Subject: Re: Numbers (was:Re: Osborne response - Cyberfeminism)
From: Kevin Austin (firstname.lastname@example.org)
Date: Tue Jan 11 2005 - 10:48:11 EST
I would suggest a reading of historical texts first ... the Old and
New Testaments, the Koran and the teachings of Confucius as places to
start before asserting that this is a "modern" (or even western)
For another (bitter) taste to of this, Google "foot binding" / "China".
You may also want to look up the pictures in the 1808 edition of
"Peiwenzhai gengzhitu", and the 1905 edition of "Qinding shujing
tushuo" (they are reproduced in J K Fairbank's "China -- A New
> > I'm interested to know, have you any ideas on why there was only one
>> female student in your class this year? I am continually glad that
>> there are a great many people like you out there, many of whom I've had
>> the privilege to teach or who have taught me by example. I'm just
>> trying to probe an issue which I think is wider....
>> all best
>This is an interesting issue without a doubt, and I wish you the
>best of luck on your probing. There is a major lack of female
>students in electroacoustic classes, but I don't think the male
>students are to blame...
>who/what is to blame IMV
>1. The school system: a well-planned conditioning of a state's
>youth. The embedding of gender-role concepts into the foundation of
>one's thought, disguised as academia. Formerly controlled by the
>church, this is how the government plants its seed in our minds, but
>we can smell that corporations are planning a take-over.
>2. Pop-media: There was a time when the church WAS pop-media. Now
>it's the corporate version of the school system, perhaps even more
>powerfull. Alot can be learned by reading a cosmopolitan magazine,
>or by watching baywatch.
>3. Parents: They are themselves victims of the above propaganda, and
>as such perpetuate the cycle. Assimilated by consumerism, they focus
>on acquiring more wealth, leaving their children to be raised by the
>school system and pop-media.
>These are the top 3 enteties of childhood influence. Any mentality
>which is rampant in a society will most likely find its roots in 1.
>To conclude, why are female students less likely to be interested in
>the field of electroacoustics? I believe you will find the answer if
>you probe the schoolsystem and pop-media. What a long and ugly
>process............ tell me if I can
>Quoting Katharine Norman <email@example.com>:
>> Hi Nick,
>> On Jan 9, 2005, at 4:24 PM, firstname.lastname@example.org wrote:
>> > All this to say that I really doubt that high-school boys would ever
>> > organize
>> > to exclude any girls from taking part in a field dear to them. Without
>> > girls,
>> > it would be a "territory" wasted...
>> Rap aside... yes, I agree on both counts ....I think what I was
>> pursuing (not necessarily holding up as proven for all high-school
> > humanity) is the notion that a behaviour/mindset might be
>unconsciously acquired, by some
>> Personally I feel we all risk adopting language and behavior that
>> inadvertently excludes at times - policing ourselves round-the-clock
>> mindlessly can result in ridiculous over-sensitivity from both genders
> > (in the case of gender issues) but on the other hand, drawing
>attention to it for once can make you think. For instance, someone
>in passing just wrote to me that "One man's evening of laptop is
>another man's evening of torture"; I knew exactly what he meant, and
>I knew for sure there was no overt exclusion intended - but it
>grated a little.
>> For a nice take on this kind of unconscious linguistic
>> territory-mapping, have a listen to Pamela Z's "Geekspeak", it's very
>> funny and not specifically about gender. (well, I think it's
>> > ps. is there a word that gender-neutralizes brotherhood and
>> > sisterhood? like
>> > um.. siblinghood?
>> dunno.....community? ain't language annoying.
>> > otherwise. I, for one, am displeased at the fact that there is only
> > > one girl in my E/A class this semester, and the semester before
>that, but if it wasn't for her, I could have felt much worse.
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