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Where are we going, where have we been

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Title: Where are we going, where have we been


1
Where are we going, where have we been
Reflections and Recognitions
2
2009 WGS Graduates
  • Undergraduate Program

3
Kristin Burton
  • Project description
  • A critical view of sexual identity and the ways
    the media creates norms for minority identities
    such as gay, lesbian, or bisexual.  Also, the
    project looks at how these media images present
    ways you can act out these identities to be
    visibly identifiable as a member of a specific
    group.  It will also touch on the ways these
    norms are being challenged through scholarship
    and queer and/or feminist theory. 
  • How has WGS been important to me?
  • WGS has provided a great opportunity to study in
    many of the academic disciplines I am interested
    in while enhancing my knowledge of what it means
    to be female and feminist in our culture.

4
Kelly Frick
  •  
  • Project description
  • My project is an attempt to look at the idea of
    accessible feminism and what that concept looks
    like.  Using the work of bell hooks and Kurt
    Vonnegut, I hope to show that humanism/feminism
    as written through literature is a pivotal point
    of accessibility for strangers to feminism.
  • How has WGS been important to me?
  • WGS has been important to me because it has
    completely changed the way I view the world.  I
    feel more aware of issues, ready to embrace the
    feminist agenda and the struggles that come
    with being a feminist.

5
Sarah Hamrick
  • Project description
  • Since I am going to graduate school to become a
    dietician, I am very invested in connecting my
    work within WGS to the field of nutrition.  My
    project examines the implications and importance
    of nutrition in womens lives using a feminist
    analysis.  I also critique and examine nutrition
    as a discipline and within the healthcare system
    using this same analysis.  I consider the ways in
    which race, class, and gender influence access to
    nutrition education and resources, as well as how
    these issues affect womens relationship with
    food and understanding of nutrition.  Finally, I
    propose changes that can be made within nutrition
    as a discipline to make it more useful and
    accessible to women.
  •  How has WGS been important to me?
  • WGS has been important to me in that it has
    taught me to think critically about everything! 
    I t has also informed my understanding of the
    importance of feminism and how it affects
    everyone on a daily basis.  WGS has also given me
    a better understanding of myself and ways in
    which I operate in the world around me. 

6
Laurel Hopper
  •  
  • Project description
  • I have chosen to conduct an interview with three
    retired women to study the role of feminism and
    the evolution of gender roles during their
    lives.  My purpose is to develop an understanding
    of the ways they view these terms.  I will also
    answer the questions Why did I find a language
    gap, and how do we distribute the language of
    gender ideology and feminism to the mainstream
    population?
  • How has WGS been important to me?
  • I have found that WGS has helped me to discuss my
    own identity as well as role in society.  I have
    a better understanding of the ways in which
    society functions.  Although this academic area
    is always complicated, and there are never clear
    answers to the questions, it is always
    interesting.

7
Chrissy Turpin
  •   Project description
  • My project is concerned with defining female
    characters within the teen horror genre and how
    these definitions affect that audiences
    perspective of feminism and feminist characters. 
    Additionally, I am analyzing ideas of sexuality
    in regards to these female characters and how
    these ideas also affect an audiences perspective
    of feminism.  I have chosen to focus on Sidney
    Prescott from the Scream triology and Willow
    Rosenberg from Buffy the Vampire Slayer.
  •  How has WGS been important to me?
  • WGS has helped to define myself who I am, what I
    am, how I think, feel and what I believe.  Its
    been a real source of emotion, energy, and pride.

8
Erin Cowan
  • Project description
  • My project is on black feminism. I focus on what
    black feminist criticism is focused on, and how
    this has evolved from historical black female
    experiences. I am mainly focused on Joan Morgans
    When Chickenheads Come Home to Roost and how she
    describes black female identity and what black
    feminists should be focused on.
  •  How has WGS been important to me?
  • WGS is important to me because it has taught me
    to think creatively and critically.  Whether I
    have loved my papers or not, I have loved the
    research and provocative thought.

9
Taryn Cowart
  • Project description
  • My project this semester delves into the world of
    feminist art, asking
  • questions about how differing identities can be
    accounted for in works
  • inspired by normative white feminists. I continue
    my argument forward into
  • a discussion of Social Practice art, which I
    think provides a space for a
  • new way to think about describing art as
    'feminist,' and for delineating a
  • way of thinking about identity in artwork that
    aims to be collaborative.
  • How has WGS been important to me?
  • WGS gives me a way to think about myself and my
    place in the world in
  • such a way that I can feel both comforted by and
    critical of it as an
  • intellectual movement. I am proud to be a part of
    it!

