Both Lucy Cobb Institute and Spelman Seminary are representations of the attempts to prepare southern women and girls for the New Century by using different philosophies created by the founders of each institution. Both institutions differentiated in the types of students that attended as well as the motivations of the students. Race, class, and ideology shaped secondary education, as well as how women saw their responsibilities as "leaders of their race". In Leaders of their Race, written by Sarah H. Case, the idea of race, respectability, and sexuality in Women's Education is thoroughly explored.
Although each of the institutions sought out to mold young women to fit the new century, there were many differences in things such as their education.
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The fathers of the households worked at jobs such as: agricultural merchant, mill owners, railroad directors, and insurance executives, which are all a position of power. The students at Lucy Cobb were very much similar and had a lot of similar motives. While the students were motivated and took advantage of the educational, club, and professional possibilities that of a woman in the New South was offered. Each of the students also maintained respectability and modesty that was related to the antebellum femininity. These characteristics would provide "protection from disrepute even as they took active roles in shaping the character of the new south" (pg …show more content…
These two schools took young girls from lines of slaves and slave owners and presented them with new, great opportunities. This protected the young women from allegations of perpetuity while proceeding into the public sphere after graduation. As Lucy Cobb graduates, they would be able to take advantage of the roles offered in the public sphere and were able to defend their racial and class interest as white women. Lucies would be able to take their education into the public sphere and improve the southern society. In contrast, woman of Spelman did not have it so easy. Even though the young girls had also learned values in morality and respectability, in addition to domesticity, their challenge was much more difficult. Black women were labeled in a stereotype "black Jezebel" which dated back to slavery and "served to excuse sexual mistreatment by white male slaveholders" (pg
Attempting to break free of social constructions and otherness, Rochelle Brock delves into deep inquiry for the advancement of her pedagogy. Brock utilizes an interesting style of writing where she inserts an explanation, through a quote or internal dialogue, about the situation at hand; whether it be with her students or with the god to whom she was seeking guidance, Oshun. Dissecting the conversations inside her own head and those of the four students invited over for dialogue on the matter, she is able to examine the difference in rhetorical strategies used to suppress others and to combat otherness. The chapter, “Sista to Sista to Sista,” takes up a decent portion of the book and revolves around dialogue between Brock and four students regarding their experiences as Black women.
Their parents were well educated by white standards and were employed. Even though they were raised in a high status environment, the women were taught to respect black people. The ladies in "Growing up White in the 1930s" talk about what made a "good family" in the South. What do they say makes a "good family"?
In the book “Killers of the Dream” by Lillian smith there are several ideas that are brought forward that really demonstrate that the author exaggerates the true situation and the state of affairs in the south. In the context of the book, the south was experiencing serious crisis when the whited propagated segregation against the blacks and other low class whites. The paper contains the author’s thesis and a summary of the author’s primary points. Additionally, the paper examines whether the authors account is incomplete, questionable or cases where the account does not make sense. The social profiling that resulted was regrettable and brought serious repercussions to the society in general.
This first raises the question if these lower class white women had any role on the plantation whatsoever, other than the blockade between overseer-slave relations. Studies have shown that the work of these women exceeds the expectations of normal housework, expanding to include producing the goods that the family needs to survive. Despite doing the skills and good work acquired by these women, the planters and even sometimes the slaves would degrade these women. Often times, the owners of the plantations saw the overseers as troublesome lowlifes and their wives and children were just extra mouths to feed. There was a level of inequality between the plantation owners and the labor managers, despite the fact that both were white.
By 1850, most southern women had attended a school of higher education. These schools believed that a proper education prepared these women to be successful plantation mistresses. However, not every young woman was
Two features I thought were interesting in the book was the observance of urban slavery, although Tennessee is still in the South, and the amount of help Sally received from Whites in the community. Probably because Tennessee is considered the ‘Upper South’ they have a concept of urban slavery, where slaves contract themselves to work, what I was not expecting was the ‘quasi slave’ (21). With this status, she could rent out her own space, could go about freely and ultimately had the economical function similar to that of a free person, however she was still under threat of being sold at any time, because she owned. Because of this unclear and murky social status, she was adamant about ensuring her children became free men.
