In this two minute clip, comedian Kate Berlant casually makes the case that women should steal cosmetics because, to paraphrase Berlant, no one should have to constantly pay for their own domination.


Thanks Letta!

Lisa Wade is a professor at Occidental College and the co-author of Gender: Ideas, Interactions, Institutions. Find her on TwitterFacebook, and Instagram.

Flashback Friday.

Many sociologists argue that gender, as we know it, is not innate, but put on and performed. Certain moments of our lives, like weddings and quinceañeras, are opportunities to really emphasize femininity and masculinity; but gender is also performed in mundane ways every day in the ways that we talk, move, dress, and adorn ourselves.

These photographs of child beauty pageant participants, taken by Susan Anderson and published in her book High Glitz, illustrate how much of feminine sexual allure is put on and performed.  These kids are adultified with make-up and they also often wear false teeth and hair extensions. You can browse additional images at Powerhouse Books.


People often object to this sort of adornment on a child being unnatural, but when adult women use these same strategies — fake eyelashes, makeup, veneers, and hair extensions — it is no more natural. Adult women are, no less than those kids, performing femininity.

To take it one step further, as The Spinster Aunt does, if you react to the idea of child beauty pageants with horror, then than horror should be applied to the project of femininity itself, not just the fact that children are participants:

I submit that anyone who is uncomfortable with [the] Little Miss Perfect [pageant] is ethically obliged to be just as uncomfortable with femininity in general. Little Miss Perfect is merely one of a gazillion equally nauseating points on the Porno-Feminine Continuum within which all female citizens of the globe are confined by a culture of oppression.

So, if it’s troubling when girls do it (and, for that matter, also troubling to many when men do it), then why isn’t it troubling when women do it?

Originally posted in 2010.

Lisa Wade is a professor at Occidental College and the co-author of Gender: Ideas, Interactions, Institutions. Find her on TwitterFacebook, and Instagram.

In 1975, Mulvey conceptualized the gaze as the power derived by the viewer when they cast their glance upon a hierarchized, usually female, body. This idea perfectly captures the way a subject on film is both frozen in a time and space, and consumed. I want to turn that around, in a more kyriarchal and postmodern fashion, and allot power to the subject.

Refinery 29 has a series of photographs by Blaise Cepis. Through them, women discuss and display their body hair.  In a beautifully hued array, these women speak of personal choice, empowerment and acceptance in ways that act as a counternarrative to the Brazilian-plucked-chicken-prepubescent-non-mammal-landscaping construct that is currently in vogue.

And yet. Yet. Among this abundance of hairy joy – there is no direct gaze. Among the 21 slides there are faces in profile, lower portions of faces, averted glances with pupils looking away. There is only one woman directly glancing at the viewer, and even as her defiant brows dominate her face she is neither fully seen nor subsequently fully known.


Also, nowhere in the 21 slides does the women’s whole body occupy the visual frame. The pictures show a bushy underarm with barely a chest wall or breast, a lushly forested pudenda without whole legs or torso, or a lightly furred arm without a hand attached.

Counter this power and gaze conundrum with Kim Kardashian’s photoessay for Paper’s Winter issue where she appears, full frontal, body hair free, and fully faced. With the hashtag #breaktheinternet, the intent of the shoot is clear. Neither during the photoshoot’s extended video interview or the accompanying print piece does Kardashian invoke feminism’s ideals of choice, power or acceptance. Yet, in her direct gaze and whole body there is a definitive power of being fully present in the visual medium.

Censored to be safe for work, but you can see the original here:5

In his classic Disidentifications, Munoz interrogates the intersections between queer theory and life as performance to illustrate the ways hegemony is constructed. All the women in the photoessay above are performing: to disrupt a gaze by capturing the consumer; to deliver through visual imagery a counternarrative to normed assumptions; to shine a spotlight upon their bodies so that other stories can be told about them that subsequently reflect the world. These are all photos of “naked women”, but they are not equal in power.

Make no mistake, Kardashian’s photoshoot does not aspire to be anything but  performance – a denuded spectacle that we can believe – illustrating her power to create reverberating social narratives. But the theme of empowered, hirsuit women who embrace the social, sexual, and personal repercussions of their decision is undercut by the disembodied visual presentation. The power of these women has no whole body in which to reside. They are intended to be read as both brave and everyday, but they are visually reduced to decontextualized hair clumps; the performances of pride do not ring true because the viewer does not witness the incorporation of their body pride into a fully human landscape. Frankly, if women are going to “grow hair there” – we need to fully embody it.

Cross-posted at Pacific Standard.

Kerrita K. Mayfield, PhD is an experienced social justice oriented educator and teacher trainer, with over 20 years working in urban and rural classrooms and alternative educational settings. Currently teaching ESL at UMass Amherst to liminal non-benefitted workers, she was the first student to earn a graduate minor in Women’s Studies at the University of Wyoming.


From College Humor.

