Sunday, September 30, 2012

Nancy Henley


Nancy Henley


Personal and Educational Background:

            Born in 1934, Nancy Henley’s original academic aspirations had little to do with psychology and even less to do with feminism and gender dynamics. When she finished with high school, she enrolled in Wilson’s Teacher’s College with the intention of becoming an educator, a role stereotypically filled by women. Nonetheless, it was here that Nancy was exposed to her first psychology courses. She became utterly fascinated by what she was learning. Under the tutelage of a “very good psychology teacher” there, Nancy developed an appetite for the field and began taking more courses related to psychology than to education (Henley, 2005).
However, before she could complete the program at Wilson, life intervened and Nancy left the school to marry and raise children. Not long after, though, she returned to night school at John Hopkins University where she made the most of the psych credits she had earned at Wilson and finished her Bachelor’s degree in 1964. Subsequently, she was accepted into John Hopkins Graduate program under James Deese working with psycholinguistics where she completed her Masters in 1967. One year later, she was awarded a PhD in Experimental Psychology from the same institution.

A Career Influenced by Feminism:

            The notion that psychology was a male-dominated field during her time was one that was not lost on Nancy. In an interview conducted in 2005, she recounted a story from her search for a suitable graduate school:

“…there were these little booklets that had a few words about each school. Many actually had blatantly in their listing, ‘Men Preferred.’”

But, her feminist sentiments were not fully awakened until she became involved in an activist group that discussed racial issues. This group slowly exposed her to the Women’s Movement.
            As time went on, Nancy became increasingly interested in study of gender and more politically active in terms of empowering women in the professional psychology field. Along with other notable feminists psychologists, like Phyllis Chesler and Patricia Greenfield, Nancy began forming women’s groups at each institution she worked/studied at. These groups would not only discuss gender and how it related to psychology, but they also gathered data “about women and men at various ranks” for the purposes of exposing gender inequalities (Henley, 2005). In Nancy’s own words:

“…I think for academic women it was sort of being second-class and you know we suspected a number of things. We weren’t sure if we were getting less pay, or you know not being promoted or hired as much…”

She, personally, drafted the groups’ findings into a series of “resolutions and motions” that they collectively presented to the American Psychology Association (APA) in an attempt to reveal the rampant androcentrism that had been part of their practices for years (Henley, 2005).
It was also during this time that Nancy began really studying how gender dynamics played a role in non-verbal communication. Although she was the author of many scholarly articles throughout her life, it was these studies that culminated in her most famous work, Body Politics: Power, Sex, and Non-Verbal Communication which was published in 1977. Through this very influential text, Nancy posited the idea “that male dominance was maintained and supported a lot through non-verbal communication, unconsciously…therefore women and other people being dominated could be subordinated without their knowledge” (Henley, 2005).
Her activism, her studies of communication, her writings, her time spent as the director of Women’s Studies at the University of California while simultaneously serving as editor of Psychology of Women Quarterly amounts to impressive catalog of work. That’s why its not surprising that in 1996 Nancy was awarded the Distinguished Contribution to Women in Psychology Award from the APA Committee on Women in Psychology. Presently (and quite justifiably), she is retired.
                                                                                                                                                           
Relevance:

            If there were any one woman who seems to typify the classic feminists heroine, it would be Nancy. Like most women of her day, every inch that she earned would have counted as two for a man. She overcame the seemingly insurmountable androcentrism of the education system to achieve her doctorate and then subsequently used that knowledge to unite women and bring to light the male-biases of the current establishment.
            Her research went further, though, exposing just how deep the gender-imbalance of our society goes. By taking a hard look at the various ways in which we communicate, Nancy revealed that women are being held down by more than just unabashed misogynism; if true equality for the sexes is the end goal, then we as a society are going to have to rework some our most basic functions (i.e. body language) – a revelation that, I think, speaks to the very core of feminism in all its forms.
            Most notably, however, was Nancy’s activism of the 1960’s. It was because of her work that the APA established its Division 35, which is now called the Society for the Psychology of Women. This subsection of the APA serves a dual purpose: first and foremost it is devoted to women’s studies, but just as important, it “makes it unlikely that interest in the psychology of women and gender will fade away as it did in the 1920’s” (Crawford). This is an important point, because, based on this fact, one could argue that without the Society for the Psychology of Women, we may not have the basis for the class we’re taking today…Thank you, Nancy.

