student essay on feminism

Essay on Feminism

500 words essay on feminism.

Feminism is a social and political movement that advocates for the rights of women on the grounds of equality of sexes. It does not deny the biological differences between the sexes but demands equality in opportunities. It covers everything from social and political to economic arenas. In fact, feminist campaigns have been a crucial part of history in women empowerment. The feminist campaigns of the twentieth century made the right to vote, public property, work and education possible. Thus, an essay on feminism will discuss its importance and impact.

Importance of Feminism

Feminism is not just important for women but for every sex, gender, caste, creed and more. It empowers the people and society as a whole. A very common misconception is that only women can be feminists.

It is absolutely wrong but feminism does not just benefit women. It strives for equality of the sexes, not the superiority of women. Feminism takes the gender roles which have been around for many years and tries to deconstruct them.

This allows people to live freely and empower lives without getting tied down by traditional restrictions. In other words, it benefits women as well as men. For instance, while it advocates that women must be free to earn it also advocates that why should men be the sole breadwinner of the family? It tries to give freedom to all.

Most importantly, it is essential for young people to get involved in the feminist movement. This way, we can achieve faster results. It is no less than a dream to live in a world full of equality.

Thus, we must all look at our own cultures and communities for making this dream a reality. We have not yet reached the result but we are on the journey, so we must continue on this mission to achieve successful results.

Impact of Feminism

Feminism has had a life-changing impact on everyone, especially women. If we look at history, we see that it is what gave women the right to vote. It was no small feat but was achieved successfully by women.

Further, if we look at modern feminism, we see how feminism involves in life-altering campaigns. For instance, campaigns that support the abortion of unwanted pregnancy and reproductive rights allow women to have freedom of choice.

Moreover, feminism constantly questions patriarchy and strives to renounce gender roles. It allows men to be whoever they wish to be without getting judged. It is not taboo for men to cry anymore because they must be allowed to express themselves freely.

Similarly, it also helps the LGBTQ community greatly as it advocates for their right too. Feminism gives a place for everyone and it is best to practice intersectional feminism to understand everyone’s struggle.

Get the huge list of more than 500 Essay Topics and Ideas

Conclusion of the Essay on Feminism

The key message of feminism must be to highlight the choice in bringing personal meaning to feminism. It is to recognize other’s right for doing the same thing. The sad part is that despite feminism being a strong movement, there are still parts of the world where inequality and exploitation of women take places. Thus, we must all try to practice intersectional feminism.

FAQ of Essay on Feminism

Question 1: What are feminist beliefs?

Answer 1: Feminist beliefs are the desire for equality between the sexes. It is the belief that men and women must have equal rights and opportunities. Thus, it covers everything from social and political to economic equality.

Question 2: What started feminism?

Answer 2: The first wave of feminism occurred in the late nineteenth and early twentieth centuries. It emerged out of an environment of urban industrialism and liberal, socialist politics. This wave aimed to open up new doors for women with a focus on suffrage.

Customize your course in 30 seconds

Which class are you in.

Travelling Essay
Picnic Essay
Our Country Essay
My Parents Essay
Essay on Favourite Personality
Essay on Memorable Day of My Life
Essay on Knowledge is Power
Essay on Gurpurab
Essay on My Favourite Season
Essay on Types of Sports

Download the App

25,000+ students realised their study abroad dream with us. Take the first step today

Meet top uk universities from the comfort of your home, here’s your new year gift, one app for all your, study abroad needs, start your journey, track your progress, grow with the community and so much more.

Verification Code

An OTP has been sent to your registered mobile no. Please verify

Thanks for your comment !

Our team will review it before it's shown to our readers.

School Education /

✍️Essay on Feminism for Students: Samples 150, 250 Words

Updated on
Nov 2, 2023

In a society, men and women should be considered equal in every aspect. This thought is advocated by a social and political movement i.e. feminism . The word feminism was coined by the French Philosopher Charles Fourier in 1837. He was known for his strong belief in equal rights for women as men in every sector, be it the right to vote, right to work, right to decide, right to participate in public life, right to own property, etc. Feminism advocates the rights of women with respect to the equality of gender . There are different types of feminism i.e. liberal, radical, Marxist, cultural, and eco-feminism. Stay tuned and have a look at the following sample essay on feminism!

Also Read: Popular Struggles and Movements

Essay on Feminism 150 Words

India is a land of diversity of which 52.2% are women as per an estimate for the year 2023. This doesn’t mean that every woman is getting basic fundamental rights in society. We should not neglect the rights of women and treat them as a weaker sex. Women are equally strong and capable as men. To advocate this thought a movement called Feminism came into existence in 1837. Feminism is a movement that advocates the equality of women in social, political, and economic areas.

India is up eight notches in #WorldEconomicForum ’s annual gender ranking. And Iceland is #1 for women, again, for the 14th year in a row. @namitabhandare ’s newsletter, #HTMindtheGap looks at why. Plus the week’s other gender stories https://t.co/9Fen6TaEnb Subscribe here… pic.twitter.com/r6XfFMINO0 — Hindustan Times (@htTweets) June 25, 2023

Traditionally, women were believed to stay at home and there were severe restrictions imposed on them. They were not allowed to go out, study, work, vote, own property, etc. However, with the passage of time, people are becoming aware of the objective of feminism. Any person who supports feminism and is a proponent of equal human rights for women is considered a feminist.

Feminism is a challenge to the patriarchal systems existing in society. Despite this strong movement burning in high flames to burn the orthodox and dominant culture, there are still some parts of the world that are facing gender inequality. So, it is our duty to make a world free of any discrimination.

Essay on Feminism 250 Words

Talking about feminism in a broader sense, then, it is not restricted only to women. It refers to the equality of every sex or gender. Some people feel offended by the concept of feminism as they take it in the wrong way. There is a misconception that only women are feminists. But this is not the case. Feminists can be anyone who supports the noble cause of supporting the concept of providing equal rights to women.

Feminism is not restricted to single-sex i.e. women, but it advocates for every person irrespective of caste, creed, colour, sex, or gender. As an individual, it is our duty to help every person achieve equal status in society and eradicate any kind of gender discrimination .

Equality helps people to live freely without any traditional restrictions. At present, the Government of India is also contributing to providing equal rights to the female sector through various Government schemes like Beti Bachao Beti Padhao, Pradhan Mantri Mahila Shakti Kendra, One Stop Center, and many more.

Apart from these Government policies, campaigns like reproductive rights or abortion of unwanted pregnancy also give women the right to choose and lead their life without any external authority of a male.

Feminism has also supported the LGBTIQA+ community so that people belonging to this community could come out and reveal their identity without any shame. The concept of feminism also helped them to ask for equal rights as men and women. Thus, it could be concluded that feminism is for all genders and a true feminist will support every person to achieve equal rights and hold a respectable position in society.

Check Out: Women Equality Day

Kajal Thareja

Hi, I am Kajal, a pharmacy graduate, currently pursuing management and is an experienced content writer. I have 2-years of writing experience in Ed-tech (digital marketing) company. I am passionate towards writing blogs and am on the path of discovering true potential professionally in the field of content marketing. I am engaged in writing creative content for students which is simple yet creative and engaging and leaves an impact on the reader's mind.

Connect With Us

25,000+ students realised their study abroad dream with us. Take the first step today.

Resend OTP in

Need help with?

Study abroad.

UK, Canada, US & More

IELTS, GRE, GMAT & More

Scholarship, Loans & Forex

Country Preference

New Zealand

Which English test are you planning to take?

Which academic test are you planning to take.

Not Sure yet

When are you planning to take the exam?

Already booked my exam slot

Within 2 Months

Want to learn about the test

Which Degree do you wish to pursue?

When do you want to start studying abroad.

January 2024

September 2024

What is your budget to study abroad?

How would you describe this article ?

Please rate this article

We would like to hear more.

Have something on your mind?

Make your study abroad dream a reality in January 2022 with

India's Biggest Virtual University Fair

Essex Direct Admission Day

Why attend .

Don't Miss Out

Feminism Essay – Long Feminism Essay

Table of Contents

Feminism Essay: Feminism stands as a powerful social and political movement advise for the rights of women with a fundamental goal of achieving equality between the sexes. While feminism accept the biological note between men and women, it passionately calls for equal opportunities for all. Its scope enclose various facets of life, spanning from social and political realms to economic domains. Indeed, the history of feminist campaigns has played a pivotal role in advancing women’s empowerment. Notably, the efforts of feminist movements during the 20th century paved the way for significant milestones such as women gaining the right to vote, access to public property, opportunities for employment, and equal access to education. Thus, when delving into the topic of feminism, it is vital to explore its importance and the far-reaching impact it has had on society.

Fill Out the Form for Expert Academic Guidance!

Please indicate your interest Live Classes Books Test Series Self Learning

Verify OTP Code (required)

I agree to the terms and conditions and privacy policy .

Fill complete details

Target Exam ---

Importance of Feminism

Feminism holds a vital place in our society, and its significance extends beyond just women; it impacts every individual, irrespective of their gender, background, or beliefs. The core of feminism lies in empowering not only women but all of humanity. It’s a common misunderstanding to think that only women can be feminists.

In reality, this notion is far from the truth. Feminism is not about elevating one gender over another; it’s about striving for equality between genders. It challenges the traditional gender roles that have persisted for generations.

The essence of feminism lies in enabling people to live authentically and lead fulfilling lives without the constraints of outdated norms. In simpler terms, it benefits both women and men. For instance, feminism supports women’s right to work and questions why men should be expected to be the sole providers for their families. It advocates for freedom and equality for all.

One of the most important aspects of feminism is encouraging young people to actively participate in this movement. This active involvement can accelerate progress. Imagine a world where everyone is treated with equality – it’s a dream worth pursuing.

Therefore, it’s imperative for all of us to reflect on our cultures and communities and work towards turning this dream into reality. Although we may not have fully achieved our goal yet, we are on the right path, and our continued efforts will lead to successful results.

Feminism Essay: Impacts of Feminism

Feminism plays a crucial role in our society, and its significance goes beyond just women; it impacts every individual, regardless of their gender, background, or beliefs. Feminism is all about empowering everyone, not just women, and it’s a common misconception that only women can be feminists.

In reality, this notion is quite far from the truth. Feminism isn’t about elevating one gender over another; it’s about striving for equality between genders. It challenges the traditional gender roles that have been around for a long time.

At its core, feminism is about enabling people to live authentically and lead fulfilling lives without being held back by outdated norms. To put it simply, it benefits both women and men. For example, feminism supports women’s right to work and questions why men should bear the sole responsibility for providing for their families. It advocates for freedom and equality for all.

One of the most important aspects of feminism is encouraging young people to actively participate in this movement. Their involvement can help us make progress more quickly. Just imagine a world where everyone is treated equally – it’s a dream worth pursuing.

Therefore, it’s crucial for all of us to reflect on our cultures and communities and work toward making this dream a reality. While we may not have fully achieved our goal yet, we are on the right path, and our ongoing efforts will eventually lead to successful results.

Feminism Essay: History of Feminism

In today’s world, there’s an ongoing discussion about the stereotypes that women still encounter in society. However, the movement toward gender equality for women can be traced back to the late 19th century. During that time, women came together in large numbers to challenge the unfair treatment they were experiencing, and these collective efforts are now known as feminist movements. As the movement gained widespread support and attention, it became known as feminism.

Feminism is a social and political movement that advocates for women’s rights and seeks to establish gender equality. It emphasizes the idea that biological differences between men and women shouldn’t determine how they are treated. Instead, feminism strives to ensure that women have the same opportunities as men in various aspects of life, including social, political, and economic domains. It promotes the idea that when men are given opportunities, women should not be denied those opportunities solely because of their gender.

If you’re interested in delving further into the significance of feminism and its impact on society, you can continue reading this essay to gain a deeper understanding of how feminism has shaped our world.

Feminism Essay FAQs

What is feminism in essay.

Feminism in an essay explains the movement advocating for women's rights and gender equality.

What is feminism in your own words?

Feminism, in my own words, is about ensuring fairness and equal opportunities for women in all aspects of life.

What is feminism in 100 words?

Feminism is a social and political movement striving for women's rights and gender equality. It rejects discrimination based on gender, aiming to provide women with the same opportunities as men in areas like politics, society, and work. Feminism acknowledges that biological differences don't justify unequal treatment and works to break down stereotypes and biases that hold women back.

What is feminism in simple words essay?

A simple essay on feminism explains how it's a movement fighting for women's rights and fairness, promoting equal opportunities for women in all areas of life.

How to write an essay about feminism?

To write an essay about feminism, start by defining feminism, discuss its history and goals, mention influential figures, explore its impact on society, and provide examples of feminist achievements.

What is a short paragraph about feminism?

Feminism is a movement advocating for gender equality, striving to eliminate discrimination against women and ensure they have the same opportunities as men in various aspects of life.

What are examples of feminism?

Examples of feminism include women's suffrage movements, efforts to close the gender pay gap, promoting women in leadership roles, and campaigns against gender-based violence.

Essay on Feminism in Society

Categories: Gender Equality Women's Rights

About this sample

Words: 1481 |

Published: Mar 19, 2024

Words: 1481 | Pages: 3 | 8 min read

I. introduction, ii. history of feminism, iii. feminism in the workplace, iv. feminism in politics, v. feminism in media and pop culture, vi. feminism in education, vii. criticisms of feminism, viii. conclusion.

Cite this Essay

Let us write you an essay from scratch

450+ experts on 30 subjects ready to help
Custom essay delivered in as few as 3 hours

Get high-quality help

Dr Jacklynne

Verified writer

Expert in: Social Issues

+ 120 experts online

By clicking “Check Writers’ Offers”, you agree to our terms of service and privacy policy . We’ll occasionally send you promo and account related email

No need to pay just yet!

