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How did 19th-century women determine what behaviors and attitudes constituted femininity, and how did one generation pass on to another those social attitudes and adaptations deemed proper and necessary for womankind? Theriot argues convincingly that women themselves were the agents in the formation of attitudes about gender. . . . This book would be difficult for readers not familiar with some aspects of women's studies, but is an important and perceptive examination of the effect of sexual ideology. Choice This study focuses on feminine ideology and middle-class women's reproductive experience in nineteenth-century America. Using nineteenth-century popular literature written by women, medical literature, and autobiographies, this fascinating work offers a theoretical framework for viewing gender as a historical process and women as agents in gender formation. It discusses the relationship between sexual ideology and women's material lives, and their role in the creation and evolution of femininity, explaining what the author perceives as the generational interconnection of body experience, sexual ideology, and feminine consciousness. By analyzing the link between the external and internal dimensions of women's world through the application of phenomenological and social psychological methodology to historical materials, Theriot suggests a framework for understanding the relationship of female body and feminine ideology and for viewing the mother/daughter dyad as central in women's personal and collective history.
How did 19th-century women determine what behaviors and attitudes constituted femininity, and how did one generation pass on to another those social attitudes and adaptations deemed proper and necessary for womankind? Theriot argues convincingly that women themselves were the agents in the formation of attitudes about gender. . . . This book would be difficult for readers not familiar with some aspects of women's studies, but is an important and perceptive examination of the effect of sexual ideology. Choice This study focuses on feminine ideology and middle-class women's reproductive experience in nineteenth-century America. Using nineteenth-century popular literature written by women, medical literature, and autobiographies, this fascinating work offers a theoretical framework for viewing gender as a historical process and women as agents in gender formation. It discusses the relationship between sexual ideology and women's material lives, and their role in the creation and evolution of femininity, explaining what the author perceives as the generational interconnection of body experience, sexual ideology, and feminine consciousness. By analyzing the link between the external and internal dimensions of women's world through the application of phenomenological and social psychological methodology to historical materials, Theriot suggests a framework for understanding the relationship of female body and feminine ideology and for viewing the mother/daughter dyad as central in women's personal and collective history.
The feminine script of early nineteenth century centered on women's role as patient, long-suffering mothers. By mid-century, however, their daughters faced a world very different in social and economic options and in the physical experiences surrounding their bodies. In this groundbreaking study, Nancy Theriot turns to social and medical history, developmental psychology, and feminist theory to explain the fundamental shift in women's concepts of femininity and gender identity during the course of the century—from an ideal suffering womanhood to emphasis on female control of physical self. Theriot's first chapter proposes a methodological shift that expands the interdisciplinary horizons of women's history. She argues that social psychological theories, recent work in literary criticism, and new philosophical work on subjectivities can provide helpful lenses for viewing mothers and children and for connecting socioeconomic change and ideological change. She recommends that women's historians take bolder steps to historicize the female body by making use of the theoretical insights of feminist philosophers, literary critics, and anthropologists. Within this methodological perspective, Theriot reads medical texts and woman- authored advice literature and autobiographies. She relates the early nineteenth-century notion of "true womanhood" to the socioeconomic and somatic realities of middle-class women's lives, particularly to their experience of the new male obstetrics. The generation of women born early in the century, in a close mother/daughter world, taught their daughters the feminine script by word and action. Their daughters, however, the first generation to benefit greatly from professional medicine, had less reason than their mothers to associate womanhood with pain and suffering. The new concept of femininity they created incorporated maternal teaching but altered it to make meaningful their own very different experience. This provocative study applies interdisciplinary methodology to new and long-standing questions in women's history and invites women's historians to explore alternative explanatory frameworks.
What does sexual orientation mean if the very categories of gender are in question? How do we measure equality when our society’s definitions of “male” and “female” leave out much of the population? There is no consensus on what a “real” man or woman is, where one’s sex begins and ends, or what purpose the categories of masculine and feminine traits serve. While significant strides have been made in recent years on behalf of women’s, gay and lesbian rights, there is still a large division between the law and day-to-day reality for LGBTQIA and female-identified individuals in American society. The practices, media outlets and institutions that privilege heterosexuality and traditional gender roles as “natural” need a closer examination. Gender & Sexuality For Beginners considers the uses and limitations of biology in defining gender. Questioning gender and sex as both categories and forms of compulsory identification, it critically examines the issues in the historical and contemporary construction, meaning and perpetuation of gender roles. Gender & Sexuality For Beginners interweaves neurobiology, psychology, feminist, queer and trans theory, as well as historical gay and lesbian activism to offer new perspectives on gender inequality, ultimately pointing to the clear inadequacy of gender categories and the ways in which the sex-gender system oppresses us all.
White, black, and Native American women in the early South often viewed motherhood as a composite of roles, ranging from teacher and nurse to farmer and politician. Within a multicultural landscape, mothers drew advice and consolation from female networks, broader intellectual currents, and an understanding of their own multifaceted identities to devise their own standards for child rearing. In this way, by constructing, interpreting, and defending their roles as parents, women in the South maintained a certain degree of control over their own and their children's lives. Focusing on Virginia and the Carolinas from 1750 to 1835, Katy Simpson Smith's study examines these maternal practices to reveal the ways in which diverse groups of women struggled to create empowered identities in the early South. We Have Raised All of You contributes to a wide variety of historical conversations by affirming the necessity of multicultural -- not simply biracial -- studies of the American South. Its equally weighted analysis of white, black, and Native American women sets it distinctly apart from other work. Smith shows that while women from different backgrounds shared similar experiences within the trajectory of motherhood, no universal model holds up under scrutiny. Most importantly, this book suggests that parenthood provided women with some power within their often-circumscribed lives. Alternately restricted, oppressed, belittled, and enslaved, women sought to embrace an identity that would give them some sense of self-respect and self-worth. The rich and varied roles that mothers inherited, Smith shows, afforded women this empowering identity.