Works Cited:
1.) Crawford, M., & Unger, R. Women and Gender: A Feminist Psychology.

2.) George, Meghan. (2011). Profile of Nancy Henley. Retrieved from:
Accessed September 23rd, 2012.

3.) Henley, N. (2005, January 29). Interview by A. Rutherford and W. Pickren [Audio Recording]. Psychology’s Feminist Voices Oral History and Online Archive Project. Toronto, ON. Retrieved from:
Accessed September 24th, 2012.

Accessed September 24th, 2012.

Picture Citation:
Accessed September 23rd, 2012.

Josh Meunier
Professor Hill
PSY 350
September 26th, 2012

Tuesday, September 18, 2012

Helen Bradford Thompson Woolley


HELEN BRADFORD THOMPSON WOOLLEY

(1874 - 1947)

 
Personal Background

            Helen Bradford Thompson was born in Chicago, Illinois on November 6, 1874. Her parents were David Wallace Thompson, a shoe maker and inventor, and Isabella Perkins Thompson, a homemaker and active missionary. Both parents believed education was important and saw to it that all three of their daughters went to college.
 
 
Education

            After graduating from Englewood High School, Helen studied at the University of Chicago receiving her undergraduate degree in 1987, and  her Ph.D. in 1900. The University of Chicago was only a year old when Helen first started there. It was a unique educational institution at the time because it was very supportive of women seeking a higher education. She flourished there studying neurology and philosophy under James Rowland Angell. She graduated with honors, summa cum laude. She then studied in Paris and Berlin for a year, thanks to a fellowship from the Association of Collegiate Alumnae.
 
Career

            Upon her return to the States she acquired a teaching position with Mount Holyoke College, and by 1902 was appointed director of its psychological laboratory and professor of psychology. She left for Japan three years later to marry Dr. Paul Gerhardt Woolley, whose work was in the Philippines. They moved several times over the next three years, following her husband’s career. Helen was able to procure rather impressive positions despite all those moves, especially for her age and gender during those times. She was an experimental psychologist for the Philippines Bureau of Education, Chief Inspector of Health in Bangkok, and then returned to settle in Cincinnati in 1908 due to the birth of her first child.

 
            She worked as an instructor of philosophy at the University of Cincinnati, from 1909 thru 1911 when she became the director of the Bureau for the Investigation of Working Children in Ohio, until 1921 when the family moved to Detroit where she worked as a psychologist on staff at the Merrill-Palmer school and became the Associate Director in 1922. In 1924 she accepted a position in New York as the director of the Institute of Child Welfare Research and professor of education at Columbia Universitys teachers college thanks to a Rockefeller funding to create an institute for child study and parent education.

   Major Publications
1903
The Mental traits of sex: An experimental investigation of the normal mind in men and women
1922
Personality studies of the three-year-olds
1925
Agnes: A dominant personality in the making
David: A study of experience of a nursery school in training a child adopted from an institution
1926
Peter: The beginnings of a juvenile court problem
An experimental study of children: At work and in school between the ages of fourteen and eighteen years
1931
Eating, sleeping and elimination
 
She also published in several popular magazines such as:
Mother and Child and Child and Child Study

 
            Her own life bore the brunt of the biases and oppressions of the time. After following her husband through many career changes and subsequent moves, she found herself left for a younger woman, alone to provide for her children. The dissolution of her marriage, a loss of a close friend, her own health, physically and emotionally deteriorated. While trying to cope with her personal crises, she was forced to resign from her teaching job at Columbia, and was never able to gain appropriate employment again. Due to the Great Depression and her private difficulties she lived the last 17 years of her life with her daughter and husband. She died in 1947 at the age of 73 from an aortic aneurism.
 
