Feminar 103: Notes on Teaching about Women, Gender, and Sexuality

Posted on October 12, 2020

In my Feminar 102 column, I argued that Kate Manne’s Down Girl: The Logic of Misogyny (2018) deserved our immediate attention. Manne’s latest book—Entitled: How Male Privilege Hurts Women—has just now been released by Crown Publishers, a popular press. It emphasizes to all of us, not just academics, the urgency of investigating the consequences of our complicity in maintaining “misogynistic social structures” (10). Here she interrogates in particular men’s perceived entitlement “to a woman’s sexual, material, reproductive, and emotional labor” (19). She also details men’s perceived entitlement to knowledge, what countless feminist scholars have defined as the belief in man’s authority as the knower and the positioning of women, at best, as the known or as the mirror to man’s superior nature and privilege. Entitled is, like her first book, a depressing but nevertheless enlightening read, especially coming at this time of rampant dismissal of women’s right to a voice and the loss of one of the great advocates of gender equality and equal rights, Ruth Bader Ginsberg.

Certain works of literature also address both the costs of misogyny and thus demonstrate the deep value of humanistic inquiry into issues of ethical behavior and moral responsibility. Susan Glaspell’s 1917 short story “A Jury of Her Peers” (or its dramatic version, the 1916 one-act play Trifles) is routinely included in anthologies of American literature, women writers, mystery, drama, and theatre. The story has also been discussed extensively in legal studies; taught in law, religious studies, and theology classes; employed in leadership training sessions; analyzed by sociologists and cultural historians; and cited as an exemplary text with which to teach ethics to nursing, medical, and law students. You can find articles detailing those investigations and usages in the extensive bibliography available on the International Susan Glaspell Society’s blog.

It is a simple story about the murder of a husband by his wife. Its focus is not on who did it but why and who bears responsibility for the chain of events leading to his murder. It takes place in a dingy kitchen. Three men come to investigate in order to nail down a motive to ensure conviction of the murderer. Two of the men bring along their wives to pick up some clothes for the jailed wife. You see gender dynamics come into play from the outset when the men first take possession of the kitchen space, then make caustic remarks about the jailed woman’s poor housekeeping skills, and later make fun of the other women’s concerns, all of which they consider “trifles.” The men—a farmer, the sheriff, and a county attorney—assume that the women will in no way further or hinder the investigation but nevertheless caution the women that, should they find anything that might be construed as evidence, they should immediately turn it over to the men. The county attorney goes so far as to state that, since one of the women is the sheriff’s wife, she is therefore married to the law: thus she is a mirror to man’s adjudication of women’s acts. The title of the story makes clear that Minnie Wright will be judged only according to those terms. The majority of the story then dramatizes what would happen if her case were heard by a jury of her peers.

As the men investigate in every room but the kitchen, the women piece together what they believe occurred. The bleak setting immediately indicates how Mr. Wright has, despite his material wealth, needlessly impoverished, isolated, and silenced his wife. Not only is the kitchen badly furnished, but Minnie’s clothes are shoddy and her access to communication with others nonexistent. The “clues” the women discover are related specifically to the domestic sphere and therefore something only a woman would see and understand. More alarming to the women is their finding disturbing signs of possible violence expressed toward the wife through the killing of her pet. As the women uncover signs of Minnie’s escalating agitation and despair, the sheriff’s wife recalls a similar act of violence she witnessed and another profound loss that scarred her. Martha Hale, the farmer’s wife, in turn admits her shame over letting a situation she knew was bad to become horrific. As Martha says, “We live close together, and we live far apart. We all go through the same things—it’s all just a different kind of the same thing!” They then decide to hide the evidence from the men. The story by no means exonerates the wife/murderer, and we know that hiding the evidence will not make a difference in the ruination of Minnie’s life. It instead asks what could have been done and interrogates what was done. While the story emphasizes the necessity of fostering empathy and a sense of communal obligation, it also questions how effective empathy is if it is not coupled with timely action to prevent both quotidian and monumental wrongdoing and injustice.

I urge you to read the story yourself and then share it and discuss it with your partners, your reading groups, a handful of your friends. Analyzing and appreciating this story with others will, I assure you, lead to a rich and revealing discussion, as it has the many times I have taught the text in a variety of classes. You will see not only the banality of misogyny at work but also the tremendous price both women and men pay for social practices that enable both moral complacency and the disturbing lack of empathy so many today feel toward their neighbors, members of their community, and citizens of their nation state.