Lisa Wade is a professor at Occidental College and the co-author of Gender: Ideas, Interactions, Institutions. Find her on TwitterFacebook, and Instagram.

Not surprisingly, the new interactive chart Gendered Language in Teacher Reviews has been the subject of a lot of conversation among sociologists, especially those of us who study gender. For example, it reminded C.J. of an ongoing conversation she and a former Colorado College colleague repeatedly had about teaching evaluations. Comparing his evaluations to C.J.’s, he noted that students would criticize C.J. for the same teaching practices and behaviors that seemed to earn him praise: being tough, while caring about learning.

We’ve long known that student evaluations of teaching are biased. A recent experiment made headlines when Adam Driscoll and Andrea Hunt found that professors teaching online received dramatically different evaluation scores depending upon whether students thought the professor was a man or a woman; students rated male-identified instructors significantly higher than female identified instructors, regardless of the instructor’s actual gender.

Schmidt’s interactive chart provides a bit more information about exactly what students are saying when evaluating their professors in gendered ways. Thus far, most commentaries have focused on the fact that men are more likely to be seen as “geniuses,” “brilliant,” and “funny,” while women, as C.J. discovered, are more likely to be seen as “bossy,” “mean,” “pushy.”


These discrepancies are important, but in this post, we’ve used the tool to shed light on some forms of gendered workplace inequality that have received less attention: (1) comments concerning physical appearance, (2) comments related to messiness and organization, and (3) comments related to emotional (as opposed to intellectual) work performed by professors.

Physical Appearance

The results from Schmidt’s chart are not universally “bad” or “worse” for women. For instance, the results for students referring to professors as “hot” and “attractive” are actually mixed. Further, in some fields of study, women are more likely to receive “positive” appearance-based evaluations while, in other fields, men are more likely to receive these evaluations.

A closer examination, however, reveals an interesting pattern. Here is a list of the fields in which women are more likely to be referred to as “hot” or “attractive”: Criminal Justice, Engineering, Political Science, Business, Computer Science, Physics, Economics, and Accounting. And here is a list of fields in which men are more likely to receive these evaluations: Philosophy, English, Anthropology, Fine Arts, Languages, and Sociology.


Notice anything suspicious? Men are sexualized when they teach in fields culturally associated with “femininity” and women are sexualized when they teach in fields culturally associated with “masculinity.”

Part of this is certainly due to gender segregation in fields of study. There are simply more men in engineering and physics courses. Assuming most students are heterosexual, women teaching in these fields might be more likely to be objectified. Similarly, men teaching in female-dominated fields have a higher likelihood of being evaluated as “hot” because there are more women there to evaluate them. (For more on this, see Philip Cohen’s breakdown of gender segregation in college majors.)

Nonetheless, it is important to note that sexual objectification works differently when it’s aimed at men versus women. Women, but not men, are systematically sexualized in ways that work to symbolically undermine their authority. (This is why “mothers,” “mature,” “boss,” and “teacher” are among men’s top category searches on many online pornography sites.) And, women are more harshly criticized for failing to meet normative appearance expectations. Schmidt’s chart lends support to this interpretation as women professors are also almost universally more likely to be referred to as “ugly,” “hideous,” and “nasty.”

Level of (Dis)Organization

Christin and Kjerstin are beginning a new research project designed to evaluate whether students assess disorganized or “absent-minded” professors (e.g., messy offices, chalk on their clothing, disheveled appearances) differently depending on gender. Schmidt’s interactive chart foreshadows what they might find. Consider the following: women are more likely to be described as “unprepared,” “late,” and “scattered.” These are characteristics we teach little girls to avoid, while urging them to be prepared, organized, and neat. (Case in point: Karin Martin’s research on gender and bodies in preschool shows that boys’ bodies are less disciplined than girls’.)

In short, we hold men and women to different organizational and self-presentation standards. Consequently, women, but not men, are held accountable when they are perceived to be unprepared or messy. Emphasizing this greater scrutiny of women’s organization and professionalism is the finding that women are more likely than men to be described as either professionalorunprofessional,” and eitherorganizedordisorganized.”

Emotional Labor

Finally, emotional (rather than intellectual) terms are used more often in women’s evaluations than men’s. Whether mean, kind, caring or rude, students are more likely to comment on these qualities when women are the ones doing the teaching. When women professors receive praise for being “caring,” “compassionate,” “nice,” and “understanding,” this is also a not-so-subtle way of telling them that they should exhibit these qualities. Thus, men may receive fewer comments related to this type of emotion work because students do not expect them to be doing it in the first place. But this emotional work isn’t just “more” work, it’s impossible work because of the competence/likeability tradeoff women face.

There are all sorts of things that are left out of this quick and dirty analysis (race, class, course topic, type of institution, etc.), but it does suggest we begin to question the ways teaching evaluations may systematically advantage some over others. Moreover, if certain groups—for instance, women and scholars of color (and female scholars of color)—are more likely to be in jobs at which teaching evaluations matter more for tenure and promotion, then unfair and biased evaluations may exacerbate inequality within the academy.

