expansive inclusion can be without alienating members;
seek supportive allies (e.g., male feminists or straight supporters of LGBT
rights); align with groups having a similar ideology of change (possibly avoid
controversial or extremist wings); Angela Harris’ multiple consciousness
approach suggests categories should be less rigid and more fluid v. the need to
clearly define boundaries and set an agenda; be careful about intergroup
hierarchy (larger or more powerful groups swallowing smaller ones)
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5 Networking or single issue coalitions (or amicus briefs) v. longer term goals;
avoid practices of exclusion or competition among identity groups, bell hooks’
choice between competing sexualities
___ 10 Innovative arguments regarding specific “systems of subordination” question
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10 Thorough analysis specific to systems of subordination question; avoided
disjointed rendition of all the different types of subordination; use of
theorists
___ 10 Composition
(clear, cogent, academic writing; fluency;
avoidance of colloquial expressions; topic sentences; word choice; conciseness;
grammar; syntax; punctuation;
avoiding passive voice)
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5 Organization (a sensible, thematic, clearly demarcated method of organizing;
appropriate formatting (exam # on all pages, number pages))
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150 possible