Relevance

            Her accomplishments were great, especially for the times she lived. She was the first to research gender differences and proved the popular belief that women were inferior to men to be false. She conducted experiments in seven different areas of metal functioning: motor ability, skin and muscle senses, taste and smell, hearing, vision, intellectual faculties, and affective processes. Her experiments found no empirical evidence of female inferiority. Although her studies were held under strict research methodology, they were not widely accepted. Some reviewers went so far as to object to her results because they claimed that her female college student subjects were likely more similar to men than the average woman. Those reactions must have been extremely frustrating for her, which is evident in an article she wrote several years later.      In her review about recent literature on the psychology of sex. Psychological Bulletin, 7, 335-342., she stated, "There is perhaps no field aspiring to be scientific where flagrant personal bias, logic martyred in the cause of supporting a prejudice, unfounded assertions, and even sentimental rot and drivel, have run riot to such an extent as here" (Thompson, 1910, p. 340).
            Although still interested in the psychology of sex, she moved on to work for the Women’s Suffragette Movement and concentrated on the psychology of children, and their education.
            Aside from all of the pioneering work she did, I think a great deal of her relevance to the psychology of women is also reflected in her life. The perseverance needed to hurdle the prejudices toward women back then was enormous. That effort seems to have taken its toll on her toward the end of her life. She was betrayed by the very men who had, in one way or another, vowed to be her supporters.
            Her husband left her in 1923, and eventually married a younger woman. Dean Russell, her supervisor at Columbia, betrayed their agreement of continuing her work. Angell, her first mentor, also betrayed her when she asked for his help to find work. After communicating with Russell, Angell felt she was not fit to hold a strenuous teaching job. In her autobiography she explained Russell’s betrayal. "The promise was, of course, not put into writing. Such promises rarely are. It was in the nature of a gentleman's agreement." However, "when one party in a gentleman's agreement is a woman, with no written evidence of the agreement, it counts for little. That I did not understand at the time."
            I found that quote to be a fitting statement to the struggles she faced and overcame as a scientist of great importance to the field. Imagine what she could have done, had she the same unbiased support the men of her time enjoyed.
 
Works Cited
Rodkey, E. (2010). Profile of Helen Thompson Woolley, Psychology's Feminist Voices Multimedia Internet Archive. Retrieved from http://www.feministvoices.com/helen-thompson-woolley/
Donnis Kempley
Psychology of Women, SUNY New Paltz
Prof. Melanie Hill
September 17, 2012

Anne Fausto-Sterling

                                                    Anne Fausto-Sterling



"The social organization and expression of human sexuality are neither timeless nor universal."

Background:
Anne Fausto- Sterling was born in 1944. Fausto-Sterling married Paula Vogel, an American Playwright and University Professor, on September 26, 2004 in Turro, Massachusetts.

Education:
Anne Fausto- Sterling was initially interested in the study of zoology. She received her bachelor’s degree from the University of Wisconsin in 1965. She continued her education and received her Ph.D. at Brown University in 1970 where she studied developmental genetics and its interaction with gender and sexuality. Anne Fausto-Sterling has a laboratory at Brown Universiy where she researches sexual reproduction and regeneration. She was able to study sexual reproduction by looking at the developmental ecology of flatworms. Fausto-Sterling is a Professor of Gender Studies and Biology as well as the Chair of the Science and Technology Studies program at Brown University. She has been part of the Brown faculty for more than 40 years as well as a part time professor at numerous institutions in the United States. Fausto-Sterling has also received numerous awards for her contributions to Feminist sexology and the study of intersexuality. She is most interested in developmental genetics, intersexuality and the connection between science and gender.
Aside from her involvement in the United States, Fausto-Sterling has also taught abroad in the subjects of Medical Science, Gender Studies, Science Studies and Biology. It is through her speeches and lectures where her education regarding gender roles and human sexuality can be best exhibited. She stresses that gender and science are intertwined and one cannot be studied without mentioning the other.