The taxing nature of “southern womanhood” is demonstrated in every aspect of the 19th century. During the era of slavery women were conditioned to withstanding the emotional toll of violence towards slaves. An illustration from (DuBois 215) Through Women’s Eyes provides and illustration of a women beating a slave and consequently a women being beaten by a man for doing so. This is the pinnacle of hypocrisy, being that despite the ideals of “southern womanhood” a women is taught that violence is only ok against slaves, although when put into application it is prohibited. In the 19th the south had been going through a lot of change and the hardships and as a result the most effected were southern woman and female slaves, as they received the
During the 1900’s, segregation was very common. There was racial discrimination along with gender inequality. To most anglo people, women were not meant to work. They were meant to be a wife, stay home, cook, and watch the children. To many, that was what women, let alone African American women, were “destined” to be.
Sexual abuse of all black women by wealthy white men was just as prevalent during emancipation as it was during slavery. The sexual abuse the enslaved black women received by their wealthy white male masters, was justified by white men and women due to the Jezebel myth they had created. Deborah Gray White defines the Jezebel myth in her reading, “Jezebel and Mammy”, when she states, "[The Jezebel] did not lead men and children to God; piety was foreign to her. She saw no advantage in prudery, indeed domesticity paled in importance before matters of the flesh” (Gray White 29). The thought of the black woman as hypersexual, allowed white men and women of all classes to sexually and racially oppress the black women, declaring them "unladylike”, not maternal figures and not sexually pure like the white women.
The First Fearful Lady of Little Rock A woman who fought for freedom; a woman who fought for rights, Daisy Lee Gatson Bates used her strength to argue against the negative words and threats spoken by many racists. During my research on this journalist, publisher and civil activist, Daisy Bates was an African American who wanted to end racial segregation, for it is a topic she strongly disagreed to. Therefore, Bates influenced change not only in her community, however in the entire world. Daisy Bates began the fight against racial segregation in Arkansas with the help of her husband, Lucious Christopher, also known as L.C. Bates. Together, they founded the Arkansas State Press.
Women in the 1600s to the 1800s were very harshly treated. They were seen as objects rather than people. They were stay-at-home women because people didn’t trust them to hold jobs. They were seen as little or weak. Women living in this time period had to have their fathers choose their husbands.
Although still not entirely popular or accepted, women also began to emerge more and more in postsecondary education. Women were only seldom allowed to go to college in the beginning of the 1920’s and when they did, they attended an all-women's school. By 1921 a woman was enrolled in a college that did not traditionally allow women (Benner). This was a monumental step for women’s educational rights. Women were allowed to graduate and become nurses or teachers, the only careers seen fit for women.
In the novel “And Still We Rise: The Trials and Triumphs of Twelve Gifted Inner-City Students” written by Miles Corwin demonstrates how Inner City Los Angeles is not just full of gangbangers and drug dealers, but also full of success and diversity. Corwin, a reporter, spent a year at Crenshaw High School to document the lives of the students as they manage to fight the obstacles in Advanced Placement English, inside and outside of class. Toni Little, an AP English teachers, also struggles this year due to the fact of discrimination for being the only white teacher. Corwin also spent the year with another AP English teacher, Anita Moultrie, who is Little’s “nemesis.” After taking several beatings of discrimination from Moultrie, the school
Emma Hart Willard was an early link in the chain of equality for women’s education. Emma knew that the time was not right for women to have equal occupations as men, so she decided to set the first stepping stone by giving women a seminary where they could learn college level curriculum equivalent, if not better than men’s. Willard started her career in the 1800s when women needed her most. This time period kept wives from working, denied women in colleges, and forbid females from speaking out in public.
However, she claims that because class was invisible in the girls ‘social life, the school blame their sexualized style, their rejection of prep’s values and their lack of school success for their class differences. Most important, Bettie claims that the lack of cultural capital also affected the working class girls because it intersected with their race and gender to influence their class futures. For example, Bettie argues how upwardly mobile girls had to performed whiteness and the school sanctioned femininity just to possessed the prep’s dominant cultural capital. At the same time, girls who didn’t possessed cultural capital were victims of generalizations and stereotypes that affected their class outcomes. As a result, many of the working class girls were destined to follow rough paths or the same low paying jobs as their