Related Essays

2 pages / 978 words

4 pages / 1717 words

4 pages / 1984 words

1 pages / 820 words

Remember! This is just a sample.

You can get your custom paper by one of our expert writers.

121 writers online

Still can’t find what you need?

Browse our vast selection of original essay samples, each expertly formatted and styled

Related Essays on Gender Equality

Gender inequality is a persistent issue that continues to plague societies around the world. Despite progress being made in recent years towards gender equality, women still face significant disparities in various aspects of [...]

Throughout history, the role of women in society has transformed significantly. Today, women play multifaceted roles in various aspects of life, challenging traditional stereotypes and contributing substantially to social, [...]

The presence of transgender athletes in professional sports has become a controversial topic in recent decades due to the global recognition of LGBTQ+ rights. The debate surrounding this issue centers on transgender rights, the [...]

The waves of feminism represent distinct phases in the ongoing struggle for gender equality and women's rights. These waves, characterized by their goals, strategies, and socio-political contexts, have shaped the trajectory of [...]

Over the past several years, there have been numerous reports documenting the decline of participation in physical activity among youth. There are various factors that can be in consideration of one or many reasons on why the [...]

According to the UK government (2016) Women still earn 20% less on average than men. Firstly, gender equality is where Men and Women can enjoy and experience the exact same resource opportunities and rewards within the [...]

Get Your Personalized Essay in 3 Hours or Less!

We use cookies to personalyze your web-site experience. By continuing we’ll assume you board with our cookie policy .

Instructions Followed To The Letter
Deadlines Met At Every Stage
Unique And Plagiarism Free

Essays About Feminism: Top 5 Examples Plus Prompts

When writing essays about feminism, there are a lot of aspects you can focus on. We have collected some of the best essay examples with prompts.

Feminism is a socio-political movement that is about fighting for equal rights and opportunities for all genders. While many point its beginnings to the women’s rights movements in the 19th century, when women were liberated and finally allowed to vote, feminist thinking can actually be traced back to as early as the late 14th century with the works of French writer Christine De Pizan , touted the first feminist philosopher.

Today, the definition of feminism has expanded to end discrimination, oppression and stereotyping of all genders from all walks of life. It aims to make radical reforms to eliminate cultural norms and push the legislation of equality-supporting laws.

Because feminism is a widely relevant topic, you may be asked to write an essay about feminism either as a student or a professional. However, it may be difficult to find a starting point given the broad spectrum of areas in which feminism is found relevant.

For help with your essays, check out our round-up of the best essays on feminism to provide inspiration:

1. Men Explain Things to Me by Rebecca Solnit

2. bad feminist by roxane gay, 3. civic memory, feminist future by lidia yuknavitch, 4. trickle-down feminism by sarah jaffe, 5. emily ratajkowski explores what it means to be hyper feminine by emily ratajkowski , 1. definition of feminism, 2. does feminism still matter in the workplace, 3. would you consider yourself a feminist, 4. historical evolution of feminism, 5. criticisms against feminism, 6. how can we achieve gender equality , 7. who are the feminists in your community and what are they fighting for.

“The battle with Men Who Explain Things has trampled down many women — of my generation, of the up-and-coming generation we need so badly, here and in Pakistan and Bolivia and Java, not to speak of the countless women who came before me and were not allowed into the laboratory, or the library, or the conversation, or the revolution, or even the category called human.

Solnit starts with amusing narratives of real-life experiences with men who have critiqued her books wrongly. Solnit points out that men’s arrogance and tendency to explain things to women, thinking they know better, have forced women into silence and weakened their credibility even in places where their voices are crucial – such as in the court stand when women testify to being raped. Solnit, thus, emphasizes that the fight against mansplainers is important to the feminist movement. For more, check out these articles about feminism .

“I want to be independent, but I want to be taken care of and have someone to come home to. I have a job I’m pretty good at. I am in charge of things. I am on committees. People respect me and take my counsel. I want to be strong and professional, but I resent how hard I have to work to be taken seriously, to receive a fraction of the consideration I might otherwise receive. Sometimes I feel an overwhelming need to cry at work, so I close my office door and lose it.”

Gay reveals a series of secrets that make her believe she is a “bad feminst.” At first, she had tried to hide her fondness for men, fashion and thuggish rap, among many other things that gave her joy but went against the ideal feminist image etched in the mind of many. Eventually, Gay embraces the “mess of contradictions” that she is, proudly owning the label of a “bad feminist” while she speaks up on issues critical to the feminist movement and debunks myths on the unrealistic standards surrounding the sisterhood.

“There is no photo for what my father did to his daughters. It came into our bodies as a habit of being, a structure of consciousness, a way of life. Maybe it is akin to feeling discovered and conquered and colonized. Maybe the first colonizations are of the bodies of women and children, and from there they extend like the outstretched hand of a man grabbing land. Cultures.”

Yuknavitch highlights her rage against “fathers” both in her personal life and in each political administration that she survived. Yuknavitch described how these fathers and father images try to take control of others’ bodies and lives and crush others’ spirits. In her confrontation and memory of such men, however, Yuknavitch also learned to create art and find her feminist purpose.

“Women may be overrepresented in the growing sectors of the economy, but those sectors pay poverty wages. The public sector job cuts that have been largely responsible for unemployment remaining at or near 8 percent have fallen disproportionately on women (and women of color are hit the hardest). Those good union jobs disappear, and are replaced with a minimum-wage gig at Walmart—and even in retail, women make only 90 percent of what men make.”

Jaffe gives an in-depth view of the gains and impasse in the fight to improve women’s working opportunities. She stresses that women’s breakthroughs in the workplace may not always be a cause for celebration if these do not translate to long-term and more concrete changes for women to be treated better in the workplace. Jaffe encouraged feminists to continue organizing themselves to focus on solutions that can address the continued low wages of women, gender pay gaps and the minimal choice of professions offered to women.

“I often think about this. Why, as a culture, do we insist on separating smart and serious from sexy? Give women the opportunity to be whatever they want and as multifaceted as they can be.”

American model Ratajkowski writes a candid memoir on what it means to be hyper feminine in a society that represses and shames sexuality. She recounts how a misogynistic culture heavily influenced her early adventures on exploring her feminine side, how she took it to her advantage and turned being “sexy” into her strength. Ratajkowski also reveals how she feels about feminism today and women, in general, having their own decision and choices.

Writing Prompts on Essays about Feminism

For more help in picking your next essay topic, check out these seven essay prompts that can get you started:

Feminism is largely believed to be women’s fight against the patriarchy. Could it be a fight against all forms of oppression, discrimination, objectification and stereotyping? Could it be something more? You may even investigate some common myths about feminism. You might be interested in our list of adjectives for strong women .

Essays about Feminism: Does feminism still matter in the workplace?

Now that several women are climbing to the top of corporate ladders, have the right to vote and could get a doctorate, does feminism remain relevant?

Your article can explore the continued challenges of women in the workplace. You may also interview some working women who have faced obstacles toward certain goals due to discrimination and how they overcame the situation.

This would tie in closely to the topic on the definition of feminism. But this topic adds value and a personal touch as you share the reasons and narratives that made you realize you are or are not a feminist.

A common misconception is that only women can be feminists.

The First Wave of feminism started in the 19th century as protests on the streets and evolved into today’s Fourth Wave where technologial tools are leveraged to promote feminist advocacies. Look at each period of feminism and compare their objectives and challenges.

While feminism aims to benefit everybody, the movement has also earned the ire of many. Some people blame feminism for enabling hostility towards men, promiscuity and pornography, among others. You can also touch on the more controversial issue on abortion which feminists fight for with the popularizd slogan “My body, my choice.” You can discuss the law of abortion in your state or your country and what feminist groups have to say about these existing regulations.

Gender equality is pursued in various fields, especially where women have had little representation in the past. One example is the tech industry. Choose one sector you relate closely with and research on how gender equality has advanced in this area. It may be fun to also interview some industry leaders to know what policy frameworks they are implementing, and what will be their strategic direction moving forward.

Everyone surely knows a handful of feminists in their social media networks. Interview some friends and ask about feminist projects they have worked on or are working on. Of course, do not forget to ask about the outcomes or targets of the project and find out who has benefitted from the cause. Are these mothers or young women?

WRITING TIPS: Before you head on to write about feminism, check out our essay writing tips so you can have a struggle-free writing process.

If writing an essay still feels like a lot of work, simplify it. Write a simple 5 paragraph essay instead

Yna Lim is a communications specialist currently focused on policy advocacy. In her eight years of writing, she has been exposed to a variety of topics, including cryptocurrency, web hosting, agriculture, marketing, intellectual property, data privacy and international trade. A former journalist in one of the top business papers in the Philippines, Yna is currently pursuing her master's degree in economics and business.

View all posts

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

44 Student Essay Example: Feminist Criticism

The following student essay example of femnist criticism is taken from Beginnings and Endings: A Critical Edition . This is the publication created by students in English 211. This essay discusses Ray Bradbury’s short story ”There Will Come Soft Rains.”

Burning Stereotypes in Ray Bradbury’s “There Will Come Soft Rains”

By Karley McCarthy

Ray Bradbury’s short story “There Will Come Soft Rains” takes place in the fallout of a nuclear war. The author chooses to tell the story though a technologically advanced house and its animatronic inhabitants instead of a traditional protagonist. The house goes about its day-to-day as if no war had struck. It functions as though its deceased family is still residing in its walls, taking care of the maintenance, happiness, and safety of itself and the long dead family. On the surface, Bradbury’s story seems like a clear-cut warning about technology and humanity’s permissiveness. Given that the short story was written in the 1940s, it’s easy to analyze the themes present and how they related to women of the time. Bradbury’s apt precautionary tale can be used as a metaphor for women’s expectations and role in society after World War II and how some women may have dealt with the fallout of their husbands coming back home with psychological trauma.

To experience “There Will Come Soft Rains” from a feminist perspective, readers must be aware of the societal norms that would have shaped Bradbury’s writing. “Soft Rains” takes place in the year 2026. Yet the house and norms found throughout were, “modeled after concept homes that showed society’s expectations of technological advancement” (Mambrol). This can be seen in the stereotypical nuclear family that once inhabited the house as well as their cliché white home and the hobbies present. According to writer Elaine Tyler May’s book Homeward Bound, America’s view of women’s role in society undertook a massive pendulum swing during the World War II era as the country transitioned through pre-war to post-war life. For example, in a matter of decades support for women joining the workforce shifted from 80% in opposition to only 13% (May 59). Despite this shift, the men coming back from the war still expected women to position themselves as the happy housewife they had left behind, not the newfound career woman architype. Prominent figures of the 40s, such as actress Joan Crawford, portrayed a caricature of womanhood that is subservient to patriarchal gender roles, attempting to abandon the modern idea of a self-sufficient working-class woman (May 62-63). Keeping this in mind, how can this image of the 1940s woman be seen in Bradbury’s work?

Throughout Bradbury’s life he worked towards dismantling clichés in his own writing. A biography titled simply “Ray Bradbury” mentions that even in his earlier work, he was always attempting to “escape the constrictions of stereotypes” found in early science fiction (Seed 13). An example of him breaking constrictions could be his use of a nonhuman protagonist. Instead, Bradbury relies on the personification of the house and its robotic counterparts. Bradbury describes the house as having “electric eyes” and emotions such as a, “preoccupation with self-protection which bordered on a mechanical paranoia,” something that would make the house quiver at the sounds of the outside world (2-3). While these descriptions are interesting, Bradbury’s use of personification here is a thought-provoking choice when one breaks down what exactly the house is meant to personify.

One analysis of this story notes that the house’s personification, “replaces the most human aspects of life,” for its inhabitants (Mambrol). Throughout the story, the house acts as a caretaker, records a schedule, cooks, cleans, and even attempts to extinguish an all-consuming fire. While firefighting is not a traditionally feminine career or expectation from the 1940s (more on that later), most of the house’s daily tasks are replacing jobs that were traditionally held by a household’s matriarch. Expanding further on this dichotomy of male/woman tasks, a chore mentioned in the story that is ‘traditionally’ accepted as a masculine household duty—mowing the law—is still assigned as a male task. This is feels intentional to the house’s design as Bradbury is, “a social critic, and his work is pertinent to real problems on earth” (Dominianni 49). Bradbury’s story is not meant to commentate on just an apocalypse, but society at large. Bradbury describes the west face of the house as, “black, save for five places” (Bradbury 1-2). These “five places” are the silhouettes of the family who had been incinerated by a nuclear bomb. The family’s two children are included playing with a ball, but the mother and father’s descriptions are most important. The mother is seen in a passive role, picking flowers, while the father mows the lawn. The subtext here is that the man is not replaceable in his mundane and tedious task. Only the woman is replaced. While this is a small flash into the owners’ lives, what “human aspect” or autonomy of the father’s life has been replaced by the house’s actions if the house is mainly personifying only the traditional 1940s female-held positions? The message here is that a man’s position in society is irreplaceable while a woman’s is one of mere support.

While this dynamic of husband vs subordinate is harmful, wives supporting their partners is nothing new. Homeward Bound explains that life after World War II for many women meant a return to their previous position as a housewife while many men came home irreparably damaged by years of warfare. PTSD, known then as shellshock, affected countless men returning from the war. Women were often expected to mend the psychological damage as part of their domestic responsibilities, even if they were unprepared for the realities of the severe trauma their husbands had faced (May 64-65). The psychological effects of the war came crashing into women’s lives the same way that the tree fell into the autonomous house in “Soft Rains”. As mentioned earlier, firefighting is not a task someone from the 40s would expect of women, but the house’s combustion and its scramble to save itself can be seen as a metaphor for women attempting to reverse the cold reality that the war had left them with. The picturesque family they had dreamed of would forever be scarred by the casualties that took place overseas. While Bradbury may not have meant for women to be invoked specifically from this precautionary tale, it’s obvious that him wanting his science fiction to act as, “a cumulative early warning system against unforeseen consequences,” would have impacted women of the time as much as men (Seed 22). The unforeseen consequences here is the trauma the war inflicted on families.

