Sample Student Research Project 2015: Journal
LITR
4328 American Renaissance / Model Assignments
Sample Student Research Project 2015:
Journal
Hilda
Cruz
Domestic Debate Journal
In
this research journal, I chose to investigate why women’s gender roles continue
to influence and distress women today.
My personal frustration with the
infinite amount of domestic duties and lack of personal fulfillment with the
chores elevates my stress. When I married at age 21, I thought the domestic life
would be easy, fun, and fulfilling.
I would have time to leave my home immaculately clean, and still be able to
work. I have always enjoyed working
outside the home since the age of 15.
Earning my own money was a wonderful experience.
It brought me great joy and independence.
I did not have to give explanations of what I did with my money to my
father or anyone else. More importantly, I didn’t have to ask for money.
I even continued to work after my marriage, because I didn’t want to
depend on my husband. I wanted to answer to no one about my financial affairs.
However, after the birth of my first son, I made a choice to stay at
home.
Adjusting to the domestic life was difficult.
It was much more difficult emotionally than physically.
I have always enjoyed cleaning and with only one child, a small
apartment, and my youthful energy, I was done before midday. However, I no
longer had money to spend as I wished.
My husband’s viewpoint that I didn’t need money because I stayed at home
and essentially didn’t work was heartbreaking. He didn’t see the need.
However, I wanted money, perhaps, to be able to place a value on myself.
It seems irrational to me, at times, that I still feel like a failure
when my house is messy, I run out of milk, or forgot to pay the bill on time.
This self-abuse is a recurring stumbling
block on my path to acquiring a higher education.
When did I form these ideas that the household chores were only my
responsibility? More importantly, when
and how did my husband acquire the thinking that the home was the sole
responsibility of the woman? Was it
the cultural upbringing? Social
climate? Or the politically correct way of thinking? What continues to feed my
belief that less than perfect home is not enough and is a sign of failure?
I have struggled to reach the ideal home life for twenty-one years and
not once do I remember feeling like I’ve accomplished it.
These deeply rooted beliefs have cause great inner turmoil and outward
bickering. Yet, I still feel deeply
responsible for the chaos that I witness at times in the home front.
In my search for an answer, Dr. White recommended the following:
Revolution and the Word by Cathy N. Davidson.
This comprehensive text on women’s roles in the American Renaissance Era
explains and connects all aspects of a woman’s life to the novel writings of the
time period. To fully deepen my
comprehension of the women’s domestic sphere, I began by reading, Reading in
America, Literature and Social History also by Cathy Davidson and
America: A Narrative History by George Brown Tindall and David Emory Shi.
According to this social history, girls have always been at a greater
disadvantage than boys.
The first colonists to arrive in America
brought with them the belief of separate spheres-attributing men to the public,
financial head of the home and the women to the private home duties.
Tindall and Shi confirm that “The traditional notion of female
subordination and domesticity remained firmly entrenched in colonial America”
(117). Their beliefs solidly founded on biblical scripture, the colonists made
sure to implement laws of required reading skills for all members: men, women,
boys, and girls. This was done to
ensure that everyone would be able to keep up with their biblical studies.
The
1710 amendment to Massachusetts Poor Laws, clarified the expectation that boys
should be taught to read and write while girls only to read. Subsequent
additions to boys’ education did not share the same right for girls.
It was not until 1771, that the laws included writing for girls but
exempted the cyphering skills given to boys. (Reading in America, 63). This
disparity in educating girls reveals society’s intentional separation of the
spheres and the political power used by the lawmakers to keep it that way.
In
limiting the political, social, and financial areas of women, the founding
fathers laid the foundation for inequality among the sexes. It is on these
points that Cathy Davidson focuses her book, Revolution and the Word, to give
thorough understanding of women’s lives in the American Renaissance era.
Her evidence lies with the popularity of the genre: Novels.
“Novelists viewed the genre’s popular appeal and diverse audience as an
opportunity to carry a message directly to the people.
The decision to write a novel was an ideological choice (no matter what
the specific ideology of a given author) because the ability to appeal to
individuals without any mediation (by a preacher or an elected representative)
was in and of itself a political topic in the early national period” (Davidson,
Revolution and the Word,p7). As the
country’s industrial changes took hold on the American public, the accessibility
to reading materials and texts, without the imposition of authority figures,
gave the general public the freedom to choose what to read and how to react to
the contents. In essence the
general public’s critical thinking skills were beginning to develop.
This was all more important to the women of that society. The ability to
make a connection with the female protagonist and be able to identify the
villain as her suitor, spouse, neighbor, or preacher gave Renaissance women the
power to: stand up for themselves by making different choice from the heroine,
identify social pressures, and seek political voices in American government.
