Essay About Gender Feminists And Feminism Theory

Feminism TheoryEssay title: Feminism TheoryThe goal of feminism has changed from an idea of equality and fairness within society to defeating the patriarchal society. In the book, Who Stole Feminism, Christina Sommers vents against the transformation of feminism that she believes has betrayed the roots of feminism. To separate from society and magnify their radical ideals of oppression, gender feminists have used a historical tool of influence, education. Abusing education as a tool has allowed them to influence the institutions of education, politics, law, the media, and the psychological mindset of young women everywhere. Although gender feminism has integrated its dogmatic beliefs upon public institutions, its theories and arguments lack the rational and justification that would prove its validity, which leads Ms. Sommers to calling gender feminists’ frauds. Currently, there is more confusion and instability amongst women, not due of a lack of identity, but because of their reasoning behind their methods.

Education has been a tool used to mold and influence the minds of inquiring people who have the desire to know and understand. “Gender feminists are at work in hundreds of transformation projects for changing university curricula that they regard as inadmissible “masculinist.” The bias of the traditional “white male curriculum” must be eliminated, and new programs that include women must replace those in which women are “absent”, “silent”, “invisible”” (52). Ms. Sommers attacks gender feminists because they have diluted and weaken the school system by flooding the educational market with unhelpful women studies programs and changing history, psychology, and philosophy. There is a law that demands of equal representation when writing history books. In some states, such as California “whenever an instructional material presents developments in history or current

p, it cannot be written while other teachers are writing on a school’s history class and/or an online curriculum. This law undermines the entire educational market for historical and socio-emotional research. Schools must be prepared to consider any educational issues that might impact their students’ academic or professional development. “A gender/feminist policy should be created in order to create an academic environment wherein any student engaged in feminist advocacy and/or education must have a clear goal and/or an effective means of advancing that. Students must be educated to consider the impact of gender on school learning and/or how gender affects the content of a classroom. Students who are not able to successfully address their concerns (e.g., a teacher’s student has not satisfactorily completed her coursework) or who are not familiar with the subject matter of the topic need to study or practice their social development through a different coursework. The current curriculum of school will not be the way it was for many of the feminist movements of the last twenty-five years, when every person was able to learn. Today there is no such curriculum for women and black students or students of color. In addition, some schools are not aware of the cultural shifts that are happening in their neighborhoods regarding the use of resources under Title IX to cover African American (and Asian) students and are actively seeking solutions to the gender-fluid dynamics.‖ Ms. Sommers, you write that Title IX has given students a false sense of empowerment, that only by providing funding allows them to become successful women and black students and create lasting community.‘ You argue that the educational system is biased against women. It is a political idea that has been used to delegitimize anyone who challenges that notion. You have proposed a system of gender based quotas to ensure that all students should receive the same level of education, which includes both male and female, from kindergarten through elementary and middle school, with the primary purpose of maintaining educational success for most of the students. To use the term “equal access,” most of the students on college or university campuses do not currently have access to any of these programs. In fact, a recent study shows that the average number of high school freshmen who have access to an all-girl high school has declined from 30 percent to 15 percent (83). In this country, with all of these resources, the women that students choose to enter high school should not be treated differently when it comes to college education than the men whose university or college education is dominated predominately by men and their wives. Ms. Sommers doesn’t use the term “equitable access” in the way that other educators would call for equal access. She does not discuss a “sex/women, race or gender imbalance,” the way that many school boards and public universities do, except when speaking of “equal access” but in this case there is nothing in the language she uses to describe what women and trans people should be equal in their education. In other words, she is advocating for a system that guarantees to all men (male and female) equal access to the schools they attend and, in the absence of a comprehensive and equitable national education program (that would ensure the women that receive equal educational opportunity and equality are receiving the full fair play of society) to have access to the full range of schools that they will go to