What and how were nineteenth-century women taught through conduct books and hymnbooks? What did women learn about reading and writing at a state normal school and at the Cherokee Nation's female seminary? What did Radcliffe women think of rhetoric classes imported from Harvard? How did women begin to gain their voices through speaking and writing in literary societies and by keeping diaries and journals? How did African American women use literacy as a tool for social action? How did women's writing portray alternative views of the western frontier? The essays in this volume address these questions and more in exploring the gendered nature of education in the nineteenth century. These essays give a more complete picture of literacy in the nineteenth century. Part one presents a panoply of sites and cultural contexts in which women learned to write, including ideological contexts, institutional sites, and informal settings such as literary circles. Part two examines specific genres, texts, and "voices" of literate women and students of writing and speaking. Nineteenth-Century Women Learn to Write interweaves thick feminist social history with theoretical perspectives from such diverse fields as linguistics and folklore, feminist literary theory, and African American and Native American studies. The volume constitutes a major addition to traditional social science studies of literacy.
Contributions by Beverly Lyon Clark, Christine Doyle, Gregory Eiselein, John Matteson, Joel Myerson, Sandra Harbert Petrulionis, Anne K. Phillips, Daniel Shealy, and Roberta Seelinger Trites As the golden age of children’s literature dawned in America in the mid-1860s, Louisa May Alcott’s Little Women, a work that many scholars view as one of the first realistic novels for young people, soon became a classic. Never out of print, Alcott’s tale of four sisters growing up in nineteenth-century New England has been published in more than fifty countries around the world. Over the century and a half since its publication, the novel has grown into a cherished book for girls and boys alike. Readers as diverse as Carson McCullers, Gloria Steinem, Theodore Roosevelt, Patti Smith, and J. K. Rowling have declared it a favorite. Little Women at 150, a collection of eight original essays by scholars whose research and writings over the past twenty years have helped elevate Alcott’s reputation in the academic community, examines anew the enduring popularity of the novel and explores the myriad complexities of Alcott’s most famous work. Examining key issues about philanthropy, class, feminism, Marxism, Transcendentalism, canon formation, domestic labor, marriage, and Australian literature, Little Women at 150 presents new perspectives on one of the United States’ most enduring novels. A historical and critical introduction discusses the creation and publication of the novel, briefly traces the scholarly critical response, and demonstrates how these new essays show us that Little Women and its illustrations still have riches to reveal to its readers in the twenty-first century.
Through an examination of the two icons of the nineteenth century American temperance movement -- the self-made man and the crusading woman -- Fletcher demonstrates the evolving meaning and context of temperance and gender.
Contradictions are legion when it comes to women and spirituality. In Christian cultures, the worth of the female sex is highly ambivalent, since virginity and motherhood are construed respectively as badges of purity and fruitfulness, whilst the biological processes which underlie them are considered taboo or impure. Throughout history, women are in turn represented as inferior, defective creatures or as privileged ‘empty vessels’ in their relationship with the divine. This polarized conception of woman has influenced the way in which religious institutions, learned writers, or indeed women themselves consider the female personal and collective relationship with the supernatural, with the divine, and with the institutions which represent it. Through eleven original essays, this volume questions how women from the English-speaking world have negotiated their roles in the spiritual and religious spheres. From early-modern Catholics and Puritan groups to twenty-first century nuns, Anglican ministers and Mormons, how did women define their roles in male-dominated institutions? How did they react to the public perceptions of their bodies as either incompatible with or facilitating access to the divine? The questions at the core of this book hinge upon the articulation between the female self (body and soul) and its experience of the preternatural, of faith, and of institutionalized groups. Are there specific forms of female spirituality and do they lead to a feminized/feminist conception of God?
Evangelical churches sing hymns written between 1870 and 1920 so often that many children learn them by rote before they are able to read religious texts. A cherished part of communal Christian life and an important and effective way to teach doctrine today, these hymns served an additional social purpose in the late nineteenth and early twentieth centuries: they gave evangelical women a voice in their churches. When the sacred music business expanded after the Civil War, writing hymn texts gave publishing opportunities to women who were forbidden to preach, teach, or pray aloud in mixed groups. Authorized by oral expression, gospel hymns allowed women to articulate alternative spiritual models within churches that highly valued orality.These feminized hymns are the focus of "I Sing for I Cannot Be Silent." Drawing upon her own experience as a Baptist, June Hadden Hobbs argues that the evangelical tradition is an oral tradition—it is not anti-intellectual but antiprint. Evangelicals rely on memory and spontaneous oral improvisation; hymns serve to aid memory and permit interaction between oral and written language. By comparing male and female hymnists' use of rhetorical forms, Hobbs shows how women utilized the only oral communication allowed to them in public worship. Gospel hymns permitted women to use a complex system of images already associated with women and domesticity. This feminized hymnody challenged the androcentric value system of evangelical Christianity by making visible the contrasting masculine and feminine versions of Christianity. When these hymns were sung in church, women's voices and opinions moved out of the private sphere and into public religion. The hymns are so powerful that they are suppressed by some contemporary fundamentalists today.In "I Sing for I Cannot Be Silent" June Hadden Hobbs employs an interdisciplinary mix of feminist literary analysis, social history, rhetoric and composition theory, hymnology, autobiography, and theology to examine hymns central to worship in most evangelical churches today.