Friday, 5/9/97 Women’s studies major fails to give competitive
edge Course work strays from progress of feminist movement, plays
into stereotypes of Victorian-era female
The knowledge that several hundred colleges and universities
offer a major that denigrates the status of women in America should
rightfully disturb many people. However, despite the fact that the
women’s studies major subtracts approximately a century from the
progress made in the feminist movement, it continues to be a part
of the curriculum at many campuses, including UCLA. While
purporting to empower women, the women’s studies major has the
opposite effect because it ratifies stereotypes that, until
recently, had been discarded in the Victorian era. During the 19th
century, women were regarded as unsuited for the practical and
rigorous education that men received. As a result, they were taught
to sew, cook and perform other activities relevant to an inevitable
career as a housewife. According to Alice Rossi, author of "The
Feminist Papers: From Adams to deBeauvoir," wealthy women were
often able to obtain "private instruction in the so-called
accomplishments, such as French, embroidery, and the playing of a
musical instrument." However, even this minimal education could not
be applied toward a career that would enable female independence.
The founders of the feminist movement realized that the advancement
of education was crucial to achieving equal status with men.
Moreover, these pioneering women emphasized learning that could be
applied to a professional career, because they understood that job
success would inevitably lead to political leverage. Instead of
providing women with an education that will make them competitive
in the workplace, the women’s studies major provides women with a
concrete political ideology, but withholds the practical skills to
implement. In fact, it is a curriculum reminiscent of the
oppressive education women received in the Victorian era, because
it is tailored specifically for females and lacks the academic
content of other majors. The goal of women’s studies course work
has been to indoctrinate, not to educate. Journalist Karen Lehrman,
who has visited the women’s studies programs at a number of
campuses, made this assessment of such programs, "A hundred years
ago, women were fighting for the right to learn math, science and
Latin – to be educated like men; today, many women are content to
get their feelings heard, their personal problems aired, their
instincts and intuition respected." This is a complete reversal in
the attitude towards women’s rights that made tremendous inroads
during the past century. The worst aspect of the women’s studies
program is the fact that it perpetuates the most insidious of all
stereotypes that women have had to overcome in their battle for
equality – the belief that women are "emotional" and "irrational"
creatures. Alumnae of Wellesley College have reported that "books
aren’t always the key; that sometimes the answers are right inside
of you," and that the knowledge gained from a major in women’s
studies, "does more than fill your brain … It fills your body,
(and) it makes you grow … ." While these statements may make a
person feel warm and fuzzy, they do little for the empowerment of a
gender. Women’s studies is successful only in undermining the
accomplishments that have been made by true feminists. Instead of
capitalizing on all that has been achieved, there has been a
regression in the steps made toward equality. Young women entering
college must realize that the most effective way of elevating the
status of their gender is through the acquisition of a career and
financial independence. Ideological passion is important but lacks
legitimacy without the education and practical experience to
substantiate it. Nelson is a second-year English/biology student.
Related Links: UCLA: Women’s Studies UCLA: Center for Women’s
Studies