While men were fighting on the front lines, women back home and in noncombat positions would still feel the war’s ripples. In “Soft Rains” the nuclear tragedy had left, “a radioactive glow which could be seen for miles” (Bradbury 1). Despite the destruction, the house continues its routine as though nothing had happened. This can be seen as a metaphor for how women responded to the trauma their husbands brought back from the war. Women were urged to, “preserve for him the essence of the girl he fell in love with, the girl he longs to come back to. . .The least we can do as women is to try to live up to some of those expectations” (May 64). Following this, many could have put their desires and personal growth to the side to act as a secondary character in their husband’s lives.

The final line can be read as the culmination of similarities between post-war women and Bradbury’s house. The violence and destruction that fell upon the house in its final moments leaves little standing. What’s remarkable is how the house still attempts to continue despite its destruction. The final lines of the short story exemplify this: “Within the wall, a last voice said, over and over again and again, even as the sun rose to shine upon the heaped rubble and steam: ‘Today is August 5, 2026, today is August 5, 2026, today is…’” (Bradbury 5). The house is acting just like the women from the 40s, clinging to their past in an attempt to preserve something that had already been lost, society’s innocence. One analysis points out that, “The house is depicted in this way because it represents both humanity and humanity’s failure to save itself” (Mambrol). While it might be wrong to say that women were unable to save themselves in this situation, this quote does touch on an idea present in the feminist metaphor for “Soft Rains”. The preservation of “the essence of the girl he fell in love with, the girl he longs to come back to” was a failure (May 64). The same way that the house cannot preserve itself from destruction, women cannot preserve an image of themselves that had already dissolved. As mentioned earlier, women had already entered the workforce, a huge step towards removing sexist stereotypes around women’s worth. After garnering work-based independence, it seems impossible that the idea of women solely as men’s support would not immolate.

While Bradbury’s “Soft Rains” can be viewed as an apt precautionary tale with real modern world issues at hand, in many ways it is a period piece. As a writer in the 1940s, it’s hard to imagine that Bradbury’s story would not have been influenced by the framework of a nuclear family and the stereotypical expectations of this time. Bradbury’s use of personification opens dialogue about gender roles in the 1940s and how war had complicated patriarchal expectations. Despite his attempt to bypass science fiction stereotypes, his story is full of metaphor for gender stereotypes. Using a feminist lens to analyze the story allows it to be read as a metaphor for war and its effects on married women. The standard analysis appears to say that, “machine no longer served humanity in “There Will Come Soft Rains”; there humanity is subservient to machinery” (Dominianni 49). From a feminist perspective, instead of machine, the house represents patriarchy and gender norms. While men suffered greatly during World War II, women often put their wants and futures on hold to support their husbands. This is a selfless act that shows the resilience of women despite their society’s wish to downplay their potential and turn them into mere support.

Works Cited

Bradbury, Ray. “August 2026: There Will Come Soft Rains.” Broome-Tioga BOCES, 1950, pp. 1-5. btboces.org/Downloads/7_There%20Will%20Come%20Soft%20Rains%20by%20Ray%20Bradbury.pdf.

Dominianni, Robert. “Ray Bradbury’s 2026: A Year with Current Value.” The English Journal , vol. 73, no. 7, 1984, pp. 49–51. JSTOR, https://doi.org/10.2307/817806

Mambrol, Nasrullah. “Analysis of Ray Bradbury’s There Will Come Soft Rains.” Literary Theory and Criticism , 17 Jan. 2022.

May, Elaine Tyler. “War and Peace: Fanning the Home Fires.” Homeward Bound: American Families in the Cold War Era. 20th ed., Basic Books, 2008, pp. 58-88.

Seed, David. “Out of the Science Fiction Ghetto.” Ray Bradbury (Modern Masters of Science Fiction). University of Illinois, 2015, pp. 1-45.

Share This Book

5 Essays About Feminism

On the surface, the definition of feminism is simple. It’s the belief that women should be politically, socially, and economically equal to men. Over the years, the movement expanded from a focus on voting rights to worker rights, reproductive rights, gender roles, and beyond. Modern feminism is moving to a more inclusive and intersectional place. Here are five essays about feminism that tackle topics like trans activism, progress, and privilege:

“Trickle-Down Feminism” – Sarah Jaffe

Feminists celebrate successful women who have seemingly smashed through the glass ceiling, but the reality is that most women are still under it. Even in fast-growing fields where women dominate (retail sales, food service, etc), women make less money than men. In this essay from Dissent Magazine, author Sarah Jaffe argues that when the fastest-growing fields are low-wage, it isn’t a victory for women. At the same time, it does present an opportunity to change the way we value service work. It isn’t enough to focus only on “equal pay for equal work” as that argument mostly focuses on jobs where someone can negotiate their salary. This essay explores how feminism can’t succeed if only the concerns of the wealthiest, most privileged women are prioritized.

Sarah Jaffe writes about organizing, social movements, and the economy with publications like Dissent, the Nation, Jacobin, and others. She is the former labor editor at Alternet.

“What No One Else Will Tell You About Feminism” – Lindy West

Written in Lindy West’s distinct voice, this essay provides a clear, condensed history of feminism’s different “waves.” The first wave focused on the right to vote, which established women as equal citizens. In the second wave, after WWII, women began taking on issues that couldn’t be legally-challenged, like gender roles. As the third wave began, the scope of feminism began to encompass others besides middle-class white women. Women should be allowed to define their womanhood for themselves. West also points out that “waves” may not even exist since history is a continuum. She concludes the essay by declaring if you believe all people are equal, you are a feminist.

Jezebel reprinted this essay with permission from How To Be A Person, The Stranger’s Guide to College by Lindy West, Dan Savage, Christopher Frizelle, and Bethany Jean Clement. Lindy West is an activist, comedian, and writer who focuses on topics like feminism, pop culture, and fat acceptance.

“Toward a Trans* Feminism” – Jack Halberstam

The history of transactivsm and feminism is messy. This essay begins with the author’s personal experience with gender and terms like trans*, which Halberstam prefers. The asterisk serves to “open the meaning,” allowing people to choose their categorization as they see fit. The main body of the essay focuses on the less-known history of feminists and trans* folks. He references essays from the 1970s and other literature that help paint a more complete picture. In current times, the tension between radical feminism and trans* feminism remains, but changes that are good for trans* women are good for everyone.

This essay was adapted from Trans*: A Quick and Quirky Account of Gender Variability by Jack Halberstam. Halberstam is the Professor of American Studies and Ethnicity, Gender Studies and Comparative Literature at the University of Southern California. He is also the author of several books.

“Rebecca Solnit: How Change Happens” – Rebecca Solnit

The world is changing. Rebecca Solnit describes this transformation as an assembly of ideas, visions, values, essays, books, protests, and more. It has many layers involving race, class, gender, power, climate, justice, etc, as well as many voices. This has led to more clarity about injustice. Solnit describes watching the transformation and how progress and “ wokeness ” are part of a historical process. Progress is hard work. Not exclusively about feminism, this essay takes a more intersectional look at how progress as a whole occurs.

“How Change Happens” was adapted from the introduction to Whose Story Is it? Rebecca Solnit is a writer, activist, and historian. She’s the author of over 20 books on art, politics, feminism, and more.

“Bad Feminist” extract – Roxane Gay

People are complicated and imperfect. In this excerpt from her book Bad Feminist: Essays , Roxane Gay explores her contradictions. The opening sentence is, “I am failing as a woman.” She goes on to describe how she wants to be independent, but also to be taken care of. She wants to be strong and in charge, but she also wants to surrender sometimes. For a long time, she denied that she was human and flawed. However, the work it took to deny her humanness is harder than accepting who she is. While Gay might be a “bad feminist,” she is also deeply committed to issues that are important to feminism. This is a must-read essay for any feminists who worry that they aren’t perfect.

Roxane Gay is a professor, speaker, editor, writer, and social commentator. She is the author of Bad Feminist , a New York Times bestseller, Hunger (a memoir), and works of fiction.

11 Approaches to Alleviate World Hunger

15 Facts About Malala Yousafzai

12 Ways Poverty Affects Society

15 Great Charities to Donate to in 2024

15 Quotes Exposing Injustice in Society

14 Trusted Charities Helping Civilians in Palestine

The Great Migration: History, Causes and Facts

Social Change 101: Meaning, Examples, Learning Opportunities

Rosa Parks: Biography, Quotes, Impact

Top 20 Issues Women Are Facing Today

Top 20 Issues Children Are Facing Today

15 Root Causes of Climate Change

About the author, emmaline soken-huberty.

Emmaline Soken-Huberty is a freelance writer based in Portland, Oregon. She started to become interested in human rights while attending college, eventually getting a concentration in human rights and humanitarianism. LGBTQ+ rights, women’s rights, and climate change are of special concern to her. In her spare time, she can be found reading or enjoying Oregon’s natural beauty with her husband and dog.

Essay on Feminist Perspective On Education

Students are often asked to write an essay on Feminist Perspective On Education in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Feminist Perspective On Education

Understanding feminism in education.

Feminism in education means making sure everyone, regardless of being a boy or a girl, gets the same chances to learn and grow. It’s about treating all students fairly and helping them reach their dreams. Feminists work to change schools so that girls and boys can both become whatever they want to be in life.

Equality in Classrooms

In the past, girls often had fewer chances in school than boys. Feminism pushes for equal opportunities for both. This includes having the same subjects, activities, and encouragement for everyone. It’s important that teachers pay attention to this and support all students equally.

Books and Learning Materials

Feminists care about what is taught in schools. They want books and lessons that show women in strong roles, just like men. This helps students learn that both women and men can do amazing things. It also makes sure that stories of women’s successes are told too.

Safe and Supportive Schools

Schools should be safe for everyone. Feminists fight against bullying and harassment, especially against girls. They want schools to be places where students can learn without fear, and where everyone is respected for who they are.

Future Opportunities

Feminism in education also means helping students prepare for the future. It’s about making sure girls know they can have any career they want, just like boys. Feminists want all students to feel they can achieve their goals, no matter what they are.

250 Words Essay on Feminist Perspective On Education

What is feminism in education.

Feminism in education is about making sure everyone, no matter if they are a girl or boy, gets the same chances to learn and grow. It says that sometimes, girls and women have not been treated fairly in schools and colleges. Feminists want to fix this.

Girls in the Classroom

Long ago, girls were often kept out of schools. Now, most girls go to school, but sometimes they are not encouraged to study subjects like science and math. Feminists work to change this by showing girls that they can be good at any subject.

Books and Lessons

Feminists also look at what is taught in schools. They want to make sure that stories about women and their achievements are included in lessons. This helps students see that women have done important things too.

Teachers and Role Models

Having women as teachers and leaders in schools is another important idea. When students see women in charge, they learn that both women and men can be leaders. Feminists think this is good for all students.

Safe Schools for Everyone

Lastly, feminists believe that schools should be safe for girls. This means no bullying or unfair treatment because someone is a girl. When schools are safe for girls, they can focus on learning just like everyone else.

Feminism in education is about fairness. It wants to make sure that all students have the same opportunities to succeed and become whatever they want to be.

500 Words Essay on Feminist Perspective On Education

What is the feminist perspective on education.

The feminist perspective on education is about making sure both girls and boys have equal chances to learn and succeed in school. It’s like a game where everyone should be able to play, and the rules should be fair for all. Feminists believe that for a long time, girls and women have not been treated the same as boys and men in schools. They want to change this so that everyone gets to learn the same things and have the same opportunities.

Why It Matters

Imagine two teams playing a game, but one team always gets to start ahead. That would not be fair, right? This is why the feminist view is important. It helps us see that girls often have to start behind boys when it comes to education. They might not have as many books, teachers might not pay them as much attention, or they might be told that some subjects, like science and math, are not for them. By understanding this, schools can work to make sure girls get the same support and encouragement as boys.

History of Girls in Education

In the past, girls did not even get to go to school, while boys did. Over time, brave women and men fought for girls to have the right to learn. Slowly, schools opened up for girls, but there were still many unfair rules. For example, girls were often taught to be good wives and mothers, while boys learned about science and politics. Feminists want to remember this history to make sure it does not happen again and that girls can study whatever they want.

Education Today

Today, more girls go to school than ever before, but problems still exist. Sometimes, girls are teased if they like subjects that are seen as “boy” subjects. Other times, they might not have as many female teachers in these areas to look up to. Feminists work to make sure that girls can see themselves in all kinds of jobs, especially the ones that were once thought to be only for men.

What Can Be Done?

Schools can do a lot to make things better. They can make sure that books and lessons include stories of strong women. They can also have programs that encourage girls to try things they might not think they can do, like robotics or sports. Teachers can be trained to treat all students the same and to help them all believe in themselves.

Everyone Benefits

When we make education fair for girls, it is not just good for them; it is good for everyone. Boys can learn to respect girls as equals, and everyone can share their ideas and talents. This makes the world a better place because when everyone gets to learn and grow, they can all help solve problems and make new things.

In conclusion, the feminist perspective on education is about fairness. It’s about making sure that girls and boys can learn in a place where they are treated the same and can become whatever they dream to be. It’s not just about making things right for girls; it’s about making education better for everyone.

That’s it! I hope the essay helped you.

If you’re looking for more, here are essays on other interesting topics:

Essay on Feminist Criticism
Essay on Feminism In The Workplace
Essay on Favourite Toy Teddy Bear

Apart from these, you can look at all the essays by clicking here .

Happy studying!

