Gender

1.     Although I have independently adopted more progressive views, I was raised with the more traditional concepts of femininity and gender roles. I was frequently told to cross my legs properly and to be “lady-like.” However, I was very close with my older brother and, although I adored my Barbie and Polly Pocket dolls, I also loved to spend hours playing Legos, K’Nex, and other traditional “boy” games. In spite of their concern for propriety, my parents have always encouraged me to pursue my dreams regardless of my gender. In contrast, my grandmother holds very conventional ideas of gender roles and often advocates and emphasizes more domestic pursuits. While I disagree with her views, I understand that she was raised during a very different time in a very different world. Vacuuming, washing, and cooking were seen as a woman’s ultimate domain as she fulfilled her duties to her husband and children. In fact, my great-grandfather was actually happy when my grandmother rejected the opportunity to attend college.

2.     My siblings and I have always been held to the same standards and expectations. Games or activities were never deemed off-limits because of gender. Although I enjoyed playing kitchen and dolls, I loved to play outside, run around, and climb trees. In a similar way, my brother, my sister, and I are each required to offer service and fulfill household responsibilities. Although I, unlike my brother, was spared the chore of mowing the lawn, this exemption, like every other, was due to a disparity of ages rather than gender traditions.

3.     My experience at an all-girls high school has powerfully impacted my understanding gender and has influenced the way in which I perceive myself and my potential. Surrounded entirely by girls, I have been able to express myself without inhibition or pressure. At the Mount, gender is actually not an issue, allowing every student to grow and learn freely. Although problems exist as they would in any learning environment, such tensions revolve around academic or social issues, not gender competition. I also believe one of the most influential aspects of the Mount is that most of the teachers are also women. A female faculty, in addition to an entirely female student body, allows for candid and open class discussions about relevant topics. As a young woman, I have been able to develop my personal identity supported by my peers and inspired by my teachers.

4.     In spite of my egalitarian views and feminist leanings, I admit that I do expect a certain degree of chivalry from a man. Society, culture, and tradition have instilled in me this desire for such chivalrous behavior such as holding the door or fixing the faucet. However, I do not believe that household chores should be designated by gender and I anticipate my partner to wash the dishes or vacuum. Although my parents portray more traditional gender roles, their situation is dictated more by events than stereotypes or views. While I do consider it more romantic for a man to perform more “chivalrous” acts of affection, I believe that my relationships will be characterized by mutual respect, openness, and kindness rather than archaic ideas regarding gender.