Professional Life:
In 1990 Anne became interested in the study of inter-sexed children. She became attracted to this field because at the time feminists were very interested in understanding the body as a social construction rather than strictly focusing on ones biology.
Anne has published three books in relation to the psychology of women. These three books are still referenced widely in feminist courses as well as scientific inquiry.  Myths of gender: biological theories about women and men, written in 1992 in which Anne describes the lack of validity behind the biological influence on sex differences. Her second book, Sexing the body: gender politics and the construction of sexuality focuses on the developmental systems of gender and rules out the common nature-nurture debate. Fausto-Sterling writes this book in hopes of introducing flexibility into the study of human behavior patterns. Fausto-Sterling’s third publication, Sex/Gender: Biology in a Social World integrates her specialty in the field of science. She introduces biochemistry, neurobiology and social construction in relation to gender and sexuality. All three of these publications have opened up avenues for current Feminists as well as future activists interested in dissecting the social norms and constructs around gender and sexuality.


Relevance to Class Material:
           
            Anne Fausto-Sterling has contributed tremendously to the study of sexuality as well as advocating the Feminist movement. She is one of the earliest Feminists to question the mainstream ideas around gender and its differences. She was the first to coin the words herm (“hermaphrodite”), merm (“male pseudo-hermaphrodite”) and ferm (“ female pseudo-hermaphrodite”). She exposed these three sexes as being just as significant in human sexuality as is female and male.
Fausto-Sterling, as well as other Feminists of her time, questioned the validity of science in determining what ones gender truly is. Her curiosity opened an avenue for Feminists and made people question the honesty regarding male superiority and female subordination. She exposed that by “blaming” a woman’s shortcomings strictly on science diminishes the realities of environmental and social causes. Aside from gender, Fausto-Sterling was one of the first feminists to look at the connections between race, gender and science. Her interest in this connection opened avenues for further exploration. Prior to Fausto-Sterling’s linking of the fields, biology was the only way one could understand sexuality and gender.

Resources:

Sheen, Judy P. "Fausto-Sterling, Anne." Animal Sciences. 2002. Retrieved September 18, 2012 from Encyclopedia.com: http://www.encyclopedia.com/doc/1G2-3400500140.html

Code, L. (2000). Encyclopedia of Feminist Theories. p 236-237

Fausto-Sterling, A.  (2000). Sexing the Body: Gender Politics and the Construction of Sexuality.
Fausto-Sterling, A. (1993). The Five Sexes: Why Male and Female Are Not Enough. The Sciences, 20-24.

Wednesday, September 12, 2012

Melanie Klein


 
Melanie Klein (1882-1960)


Background: Melanie Klein was born Melanie Reisez on March 30, 1882 in Vienna to father Moriz Reisez and mother Libussa Reisez (Deutsch). She was the youngest of four children. There was a considerable age difference between her parents, with her mother being younger, and their marriage was her father’s second. The family was mostly nonreligious, but Melanie still acknowledged her Jewish roots. The family endured some financial struggle until Melanie’s grandfather passed away and Moriz received the inheritance. Two of her siblings, Emmanuel and Sidonie, helped to educate Melanie when she was a child, but both died at a young age. Melanie’s father died when she was 18.