From Friedan Forward—Considering a Feminist Perspective

Resources & Preparation
Instructional Plan
Related Resources

Combining letter writing, potential publication, and the power of perspective, this lesson challenges students to think about how opinions develop and change based on such things as age, experience, time, and place. Students first freewrite about the potentially controversial topic of feminism, and share their thoughts in a class discussion. They read and discuss the short story "We" and Betty Friedan's "The Problem That Has No Name" and review the history of feminism and the goals of the feminist movement. After examining their own feelings about those goals, each student writes a letter expressing his/her views on the topic. Sealed in a stamped envelope, each letter is mailed to its writer by the teacher six years later. This lesson focuses on feminism as a controversial topic, but the lesson plan can be used effectively with a variety of issues.

Featured Resources

Letter Generator : Students can use this online tool to publish letters. Putting It In Perspective—A Letter to Myself : This handout explains the letter writing and publishing assignment.

From Theory to Practice

By focusing students' attention on meaningful audiences, teachers can more effectively explore writing and publishing with students. This lesson plan concentrates on what Rubenstein describes as "writing that matters":

Only when adolescents are involved in writing that matters-and matters beyond the quest for the almighty A-can they produce work that speaks from their hearts and speaks to an audience beyond that of the teacher. Unfortunately, most students are all too comfortable with "school writing." Tell them to write a five-hundred-word essay on "My Most Important Decision" and they'll spew it out with ease, the bright ones even remembering to use that sacred five-paragraph format! And when the teacher reads these essays, some will be "good" and some will be "poor," but rarely will there be one that takes her breath away. Even if there is one essay that does, where will it go from there?. . . Certainly there is nothing wrong with teaching students to write personal essays. . . But as a form it is perhaps overused in middle and high school classrooms, and when students begin to see it as "the way one writes in school," they adopt a writing voice that is academic and artificial and calculated to please the teacher alone. The teacher's task, then, is to design assignments that will have a natural audience-and one that extends beyond the classroom. When the audience is real-and red penless-so too does the writing become real, free of the classroom clichés and studentspeak that spoils good writing. (15-16)

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

1. Students read a wide range of print and nonprint texts to build an understanding of texts, of themselves, and of the cultures of the United States and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary works.
2. Students read a wide range of literature from many periods in many genres to build an understanding of the many dimensions (e.g., philosophical, ethical, aesthetic) of human experience.
3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
5. Students employ a wide range of strategies as they write and use different writing process elements appropriately to communicate with different audiences for a variety of purposes.
6. Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and nonprint texts.
7. Students conduct research on issues and interests by generating ideas and questions, and by posing problems. They gather, evaluate, and synthesize data from a variety of sources (e.g., print and nonprint texts, artifacts, people) to communicate their discoveries in ways that suit their purpose and audience.
8. Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge.
9. Students develop an understanding of and respect for diversity in language use, patterns, and dialects across cultures, ethnic groups, geographic regions, and social roles.
11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.
12. Students use spoken, written, and visual language to accomplish their own purposes (e.g., for learning, enjoyment, persuasion, and the exchange of information).

Materials and Technology

Copies of “We” in Stealing Time by Mary Grimm (Random House 1994) or a similar short story that inspires discussion of the role of women in society
Copies of “ The Problem That Has No Name ” in The Feminine Mystique by Betty Friedan (1963)
Additional texts for research and exploration
Discussion Questions for “We” by Mary Grimm
Putting It In Perspective—A Letter to Myself
Reflection Questions

(segments #1 and #3)

Preparation

Obtain copies of Mary Grimm’s short story “We” which appears in her book Stealing Time (NY: Random House, 1994) and in the New Yorker (October 17, 1988).
Obtain copies of Betty Friedan’s essay “The Problem That Has No Name,” Chapter One of The Feminine Mystique (New York: Norton, 1963), as well as in with numerous reprints. Chapter One can also be viewed online .
Familiarize yourself with biographical material on Betty Friedan and historical information about the feminist movement. Useful resources can be found in the Websites listed in the Resources section.
Prepare and make copies of Discussion Questions on “We,” Assignment Sheet: Putting It In Perspective—A Letter to Myself , and Reflection Questions .
Test the ReadWriteThink Letter Generator on your computers to familiarize yourself with the tools and ensure that you have the Flash plug-in installed. You can download the plug-in from the technical support page.

Student Objectives

Students will

read and discuss fiction and nonfiction texts.
research and analyze the feminist movement from the 1960s to the present.
consider their own goals, plans and hopes for the future.
apply their knowledge to express their views on feminism in both oral and written form.
employ all the steps of the writing process to create a polished piece.
appreciate the importance of writing for a real audience.
take the first steps toward writing for publication.

Session One

Ask students to freewrite for 8–10 minutes on this question: “What specific experiences have you had that caused you to think that you were treated in particular way because of your gender?” Encourage them to write about more than one experience if applicable.
Ask students to share their responses orally. Encourage them to explain why they felt they were treated in a certain way and to describe the feelings they had in the situation. Expect lively discussion!
Now pose this question: “Do you believe males and females are equal in American society today?”
Ask students to freewrite again for 8–10 minutes, and encourage them to include specific reasons for the views they express.
Ask students to share their responses orally.
Collect both freewrites, and put aside to use in later sessions.
For homework, ask students to read “We” by Mary Grimm, and to be prepared to respond to the Discussion Questions .

Session Two

Ask students to share their gut-level reaction to “We” by focusing on questions #2 and #3 from the Discussion Questions . Use this conversation to begin to spark interest in the issues that will form the core of the writing assignment.
Next, ask students to form small groups of three or four, and assign one of the quoted lines from question #4 from the Discussion Questions to each group.
Ask each group to discuss the quotation and prepare a brief oral explanation of its significance to share with the class.
Continue class discussion with response to questions #1 and #5. Use Question #5 as a transition to a conversation about issues in the feminist movement.
Ask students what they know about feminism. Ask them how they define the term and to explain if they see themselves as feminists based on their definitions.
Encourage students to share whatever information they already know about the history of the feminist movement and its goals.
Depending on the focus of the class, this can be a place to offer factual content in a lecture format and/or to assign students the task of doing research on the development of the movement.
Introduce Betty Friedan and her book The Feminine Mystique with background material.
Hand out “The Problem That Has No Name,” and begin reading it with the class to help them understand the basic intent of the piece.
For homework, ask students to finish reading the text.

Session Three

During this session, encourage students to identify the issues that the feminist movement addresses and to examine their own opinions and ideas on these issues.
Ask students to brainstorm a list of the issues that are at the core of he women’s movement. Record their responses on the board or chart paper. Such issues might include equal opportunity in education and employment, the role of the housewife and division of labor in the home, childcare, a woman’s right to control her body, and violence against women.
Using both the fictional story “We” and the nonfiction chapter “The Problem That Has No Name,” ask students to find examples that show how women express these concerns and deal with them. Encourage students to find parallel examples in the two pieces.
Do you consider yourself a feminist? Why or why not?
How do you define the term feminist ?
Equal opportunity in education
Equal opportunity in employment
A woman’s right to control her body
Sexual freedom
Violence against women (rape, domestic abuse, etc.)
Maternity leave
What problems do you imagine encountering in the future in working out your role as a woman or as a man?
Has the feminist movement made life in the United states better? Why or why not?
After they have responded to the questions, ask students to discuss their answers with one another. It’s likely that enthusiastic discussion will ensue.
Remind students that they need to support their opinions with specific examples and that they need to listen to and reflect on the comments of their peers.
Observe the discussion, but if possible, do not participate—so that you can avoid influencing students’ opinions.
At the conclusion of the discussion, hand out the Assignment Sheet: Putting It In Perspective—A Letter to Myself .
to make two copies of the final piece—one to be graded and the other to be sealed in the envelope.
to supply an envelope, which will be addressed and collected in the class session in which the final paper is due.
to bring two stamps to that class session (two are necessary because of the inevitable rise in postal rates), or to bring in money if you are willing to make the trip to the post office for them.
Tell students to begin working on the first draft of the piece.
Use the ReadWriteThink Letter Generator to review the general requirements of friendly letters.
Remind students that their letters will be in friendly letter format and will therefore have an informal tone, but that it must address these issues clearly and with solid and specific supporting ideas.
Return the freewrites from the first session for students to use as additional material.

Session Four

Have student share the drafts of their letters in response groups.
In particular, ask responders to look for details that indicate the writing expresses specific reasons for the opinions the writers puts forth.
During discussion with responders, the writer’s task is to make a strong case for the views expressed in the papers.
Demonstrate how to use the ReadWriteThink Letter Generator to create final drafts of the letters.
Give students whatever time is necessary for further revision and response.
As students are working outside of class on their letters, more in-class time can be devoted to further study/discussion of the feminist movement.

Session Five

Pass out copies of the Reflection Questions , and ask students to respond to the questions.
Ask for volunteers to read their letters and/or to share their ideas with the whole class or in small groups.
Collect one copy of the letter along with the Reflection Questions for grading purposes.
Ask students to seal the other copy in the envelope. If necessary, conduct a mini-lesson on addressing envelopes.
Suggest that students include a return address that might serve as a second chance if the intended address is not applicable in six years.
Collect all envelopes and make a show of binding them with ribbon or string and the promise to store them safely for six years.
Ask students to imagine how they will react to their letters in six years. Ask how many think their views will change, and encourage discussion about why they believe they may feel differently in the future.
This lesson can be used with a variety of literature texts that will inspire discussion about feminist issues. The teacher can also guide students to examine the changing roles and views of women based on the time frame of each of the pieces studied. The text list contains options for extensions.
With student permission, create a bulletin board to publish these letters. Suggest that students add pictures, photographs, and/or words that illustrate various people, events, and issues central the feminist movement.
Create a class time capsule, a class publication of all letters collected in a booklet or binder. Consider bringing this collection to class reunion.

Student Assessment / Reflections

Grade each letter as a complete writing assignment. When students are writing and revising their letters, they should be guided by the specific questions outlined in the assignment sheet.
What aspect of your letter are you most satisfied with? Why?
What do you think is the most persuasive point you’ve made in the letter?
What makes it a strong point?
What part of the letter are you still dissatisfied with? Why?
Where could you include some more specific detail?
What was the best piece of advice you got from your response group?
What did you say in your letter that surprised you?
How do you think your views differ from those of your classmates?
In writing this piece, what did you discover about yourself as a writer? As a person?
How do you think you will react when you receive this letter in six years?
Which, if any, of your views do you think will change?
Calendar Activities
Professional Library
Student Interactives

The Letter Generator is a useful tool for students to learn the parts of a business or friendly letter and then compose and print letters for both styles of correspondence.

Add new comment

Print this resource

Explore Resources by Grade

Kindergarten K

Skip to primary navigation
Skip to main content
Skip to primary sidebar

Student Essays

Essays-Paragraphs-Speeches

Essay on Feminism | Meaning, Purpose & Importance of Feminism Today

Essay on Feminism | Meaning, Purpose & Importance of Feminism Essay for Students

Feminism is the belief of the equality of the sexes (men and women). Although Feminism has many different branches, all of them are striving for this goal. To be feminist does not mean that a person has to be female. It is about believing in equality between sexes, whether it applies to men, women, everyone or no one.

Brief History

The history of feminism dates back to the ancient times when men and women were treated differently with women being oppressed by society. But with time, women started fighting for their rights. This led to the start of Feminism in the late 19th century due to the work of some prominent feminists such as Mary Wollstonecraft. It is constantly growing and developing due to the changes that society goes through and with time, we will get better and more equal world.

>>>> Related Post: Essay on Girl Power For Students

However, the Feminism changed over time. There are many different branches of feminism that have developed throughout history. Each branch is affected by the historical, social and political climate that it exists in.

The most prominent types of feminism are Liberal feminism, Marxist feminism, Socialist/Socialist Feminism, Ecofeminism, Postmodern/Postcolonial feminism, Black feminism and Womanism. Each branch of feminism has their own focus but the main goal is to achieve equality for all sexes.

Purpose & Importance

The purpose of Feminism is to secure equal rights for women. It strives for political, social and economical equality of sexes (gender equality). Some people think feminism is about superiority so they don’t want to identify with it. But feminism does not mean superiority. It just means that men and women are equal.

The main points are that women should have the same political, social and economical rights as men. It does not mean that they were lesser then men or that they must be better then them to deserve those rights. They just want their rights!

Importance of Feminism:

Feminism is important because it ensures equal rights for everyone. It is not about superiority but equality. Everyone deserves the same opportunities and feminism strives to make that happen.

The Feminism has allowed women to step up and be leaders in their fields. It allows them to express themselves and stand up for what they believe in without fear of backlash from the people around them simply because of their gender. It ensures equal rights for everyone, both men and women. It is about how people should be given equality in all aspects of life including right, work opportunities and more.

Feminism is important because it ensures that everyone has equal rights and opportunities regardless of their sex or gender identity. Nobody has a higher value then the other simply based on their biological characteristics so they deserve to have the same rights, opportunities etc.

Feminism Today

We are still in the process of achieving equal rights for everyone. There is still a lot that needs to be done to achieve it. However, Feminism is important because it prevents inequality and fights for people’s rights regardless of their gender. We have many different genders so we need feminism to ensure equality among all sexes.

The most recent example is the ban on women entering sports stadiums in Saudi Arabia. The recent news has shown that there are many feminist movements, especially online where it allows people to be anonymous and express their opinions without fear of backlash. This is why feminism is important today because it allows equal opportunities for everyone regardless of gender.

>>>> Related Post : Essay on Dowry System & its Impacts

Feminism is important because it ensures equal rights for everyone. It strives to give women the same opportunities as men and ensure that they feel safe and comfortable in their own skin. Everyone should be treated equally regardless of sex or gender identity. It does not mean that one person is better then the other but simply that they are equal.

