October 2021

What attracted you to the WGS minor?

I was attracted to the WGS minor because of its ability to seep into all the other areas of study I was doing. No matter what class I was in–literature analysis classes, psychology classes, philosophy classes–the principles of WGS were woven into the curriculum. When doing anything, either in an academic setting or out in the world, it is important to be aware of one’s identity and how it interacts with others and society as well as others’ own identities. WGS was a program I wanted to take part in because it didn’t exist in a bubble; it became a crucial part of everything.

What has been most interesting about your experience with the Program so far?

The most interesting part of the program was its ability to make me aware of phenomena, history, and biases that form my own and other people’s daily experiences that usually fly under the radar because it is so normalized. How people view and value race, class, gender, and sexuality, among other factors of one’s identity, affects more than just personal interactions; it is the fabric of our society. From how characters are written in works of fiction to actual legislation in the real world, one cannot pretend that any of the above factors don’t play a role. Rather, they usually end up being a deciding factor.

Have you found any aspect of your WGS studies surprising?

There’s no part that I would necessarily consider “surprising;” however, my WGS studies showed me my own limitations and offered me a more expansive vocabulary and a more informed and conscientious way of being in the world. As mentioned before, there is so much we don’t consider or try to pretend aren’t even factors when interacting with media or thinking about the world. People’s identities are always at the center of it all, however, and once you start noticing it, it’s impossible to turn away.

Has your work as a WGS minor impacted your other course work?

Absolutely, especially when encountering classic works. I’ve heard many people in today’s world use terms such as “identity politics” or claim that the world today is too soft and takes too much notice of things such as race. However, this simply is not the case. When reading a classic novel from the early 1800s or whenever, one can find instances where race or gender plays a factor, but the interactions and social rankings are normalized in the world of the novel, so it is not the main focus. The fact that the main focus of these novels themselves is almost entirely on white people is a statement. Take Jane Eyre, for example. When the reader encounters Bertha Mason (the woman trapped in Mr. Rochester’s attic) for the first time, while she may not actually be black, she is explicitly written as an “other” with darker skin. Charlotte Bronte then does not focus on Bertha or the horrendous situation she has been put in; we continue on with the hurt feelings and situation of her white heroine. The intersection of race, gender, and mental disability is not the main focus of the reader’s interactions with Bertha Mason, but it is underlying her entire character and our viewing of her. Issues of race, gender, class, and other parts of someone’s identity maybe were not as openly discussed, but it always mattered.

Have you seen any intersections between your work as a WGS minor and your experiences outside the classroom?

Again, absolutely. To basically reiterate my answers to the other questions, understanding my own identity and how that affects how I interact with the world helps me to better understand and be aware of how others do the same and how we all affect each other. In one of my classes, we talked about how privilege is basically being able to exist without notice–without something sticking out that defines you as an “other.” That defining trait can be anything from the color of one’s skin, a disability, one’s gender, an open expression of one’s sexuality, among other things. Whether we choose to acknowledge it or not, there is what society deems as the “normal” or the “standard,” that through its existence elevates certain members of society while pushing down others. By studying WGS, I have become better aware of myself while also becoming more aware of others. To not take notice of oppression (both socially and systemically) usually leads to unwillingly holding it up. Whether in an academic setting or outside of the classroom, the lessons I learned in WGS help me remain aware and be ready for action.