Melanie was educated at the gymnasium and aspired to study psychiatric medicine. She began studying Art History at Vienna University, but was married at age 21 before she could receive an academic degree. Melanie then travelled with her husband, Arthur Klein, and had three children. She experienced bouts of depressions throughout her pregnancies and early married life. The family moved to Budapest in 1910. Melanie was exposed to Freud’s work; initially his book On Dreams. She began to form a deep interest in psychoanalysis. Her initial analysis was done under Sandor Ferenczi who encouraged her to use the principles of psychoanalysis to analyze her own children. Her early work closely reflected Freud’s work, but while working with Karl Abraham Melanie began investigating psychoanalysis specifically pertaining to children. In 1922 as Melanie was still working with Abraham, she divorced Arthur Klein.

Melanie’s work in psychology only grew after her divorce. She began working in Berlin at a practice where she treated emotionally disturbed children. Melanie’s work was criticized in Berlin, but she found in England. She was able to give speeches in England that she later used to develop her major literary work The Psychoanalysis of Children (1932). In 1927 Melanie moved to England and also became a member of the British Psychoanalytic Society. Melanie’s daughter Melitta and Melitta’s husband became psychoanalysts who opposed Melanie’s work.  In 1935 Melanie advances other psychological concepts when she reads her paper, “A Contribution to the Psychogenesis of Manic-Depressive States.” This paper introduced the idea of the depressive position. In 1946 the British Society receives Melanie’s paper “Notes on some Schizoid Mechanisms.” This paper contributes her ideas of ego-splitting and projective identification. Her work continued to receive praise and criticism. Much of the criticism can be attributed to Ana Freud’s supporters because Ana held a position that children were unanalyzable. Melanie Klein died on September 22, 1960 from complications of a surgery meant to treat her cancer.

Major Contributions:
Melanie approached the challenges of psychoanalyzing children and developed the play technique to solve them. Melanie was interested in treating children like adults in psychoanalytic treatment, uncovering their unconsciousness, but instead of analyzing their dreams she analyzed their play. This was very important because before her technique was developed young children were considered untreatable. Melanie’s treatment approach is still used worldwide today; as relatively the same technique that she created. Another theoretical contribution is her concept of the depressive position. The depressive position states that because of a child’s development, they form a sense of self while forming a fragmented idea of their mothers. One can love, but also hate their mother. The way to overcome this and form a relationship with their mother is to view their mother as a whole. Some of Melanie’s beliefs were later used by others to form the object relations theory. Her influence can be seen on theories after her time.

 Melanie faced many challenges along her journey of research, theory, and treatment, but her contributions are large. She was often criticized for having no formal education in medicine. Without her male mentors she had to work harder to pass on her knowledge; even moving from Berlin to England. Melanie even challenged Freud’s ideas which was brave as he was the dominate psychologist of the time. Her opposition and reforming of Freud’s ideas on development was essential to the growth of psychoanalysis, psychology as a whole, and treatment methods for children. She inspired many psychologists including John Bowlby, Donald Winnicott, and Joan Riviere and a grouped even formed to support Klein’s work opposed to Freud’s: the Kleinians. Melanie’s works have now been complied into four volumes of books. The Melanie Klein Trust is an organization founded in 1955 that celebrates her work by furthering her theory and techniques.

References:
http://www.webster.edu/~woolflm/klein.html

Written by Angela Contento
9/12/12

Tuesday, September 11, 2012

Nancy Chodorow




Nancy Chodorow


Background
Nancy Chodorow was born January 20th, 1944 in New York City. Her father, Marvin, was a professor of applied physics. She married Michael Reich, a professor of economics and had two children with him, Rachel and Gabriel. The couple separated in 1977.

Education
Nancy received her BA from Radcliffe College. She was trained by Beatrice and John W.M. Whiting in culture and personality anthropology. Looking back, these teachings were prefeminist because the nature of her studies was gender and generation sensitive. Some books that influenced her personality anthropology studies are Erik Erikson’s Childhood and Society, Oscar Lewis’s Children of Sanchez and Ruth Benedict’s Patterns of Culture. They all focus on how the individual creates a self and psyche under certain cultural and social conditions, and how these conditions shape and yet constrain psychological experience.

