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- Creators: School of Humanities, Arts, and Cultural Studies
- Creators: Arizona State University. School of Life Sciences. Center for Biology and Society. Embryo Project Encyclopedia.
- Status: Published
The primary perspective from which people are depicted in media today is shaped by the male gaze. The male gaze is comprised of patriarchal ideals and relies on the understanding that the spectator or viewer is a standard human being, which heteronormativity tells us is a man. From this perspective, the scope of visual representations of men and women in media has been molded after the hierarchized gender displays within which masculinity has primacy over femininity. By presenting a limited spectrum of behavior acceptable for men and women, the media hegemonically manipulates the social constructs of gender and gendered behavior across all levels of society.
This honors thesis applies semiotic and feminist methodologies to engage visual forms of media through art, film, and social media to challenge the social constructs of gender perpetuated and reinforced by dated stereotypes of gender and gendered behavior. First, the theoretical foundation will provide a framework for semiotic and feminist analysis of visual representations of gender in media. Then, I will present data representing the real-world impact that this social construction of gender has on adolescents in America using The State of Gender Equality for U.S. Adolescents, published by Plan International Inc. I will then bring together the explicated methodologies and evidential data alongside my own experiences as a female consumer of visual media to reveal alternative practices of looking that do not revolve around patriarchal norms, looking for a female gaze. In doing so, I hope to present recourse in the face of persistent use of sexist imagery across all levels of our culture and every medium of visual self-expression by providing tools that can be used to interrogate gendered perceptions and inform self-examination in pursuit of a feminist practice of looking.
With a prison population that has grown to 1.4 million, an imprisonment rate of 419 per 100,000 U.S. residents, and a recidivism rate of 52.2% for males and 36.4% for females, the United States is facing a crisis. Currently, no sufficient measures have been taken by the United States to reduce recidivism. Attempts have been made, but they ultimately failed. Recently, however, there has been an increase in experimentation with the concept of teaching inmates basic computer skills to reduce recidivism. As labor becomes increasingly digitized, it becomes more difficult for inmates who spent a certain period away from technology to adapt and find employment. At the bare minimum, anybody entering the workforce must know how to use a computer and other technological appliances, even in the lowest-paid positions. By incorporating basic computer skills and coding educational programs within prisons, this issue can be addressed, since inmates would be better equipped to take on a more technologically advanced labor market.<br/>Additionally, thoroughly preparing inmates for employment is a necessity because it has been proven to reduce recidivism. Prisons typically have some work programs; however, these programs are typically outdated and prepare inmates for fields that may represent a difficult employment market moving forward. On the other hand, preparing inmates for tech-related fields of work is proving to be successful in the early stages of experimentation. A reason for this success is the growing demand. According to the U.S. Bureau of Labor Statistics, employment in computer and information technology occupations is projected to grow 11 percent between 2019 and 2029. This is noteworthy considering the national average for growth of all other jobs is only 4 percent. It also warrants the exploration of educating coders because software developers, in particular, have an expected growth rate of 22 percent between 2019 and 2029. <br/>Despite the security risks of giving inmates access to computers, the implementation of basic computer skills and coding in prisons should be explored further. Programs that give inmates access to a computing education already exist. The only issue with these programs is their scarcity. However, this is to no fault of their own, considering the complex nature and costs of running such a program. Accordingly, this leaves the opportunity for public universities to get involved. Public universities serve as perfect hosts because they are fully capable of leveraging the resources already available to them. Arizona State University, in particular, is a more than ideal candidate to spearhead such a program and serve as a model for other public universities to follow. Arizona State University (ASU) is already educating inmates in local Arizona prisons on subjects such as math and English through their PEP (Prison Education Programming) program.<br/>This thesis will focus on Arizona specifically and why this would benefit the state. It will also explain why Arizona State University is the perfect candidate to spearhead this kind of program. Additionally, it will also discuss why recidivism is detrimental and the reasons why formerly incarcerated individuals re-offend. Furthermore, it will also explore the current measures being taken in Arizona and their limitations. Finally, it will provide evidence for why programs like these tend to succeed and serve as a proposal to Arizona State University to create its own program using the provided framework in this thesis.
The Chicago Women’s Liberation Union, hereafter Union or CWLU, was a feminist union that operated in Chicago, Illinois, from 1969 to 1977 and was the first and largest union, at the time of its operation, focused on women’s issues. The Union organized women with the self-proclaimed collective goal of achieving liberation from sexism and inequality. Within the larger CWLU, smaller groups and chapters formed to address issues such as abortion, rape, child care, and reproductive health, among others. During CWLU’s eight years of operation, the activists circulated petitions, held demonstrations, and visited high schools to raise public awareness of women’s issues. The CWLU created educational opportunities for women in response to apparent sexism in the US and connected them to social groups to further the women’s liberation movement and women’s reproductive health awareness in the United States.
The Boston Women’s Health Book Collective was a women’s health organization headquartered in Boston, Massachusetts, that published the informational book Our Bodies Ourselves, which sold over 4.5 million copies. Initially called the Doctor’s Group, the Collective formed in response to the insufficiency of women-specific health information during the late 1960s and early 1970s. Members of the organization participated in the women’s liberation movement in Boston, Massachusetts, and conducted research on women’s health using resources such as medical textbooks. They collectively created an original publication surrounding women’s health concerns and offered educational courses for women to learn more about their bodies and to share their experiences. The Boston Women’s Health Book Collective, later called Our Bodies Ourselves, expanded access to women’s health information throughout the world with their publications, courses, and outreach.
Betty Friedan advocated for the advancement of women's rights in the twentieth century in the United States. In 1963, Friedan wrote The Feminine Mystique, which historians consider a major contribution to the feminist movement. Friedan also helped establish two organizations that advocated for women's right, the National Organization for Women (NOW) in 1963 and, in 1969 the National Association for the Repeal of Abortion Laws (NAARL). Friedan argued for legalizing access to abortion and contraception, and her advocacy helped advance women's reproductive rights.