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Mona lisa smile thesis
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Mona Lisa Smile and the 50s
Introduction;
This film was set in the 1950s and revolves around a woman known as Katherine. This is a woman who has taken a teaching position in “History of Art” at Wellesley College. This is a women’s conservative college that focuses on liberal arts. Girls are sent to this college so that they can learn traditional values, good grooming, and respectable behaviors that are deemed to be appropriate in the society. This notwithstanding, however, Katherine wants to make a difference by influencing the next generation of girls and women. As a result, Katherine introduces Modern Art and encourages women through spirited discussions, and challenges women to seek more than just getting married to eligible men.
There are various social norms which are illustrated in this film. It should be noted that the film depicts the environment of education system of women in the 1950s. During this period, it was believed that an ideal path for respected women in the society is by going through the education system. The education system prepared them for tending a house, marriage and raising a family. Notably, this was the aspiration of the young ladies who joined the Wellesley College. This is what the college prepared them for and was what their families expected of them. Katherine manages to inspire and challenge the young ladies to think beyond such social norms and conventions. Katherine argues that the general outlook of women in the community must be changed if at all women were to achieve better futures.
Girls from Wellesley College who have been married tend to be adapted in balancing their obligations. In this case, such girls could claim that they are able to outline a paper with one hand and baste ch...
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... family setting, they were being regarded as merely bringing certain aspects defined by women. As a result, some women turned into single- parent families hence “it normalizes what is abnormal and redefines the family as a unit without a man” (Jorgen, 29).
In conclusion, the notion that women were repressed in the 1950s until the sexual revolution of 1950s is very absurd. Arguably, there is no evidence suggesting that women were ever anything than passionate and sensual. While women might not have been repressed, they were obviously restrained. Religious and social norms and convections as well as the fear of getting pregnant as well as the tactical games of hooking a husband complicated matters for women during this period of time. Notably, when women went astray, it was to the knowledge of the society that they were transgressing in very strong social norms.
The 1960’s changed the world in an explosion of sex, drugs, and rock and roll, for the first time women and men where declaring freedom and free love. The sexual revolution of the 1960’s saw changes in the way the world saw its self, and the way we saw each other. It changed what we wanted to buy, how we bought it and how we sold it to each other. Artistic free thinkers began to push boundaries everywhere they could. This is reflected in the music of the times, the notable events and the fashion.
Women are not only assumed to only take care of their family, but to not have the education that they do rightfully deserve. Women can contribute to the world as plentiful and gloriously as men can, but the chances are not given to them. For example, when Minerva tells Trujillo that she dreams of attending the University to study law, he replies "'The University is no place for a woman these days'" (99). Trujillo implies that by going to school to heighten her education, it would be ...
In the 1950’s becoming a wife, having and raising children and taking care of the home was the primary goal for most women. Post war brides were marrying young, having children at significant and unrivaled rates, and settling into roles that would ultimately shape a generation. This ideal notwithstanding, women were entering the workplace like never before and changing the face of American business forever. In the movie The Man in the Gray Flannel Suit directed in 1956 by Nunnally Johnson, we get an inkling of the type of voice American women would develop in the character of Betsy Rath. We are introduced to a wife and mother who leverage her role in the family to direct and influence. The decade of the 50’s signify the beginnings of the duplicity that women would embrace in America, being homemakers and independent women.
May begins by exploring the origins of this "domestic containment" in the 30's and 40's. During the Depression, she argues, two different views of the family competed -- one with two breadwinners who shared tasks and the other with spouses whose roles were sharply differentiated. Yet, despite the many single women glamorized in popular culture of the 1930's, families ultimately came to choose the latter option. Why? For one, according to May, for all its affirmation of the emancipation of women, Hollywood fell short of pointing the way toward a restructured family that would incorporate independent women. (May p.42) Rosalind Russell in His Girl Friday and Scarlett O'Hara in Gone with the Wind, for example, are both forced to choose between independence and a happy domestic life - the two cannot be squared. For another, New Deal programs aimed to raise the male employment level, which often meant doing nothing for female employment. And, finally, as historian Ruth Milkman has also noted, the g...
