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Gender roles in america 1947
Gender roles before the 1920s
Gender roles before the 1920s
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Sachin Meier
English II Honors
Mr. Shaw, Ms. Winter
9/16/15
Cultural Differences in Child Rearing
Throughout Part I of Caleb’s Crossing,by Geraldine Brooks, children are viewed, and treated, entirely different by Puritan society as opposed to that of the Wampanoag. This can be clearly seen because Bethia is the daughter of an important, and devout, Puritan figure while Caleb is the son of the leader of the Wampanoag. Caleb is raised in traditional Wampanoag fashion, allowed to run around and remain unchecked while adults labor at agriculture and other chores. The Wampanoag philosophy on children can be most accurately portrayed by the quote, “... they say that since adult life is full of hardship, childhood should be free of it" (44). This
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The Wampanoag have a different view on women, who partake in the labor as much as men. Bethia is likewise, required to perform chores around the house, such as caring for Solace, setting the table, and gathering water from the well. The difference is that women are not respected regardless of the work they perform. Another large gap between Puritan philosophy and that of the Wampanoag, is that girls should not interact with boys, even at the young age of 12. Puritan society places so much importance on “reputation” that it causes Bethia to believe she has killed her mother by sinning simply by enjoying Caleb’s presence. My personal beliefs left me thoroughly disgusted with everything about the Puritan way of raising children, and Puritan society as a whole. The degrading of females, the purity and harsh simplicity of life, as well as a complete assuredness in their own superiority, all led me to believe that growing up in such a society would not only be miserable, but produce people who always hold themselves as “holier- than-thou”. This is demonstrated when Bethia’s father explains Wampanoag child-rearing. “They are, as you say, remarkably indulgent. I have remonstrated with them on the matter, asking them why they do not
The narrator has two daughters, Dee and Maggie. Dee was this cute girl who was super intelligent and sophisticated. She often saw herself as being above her mother and sister and would often make them feel stupid and bad about themselves. "She used to read to us without pity, forcing words, lies, other folks' habits, whole lives upon us two, sitting trapped and ignorant underneath her voice". She shows that Dee enjoyed making her mother and younger sister feel dumb about themselves because it made her feel superior. Her whole life Dee detested her family and where she came from and couldn’t wait to get away. But, still her mother worked her booty off to provide her with high education and a good life. Dee goes away to college and when she returns she is a completely different person, suddenly interested in her family; photographing them upon arrival. With her guest, new "Wangero Leewanika Kemanjo", invades her mothers house taking everything in like it’s a cute display for her. Finally, when Wangero (Dee) demands that her mother give her some quilts, her mum can not take anymore. She tells Dee that Maggie, not her, will be receiving the quilts and she snaps. "I did something I never had done before: hugged Maggie to me, then dragged her on into the room, snatched the quilts out of Miss Wangero's hands, and dumped them into Maggie's lap. Maggie just sat
...sents some discrepancies in how people value their family history. To some, family does not mean much at all but others are very much aware of their ancestors and the traits that they share in common. Some people use this self-awareness to better themselves while others find ways of exploiting it to satisfy their superficial needs. Dee is the type of individual that misuses her heritage. She is using it to fit in and attract the new religious group with which she has begun to associate. Maggie just seems oblivious, although the story does not allow the reader to know what she is thinking. The truth is that Maggie and her mother are living their heritage. This is the lesson that Dee's mother is trying to teach her; to accept and embrace who she is rather than continuously search for something she is not. She could search for her entire life and never be fulfilled.
The article I chose to research is entitled Cultural Code-Switching: Straddling the Achievement Gap by Jennifer Morton. It was published in September 2014 and placed in the journal of political philosophy, with regards to education as well. The goal of the article was to point out the inequality that comes with the educational achievement gap and how to begin to fix the issue that has arisen.