Industrial Innovation/ Industrial changes:
Water
powered spinning machine was used to run mills, developing the spinning and
weaving of cotton into strands of cloth.
This early version of the sewing machine at a commercial level allowed
the industry to grow rapidly.
According to Tindall and Shi, women were preferred over men because they could
easily handle the machines and worked for lesser pay. This is unarguable the
beginning of the pay inequality of the sexes in the business world.
Other
inventions included typewriters, telegraphs, and eventually faxsimiles, along
with other electronics. All the
industrial growth required an organizational method that supported the office
environment where women became secretaries and office managers instead of
housekeepers and matrons.
Along
with employment opportunities outside of the domestic sphere came the expansion
of new skills previously afforded only to men.
The business world that men were raised to manage was now visible to
women but more importantly, at least in physically, the separate spheres
environment was disappearing. As
industry jobs increased the family income, society became more accepting at
sending women to the workforce. The
increased income alleviated the financial strains and allowed for consumerism to
develop. All a great monetary
benefit to the business world that was run by men.
Academics:
The
increasing need to educate young children gave way to public schools in the
1830s. However, girls were still
taught differently than boys.
Elementary education for women was socially accepted but any higher education
was viewed as unsuitable for their destiny as wives and mothers. (Tindall and
Shi, p.515). There were of course some exceptions in which some girls (from
upper middle class) were sent to academies and taught equally to the boys in
mathematics and science. However,
the general public could only afford the public school or home schooling
options.
As
the Renaissance period evolved, so did the demand for equality of education.
Slowly, the political and social environments incorporated women in high
schools and universities. Yet much
of the force behind this change, was driven by early feminist women of the time
such as Elizabeth Cady Stanton, Susan B. Anthony, and Lucretia Mott.
Politics/Social Changes:
Due
to the increased need for women in the workforce, lawmakers began to listen to
the feminist plea for work hour regulations, wage concerns, and higher
education. As women saw the
inequality in the work environment, they chose to unite to voice their concern.
Of major importance was the Seneca Falls Declaration of 1848 which produced the
Declaration of Sentiments. In this document, Stanton and Anthony name and label
the injustices suffered by women in society. In
brief description:
·
He
has never permitted her to exercise her inalienable right to the elective
franchise.
·
He
has compelled her to submit to laws, in the formation of which she had no voice.
·
He
has taken from her all right in property, even to the wages she earns.
·
He
had denied her the facilities for obtaining a thorough education-all colleges
being closed against her.
·
(The Selected Papers of Elizabeth C.
Stanton, and Susan B. Anthony, 1848.)
This
criticism of men and some women in society that forcefully wished to keep women
bound to the political, social, and educational roles of the time.
The
allegations made at the Convention demonstrated the frustration felt by many
women of all classes. Even within the religious sectors of American citizens,
such as the Quakers, there were brave women and some men that supported the
women’s cause. Lucretia Mott, a
Quaker minister, joined Stanton and Anthony at the convention in support for
social and political change. I
found it quite interesting to read that her husband was “always her supporter”
in the fight for equality. Here was
a woman minister, mother, housewife and right’s activist with the full support
of her husband. His endorsement was
not only rare to find in society, but proved the reasoning that if a woman has
the emotional support of her spouse, she does not need to demand domestic
assistance. When her labors at home
are esteemed and appreciated adequately, and has the freedom to increase her
knowledge at her will, such liberties and praise result in a benefit for all
society. Davidson reinforces
this idea by stating, “Women’s greater domestic equality could then pave the way
to larger forms of equality as well” (209). Yet when societies engrain in their
children with the separate spheres ideologies, the cycle continues to disrupt
the advancement of women’s political, social, and economical status.
Literature
The
invention and expansion of publishing in America, resulted in a wider range of
printed books. With mass production
readily available and growing number of citizens able to read, women were placed
in a great advantage both as writers and readers.
This time period produced great men and women writers along with
astonishing material. The history
books name several great writers as: Poe, Thoreau, Emerson, Hawthorne, and
Melville to name a few. However, women writers such as Harriet B. Stowe,
Margaret Fuller, and Emily Dickinson also took a place among the great men.
However for this piece, I would like to
focus on the novel writers that Cathy Davidson brings to light of the
mid-eighteenth century. These sentimental novels met great resistance from the
traditional thinking men because of the social criticism of the Novel genre, but
they bring to light female suffering of that era. When viewed from a
sociological viewpoint and setting aside sentimentality, these early novels
serve as a learning tool for the society of the American Renaissance period.
Hannah Webster Foster:
The Coquette. Born in Massachusetts
in 1758. Her mother died when she was 4 years old and she was sent to a boarding
school. She married Reverend John Foster in 1785 and moved to 10 Academy Hill
Road to write her two novels in 1797 and 1797.