Reader Interactions

Introduction

Contemporary challenges facing society call for transformative leadership; that is, the capacity to impact people and events in profound ways that raise all to higher levels of motivation and critical consciousness. Such transforming leaders are essential to initiate and realize needed organizational and social change (Astin & Astin, 2000; Burns, 1978; Dugan, 2017; Roberts, 2007). Yet, for the volumes written about leadership, gaps and critiques exist in how to actualize transformational leadership and to develop transforming leaders. Additionally many student leadership education approaches still “rely on leadership fads, reductionistic platitudes, and nondevelopmental approaches” (Owen, 2015, p. 8). In this paper, we illuminate what we believe are particular gaps in existing student leadership education efforts. We then advance this conversation by asking (and discussing) the question: “What might be gained by bringing a feminist lens to the work of student leadership education?” We propose that leadership educators purposefully adopt the tenets of feminism in order to prepare students to be critically engaged and change-oriented leaders in their environments. We posit that educators can use feminism to 1) illuminate how identity matters, 2) design leadership activities that encourage shared power, 3) raise consciousness and help students find their voice, and 4) spur students to become activists.

The Problem(s)

The literature on leadership is voluminous; yet, debate and limitations exist. In this section, we discuss a few problems we observe in the dominant thinking about leadership as preface to our argument that feminist theory is a lens for responding to these problems.

Over-Emphasis on Positional Leadership. Theories of leadership tend to overemphasize positional leadership. This is evident when reviewing the literature on leadership, which we cluster into three categories (see Chemers, 1997; Kezar, Carducci, & Contreras- McGavin, 2006; Northouse, 2016 for full discussion of these theories):

Dispositional theories: certain attributes make a great leader (e.g., “great man” theories that assert leadership is an innate ability, trait theories that delineate universal traits common to all leaders).
Behavioral theories: great leadership is based on what someone does; key behavioral patterns result in leadership, and thus leadership capabilities can be learned, rather than being
Contingency theories: an individual’s ability to lead is contingent upon various situational factors, including the leader’s preferred style, and the capabilities and behaviors of

Burns’ (1978) theorizing of transforming leadership as a process, not a position, laid the foundation for contemporary theories that describe how leadership is relational, shared, collaborative, and seeks to bring about positive social change. Yet, Burns’ work is too often misrepresented as transformational, meaning a characteristic (dispositional or behavioral) that a person possesses (Bass, 1985; Dugan, 2017; Northouse, 2016). The focus then is on leadership as an aggregation of conditions — leader attributes, behaviors, situational factors; and leaders risk approaching organizational challenges in technical ways, or, as Heifetz (1994) posited, in maladaptive ways.

Over-Emphasis on Technical Problems. According to Heifetz (1994), leaders are confronted by two types of problems — technical and adaptive. Technical problems have known solutions and typically require technical expertise; leaders apply current knowledge, skills, and/or tools to resolve a situation (Heifetz, 1994, pp. 71-72). For instance, a technical problem could be handling a student’s grievance of a course grade. The procedures to handle the problem are known, although the solution is not known (whether or not the student will receive an adjusted grade). With the second type of problem — adaptive — the problem definition is not clear-cut, and technical fixes are not available; the problem cannot be solved using one’s existing knowledge and skills, thus requiring people to make a shift in their values, expectations, attitudes, or habits of behavior. Heifetz (1994) stated “adaptive work involves not only the assessment of reality but also the clarification of values” (p. 31). The recurrence of hazing incidents on college campuses is an example of just such an adaptive problem. Currently, much of the leadership exhibited addressing the issue of hazing revolves around the “easy” work or the quick fix. Chapters are suspended, task forces are established to examine the culture. Yet these do not get at the root problems to be resolved. Instead, we need to examine what is at the core of hazing incidents, e.g., power, control, and hypermasculinity, engage the community in critical reflection on how these underlying problems are deeply rooted in our practice, and implement actions that lead to structural change.

This capacity to do adaptive work is not easily developed. We argue that insufficient attention is given in the literature on student leadership education regarding how to equip students to use knowledge of leadership to create new responses to leadership situations that are not clear-cut. Current leadership education efforts can perpetuate the “same old way” of approaching situations. Decades ago, Conger (1991) critiqued an over-emphasis on strategy and rationality, and called instead for creative approaches that draw upon affect and imagination, and that complicate taken-for-granted assumptions about leadership. We argue that such perspectives need to be added to leadership education efforts.

The Downside of Competencies. A further shortcoming is that this difficult work of rethinking and reframing gets reduced to a prescriptive set of knowledge, skills, and abilities — competencies. Our discussion of the preceding two problems illuminates how competency-based education has continued to emerge as a panacea to leadership educators’ challenges (Conger & Ready, 2004; Hollenbeck, McCall, & Silzer, 2006; Seemiller & Murray, 2013). Whatever we may want leaders prepared to do gets converted to a set of competencies — key knowledge, skills, and abilities necessary to be an effective leader (e.g. problem-solving, effective communication, tolerance for ambiguity). The use of competencies in leadership education can also provide for a common language, a benefit for a campus community where leadership education exists in multiple areas (Conger & Ready, 2004). Yet, competency-based approaches to leadership education have their downside, including an over-emphasis on a narrow set of characteristics which are not universally effective (Bolden & Gosling, 2006).

Competencies can be alluring. To the previous challenge, we could advance student leadership education for developing skills as an adaptive leader (e.g. problem solving, resilience, facilitation). Educators could create learning situations that allow students to confront contextualized, ill-structured problems and strive to find meaningful solutions (Iverson, 2007). However, too often, leaders are unwittingly prepared to (only) maintain the status quo (to address technical problems), rather than inspire creative thinking about how to identify and analyze intractable problems and how to mobilize adaptive work. The challenge, for developing leadership competencies, is how to develop people’s adaptive capacity for tackling the complex problems that have no clear-cut solutions; knowing what to do when they don’t know what to do (Heifetz, 1994).

Further, and this issue segues into the next challenge, leadership competency-based education tends not to consider the differential experiences of women and students of color (Debebe & Reinert, 2014; McKenzie, 2014). As Eagly and Carli (2007) highlighted, “women are held to a higher standard of leadership competency than men” (p. 110), and competence may not have the same meaning for men and women. Because of these different standards, women face doubts about their leadership competence. Female leaders often have difficulty being heard and, if they assert their voice, are perceived as non-feminine and too aggressive (Rhode, 2016). However, male leaders who exhibit these same behaviors are perceived as assertive and successful (Eagly & Carli, 2007).

Limited Attention of Identities. As leadership educators are designing initiatives, including how to develop transforming student leaders, they tend to generalize leadership, failing to consider how dimensions of identity matter in the development and performance of leadership. Foremost among these is the identity of being a student. Very limited attention has been given to the development of frameworks for college student leadership. Dugan, Komives, and Segar (2008) found that most research on student leadership adopts leadership measures not constructed for the college population (p. 480).

More recently, some models have emerged that are specific to student leadership, e.g., the social change model of leadership (Komives, Wagner, & Assoc., 2009), the relational leadership model (Komives, Lucas, & McMahon, 2013), and the student leadership challenge (Kouzes & Posner, 2008). Researchers have illuminated that students participating in leadership education demonstrate a stronger sense of self, improved decision-making skills, and growth in the development of modeling the way and enabling others to act (Cress, Astin, Zimmerman-Oster, & Burkhardt, 2001; DiPaulo, 2008; Posner, 2009; Shertzer & Schuh, 2004). Yet, some critique these generic models for their failure to disaggregate leadership identities, suggesting that leadership is accessible to everyone, “regardless of their social identities” (Tillapaugh, Mitchell Jr., & Soria, 2017, p. 27).

Leadership identity development does not occur in isolation from other dimensions of identity (Debebe & Reinert, 2014); yet, these intersections remain understudied. The scholarship on leadership has become more inclusive of women and has interrogated how gender matters to the development and enactment of leadership (Eddy, Ward, & Khwaja, 2017; Storberg-Walker & Haber-Curran, 2017). Yet, little scholarly attention has been specifically given to female college students, and even less explores how to prepare female college students for their leadership experiences in the world of work (McKenzie & Iverson, 2017). Further, attention to other dimensions of identity, such as race, is limited (Rosser-Mims, 2010).

Feminism and Leadership

In this section, we explicate how feminism can serve as a theoretical strategy for addressing the problems described above. While we are referring to feminism as a unitary category, it is not a monolithic ideology. Numerous branches of feminist thought each offer a distinctive view and explanations for women’s oppression (see Tong, 2016 for full discussion of distinctions and theoretical tensions). There exist, however, threads across feminist thinking and practice that serve as core tenets. We illuminate these core tenets and how these are useful for leadership development: identity matters; power; consciousness and voice; and activism.

Identity Matters. Feminism is a movement striving for the political, social, and educational equality of all genders. The basic assumptions undergirding feminism are that gender is central to the structure and organization of society; gender inequality exists; and gender inequality should be eliminated (Allan, 2008). Feminism is not a monolithic ideology (Tong, 2016); we align with those feminist scholars who challenge female essentialism, problematize gender binary language to acknowledge gender fluidity and trans* identities, and illuminate the complexities of intersecting identities, inclusive of race, sexuality, and social class among other dimensions of identity (Chin, Lott, Rice, & Sanchez-Hucles, 2008; Debebe & Reinert, 2014; Hesse-Biber, 2011; Spelman, 1998).

A feminist perspective on leadership must be considerate of the differential experiences of women and students of color (Debebe & Reinert, 2014). We argue for critique of the assumption that all students gain leadership efficacy and capacity in the same way through the same educational approaches. Rather we must problematize the “dichotomous, false adversarial relationship” (Haber-Curran & Tillapaugh, 2017, p. 17) that contributes to the continuation of the development of leadership theory as well as views of leadership that are male-normed (Madsen, 2017). Portrayals of leadership comprised of masculine characteristics (Fine, 2009), such as the grandiose images of transformative leaders, may leave some individuals feeling incapable of performing this seemingly heroic role (Iverson, Allan, & Gordon, 2017). Student leadership education can play a critical role in understanding the role our socially constructed understanding of gender plays in one’s leadership journey (Haber-Curran & Tillapaugh, 2017, p. 11). Broadening focus beyond positional leaders, the inclusion of readings from a variety of voices, including those of women and people of color, and challenging views of masculine versus feminine characteristics of leadership are just a few ways leadership educators can play this critical role (Haber-Curran & Tillapaugh, 2017)

Reconceptualizing Power. A feminist perspective brings explicit attention to how power operates in relationships and organizations. A dominant conception of power is that it is exercised as power-over others through positional authority (Allen, 1998). A feminist lens enables disruption of this dominant notion of power-over (and the over-emphasis on positional authority), to advance alternative conceptions of “power as a productive force, rather than a primarily prohibitive or repressive one” (Allan, Gordon, & Iverson, 2006, p. 44). Alternative conceptualizations emerge revealing power as shared and distributed, and as energy that is circulating and can be taken up by anyone whether that person has positional authority or not.

Leadership then, no longer held positionally, can be shared and “leadership functions are distributed among group members” (Drescher, Korsgaard, Welpe, Picot, & Wigand, 2014, p.772). This may result in shifts in language, too. Feminist scholars often redefine traditional terms associated with leadership (Batliwala, 2011; Chin, 2004; hooks, 1994); leaders are no longer solo architects, but instead leadership may be viewed as a “collective enterprise” (Astin & Leland, 1991, p. 37), a “process” (p. 111), or a collaborative endeavor (Bensimon & Neumann, 1993). Power is conceived as energy — circulating, enabling leadership activities that empower others — “in other words…power with others , or shared power ” (Astin & Leland, 1991, p. 8, emphasis in original). The focus is no longer on the individual leader, whose actions achieve a desired outcome or change; rather the individual is eclipsed by the group connecting to ideas advanced by connective leadership (Lipman-Bluman, 1992), which relies on the empowerment of others. College students need to understand that the concepts of power and leadership are not separate but are inextricably linked. Given that student leadership education efforts may not address power in relation to leadership much, if at all, these different conceptualizations of power should be incorporated as a way for college students to explore what power means to them. Inclusion of discussions about power and leadership become a necessary component, a way to shift conventional views of power-over to one of empowerment, a key foundation of a feminist approach to leadership.

Raising Consciousness and Amplifying Voice. A feminist perspective on leadershipallows us “to hear women’s voices that long have been held in silence” (Thurber & Zimmerman, 2002, p. 12). Thurber and Zimmerman identified that the use of voice can be: a) personal (feeling empowered and validated through self-reflection); b) collaborative (speaking and sharing with others); and c) public (becoming “agents for change rather than targets of change”) (pp. 14-15). This use of voice is tied to the emancipatory emphasis in feminist leadership: a commitment to social justice, equity, and change for the betterment of all (Batliwala, 2011). While this attention to voice is evident in feminist literature and some scholarship on women and leadership (Dugan, Komives, & Segar, 2008; Haber-Curran & Sulpizio, 2017; Keohane, 2014), it is less (if not rarely) visible in extant literature on leadership. Of note, what we are describing here differs from studies that examine gender differences in communication styles (e.g., Klofstad, Anderson, & Peters, 2012).

One example of how individuals’ voices are silenced relates to the imposter phenomenon, a “strong belief that they are not intelligent; in fact, they are convinced that they have fooled anyone who thinks otherwise” (Clance & Imes, 1978, p. 1; see also Ross, Stewart, Mugge, & Fultz, 2001). Lack of belief in self is a trap that college students can find themselves facing. Studies such as McKenzie’s (2015), illustrate the struggle female-identified students face between speaking up for what is right and deferring to others (typically males).

Through dialogue with others (e.g., consciousness-raising groups), students can feel empowered and validated. Consciousness-raising (CR) groups in particular, which blossomed in the late 1960s and early 1970s, are a powerful mechanism through which student leaders can frame their lived experiences through dialogic practices. By gathering and sharing their personal narratives, “CR functions as an ideal way for women to begin to see themselves as leaders, particularly because CR was designed to be a ‘radicalizing’ process, a way of inspiring women to take action” (Aleman & Stephenson, 2012, p. 118). In these groups, students gain awareness, become empowered, and are a means through which to organize, strategize, and act (Aleman & Stephenson, 2012).