10
Melody Heath
  • Project Description
  • Today disabled women are still fighting for the
    equal right to reproduce if they choose to. Many
    people in our society think that disabled women
    should not be allowed to have babies because they
    are afraid that more and more disabled people
    will overburden and overpopulate our society and,
    to them, that is not right. They view disabled
    individuals as childlike and incapable of taking
    care of themselves and making mature decisions.
  • In my research project I am going to explore this
    idea and look at what disabled women face today
    regarding their own reproductive rights. First, I
    am going to try to define the term disability and
    explain what it means to those who are disabled
    and for those who are non-disabled. Then I am
    going to look at a brief history of the eugenics
    movement in the United States and how that
    affected disabled womens rights to reproduction.
    Finally, I am going to look at the feminist view
    of abortion and how it affects todays fight for
    the disabled womans right to reproduce.

11
Erin Andrews
12
Amy Brown
  • Project description
  • My final project covers the topic of the
    oppressions that upper and middle class white
    women have faced from the 19th to the 21st
    century.  I feel like this will be a way to
    analyze the interpretation of women in society
    through using the concept of white supremacy.  I
    hope to shed light on this issue and how it may
    affect other women of other races also.
  • How has WGS been important to me?
  • Womens and Gender Studies has allowed me to
    question what is or is not real.  I believe that
    it has allowed me to look at the bigger picture
    of everything in life.

13
Clarissa Morency
  •  Project description
  • My senior project is an exploration of the
    Missing White Woman Syndromea term used to
    describe the overreporting of missing white women
    versus the underreporting of missing people of
    minority races or classes.  This is a very
    important topic for me as it works to create not
    only a culture of fear for white women regarding
    their safety but also a culture of fear for
    minorities whose stories are deemed unimportant
    by the media.  Missing White Woman Syndrome works
    to show that no matter how far we have come as a
    nation, there is still a large cultural bias
    present that needs to be addressed.
  • How has WGS been important to me?
  • WGS has been important for me not only by
    teaching me about the struggles that women have
    fought and overcome so far but also about the
    work yet to be done within our society.

14
Seemab Urooj
  • Project description
  • My project is about the instilled separation of
    black and white.  It focuses on the treatment of
    women during slavery, the reasoning behind sexual
    exploitation, and how it has affected America
    until today.  I discuss the manipulative ways
    this society has shown us what feminism and
    equality are on the surface.
  • How has WGS been important to me?
  • Womens and Gender Studies has been extremely
    important to me because it has taught me to
    spread my passion and become aware of our
    socialization.  I have learned to question all
    motives because tolerance and silence will not
    protect or help me gain awareness.

15
Shermunda Lawrence
  • Project description
  • My project is on domestic violence and how the
    media portrays it.  Im focusing on the outcomes
    the media brings to societys attention about the
    different genders in their roles.  Im also
    researching important ways to look for signs,
    and/or to prevent the issue.
  • How has WGS been important to me?
  • WGS has been important to me by allowing me to
    focus and open my eyes to another perspective.

16
Brittany Holt
  • Project description
  • For my final project, I am analyzing how womens
    body image is affected by the media and popular
    culture.  Using feminist theories, I am revealing
    that most of the popular analyses of media
    portrayals of the ideal body are not feminist
    at all and in turn cause body dissatisfaction, as
    women compare themselves to famous women and
    internalize the notion of the ideal body.
  • How has WGS been important to me?
  • WGS has been an important part of my life as it
    has opened several windows for me to see who I
    really am and the change I can offer to others.

17
2009 WGS Graduates
  • Graduate Program
  • Master of Arts

18
Natasha Edwards
  • Affects of Media in Forming Identity
  • Hip Hop Rap and its effects on Race and Gender
    Identities
  • Hip Hop and Rap are phenomenas that reach every
    person in the United States and arguably in the
    world. It has been said that we now live in a hip
    hop culture, if that is so then this form of
    media undoubtedly affects our psyche consciously
    or unconsciously this media affects our daily
    decisions from what we say, do, wear, and
    (un)critically process the world around us. For
    many, this media/culture is also a source of
    valuable knowledge and skill for survival.
  • The object of my project was to try to understand
    how people in the academy internalize the
    messages of Rap and Hip hop, and what messages
    the hear/see/believe about their race and gender.
    More importantly how we can use hip hop as a tool
    in the classroom, Social Justice Rap Education
    Critical Hip Hop Pedagogy) and community to
    empower people to be activist and critically
    challenge oppressive hierarchies that are
    barriers to equality.