There is much debate on what constitutes as a family today. However, Ball (2002) states, “The concept of the traditional family…is not an immutable one. It is a social construct that varies from culture to culture and, over time, the definition changes within a culture” (pp. 68). There is a growing diversity of families today including the commonality of sole-parenting. In order to explore aspects of sole-parenthood objectively, I need to reflect and put aside my personal experience of growing up in sole-parent household. Furthermore, this essay will explore the historical origins, cultural aspects discussing the influences and implications of gender identity, and social structures of sole-parent families, as well as consider the implications in midwifery by applying the sociological imagination. Mills (2000/1959) describes the sociological imagination as “…a quality of mind that seems most dramatically to promise an understanding of the intimate realities of ourselves in connection with larger social realities” (pp.15). In other words, the sociological imagination involves the ability to consider the relationships between personal experiences and those within society as a whole.
As mentioned above, women’s role were unjust to the roles and freedoms of the men, so an advanced education for women was a strongly debated subject at the beginning of the nineteenth century (McElligott 1). The thought of a higher chance of education for women was looked down upon, in the early decades of the nineteenth century (The American Pageant 327). It was established that a women’s role took part inside the household. “Training in needlecraft seemed more important than training in algebra” (327). Tending to a family and household chores brought out the opinion that education was not necessary for women (McElligott 1). Men were more physically and mentally intellectual than women so it was their duty to be the educated ones and the ones with the more important roles. Women were not allowed to go any further than grammar school in the early part of the 1800’s (Westward Expansion 1). If they wanted to further their education beyond grammar, it had to be done on their own time because women were said to be weak minded, academically challenged and could n...
Accordingly, I decided the purposes behind women 's resistance neither renamed sexual introduction parts nor overcame money related dependence. I recalled why their yearning for the trappings of progression could darken into a self-compelling consumerism. I evaluated how a conviction arrangement of feeling could end in sexual danger or a married woman 's troublesome twofold day. None of that, regardless, ought to cloud an era 's legacy. I comprehend prerequisites for a standard of female open work, another style of sexual expressiveness, the area of women into open space and political fights previously cornered by men all these pushed against ordinary restrictions even as they made new susceptibilities.
“There is a double standard here that shapes our perceptions of men and women in ways that support patriarchy as a system. What is culturally valued is associated with masculinity and maleness and what is devalued is associated with femininity and femaleness, regardless of the reality of men’s and women’s lives”,( Johnson 64). In the movie Mona Lisa Smile, Betty’s mother was pressurizing Betty to make her husband read a poem at the wedding not just to act like he enjoyed the marriage but mainly because it was a tradition for men. When Betty said she didn’t care about it, her mother refused and still insisted that she should do it. Women are looked down upon when it comes to the assignment of gender roles and this is because of labels that the society has placed on the female gender. In a home, the father is always the head of the home, providing food and clothing for every family member but there are some women who like to be independent and would also love to work and make money and cater for the family. In the 19th century, women were told they were home makers and were not allowed to endeavor further in higher educational studies. Wellesley College was a college built to raise future wives and not future leaders meaning that society had already placed women below the ladder without any intention or thoughts of them climbing back
Before the 1890s, females had no other options but to live with their parents before marriage and with their husband after marriage. They couldn’t work and if they did their wage was way lower than men. Today many women chose their own lifestyle and have more freedom. They can chose if they want to get married and have kids or not. Coontz said “what 's new is not that women make half their families living but that for the first time they have substantial control over their own income, along with the social freedom to remain single or to leave an unsatisfactory marriage” (98). When women couldn’t work, they had no options but to stay with their husband for financial support. Working is a new way of freedom because they can choose to stay or leave their husband and make their own decisions. It’s not like women couldn’t work before, they could but they didn’t have too much social freedom like to get divorce or not have children. Their voice wasn’t as important as men. Most of the time men had to decide everything in the family and had control over the family. Coontz believe that today women have more control over their own life and they can choose however they want to live their life. Kuttner also agree that “most Americans, after all, believe women should not be consigned to the nursery and the kitchen” (122). Women used to be the mother who