Becoming Activists. Raised consciousness, amplified voices, and reconceptualized power as collective action — these coalesce in feminisms’ final tenet: activism. Applying a feminist approach to student leadership education emphasizes action and prepares students to be change-agents. Students are more likely to place emphasis on larger social issues and social responsibility and work toward adaptive change. Evidence of this can be found in many student- led political movements and organizations, such as the “I, Too, Am” Movements, the Occupy Movement, the #MeToo Movement, and recent rallies and marches against gun violence (Bauer- Wolf, 2018; Butler, 2014; Gautney, 2011; Gluckman, Read, Mangan, & Quilantan, 2017).

Reconceptualizing leadership as collective action empowers students to instigate change. Individuals can enact change within the existing organizational structures, or they may adopt a more activist orientation as grassroots leaders (Kezar & Lester, 2011; Meyerson & Tompkins, 2007). We argue that student leadership education needs to re-examine what it means to be an activist and understand how today’s college students could make their voices heard. After leadership educators gain this understanding, we can then work together to create opportunities with college students to use their voices to make positive change. Activism may be operating in more private settings, such as daily conversations or online discussions. Leadership educators can facilitate college students’ use of social media as a way to “engage in less hierarchical activism and amplify the voices of people otherwise ignored by mainstream media outlets” (Linder, Myers, Riggle, & Lacy, 2016, p. 223). Resonating with the feminist adage, the personal is political , leadership educators can support students to be agents of change; to transform often personal stories of injustice experienced both on and off campus into change-oriented initiatives, and hold their institutions accountable (Linder et al., 2016; Ludden, 2014).

Implications for Leadership Education

Earlier in this article, we critiqued competency-based education, arguing that the leadership competencies (awareness, knowledge, and skills) developed by educators tend to fall short; the complexity of leadership gets reduced to a narrow set of characteristics that may (unwittingly) sustain the status quo rather than empower adaptive leadership. In this section, we describe what student leadership education can look like when leadership educators adopt a feminist perspective. In particular, we argue that consciousness-raising, one of central tenets of feminism, is essential for leadership development; it raises (self)awareness and cultivates critical consciousness (Ardovini, 2015; Stanley & Wise, 1993). We delineate three particular applications of this consciousness-raising for: 1) leadership curriculum; 2) reflexivity of student leaders, and 3) leadership educators.

Consciousness-Raising of Leadership Curriculum. In order to develop students who will lead as agents of change, what should leadership education curriculum include? The content of the curriculum should still impart foundational knowledge (e.g., leadership theories); however, it must also incorporate “forward-thinking practice” (Sulpizio, 2014, p. 97). This means leadership educators will teach student leaders about the many conceptualizations of power and that leadership is not solely positional, but also collective. Students will understand “how structural imbalances in power produce real limits on the capacity of subordinate groups to exercise a sense of agency and struggle” (Giroux, 1993, p. 27). Individuals come to learn the challenges for adaptive leadership, and that for effective reform, “the entire system must be restructured, not just some of its parts” (Banks, 1995, p. 393). We also advocate for ‘troubling’ notions of who is a leader. Inviting a diversity of speakers to reflect all genders and amplify minoritized voices, to share their stories of leading change, being activists, and creating equitable organizations allows students to hear and learn from others, seeing what can be possible.

As the curriculum — and student leaders’ knowledge — gets complicated, their opportunities to practice the skills needed to enact their knowledge is even more critical. Student leaders must have opportunities to “apprentice” activist work (Bisignani, 2014). Educators could identify an issue related to equity on campus or in the community which the students then research and address, through proposals for resolution or by serving as a consultant to an organization aiming to advance equity. Clark-Taylor, Mitchell, and Rich (2014) provided a helpful example in their description of a summer internship offered through the University of Rochester’s Gender and Women’s Studies program, which was explicitly designed to develop students’ skills in feminist leadership and activism. Others argue for, or model through their practices, how to (re)design spaces that can develop activist orientations (Baumgardner & Richards, 2005; Iverson & James, 2014). One approach, rhetorical activism (Sowards & Renegar, 2006), includes sharing stories and resisting stereotypes and labels.

An illustrative example can be found in the issue of sexual violence on campus. Students can, and do, engage in collaborative, empowered action through programming such as Take Back the Night; however, students could also engage in letter writing campaigns/petitions, where individuals organize their classmates and compose written correspondence addressed to campus and/or government officials regarding the limitations of policies and laws (Iverson, 2015). Such activist efforts within the curriculum could also mean creating small working groups in a leadership course committed to resolving specific campus issues related to gender such as under- representation of women in STEM (science, technology, engineering, and mathematics) or female students involvement in student government. Leadership educators need to consider how to utilize social media in their curriculum as an educational resource as it relates to activism and social change (Linder et al., 2016). Opportunities such as these allow students to develop and deploy privilege-cognizant knowledge, critical consciousness, and justice-oriented skills needed to take action in the larger community/society (Iverson, 2012; Linder, 2018).

Consciousness-Raising of Student Leaders. Inextricably linked to the development of curriculum that cultivates critical knowledge and skills (described above) is the need for critical (self)awareness. Kumagai and Lypson (2009) argued that competency frameworks must foster critical self- awareness , to yield critical consciousness about one’s own identity and privileges. Such a consciousness involves a “reflective awareness of the differences in power and privilege and the inequities that are embedded in social relationships” (p. 783).

An important element of consciousness-raising is critical reflexivity — a process of reflection through which one examines and unsettles one’s assumptions and preconceptions, and how these affect decisions, experience, and actions (Cunliffe, 2009; Hertz, 1997; Warren, 2011). If an objective of applying feminism to leadership education is to address injustices and inequalities, and spurring students to become activists, student leaders must have opportunities to critically reflect on their own experiences and approaches to addressing said challenges in order to be able to take a stand in society. For example, students could be asked to write their autobiography as a way to begin to understand how they perceive actions and experiences and relate those to how they are as a leader (Densten & Gray, 2001). Such reflections could help students recognize how their own views of leadership are shaped by gender role expectations (Haber-Curran & Tillapaugh, 2017, p. 18). Journal reflections throughout a leadership course or program could also be used as a way to integrate learning and experience. Discussion questions could be posed that suggest situations college students may face and how they would respond as well as how it would make them feel, and students could be asked to share their stories with others in “brave” spaces (e.g., consciousness-raising groups) that “encourage taking risks” (Arao & Clemens, 2013, p. 141). The idea of critical reflexivity allows students to build on previous leadership experiences and incorporate new learning about future experience as leaders.

Consciousness-Raising of Leadership Educators. Finally, little of the above recommendations will be realized if leadership educators — those who develop the curriculum and advise the student leaders — fail to explore their own assumptions about leadership. For instance, leadership educators must engage in the same reflexive activities that they assign their students. They must interrogate their assumptions and acceptance of socially constructed gender roles to the work they do, often unconsciously. They need to challenge themselves about what they believe and how those beliefs are reflected in how they perform their jobs. Leadership educators should review what voices are (and are not) incorporated in the readings they select for students. Much of the commonly used scholarship and literature about leadership has been written by men; leadership educators who are concerned about providing a balance of knowledge and experience to their students must challenge themselves to find writings from a variety of viewpoints from a variety of voices, including those of women and people of color. Leadership educators must also be willing to confront sexism when it occurs in their programs, addressing sexist comments and providing safe (and brave) spaces for students to explore what they know about gender identity and their acceptance of socially constructed views and to develop skills to challenge those views in themselves first and then in the larger community. This may not be an easy process for leadership educators and will require learning and self-exploration on the part of these professionals, which could be accomplished through attendance at conference sessions, reading, journaling, and departmental professional development activities designed to explore the social construction of gender. Although these shifts may present challenges, it is important for leadership educators to make these changes in their programs in order to contribute to students’ leadership identity development.

Future Research

Future research should investigate the advantages and disadvantages of suggestions made in this article. For instance, how does identity matter? Inquiry is needed to understand the role our socially constructed understanding of gender plays in one’s leadership journey, both for student leaders and for the educators who develop student leadership curriculum. Further, research should explore in what ways our theoretical argument does, or does not, transcend cultural boundaries. Finally, we are drawn to the assumption that feminist pedagogy lends itself to the approach to leadership education that we describe. However, research is needed to determine what pedagogical approaches, informed by what epistemological assumptions, contribute to certain outcomes (such as raised consciousness, activist orientations).

Conclusions

Leadership educators articulate a sense of urgency in the need to develop dynamic, resilient student leaders prepared to lead change on their college campuses and in their workplaces and communities (Komives, Lucas, & McMahon, 2013). Some call for leadership development initiatives that will promote critical and creative thinking and develop the capacity for positive change; yet, these “needed attributes” (Coers, 2018, p. 2) must be more than a prescribed list of characteristics. In this paper, we have argued that deploying feminism as a theoretical strategy can develop in students the critically-conscious, adaptive leadership needed for socially just change. Note, we are not calling for feminist leadership, which could be misinterpreted as a characteristic one chooses to adopt, like being a charismatic leader, or could be relegated to particular disciplinary homes (i.e. women’s studies) or certain student groups (i.e. student women’s association). Rather this article aims to cross boundaries or borders that have framed the work of feminism and leadership, arguing that the field of leadership education needs feminism as a lens through which to frame initiatives for students. Application of a feminist lens will allow the focus of student leadership education to shift from an emphasis on positional, competency-based views of leaders to one that is more attuned to identities, voice, and taking action in an adaptive (not technical) fashion.

In conclusion, much can be done to educate college students and to encourage their development as leaders. Higher education needs to take a more deliberate role in preparing college students for experiences they may face on our campuses or in the workplace and society – – stereotypes, discrimination, and inequity, for example. While we acknowledge this approach can be messy and risky, the core tenets of feminism can provide a framework for helping college students find their voice and lead positive change. We approach this article as a space for thinking in public, enabling our theorizing to be “susceptible to critical review and evaluation, and accessible for exchange and use” (Shulman, 1998, p. 5). We believe that by asking questions, or what Hutchings and Shulman (1999) called “going meta,” we are extending an effort to improve the context of student leadership development programs. This “going meta” approach encourages us to question how and in what ways student leadership learning is occurring and critically consider ways of “advancing practice beyond it” (Hutchings & Shulman, 1999, p. 13).

Aleman, M., & Stephenson, J. (2012). Creating a consciousness of leadership: A case study of a university women’s consciousness raising group. In E.L. Ruminski & A.M. Holba (Eds.), Communicative understandings of women’s leadership development (pp. 113-134). Lanham, MD: Lexington Books.

Allan, E. (2008). Policy discourses, gender and education: Constructing women’s status . New York, NY: Routledge.

Allan, E. J., Gordon, S. P., & Iverson, S. V. (2006). Re/thinking practices of power: The discursive framing of leadership in The Chronicle of Higher Education . The Review of Higher Education, 30 (1), 41-68.

Allen, A. (1998, Winter). Rethinking power. Hypatia, 13 (1), 21-40.

Arao, B., & Clemens, K. (2013). From safe spaces to brave spaces: A new way to frame dialogue around diversity and social justice. In L.M. Landreman (Ed.), The art of effective facilitation: Reflections from social justice educators (pp. 135-150). Sterling, VA: Stylus Publishing.

Ardovini, J. (2015). Consciousness-Raising: A tool for feminist praxis in research and granting voice. Theory in Action , 8 (1), 51-59.

Astin, A. W., & Astin, H. S. (2000). Leadership reconsidered: Engaging higher education in social change. Battle Creek, MI: W. K. Kellogg Foundation.

Astin, H., & Leland, C. (1991). Women of influence, women of vision: A cross-generational study of leaders and change . San Francisco: Jossey-Bass Publishers.

Banks, J.A. (1995). Multicultural education and curriculum transformation. The Journal of Negro Education, 64 (4), 390-400.

Bass, B.M. (1985). Leadership and performance beyond expectations . New York, NY: The Free Press.

Batliwala, S. (2001). Feminist leadership for social transformation: Clearing the conceptual cloud . CREA. Retrieved from http://web.creaworld.org/publications.asp .

Bauer-Wolf, J. (2018, March 15). Walkouts nationwide. Inside HigherEd . Retrieved from htt ps://www.insidehighe r ed.com/news/2018/03/15/college-students-join-gun-reform- walkout-nationwide

Baumgardner, J., & Richards, A. (2005). Grassroots: A field guide for feminist activism . New York: Farrar, Straus and Giroux.

Bensimon, E., & Neumann, A. (1993). Redesigning collegiate leadership: Teams and teamwork in higher education . Baltimore, MD: Johns Hopkins University Press.

Bisignani, D. (2014). Transgressing intellectual boundaries begins with transgressing physical ones: Feminist community engagement as activist-apprentice pedagogy. In S.V. Iverson, & J.H. James (Eds.), Feminist community engagement: Achieving praxis (pp. 93-11). New York, NY: Palgrave.

Bolden, R., & Gosling, J. (2006). Leadership competencies: Time to change the tune? Leadership, 2 (2), 147-163.

Burns, J. M. (1978). Leadership . New York, NY: Harper & Row.

Butler, B. (2014, March 5). “I, too am Harvard”: Black students show they belong. The Washington Post . Retrieved from https://www.washingtonpost.com/blogs/she-the- people/wp/2014/03/05/i-too-am-harvard-black-students-show-they-belong

Chemers, M.M. (1997). An integrative theory of leadership . Mahway, NJ: Lawrence Erlbaum Associates.

Chin, J. L. (2004). Feminist leadership: Feminist visions and diverse voices. Psychology of Women Quarterly, 28 , 1-8.