By Mary E. Papke
Professor of English
University of Tennessee, Knoxville
Kate Manne. Down Girl:The Logic of Misogyny. Oxford University Press,2018.
Kate Manne. Entitled:How Male Privilege Hurts Women. Oxford University Press,2018.
Susan Glaspell."A Jury of Her Peers." 1917.
Full text widely available under its story title.
For further essays on "A Jury of Her Peers," see the International Susan Glaspell Society's online bibliography here.

Feminar 102: Notes on Teaching about Women, Gender, and Sexuality

Posted on December 29, 2019

In a speech in the House of Commons on 11 March 1873, Prime Minister Benjamin Disraeli proclaimed that “a university should be a place of light, of liberty, and of learning.” Those of us in the humanities have seen our programs repeatedly attacked as meritless in terms of consumer profitability and, according to some, pernicious in their liberal persuasion.  We wish more people would believe in Disraeli’s aspirational statement rather than place faith in the profit models that currently drive too many university investments and curriculum choices. As I hope to demonstrate, the humanities offer more than a chance to discuss old books and therefore matter to every program within a university—if our goal is the making of a better, more just world for all.

I regularly teach an undergraduate class titled “Women in American Literature.”  The course was added to the curriculum decades ago in order to address the inadequacy of a predominantly white masculinist canon of literature to represent the cultural production of Americans, and it reflected the then dominant feminist critical practice of examining images of women.  The canon exploded in the 1980s through radical inclusion; as a result, literature anthologies now routinely offer writing by authors of all races, genders, classes, ethnicities, and sexual persuasions.  Nevertheless, what can be taught is not necessarily what is being taught.

As I tell my students at our first class meeting, I used to include male writers in my course since the only available anthologies then did so.  But, times have changed, and we need no longer relegate women to the status of spoken about rather than speaker.  These days I choose to focus solely on American literature by women writers.  Many students mention in their first reflection papers that they hadn’t expected the focus on women writers, but my introduction to the class made them realize they hadn’t actually read, or even knew of, many American women writers.  We then move on to read together and analyze gender, class, race, and sex representation in the works, along with the aesthetic qualities of each piece.

Some instructors of the same course still include, and sometimes focus upon, male writers’ creation of women characters, and that is their right, though I consider that decision a bit myopic given the rich tradition of women writers now readily accessible to all.  Much more troubling are those instructors who continue to disparage “women’s” literature as strictly a special interest.  One wonders how anyone can simply dismiss the work of half the population as a “special interest.”

The explanation can be found, in part, in recent studies of misogyny, the perceived entitlement that those who promote heteropatriarchal standards consider the norm, and because of which any form of identity politics or political correctness is too often marked as a dangerous challenge to those who hold power in politics, education, religion, law, and other ideological state apparatuses.  I’ve been working through Kate Manne’s Down Girl:  The Logic of Misogyny, a challenging philosophical investigation of what too many people simply dismiss as individual irrational behavior or psychological aberration.  Manne argues that misogyny is, instead, a political phenomenon, and we must address it as such.  As Manne documents through extensive examination of quotidian as well as catastrophic instances of misogynistic acts, we still live in a white heteropatriarchal society in which sexism is “the branch of patriarchal ideology that justifies and rationalizes a patriarchal social order” and in which misogyny is “the system that polices and enforces its governing norms and expectations” (20), rewarding only those who perform their cisgender designated roles as they have been traditionally inscribed.  While misogyny can involve hatred of women, more importantly, Manne argues, it has a specific social function as a “system of domination” similar to “racisms, xenophobia, classism, ageism, ableism, homophobia, transphobia, and so on” (13).  Misogyny is designed to keep women in their place—inferior to, beholden to, and complicit in male supremacist ideology that acknowledges women have value only if they never step over the line into the space belonging to men.

Manne focuses on both infamous acts of violence and everyday micro-aggressions against women in both the United States and Australia (the country of her birth), analyzing, for instance, the Isla Vista sorority killings, Trump’s never-ending assaults on Hillary Clinton, and Rush Limbaugh’s demand that male taxpayers should be able to witness the sex acts of those women who want health insurance to cover the cost of their birth control pills.  She also draws our attention to the particularly virulent form of misogyny, what Moya Bailey calls misogynoir, experienced by black women.

Manne’s book has received extensive laudatory reviews in leading critical journals even as, not surprisingly, it has been summarily dismissed on bookseller sites as liberal feminist ranting by anonymous readers, several of whom make clear that they have read only the first few pages.  The book demands a close reading of and commitment to taking seriously Manne’s meticulous investigation into misogyny’s history, social function, virulence, and effect.  You should read it, and you should also read and promote study of literature by women.