Using the primary sources in chapter 2, child-rearing in Puritan New England was described as the responsibility of Puritan parents. By introducing their children to the importance of education, Puritan parents agreed that child-rearing is a methods that will help ensure their children’s spiritual welfare (Hollitz, 22). The two main goals Puritans taught their children are reading and writing. It is a system they believed that will properly mold their offspring. Parents also taught basic beliefs of religion and principles of government to their children (Hollitz, 22). Puritans took child-rearing very seriously; by using different practices to help the children’s writing development, they are responsible to write: diaries, journals, letters, histories, sermons, and notes on sermons. Although Puritan husband have the power within the household, other than house chore and wifely duties, the mother is mostly in charge of child rearing and provided their child with the proper education on reading, writing, and spiritual (Hollitz, 23).
People in these Montana prairies had an isolated life where “Every generation relearns the rules its fathers have forgotten”, cursed nature when it threatens their livelihood, yet realized that “This land owes you nothing” [p. 60]. This was a time and region where the difference between what was expected of men and women was paramount. Children grew up working hard, knowing their place in their society and grew up quickly as a result. Being somewhat of a tomboy, Blunt could handle farm equipment and chores as well as her brother, yet was still expected to learn how to cook, clean and care for the men. As with previous generations, it was expected that she follow a planned path to becoming a rancher’s wife. But Judy Blunt always felt there was something more to this hard, bleak life and began a long journey towards breaking clean from the constraints of her upbringing.
Dee is the prodigal daughter; she left home to taste the world only to be given a new appreciation of her backwoods home. She is the favored daughter, possibly because her mother was always trying to get into her favor. And she is the daughter who received all the genetic blessings: fair skin, soft hair, and a full body which gives her confidence and dominance over others, particularly her family. Her confidence radiates in the fact that she can look anyone in the eye, including “strange white men” who terrify both her mother and her sister Maggie. That same stare was the only form of emotion given when their house burned down, a tragedy that may have been perpetrated by Dee in the first place. Her hatred for that house and their lifestyle was what gave Dee a film over her eyelids, a picture of grey and filth, and eventually sent her away. She desperately wanted a life more suitable for a woman of her class, a class that she felt was better than even her own family. And as time goes by, she returns to the house that she criticized for years, never completely running her back on her family, but only for a visit and never with company, for fear of the tint it would bring to her name. Her last visit however finds her as a completely different person, with a man and a mission.
“Girl” written by Jamaica Kincaid is essentially a set of instructions given by an adult, who is assumed to be the mother of the girl, who is laying out the rules of womanhood, in Caribbean society, as expected by the daughter’s gender. These instructions set out by the mother are related to topics including household chores, manners, cooking, social conduct, and relationships. The reader may see these instructions as demanding, but these are a mother’s attempt, out of care for the daughter, to help the daughter to grow up properly. The daughter does not appear to have yet reached adolescence, however, her mother believes that her current behavior will lead her to a life of promiscuity. The mother postulates that her daughter can be saved from a life of promiscuity and ruin by having domestic knowledge that would, in turn also, empower her as a productive member in their community and the head of her future household. This is because the mother assumes that a woman’s reputation and respectability predisposes the quality of a woman’s life in the community.
In the short story, “Girl,” the narrator describes certain tasks a woman should be responsible for based on the narrator’s culture, time period, and social standing. This story also reflects the coming of age of this girl, her transition into a lady, and shows the age gap between the mother and the daughter. The mother has certain beliefs that she is trying to pass to her daughter for her well-being, but the daughter is confused by this regimented life style. The author, Jamaica Kincaid, uses various tones to show a second person point of view and repetition to demonstrate what these responsibilities felt like, how she had to behave based on her social standing, and how to follow traditional customs.