19
Isabell Moore
  • The Honest Living Project
  • My culminating project, titled "The Honest Living
    Project," is on how people find ways to make a
    living while living their politics. Its about
    how people who care about social justice figure
    out issues of life path, jobs, vocation, and
    livelihood and how all that connects with race,
    class and gender.
  • For the project, I have 1) done reading and
    research, 2) interviewed and had conversations
    with folks, 3) started a blog (www.honestliving.wo
    rdpress.com) which has had over 800 views, and 4)
    done an online survey (www.honestliving.wordpress.
    com/survey), which has had over 70 responses. I
    plan on keeping the blog going after graduation
    and perhaps doing some workshops/discussions on
    the topic.

20
Tamara Snell
  • The Angry Black Woman Syndrome
  • I chose to embark on an unusual project that
    examined the Angry Black Woman (ABW) syndrome
    because I found myself being labeled such a term
    and I wanted to identify what this really means
    for myself as well as my fellow sisters. The
    Angry Black Woman syndrome presents a negative
    image of the black woman as consistently being a
    smart-mouthed, often loud, assertive neck-roller
    determined to make the world around her
    unpleasant. This stereotype is not only real but
    inaccurate. Identity is something that I hold
    very dear and I believe that it is important to
    acknowledge that there is a lot for black women
    to be angry about-we face a triple oppression
    that can not be ignoredoppression from the white
    man, the white woman and the black man.
  • For this project, I created a blog where
    like-minded individuals could discuss this topic
    and so much more, as well as designed a website
    about the ABW.

21
Kimber Heinz
  • Queer Pedagogies
  • My final project is an intervention into the
    fields of Queer Studies and Critical Pedagogy,
    looking at how identities play out in the
    classroom in terms of teacher authority,
    assumptions about expert knowledge, the ways
    that particular bodies are read, and how we
    teach about difference.
  • I also look at the field of Queer Studies as
    situated in the context of the corporate
    University in which minority discourses such as
    queerness are often taken up as one among many
    voices of difference within a multicultural
    framework. I critique this framework for the ways
    it focuses on inclusion instead of challenging
    dominant constructions of culture and identity.
  • I call for a embodied queer pedagogy that is not
    simply for people who identify as LBGTIQ or
    queer, but one that is for anyone who is
    interested in challenging dominant forms of power
    in the classroom.

22
Amy Bodsford
  • Young Women, Sexuality and Education
  • My culminating project was meant address the fact
    that women typically have very little, if any,
    opportunity to learn about and discuss sexuality
    openly. In public school sex education curriculu,
    sexually transmitted infection (STI) statistics
    are often exaggerated and much misinformation is
    presented as fact. There is no space for open
    discussion of sexuality. Due to the stigma
    attached to female sexuality, girls often receive
    even less information about their bodies in
    relation to sex than their male counterparts.
  • The purpose of my project was to create a space
    where young women could gather, discuss and share
    their knowledge and experience, and hopefully
    start thinking about sexuality in different ways.
    I held 2 meetings/workshops on campus with young
    women where we discussed sexuality and related
    issues in an open manner. I sought to remain
    reflexive of my positioning as a researcher
    throughout the entire process.
  • I really enjoyed working with young women for my
    project and hope to continue this work in the
    future!

23
Year in Review
24
The Cone Sisters of Baltimore
25
Love Your Body Week
26
WGS Salon
  • A year long series of
  • Discussions
  • Organized by MA
  • students

27
WGS Salon
28
Fall WGS Signature Lecture
29
The Linda Arnold Carlisle Distinguished
Excellence Professorship presents
30
Silent Choices
31
The Vagina Monologues
32
(No Transcript)
33
Womens History Month Lecture
34
The Linda Arnold Carlisle Research Grant
35
(No Transcript)
36
2008-2009
From the keynote address at UNCGs 117th
commencement May 15, 2009 The 21st century,
perhaps more than any other, will be defined by
innovation , and the leaders of this century will
be those who have the boldness to take on the
impossible, to raise new questions and to tackle
old problems from new angles. Beverly
Perdue Governor of North Carolina
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