Analyzing literary works offers us the opportunity to interrogate the social practices and cultural narratives we have inherited, to question the values being passed down to us.  Education in the humanities—in philosophy, literature, religious studies, cultural history, foreign languages, classics—is key in helping us fight against the many systems of domination that still poison our lives today. Today, more than ever, we must work to ensure that the university is a place of light, learning, and liberty for all.

By Mary E. Papke
Professor of English
University of Tennessee, Knoxville

Kate Manne.  Down Girl:  The Logic of Misogyny.  Oxford University Press, 2018.

A Market-based Argument for Liberal Arts Degrees

Posted on July 18, 2019

In 2013, Jaison Abel and Richard Deitz of the Federal Reserve Bank of New York published a study about the extent to which the jobs of Americans with college degrees matched their undergraduate majors.[1] Two of this study’s findings have the potential to reshape both the way Americans understand the value of higher education and how college graduates plan their future careers. First, as has been mentioned elsewhere, there is a significant difference between rural and urban workers in terms of how closely jobs are related to workers’ major field of study: urban workers have better job matching and earn higher wages as individuals.[2] Second, a strong majority of Americans, over 62%, with bachelor’s degrees are working in jobs that do not require a college degree at all. These findings call for a closer look at the efficacy of college degrees, at the growing economic divide between rural and urban America, and at how industries determine minimum hiring requirements.

Another of this study’s findings is especially important for the way Americans can, and should, think about liberal arts degrees: 73% of U.S. college graduates work in jobs completely unrelated to their college major. This finding undermines the positions of people on both sides of an educational divide: those who value liberal arts degrees as intrinsically valuable, and those who want to replace liberal arts programs with majors connected to specific jobs. Consequently, it could also open the way forward to a new and better way of talking about the value of a liberal arts education: its market value.

A useful illustration of the currently polarized discussion of the value of the liberal arts comes from March 2018, when the University of Wisconsin at Stevens Point made an audacious announcement.[3] Facing chronic budget shortfalls, and spurred by a desire to address the immediate business needs of the state of Wisconsin and its surrounding region, the university announced that it would cut “programs with lower enrollment, primarily in the traditional humanities and social sciences” and instead invest in majors with “clear career pathways.” The institution proposed dropping thirteen majors, including history, English, philosophy, sociology, and several foreign languages. The plan to cut these liberal arts majors was in ideological alignment with Republican Governor Scott Walker’s failed 2015 attempt to amend the “Wisconsin Idea,” the portion of the state’s code that had previously defined the university system’s goals as teaching students to “search for truth” and “improve the human condition.” Walker sought to replace those goals with the phrase “meet the state’s workforce needs,” implicitly dismissing the intrinsic value of a liberal arts degree.[4]

Public debates over Wisconsin-Stevens Point’s program cuts were similar to those concerning Walker’s proposed changes to the Wisconsin Idea. 2017 Wisconsin-Stevens Point graduate Samantha Stein, quoted in the student newspaper The Pointer, lamented her alma mater’s decision to give up “what a college education is all about,” which she defined as “the opening of one’s mind to other cultures, languages, the arts, political science and so much more.”[5] Stein’s insistence on education for its own sake echoes opponents of Walker’s earlier attempt to designate a college degree as a career path; these opponents asserted that creative exploration and individual enlightenment were the bedrocks of higher education. Walker and his allies countered that the high price of tuition necessitated that a college degree lead directly to a job.

Although both points of view are valid to some degree, neither reflects an understanding of the job market and of college education grounded in the economic reality that Abel and Deitz’s study exposes. For Walker and his allies, the study completely upends the idea that there are definite and “clear career pathways” for new college graduates because it demonstrates that direct pathways are not the most common result of college degrees. Students should not choose a major solely to get a specific job, or even enter a specific industry, for three out of four will end up working in an entirely different field—thereby capitalizing on an opportunity for advancement previously unavailable to workers. Furthermore, the idea that a university should create majors to meet immediate “workforce needs” is problematic given the realities of the modern, rapidly changing job market.

Yet Abel and Deitz’s study also has implications for how liberals like Stein talk about, or perhaps should talk about, the value of a liberal arts education. Given that three-fourths of graduates will end up in careers outside their fields of study, students need a foundational, broad-based set of knowledge and—more importantly—transferable skills that enable a worker to move from job to job and field to field. Many humanities and liberal arts programs are ideally suited to teach those skills, such as communication, leadership, and problem solving, that recent studies have demonstrated will have a direct and real bearing on their graduates’ ability to navigate the twenty-first-century job market.[6] Although it might pain liberals to make it, this market-based argument is more likely to persuade critics of higher education than Stein’s insistence that one should study the liberal arts for the sake of the “opening of one’s mind” or to attain the Wisconsin Idea, the Wisconsin university system’s statement of purpose that Walker sought to remove: that higher education is about “improv[ing] the human condition.”[7] Those ideals should not be abandoned. However, asking graduates to embrace the liberal arts for their intrinsic value when they are saddled with tens, if not hundreds, of thousands of dollars of debt, is a hard sell. As Abel and Deitz’s study shows, it is also an unnecessary one.