“A Narrative of the Captivity and Restoration of Mrs. Mary Rowlandson” by Mary Rowlandson is a short history about her personal experience in captivity among the Wampanoag Indian tribe. On the one hand, Mary Rowlandson endures many hardships and derogatory encounters. However, she manages to show her superior status to everyone around her. She clearly shows how her time spent under captivity frequently correlates with the lessons taught in the Bible. Even though, the colonists possibly murdered their chief, overtook their land, and tried to starve the Native Americans by burning down their corn, which was their main source of food, she displays them as demonizing savages carrying out the devil's plan. There are many struggles shown during the story, both physical and emotional, but her greatest struggle is her ability to prove the satanic nature of the Indians without diminishing her reputation, but, instead, elevating herself into a martyr-like figure. From beginning to end, Mrs. Rowlandson strives to display that she is an immaculate Puritan, that within the Indian tribe and the Puritan community she has superiority, and that the Indians are barbaric creatures possessing satanic dangers.
Boys in the Native American culture are pushed to be good runners, skilled hunters, and good warriors. When they achieve this they are considered men in their society. When they become too old to do all of this they become counselors of the village. Women are expected to raise children, make food, and take care of the children for a lifetime. There is no police force, government, or punishment in their culture. They do not need it. These r...
In most countries, women only earn between 60 and 75% of men’s wages, for the same work. Sexism is still a problem in today’s society, but it has improved since Scout’s generation in “To Kill a Mockingbird.” Scout believes from an early age that girls aren’t good, and that she can avoid the judgement that comes with being a girl by not acting like one. Being a girl for Scout is less a matter of what she's born with and more a matter of what she does. Scout’s elders influence her perception of womanhood by putting preconceived sexist views in her head.
In Alice Munro’s “Boys and Girls” she tells a story about a young girl’s resistance to womanhood in a society infested with gender roles and stereotypes. The story takes place in the 1940s on a fox farm outside of Jubilee, Ontario, Canada. During this time, women were viewed as second class citizens, but the narrator was not going to accept this position without a fight.
Catharine Sedgwick’s novel, A New-England Tale, tells the story of an orphan, Jane Elton, who “fights to preserve her honesty and her dignity in a household where religion is much talked about but little practiced” (Back Cover). The story take place in the 1820s, a time when many children were suffering in silence due to the fact that there was really no way to get people to understand exactly how bad things were for them. The only way anyone could ever really get a true understanding of the lives of the children in these households would be by knowing what took place in their homes. Outside of the home these women seemed perfectly normal and there was not reason to suspect any crookedness. The author herself was raised by a woman of Calvinist religion and realized how unjust things were for her and how her upbringing had ultimately play at role on her outcome. Sedgwick uses her novel, A New-England Tale to express to her readers how dreadful life was being raised by women of Calvinist religion and it’s affect by depicting their customary domestic life. She takes her readers on an in deep journey through what a typical household in the 1820s would be like providing them with vivid descriptions and reenactments of the domestic life during this period.
The young girl in the story is struggling with finding her own gender identity. She would much rather work alongside her father, who was “tirelessly inventive” (Munro 328), than stay and work with her mother in the kitchen, depicted through, “As soon as I was done I ran out of the house, trying to get out of earshot before my mother thought of what to do next” (329). The girl is torn between what her duties are suppose to be as a woman, and what she would rather be doing, which is work with her father. She sees her father’s work as important and worthwhile, while she sees her mother’s work as tedious and not meaningful. Although she knows her duties as a woman and what her mother expects of her, she would like to break the mould and become more like her father. It is evident that she likes to please her father in the work she does for him when her father says to the feed salesman, “Like to have you meet my new hired man.” I turned away and raked furiously, red in the face with pleasure (328-329). Even though the young girl is fixed on what she wants, she has influences from both genders i...
The roles in the families were pretty simple. Son’s were expected to follow in their father’s footsteps, but did not have to. The only exception was priests. If your father was a priest you had to be a priest. Girls were taught and educated by their mothers. They were all raised to take care of the house and the children (Coe p.209). The men and boys lived in one house while girls and women lived in another. Boys were taught the arts of war and learned about jobs while the women taught the girls to sew and cook (Coe p.195).