Chin, J. L., Lott, B., Rice, J., & Sanchez-Hucles, J. (Eds.). (2008). Women and leadership: Transforming visions and diverse voices . Malden, MA: Blackwell Publishing.

Clance, P. R., & Imes, S. (1978). The imposter phenomenon in high-achieving women: Dynamics and therapeutic intervention. Psychotherapy Theory, Research, and Practice, 15 (3), 1-8.

Clark-Taylor, A., Mitchell, Q., & Rich, K. (2014). Moving from service to action: The Rocxxy summer internship in feminism activism and leadership. In S.V. Iverson & J.H. James (Eds.), Feminist community engagement: Achieving praxis (pp. 155-173). New York, NY: Palgrave.

Coers, N.J. (2018). Cultivating visionary leaders to transform our world. Journal of Leadership Education, 17 (1), 1-6.

Conger, J. A. (1991). Inspiring others: The language of leadership. Academy of Management Perspectives , 5 (1), 31-45.

Conger, J. A., & Ready, D. A. (2004). Rethinking leadership competencies. Leader to Leader , 41-47.

Cunliffe, A.L. (2009). The philosopher leader: On relationalism, ethics and reflexivity – A critical perspective to teaching leadership. Management Learning, 40 (1), 87-101.

Cress, C. M., Astin, H. S., Zimmerman-Oster, K., & Burkhardt, C. J. (2001). Developmental outcomes of college students’ involvement in leadership activities. Journal of College Student Development, 42 (1), 15-27.

Debebe, G., & Reinert, K. A. (2014). Leading with our whole selves: A multiple identity approach to leadership development. In M. Miville & A. Ferguson (Eds.), Handbook on race- ethnicity and gender in psychology (pp. 271-293). New York, NY: Springer.

Denston, I. L., & Gray, J. H. (2001). Leadership development and reflection: What is the connection? The International Journal of Educational Management, 15 (3), 119-124.

DiPaolo, D. G. (2008). Echoes of leadership education: Reflections on failure, forgetting, and our future. Journal of Leadership Education, 7 (1), 77-91.

Drescher, M.A., Korsgaard, M.A., Welpe, I.M., Picot, A., & Wigand, R.T. (2014). The dynamics of shared leadership: Building trust and enhancing performance. Journal of Applied Psychology, 99 (5), 771-783.

Dugan, J.P. (2017). Leadership theory: Cultivating critical perspectives . San Francisco: Jossey- Bass.

Dugan, J. P., Komives, S. R., & Segar, T. C. (2008). College students capacity for socially responsible leadership: Understanding norms and influences of race, gender, and sexual orientation. NASPA Journal, 45 (4), 475-500.

Eagly, A. H., & Carli, L. L. (2007). Through the labyrinth: The truth about how women become leaders . Boston, MA: Harvard Business School Press.

Eddy, P., Ward, K., & Khwaja, T. (Eds.) (2017). Critical approaches to women and gender in higher education . New York, NY: Palgrave.

Fine, M. G. (2009). Women leaders’ discursive constructions of leadership. Women’s Studies in Communication, 32 (2), 180–202.

Gautney, H. (2011, October 10). What is Occupy Wall Street? The history of leaderless movements. Washington Post . Retrieved from http://www.washingtonpost.com

Giroux, H. A. (1993). The politics of insurgent multiculturalism in the era of the Los Angeles uprising. The Journal of the Midwest Modern Language Association , 26 (1), 12-30.

Gluckman, N., Read, B., Mangan, K., & Quilantan, B. (2017, November 13). Sexual harassment and assault in higher education: What’s happened since Weinstein. The Chronicle of Higher Education . Retrieved from http://www.chronicle.com

Haber-Curran, P., & Sulpizio, L. (2017, Summer). Student leadership development for girls and young women. New Directions for Student Leadership, 154 , 33-46.

Haber-Curran, P., & Tillapaugh, D. (2017, Summer). Gender and student leadership: A critical examination. New Directions for Student Leadership, 154 , 11-22.

Heifetz, R.A. (1994). Leadership without easy answers . Cambridge, MA: Harvard University Press.

Hertz, R. (1997). Reflexivity and voice . Thousand Oaks, CA: Sage.

Hesse-Biber, S. N. (Ed.). (2011). Handbook of feminist research: Theory and praxis . Thousand Oaks, CA: SAGE publications.

Hollenbeck, G. P., McCall, Jr., M. W., & Silzer, R. F. (2006). Leadership competency models. The Leadership Quarterly, 17 , 398-413.

hooks, b. (1994). Teaching to transgress . New York, NY: Routledge.

Hutchings, P., & Shulman, L. (1999). The scholarship of teaching: New elaborations, new developments. Change: The Magazine of Higher Learning, 31 (5), 10-15.

Iverson, S.V. (2015). The risky subject: A policy discourse analysis of sexual assault policies in higher education. In S. C. Wooten & R. W. Mitchell (Eds.), The crisis of campus sexual violence: Critical perspectives on prevention and response (pp. 15-32). New York, NY: Routledge.

Iverson, S.V. (2012). Multicultural competence for doing social justice: Expanding our awareness, knowledge, and skills. Journal of Critical Thought and Praxis , 1 (1), 63-87.

Iverson, S.V. (2007). Teaching leaders to mobilize adaptive work. Academic Exchange Quarterly, 11 (2), 102-106.

Iverson, S.V., Allan, E.J., & Gordon, S.P. (2017). Constructing the double bind: The discursive framing of gendered images of leadership in The Chronicle of Higher Education . In J. Storberg-Walker & P. Haber-Curran (Eds.), Theorizing women and leadership: New insights & contributions from multiple perspectives (pp. 51-68). Charlotte, NC: Information Age Publishing.

Iverson, S.V., & James, J.H. (Eds.). (2014). Feminist community engagement: Achieving praxis . New York, NY: Palgrave.

Keohane, N.O. (2014). Leadership out front and behind the scenes: Young women’s ambitions for leadership today. In K.A. Longman & S.R. Madsen (Eds.), Women & leadership in higher education (pp. 41-55). Charlotte, NC: Information Age Publishing, Inc.

Kezar, A., Carducci, R., & Contreras-McGavin, M. (2006). Rethinking the “L” word in higher education: The revolution of research on leadership . ASHE HIgher Education Report, 31(6). San Francisco: Jossey-Bass.

Kezar, A., & Lester, J. (2011). Enhancing campus capacity for leadership . Stanford, CA: Stanford University Press.

Klofsted, C.A., Anderson, R.C., & Peters, S. (2012). Sounds like a winner: Voice pitch influences perception of leadership capacity in both men and women. Proceedings of the Royal Society of London B: Biological Sciences . DOI: 10.1098/rspb.2012.0311

Komives, S. R., Lucas, N., & McMahon, T. R. (2013). Exploring leadership: For college students who want to make a difference (3rd ed.). San Francisco, CA: Jossey-Bass.

Komives, S. R., Wagner, W., & Associates. (2009). Leadership for a better world: Understanding the social change model of leadership . San Francisco,CA: Jossey-Bass.

Kouzes, J. M., & Posner, B. Z. (2008). The student leadership challenge: Five practices for exemplary leaders . San Francisco, CA: Jossey-Bass.

Kumagai, A.K., & Lypson, M.L. (2009). Beyond cultural competence: Critical consciousness, social justice, and multicultural education. Academic Medicine, 84 (6), 782-7.

Linder, C. (2018). Sexual violence on campus: Power-conscious approaches to awareness, prevention, and response (Great debates in higher education) . Bingley, United Kingdom: Emerald Publishing.

Linder, C., Myers, J. S., Riggle, C., & Lacy, M. (2016). From margins to mainstream: Social media as a tool for campus sexual violence activism. Journal of Diversity in Higher Education , 9 (3), 231-244.

Lipman-Blumen, J. (1992). Connective leadership: Female leadership styles in the 21st-century workplace. Sociological Perspectives, 35 (1), 183–203.

Ludden, J. (2014, August 26). Student activists keep pressure on campus sexual assault. National Public Radio. Retrieved f rom http://www.npr.org/2014/ 08/26/343352075/student- activists-keep-sexual- assault-issues-in-the-spotlight

Madsen, S. R. (Ed.). (2017). Handbook of Research on Gender and Leadership . Northhampton, MA: Edward Elgar Publishing.

McKenzie. B.L. (2015). Leadership identity development of traditional-aged female undergraduate college students: A grounded theory (Unpublished doctoral dissertation). Kent State University, Kent, OH.

McKenzie, B. (2014). Student leadership competencies. Concepts & Connections: A Publication for Leadership Educators, 20 (1), 23-26.

McKenzie, B.L., & Iverson, S.V. (2017). Changing views of self-as-leader: What female college students tell us. In P. Eddy, K. Ward, & T. Khwaja (Eds.), Critical approaches to women and gender in higher education (pp. 277-297). New York, NY: Palgrave.

Meyerson, D., & Tompkins, M. (2007). Tempered radicals as institutional change agents: The case of advancing gender equity at the University of Michigan. Harvard Journal of Law & Gender , 30 , 303-322.

Northouse, P.G. (2016). Leadership: Theory and practice (7th ed.). Los Angeles, CA: SAGE. Owen, J.E. (2015, Spring). Transforming leadership development for significant learning. New Directions for Student Leadership, 145 , 7-17.

Posner, B. Z. (2009, September/October). A longitudinal study examining changes in students’ behavior. Journal of College Student Development, 50 , 551-563.

Rhode, D. L. (2016). Women and leadership . New York, NY: Oxford University Press.

Roberts, D.C. (2007). Deeper learning in leadership: Helping college students find the potential within . San Francisco, CA: John Wiley & Sons.

Ross, S. R., Stewart, J., Mugge, M., & Fultz, B. (2001). The imposter phenomenon, achievement disposition and the five factor model. Personality and Individual Differences, 31 (8), 1347-1355.

Rosser-Mims, D. (2010). Black feminism: An epistemological framework for exploring how race and gender impact Black women’s leadership development. Advancing Women in Leadership , 30 (15) 2-10.

Seemiller, C., & Murray, T. (2013). The common language of leadership. Journal of Leadership Studies , 7 (1), 33-45.

Shertzer, J. E., & Schuh, J. H. (2004). College student perceptions of leadership: Empowering and constraining beliefs. NASPA Journal, 42 , 111-131.

Shulman, L.S. (1998). Course anatomy: The dissection and analysis of knowledge through teaching. In P. Hutchings (Ed.), The course portfolio: How faculty can examine their teaching to advance practice and improve student learning (pp. 5-12). Washington, DC: American Association for Higher Education.

Sowards, S. K., & Renegar, V. R. (2006). Reconceptualizing rhetorical activism in contemporary feminist contexts. The Howard Journal of Communications, 17 , 57-74. doi:10.1080/10646170500487996

Spelman, E. V. (1998). Inessential woman: Problems of exclusion in feminist thought . Boston, MA: Beacon Press.

Stanley, L., & Wise, S. (1993). Breaking out again: Feminist epistemology and ontology . New York, NY: Routledge.

Storberg-Walker, J., & Haber-Curran, P. (Eds.) (2017). Theorizing women and leadership: New insights & contributions from multiple perspectives . Charlotte, NC: Information Age Publishing.

Sulpizio, L.L. (2014). Developing women’s leadership: An innovative and unique approach to raising leadership capacity. In K.A. Longman, & S.R. Madsen (Eds.), Women and leadership in higher education (pp. 97-116). Charlotte, NC: IAP-Information Age Publishing.

Thurber, F., & Zimmerman, E. (2002). An evolving feminist leadership model for art education. Studies in Art Education, 44 (1), 5-27.

Tillapaugh, D., Mitchell, Jr., D., & Soria, K.M. (2017). Considering gender and student leadership through the lens of intersectionality. New Directions for Student Leadership, 154, 23-32.

Tong, R. P. (2016). Feminist thought: A more comprehensive introduction (4th ed.). Boulder, CO: Westview Press.

Warren, J. T. (2011). Reflexive teaching: Toward critical autoethnographic practices of/in/on pedagogy. Cultural Studies? Critical Methodologies , 11 (2), 139-144.

Journal of International Women's Studies

Home > Journals and Campus Publications > JIWS > Vol. 21 > Iss. 3 (2020)

Volume 21, Issue 3 (2020) Feminist Comforts and Considerations amidst a Global Pandemic: New Writings in Feminist and Women’s Studies—Winning and Short-listed Entries from the 2019 Feminist Studies Association’s (FSA) Annual Student Essay Competition

Introduction.

Feminist Comforts and Considerations amidst a Global Pandemic: New Writings in Feminist and Women’s Studies—Winning and Short-listed Entries from the 2019 Feminist Studies Association’s (FSA) Annual Student Essay Competition Carli Rowell

Unending and uncertain: thinking through a phenomenological consideration of self-harm towards a feminist understanding of embodied agency Veronica Heney

Postfeminist Hegemony in a Precarious World: Lessons in Neoliberal Survival from RuPaul’s Drag Race Phoebe Chetwynd

Liminal Space and Minority Communities in Kate O’Brien’s Mary Lavelle (1936) Amy Finlay-Jeffrey

The Communal Violence Bill: Women’s Bodies as Repositories of Communal Honour Zara Ismail

A Critique of Anti-Carceral Feminism Amy Masson

The Pussyhat Project: Texturing the Struggle for Feminist Solidarity Katja May

Masculine Failure and Male Violence in Noah Hawley’s Fargo J. T. Weisser

Special Issue

Jiws executive staff.