They were unfit of any responsibility other than being a wife and mother to their children due to the traditional gender roles present in the patriarchal society of the time. “Gender Roles and Relations” from Encyclopedia of American Social History, stated that “...Gender roles, assume that men and women should, even must act differently, according to rules appropriate to their gender alone”. These gender roles from the 20th century separated men from women on the basis of superiority and abilities. Men had the idea that they were to control their families by being the head of their house, that they were to take care of all the so called “manly” duties, and lastly that they were to control their wives as well. Men believed they had the ability to control what a woman did to her body, and in that sense, when it came down to the birth control debate, men chose to further the acceptance of the idea of another item being able to control a woman. The religious aspect, along with the male superiority aspect attributed to this feeling of most men during the
The workplace became masculinized, and the home feminized. By the separation of the masculine and feminine spheres that had been promoted, men and women now lived in separate worlds. By the turn of the twentieth century, men realized that their exclusion from the domestic sphere was, in fact, harmful to them: It left men “unable to experience the love, nurture and repose that the home supposedly represented” (Kimmel 158). Men were also worried at the “feminization” that potentially threatened their sons: men feared that women, who had the main responsibility for the upbringing of the children, would make the sons into
By the 1980s, Marxism, the economics forces define the political and cultural realities in society, mixed with feminism claimed “that gender is not class but a driving force of history.” This created the notion that “when women are subordinate men benefit” and that women had a disadvantage to men in the workforce (Conley 2013). Marxist feminist would called this gender conflict. The nuclear family has gender roles which are “set of behavioral norms assumed to accompany one’s status as a male or female.Gender roles is more general term,but Parson’s sex roles is more of an ambiguous term. Sex roles theory states that men are work oriented, while women are domestic oriented to form the ideal nuclear family. “Sex roles created by society was formed for structuralism functionalism, which is the theoretical tradition claiming that every society has certain structures that exist in order to fulfill some set of necessary functions(2013). Even though functionalist supported this theory in the 1960s, it was flawed. Sex role theory only provided one way of how a family could function. Essentialist would describe Parson’s theory as the social phenomena of the nuclear family based on the biological factor of sex. R.W. Connell described the condition in which men are dominant and privileged and that it is invisible, which is Hegemonic masculinity. Even though hegemonic masculinity is what some theorist impose, it clarifies
The movie, “Mona Lisa Smile” is an inspirational film that explores life through feminism, marriage, and education lead by a modernist teacher at the end of a traditional era. It begins by introducing the lead character, Katherine Watson (Julia Roberts), a liberal-minded novice professor from California, who lands a job in the art history department at a snobbish, all-girl college, called Wellesley, in the fall of 1953. Despite warnings from her boyfriend Paul that a Boston Brahmin environment was out of her element, Katherine was thrilled at the prospect of educating some of the brightest young women in the country however, her image of Wellesley quickly fizzles after her first day of class, in which, was more like a baptism by fire. Her smug students flaunted their exhaustive knowledge of the text and humiliated her in front of a supervisor. However, Katherine, determined not to buckle under pressure, departs from the syllabus in order to regain the upper hand. She quickly challenged the girls’ idea of what constituted art and exposed them to modern artist not endorsed by the school board. She dared them to think for themselves, and explore outside of their traditional views. This form of art was unacceptable by the students at first however, overtime Katherine penetrated her student’s distain and earned their esteem.
This course of women and gender studies, as would all courses, have produced awareness by coherently explaining the situations women are facing in the world today. One may not know of theses situations until taught. By learning of these occurrences, one can properly act upon them. Many women and men have taken the opportunity to attend classes on women’s and gender studies and have since then made strides to make a difference in the unjust society that must be faced.
In the early 20th century, many women went to college and worked professionally, but the mid-20th century myth of the middle-class suburban housewife downplayed the importance of women's education. Feminists knew that girls and women must be encouraged to seek an education, and not just "something to fall back on," if they were to become, and be seen as, fully equal. In her article, "The Long Way Home," Myrna Kostash discusses her experiences as a feminist in university. "It was 1963 and there was none of us who did not believe we would be different from the brigades of women in the suburbs. We were students. We would be clever, and we would travel, and we would have adventures." (Kostash, The Long Way Home, 167.) University provided the perfect place for like-minded women to meet, extend their influence and advocate for change. "Although university women continued to be the support base of the women's liberation groups, it was not unusual when their meetings included young working women, high school students, middle-aged housewives, single mothers, women from old left groups" (Kostash, The Long Way Home, 170.) Yet, although women were more educated then they had been in the past, the only socially acceptable role for them was to get married and have children. The second wave of feminism sought to change this perception and fought to give women opportunities on par with men including wage equality, maternity benefits, and the right