An increasing number of college students commute to college, work at least part-time, and are raising families while going to classes.[8] Their concerns about the economic payoff of a liberal arts education, for which they are sacrificing a great deal of time, money, and energy, are legitimate. Abel and Deitz have shown that the answer that they get a degree “to get a job” is insufficient, for that job is more likely than not to be unrelated to their major course of study. Conversely, educators’ blithe admonition to students “to expand their minds” often seems an inadequate response to the concrete economic realities facing most college students. Although it certainly will not end debates over the meaning of higher education or the value of liberal arts degrees, Abel and Deitz’s study implies that the more persuasive argument on behalf of a liberal arts degree is also the most accurate. A liberal arts degree will help students gain the diverse set of skills and knowledge they need to compete and thrive in the labor marketplace of the twenty-first century.

However, educators must first accept the realities of the marketplace that students are actually facing. For instance, since today’s job market is constantly changing, the most successful workers long-term will have a set of skills that they can use in multiple careers. This means that liberal arts majors, despite the prevailing discussion over the intrinsic value of their degrees, have even more market value now than they had in the twentieth century. Similarly, although it might seem counterintuitive, the thinner local labor markets in rural areas make such transferable academic skills even more useful than they are in the thicker local labor markets of urban areas. Consequently, students planning to remain in or relocate to rural areas are better served by choosing liberal arts degrees over majors that provide job-specific training. These economic realities not only bolster arguments in favor of liberal arts degrees, but also necessitate deeper discussions about the purpose and efficacy of higher education that go beyond the neat dichotomy that has come to dominate the public conversation.

By Andrew R. Polk
Assistant Professor of History
Middle Tennessee State University


[1] Jaison R. Abel and Richard Deitz, “Agglomeration and Job Matching among College Graduates,” (New York: Federal Reserve Bank of New York, 2012, revised 2014), online at https://www.newyorkfed.org/medialibrary/media/research/staff_reports/sr587.pdf

[2] Brad Plumer, “Only 27 Percent of College Grads Have a Job Related to Their Major,” Washington Post May 20, 2013, online at https://www.washingtonpost.com/news/wonk/wp/2013/05/20/only-27-percent-of-college-grads-have-a-job-related-to-their-major/?utm_term=.1737fe77e6d2

[3] “UW-Stevens Point Proposes Adding, Cutting Programs to Prepare for Future,” Press Release, University of Wisconsin-Stevens Point, March 5, 2018, online at https://www.uwsp.edu/ucm/news/Pages/Repositioning18.aspx

[4] Valerie Strauss, “How Gov. Walker Tried to Quietly Change the Mission of the University of Wisconsin,” Washington Post, February 5, 2015, online at https://www.washingtonpost.com/news/answer-sheet/wp/2015/02/05/how-gov-walker-tried-to-quietly-change-the-mission-of-the-university-of-wisconsin/?utm_term=.763e07b492cb

[5] Kathryn Wisniewski, “Campus Responds to Curriculum Restructuring Proposal,” The Pointer, March 14, 2018, online at http://thepointeruwsp.com/2018/03/14/campus-responds-to-curriculum-restructuring-proposal/

[6] Emma Whitford, “Employers Want Liberal Arts Grads,” Inside Higher Ed, November 13, 2018, online at https://www.insidehighered.com/news/2018/11/13/new-report-shows-colleges-how-bridge-gap-between-liberal-arts-and-work-force and Michelle R. Weise, “Leveraging a New Rosetta Stone: Deciphering Human + Technical Skills to Navigate the Future of Work,” Competency-based Education, 2019;e01186. https://doi.org/10.1002/cbe2.1186

[7] Wisniewski, “Campus Responds” and Valerie Strauss, “A University of Wisconsin Campus Pushes Plan to Drop 13 Majors—including English, history and philosophy,” Washington Post, March 21, 2018, online at https://www.washingtonpost.com/news/answer-sheet/wp/2018/03/21/university-of-wisconsin-campus-pushes-plan-to-drop-13-majors-including-english-history-and-philosophy/?utm_term=.84d8536a8ad5

[8]Emily Deruy and National Journal, “At Universities, More Students Are Working Full-Time,” The Atlantic, October 28, 2015, online at https://www.theatlantic.com/politics/archive/2015/10/at-universities-more-students-are-working-full-time/433245/