Cross-posted at Girl w/ Pen.

Flashback Friday.

Dating site OKCupid did an analysis of 500,000 inquiry messages to determine what keywords correlate most strongly with getting a reply.  It has some great lessons about dating and some counter-stereotypical news about what heterosexual women want from men.

This first graph shows that mentioning someone’s level of attractiveness decreased the likelihood of getting a response (for both men and women), though men were more likely to mention looks.  But general compliments about one’s profile increased the likelihood of getting a response (the middle line is the average number of responses, the green bars signify an increase in the number of responses, and the red bars a decrease):


A good lesson in operationalization: “pretty” is used in two ways in our culture, so when they made sure to differentiate between pretty (meaning “sort of”) and pretty (meaning “attractive”), you can see clearly the way that commenting on looks decreases the recipients’ interest:

So, in contrast to stereotypes, many women cannot be flattered into a date (though the figure above includes men and women, I’m assuming most people being called “pretty” are female).

Further, the site found that when men sent messages, female recipients preferred humility to bold self-confidence.  The words below all increased the chances of a woman responding to a man’s inquiry:

Instead of bravado and flattery, women appear to actually like men who take an interest in them.  They respond positively to phrases that indicate that a guy actually read their profile and is interested in the content of their person:

The lesson: Treat a woman (on the OK Cupid dating site) like a human being and she will respond positively.

And to answer the question, “What do women want?”  As my dear friend David Landsberg would say: “Everything!

This post originally appeared in 2009.

Lisa Wade is a professor at Occidental College and the co-author of Gender: Ideas, Interactions, Institutions. Find her on TwitterFacebook, and Instagram.

Flashback Friday.

I have always found it bizarre that lipstick is supposed to make a woman’s lips more irresistible, yet kissing a woman with lipstick gets sticky red or pink smudge all over both faces. So women dress up and look all gorgeous and then their dates can’t kiss them. Or, it’s the end of the night and a woman wants her date to kiss her, does she put on lipstick or go for the chapstick?  Gah, being a woman is hard. And I supposed it can’t be that easy being the person who wants to kiss her in that situation either.

It’s odd to me that this kiss-ability paradox is never addressed in lipstick advertising.  So I was intrigued to see it in this vintage ad:



Now water cannot mar your lipstick… it’s protected by a coat of clear Lip-Stae.  Just brush on its liquid lustre… lips stay brillint, alluring for hours.  And clothes, cigarettes, glasses and the man in your life can’t carry lipstick’s tell-tale marks!  Safe, economical, and easy to use. At cosmetic counters everywhere. (my emphasis)

There is so much to unpack here, but I think it all revolves around the fact that women are supposed to wear makeup, but pretend that the face that they put on is their real face.  As the copy reads, lipstick leaves “tell-tale marks.”  Those marks reveal a degree of deception regarding her true attractiveness and, in fact, this is exactly how makeup was characterized in the Victorian era.  This is why a woman’s lipstick must remain on her lips (and be left nowhere else) even when swimming or kissing.  Because, in principle, she’s not wearing lipstick at all.

This post originally appeared in 2009.

Lisa Wade is a professor at Occidental College and the co-author of Gender: Ideas, Interactions, Institutions. Find her on TwitterFacebook, and Instagram.

Television evangelist Pat Robertson once described feminism as “a socialist, anti-family, political movement that encourages women to leave their husbands, kill their children, practice witchcraft, destroy capitalism, and become lesbians.” His comment is frequently used as a particularly extreme version of the feminist stereotype, but how far are his sentiments from those of the general public?

A more systematic investigation into what people think about feminists found that many people think that feminists are ugly, uptight, angry, aggressive, harsh, strident, demanding, dogmatic, man-hating lesbians… or think other people think they are. Only 26 percent of people say that feminist is a positive term.

This suggests that actual feminists have lost control over their own reputation. It would be counterproductive, after all, for feminists to portray themselves as unlikeable. Negative stereotypes about feminists, instead, are likely spread by anti-feminists.

Anti-suffrage campaign material is one example. The images below tells a story about who the feminist women fighting for suffrage are and what they want. It’s all pre-1920s, but the stereotypes and fears are similar.

Feminists are ugly:


Feminists are manly:4

Feminists neglect their natural role as a mother/are uncaring toward children:13

They’re angry:12

They want to emasculate men and take their role:1a

They’re mean to their husbands, if they can get married at all:2OLYMPUS DIGITAL CAMERA

They don’t want equality with men, they want to dominate them:1a11

Next time you hear that feminists are ugly or hate men — or any number of stereotypes about women who seek equality — remember that this is exactly what anti-feminists have wanted you to think for the last 200 years.

Thanks to Jay Livingston for the tip!

Lisa Wade is a professor at Occidental College and the co-author of Gender: Ideas, Interactions, Institutions. Find her on TwitterFacebook, and Instagram.