Upon having children, she gave up writing to become a full time mom and
minister’s wife. Her novel The Coquette
was an important voice in the debate on women’s role in the Republic (Revolution
and the Word p.186). It is a tale of a young, intelligent woman , Eliza Wharton,
that falls prey to the seductive charms of
Judith Sargent Murray:
Born in May 1, 1751 in Gloucester, Mass. She came from a wealthy merchant
family. Her formal education was limited to reading and writing but she taught
herself other subjects: history, philosophy, geography, and literature, by
reading her father’s books. She
married at age 18 and published her first feminine essay in 1784. After the
Death of her husband in 1786, she remarried and continued to write essays:
On the Equality of the Sexes, On the
Domestic Education of Children. Her column of
The Gleaner was very popular and
endorsed by President George Washington and John Adams.
She was a firm supporter of educating girls equally as boys and help open
a female academy in Dorchester. An avid
writer, she published many essays and wrote plays. After her second husband’s
death, she moved to Natchez, Mississippi with her daughter and son-in-law. She
died on June 9, 1820 at the age of 69. Murray was a pioneer feminist that
influenced other women such as Mary Wollstonecraft and Abigail Adams.
William Hill Brown:
The
Power of Sympathy.
Born
in November 1975 in Boston. There were
very few facts, if any, of his childhood. Yet he is credited for writing the
first American novel that became a sensational seller.
His novel revolved around a young woman,
Ophelia that is seduced by her brother-in-law, Martin, a prominent political
man. When her father insists on
taking Mr. Martin to court for his behavior, Ophelia kills herself.
This novel was a best seller due to the similarities to an exact
situation taking place in society.
The names were changed but the events were real and the involvement of John
Adams (future president) in an effort to repair his friend’s reputation by
blaming the woman, Ophelia for the entire situation.
Website:
http://www.pbs.org/wnet/ihas/icon/transcend.htmltes:
This
website contains a great list of American writers and their works.
It is very informative and clear to understand.
Some authors have links to their biographies for further examination. The
information within this site contains poets, composers, and journalists of the
time.
https://www.nwhm.org/education-resources/biography/biographies/judith-sargent-murray/
This
website (National Women’s History Museum) is quite useful and informative on the
life of Judith Murray. It gives
accurate accounts about her writing career and contributions to women’s
advancement in education. This site has extensive background information on
Murray and links to other useful websites about the author.
In
conclusion, I discovered that women have been distressed with their domestic
duties since the beginning of the settling of the colonies.
Who is to say that women didn’t feel the same when they were in England?
Their inability to express their frustration for fear of abuse or social
stigmatization would have kept them quiet for centuries.
Without the possibility of divorce or financial stability, women were
trapped into their marital states. The hurdles to overcome the political,
social, personal and cultural restrictions on women have been great and at times
overwhelming. Hence, the vast majority of women decide to submit to the social
pressures. As the separate spheres
begin to intertwine with women in the workforce or in higher education
academies, it is still apparent that women carry the heavier burden in
participating in both spheres. The difficulty of balancing both lifestyles
continues to this day.
I realize that as women have made strides in changing the political,
financial, and social structures of inequality, the cultural gender roles are
much more difficult to overcome. I learned through
Revolution and the Word text to view
the printed text with a more discerning eye.
I am usually a superficial reader of texts and take the word for what is
printed. Yet Davidson’s investigations and thoughtful comments on the plots of
each novel revealed that there is deeper and substantial social meaning in the
texts. I learn to question: Why is
this piece so popular? Who was reading this? Under what circumstances was the
piece read or written? Where can I
find proof for my opinions or suppositions?
If the text is highly popular, what does that say about the American
society as a whole? What does this
piece say about me?
I have also learned that I must view my own life with a discerning eye
and avoid extreme sentimental behavior. I
must stop the judgmental accusations that I submit to. I must learn to turn a
blind eye at my neighbors’ rolling eyes when she sees my trashcan still parked
on the curb after trash pickup day. The frustration stems from my own cultural
perceptions of what I should be able to do and my spouse’s affirmation that I
should be able to fulfill my “domestic duties.”
However, as I learn to view my life with objective eyes and focus my
attention to personal education, I experience a broader range of understanding
for others in society. I put what I have learned, experienced, and read into
context and continue to move on.
Works
Cited
Davidson, Cathy N. Revolution and the Word.
New York: Oxford, 2004. Print
Davidson, Cathy N. Reading in America. Maryland: John Hopkins, 1989.Print
Tindall, George B. and David Shi. America a Narrative History. New York: Norton
&Company. 2010. Print
"Great Star" flag of pre-Civil War USA