In graduate school, she studied readings on father-son, father-daughter, and mother-son relationships, but was unsatisfied with not being able to find theories on mother-daughter relationships. She formed a Mother-Daughter group that first met in 1968 to better understand these relationships. The focus of the group was emotionally charged issues, and involved discussion and analysis to raise consciousness about psychodynamic understanding. Some of the issues that were explored included shame, guilt, anger, different family alliances, and desires about maternal presence or absence.

She received her PhD from Brandeis University in 1975. She studied under Philip Slater and was influenced by his protofeminist psychoanalytic sociology, and he advised her to focus more on the unconscious in order to better understand personality.

Professional Life
Nancy is a professor of sociology at the University of California at Berkeley. Her work is highly influenced by Karen Horney’s work, whose early essays on femininity strongly questioned Freudian theory. Melanie Klein is another early female psychoanalyst she identified with. Nancy’s personal and cultural circumstances led her to feminism and feminist psychoanalysis.

Her interests in her field include psychoanalytic theory and clinical methods, gender and sexuality, psychoanalytic sociology and anthropology, and feminist theory and methods. She challenges Freud’s claims for the biological foundation of gender personality and roles, and looks to understand the near-universal secondary status of women. Nancy also generated the idea that femininity is more easily obtained than masculinity, which is attained through doing rather than being, and performance rather than identity. Another point she makes is that the separateness and individuation of the male can be a defense mechanism rather than a triumph.

She has published four books: The Power of Feelings: Personal Meaning in Psychoanalysis, Gender, and Culture (1999), The Reproduction of Mothering (1978), Feminism and Psychoanalytic Theory (1989), and Femininities, Masculinities, Sexualities: Freud and Beyond (1994). In The Reproduction of Mothering, she develops an account of the adolescent creation of a female self connected to mother and in a bisexual oedipal triangle, and of a male self that becomes preoccupied with rejection of dependence, and separateness.. This book won an award from the ASA, and along with Feminism and Psychoanalytic Theory led to focused articles on her theories in America and abroad. Her books provide parameters for psychotherapists treating women, who need new ways of understanding what their patients/clients tell them.

The concept of why women desire motherhood is central to Nancy’s studies. She uses Freudian psychoanalytic theory to argue that young girls remain identified with the mother even after the Oedipus complex detaches the male child from his mother. She believes that the acceptance of the domestic ideal is the foundation of the oppression of women, and asserts a model of women with positive feminine qualities and self-valuation against Freud’s model of the inferior, castrated female.

According to Nancy, daughters who are raised by their mothers and develop a desire to be a mother herself. However, to develop a masculine identity, boys will repress their relationship with their mother (and indeed other women in their lives). The notion of male superiority thus arises. When raised by their mothers, girls never identify themselves as separate from their mothers in the way that boys do.

Nancy considers revised psychoanalytic and feminist theories to be the most powerful account we have of the gendered and sexual psyche. In it she sees the potential to improve self-understanding, psychological change and emotional well-being.

Relevance to Class Material
Freudian theory, revolutionary in the field of psychology, is phallocentric and androcentric in nature. By integrating Freudian theory with a feminist perspective, Nancy Chodorow has achieved great recognition in feminist psychology. I think in order to widen one’s perspective on the broad and complex subject of psychology, it is important to acknowledge revisions and criticisms made on even the most well-recognized schools of thought. In this class we’ve learned that feminist psychology spans across a wide variety of specialty areas, because gender intersects through most if not all of them.

Resources
 “Becoming a Feminist Foremother” (1996), Nancy Chodorow, Feminist Foremothers in Women's Studies, Psychology, and Mental Health, Volume 1 by Ellen Cole, Esther D Rothblum, Phyllis Chesler

Half the Human Experience: The Psychology of Women, Janet Shibley Hyde, Chapter 2

 “Nancy Chodorow” (2011), Columbia Electronic Encyclopedia, 6th Edition