Journal Home
About This Journal
Editorial Board
Policies/Submissions
JIWS Fellowships
All Special Issues
Receive Email Notices or RSS

Special Issues:

Tribal and Indigenous Women in India
Feminist Studies Association of the UK and Ireland
The Impact of the Russia-Ukraine War on Global and Gender Affairs
Celebrating Unheard Voices of Charismatic Women in Indian Writing in English

Advanced Search

ISSN: 1539-8706

Home | About | FAQ | My Account | Accessibility Statement

Privacy Copyright

Games, topic printables & more
The 4 main speech types
Example speeches
Commemorative
Declamation
Demonstration
Informative
Introduction
Student Council
Speech topics
Poems to read aloud
How to write a speech
Using props/visual aids
Acute anxiety help
Breathing exercises
Letting go - free e-course
Using self-hypnosis
Delivery overview
4 modes of delivery
How to make cue cards
How to read a speech
9 vocal aspects
Vocal variety
Diction/articulation
Pronunciation
Speaking rate
How to use pauses
Eye contact
Body language
Voice image
Voice health
Public speaking activities and games
About me/contact
Feminist persuasive speech topics

108 feminist persuasive speech topics

- the top current women's rights & feminist issues.

By: Susan Dugdale | Last modified: 07-20-2022

There are 108 persuasive speech topics here covering many current feminist issues. For example:

that copy-cat fast fashion reinforces the relentless consumer cycle and the poverty trap,
that the advertising industry deliberately manufactures and supports body image insecurities to serve its own ends,
that gendered language reinforces the patriarchal structure of society...

They're provocative and challenging topics raising issues that I like to think should be of concern to us all!

Use the quick links to find a topic you want to explore

25 feminist persuasive speech topics about beauty and fashion
16 the media and feminism topics
8 the role of language and feminism speech ideas

8 feminist speech ideas about culture and arts

9 topics on education and gendered expectations, 27 feminist topics about society & social inequality, 8 business & work related feminist speech topics.

Resources for preparing persuasive speeches
References for feminism

What is 'feminism'?

Feminism is defined as belief in and advocacy of the political, economic, and social equality of the sexes, expressed especially through organized activity on behalf of women's rights and interests.

(See: https://www.merriam-webster.com/dictionary/feminism )

Return to Top

25 feminist speech topics about beauty & fashion

that from puberty onward a woman is targeted by cosmetic companies
that the shape of woman’s body is valued over its health
that physical beauty in a woman is conferred by popular beliefs
that striving for what is regarded as the epitome of female physical perfection destroys women
that physical perfection is a myth
that compassion and collaboration is needed between women (and men) rather than competition and comparison
that beauty, fashion and feminism can co-exist
that clothing reflects social position or class
that the fashionable clothing of any era reflects its dominate cultural beliefs
that a modern feminist does not need to ban either the bra or the razor
that prescriptive beauty norms (PBNs) reinforce sexism, racism, colorism, classism, ableism, ageism, and gender norms
that western feminine beauty standards dominate globally
that there is no legitimate historical or biological justification for the ‘white’ beauty myth
that modern beauty standards were used as “political weapons" against women’s advancement (see Naomi Wolfe - The Beauty Myth )
that the beauty industry cynically and callously exploits women through “self-empowerment” campaigns – eg L'Oreal's “Because you're worth it”
that beauty shaming of any sort is shameful
that health and beauty need to work together for the empowerment of women
that beauty and fashion role models need to be independent of major brands
that fashion and cosmetic industries have a moral responsibility to use the immense power they have in shaping people’s lives for their betterment
that the unfair balance of power between the consumers of fashionable clothing and those who make it is a feminist issue
that copy-cat fast fashion reinforces the relentless consumer cycle and the poverty trap
that genuinely sustainable fashion is only responsible way forward
that clothing/fashion can make a feminist statement. For example: the 1850s “freedom” or “bloomer” dress named after women’s rights and temperance advocate Amelia Bloomer , the wearing of trousers, shorts, or mini skirts by women, or skirts and dresses by men
that boss dressing for women is unnecessary and toxic
that establishing superiority through wearing elitist fashion is an age old ploy

16 the media and feminism speech topics

that feminism in mainstream media is often misrepresented through lack of understanding
that some media deliberately encourages a narrow polarizing definition of feminism to whip up interest and drama for its own sake
that mainstream media plays a significant role in keeping women marginalized
that social media has created an independent level playing field for feminists globally
that the #metoo movement reaffirmed the need for community and solidarity amongst feminists
that the advertising industry deliberately manufactures and supports ongoing body image insecurities to serve its own ends
that the advertising industry decides and deifies what physical perfection looks like
that the ideal cover girl body/face is a myth
that eating disorders and negative body image problems are increased by the unrealistic beauty standards set by mainstream media
that women get media coverage for doing newsworthy things and being beautiful. Men get media coverage for doing newsworthy things.
that social media gives traditionally private issues a platform for discussion and change: abortion, domestic abuse, pay equity
that print media (broadsheets, magazines, newspapers...) have played and continue to play a vital role in feminist education
that ‘the women’s hour’ and similar radio programs or podcasts have been and are an important part in highlighting feminist issues
that ‘feminist wokeness’ has been hijacked by popular media
that social media reinforces prejudices rather than challenges them because the smart use of analytics means we mainly see posts aligned with our viewpoints
that social media has enabled and ‘normalized’ the spread of pornography: the use of bodies as a commodity to be traded

8 the role language and feminism speech ideas

that frequently repeated platitudes (eg. girls will be girls and boys will be boys) are stereotypical straitjackets stifling change
that the derogatory words for females and female genitalia frequently used to vent anger or frustration demonstrate the worth and value placed on women
that feminism is neither male nor female
that gendered language reinforces the patriarchal structure of society
that sexist language needs to be called out and changed
that gendered language limits women’s opportunities
that gendered languages (French, Spanish, Arabic, Hindi...) need to become more inclusive
that the real enemy of feminism is language
that limitations in any arena (work, sports, arts) placed on woman because they are women need challenging
that male bias in the organizations awarding major awards and grants needs to change
that the ideal woman in art is a figment of a male imagination
that historically art has objectified women
that heroic figures should be celebrated and honored for their deeds – not for what they look like or their gender
that strong feisty female characters in literature can inspire change eg. Elizabeth Bennet from Jane Austen’s novel Pride and Prejudice, Jane Eyre from Charlotte Bronte’s novel of the same name, and Offred from Margaret Atwood’s The Hand Maiden’s Tale.
that the role of feminist art in any field: literature, film, theatre, dance, sculpture..., is to transform and challenge stereotypes. Examples of feminist artists: Judy Chicago, Miriam Shapiro, Barbara Kruger (More: feminist art )
that feminist musicians have used their influence as agents of change, and to inspire: Beyonce, Queen Latifah, Pussy Riot, Lorde, Aretha Franklin, Carole King, Nina Simone
that there no subjects more suitable for boys than girls, or subjects more suitable for girls than boys
that toys, clothing, and colors should be gender neutral
that student achievement and behavioral expectations should be gender free
that feminism should be actively modelled in the classroom
that eligibility for educational institutions should be merit based
that boys should not ‘punished’ or blamed for our patriarchal history
that gendered performance is actively supported and encouraged by some educational philosophies and schools in order to maintain the status quo
that the belief that ‘male’ and ‘female’ intelligence are different and that male intelligence is superior is false
that education is vital for the advancement of black feminism
that rigidly adhered to gendered workplace and domestic roles sustain and support inequalities
that domestic violence is typically a male gendered crime
that patriarchal attitudes toward women make sexual harassment and rape inevitable
that a safe legal abortion is a fundamental right for every person who wants one
that humiliation and control either by fear and threat of rape, or rape itself, is an act toxic entitlement
that a person is never ever ‘asking for it’: to be sexually harassed, or to be raped
that safe methods of birth control should be freely available to whomever wants them
that full sexual and reproductive health and rights for all people is an essential precondition to achieving gender equality
that men should not have control over woman's sexual and reproductive decision-making
that the increase in sperm donation is a feminist victory
that a person can be a domestic goddess and a feminist
that there is a positive difference between assertive and aggressive feminism
that the shock tactics of feminist anarchists is justified
that powerful feminist role models open the way for others to follow
that intersectional feminism is essential to fully understand the deep ingrained inequalities of those experiencing overlapping forms of oppression
that a feminist’s belief and practices are shaped by the country they live in, its dominant religious and cultural practices
that female circumcision is an example of women’s oppression disguised as a cultural tradition
that honor crimes are never justifiable
that period poverty and stigma is a global feminist issue
that we need to accept that some women want to remain protected by patriarchal practices and beliefs
that environmental issues are feminist issues
that everybody benefits from feminism
that feminism works towards equality, not female superiority
that anti-feminist myths (that feminists are angry women who blame men for their problems, that feminists are anti marriage, that feminists have no sense of humor, that feminists are not ‘natural’ mothers, that feminists are anti religion, that feminists are actually all lesbians ...) are desperate attempts to maintain the patriarchal status quo
that toxic femininity is a by-product of fear and insecurity eg. The need to ridicule another woman in order to impress a man, shaming a man for not being ‘manly’, raging against a women for being seen to be powerful, competent and successful in a leadership position ...
that blaming the patriarchy is far too simple
that one can hold religious beliefs and be feminist
that gendered jobs and job titles belong in the past
that pay scales should be based on merit, not gender
that adequate maternity and child care plus parental leave provisions should be mandatory
that flexible working hours benefits both the business and its employees
that token feminism is not enough
that corporate feminism is for wealthy white women
that feminism and capitalism are in conflict
that women in power owe it to other women to work for their empowerment

Useful resources

The first three resources below provide an excellent starting point to get a broad overview of feminism: its history, development and current issues.

I've included the fourth link because I'm a New Zealander, and proud of what its women's suffrage movement achieved: the vote for women in 1893.

What’s the definition of feminism? 12 TED talks that explain it to you
An overview of feminist philosophy – Stanford University, USA
Britannica: an excellent over of the history and development of feminism
The symbolism of a white camellia and the Suffrage Movement in New Zealand

How to choose a good persuasive speech topic and preparing a great speech

For a more in-depth discussion about choosing a good persuasive topic, and crafting a persuasive speech please see:

persuasive speech ideas and read all the notes under the heading “What make a speech topic good?"
writing a persuasive speech . You’ll find notes covering:
setting a speech goal,
audience analysis,
evidence and empathy (the need for proof or evidence to back what you’re saying as well as showing you understand, or empathize with, the positions of those for and against your proposal),
balance and obstacles (to address points against your proposal, the obstacles, in a fair and balanced way),
varying structural patterns (ways to organize you material) and more. And click this link for hundreds more persuasive speech topic suggestions . ☺

speaking out loud

Subscribe for FREE weekly alerts about what's new For more see speaking out loud

Susan Dugdale - write-out-loud.com - Contact

Top 10 popular pages

Welcome speech
Demonstration speech topics
Impromptu speech topic cards
Thank you quotes
Impromptu public speaking topics
Farewell speeches
Phrases for welcome speeches
Student council speeches
Free sample eulogies

From fear to fun in 28 ways

A complete one stop resource to scuttle fear in the best of all possible ways - with laughter.

Public speaking games ebook cover - write-out-loud.com

Useful pages

Search this site
About me & Contact
Blogging Aloud
Free e-course
Privacy policy

Designed and built by Clickstream Designs

Feminist and Women's Studies Association Blog

Student essay competition, fwsa is delighted to announce that we are now accepting submissions for the 2019 student essay competition (deadline monday 27 may 2019) .

To encourage a new generation of feminist scholars, the FWSA sponsors an annual student essay competition for work which is innovative, interdisciplinary and grounded in feminist theory and practice. The top seven entries will be judged by our judging panel and will be published in the Journal of International Women’s Studies. In addition, the winner will receive a year’s free FWSA membership.

Student’s at any stage of their studies at a British or Irish university are encouraged to submit work that has not been previously published and is not currently under consideration for publication, or for competitions which result in publication, elsewhere. Essays should be 6,000-7,000 words (including footnotes and bibliography), must be submitted electronically, include a completed competition coversheet and adhere to the submission instructions (see below).

Submission Instructions:

1 – Attach a cover sheet to your submission (downloadable here Cover sheet 2019)

2 – You must submit the coversheet and essay in a combined word file (PDFs and other formats will not be accepted).

3 – Please use your surname as the file name (e.g. ‘ROWELL’).

4 – Please anonymise your manuscript. To anonymise your essay, please remove all details that may reveal your identity within the body of the essay, by doing the following:

Remove all occurrences of author name(s) and institution(s) from the essay
Remove anything that can identify you as a co-author or editor of other works from the essay
Replace author references in text by referring to yourselves as ‘Author A’, ‘Author B’ etc within the essay

4 – Submit the essays through email, as a word attachment (adhering to all of the above) to [email protected] .

Please note that entries that do not adhere to the above will not be considered.

Deadline: The deadline for this year’s competition is Monday 27 May 2019 .

We look forward to receiving your entries!

The previous winning essays from the FWSA Student Essay Competition can be read online in the Journal of International Women’s Studies:

Volume 20, Issue 4 (2019) New Writings in Feminist and Women’s Studies Winning and Short-listed Entries from the 2018 Feminist and Women’s Studies Association’s (FWSA) Annual Student Essay Competition

Volume 19, Issue 1 (2018) New Writings in Feminist Studies: Winning and Shortlisted Entries from the 2017 Feminist and Women’s Studies Association’s Annual Student Essay Competition

Volume 18, Issue 3 (2017) New Writings in Feminist Studies: Winning and Shortlisted Entries from the 2016 Feminist and Women’s Studies Association’s Annual Student Essay Competition

Volume 17, Issue 2 (2016) New Writings in Feminist Studies: Winning and Shortlisted Entries from the 2015 FWSA Student Essay Competition

Volume 16, Issue 1 (2014) The 10th Anniversary of the FWSA Essay Competition: New Directions in Feminist Studies – Emotions, Activisms, Intersectionality

Volume 14, Issue 4 (2013) New Writings in Feminist and Women’s Studies: Winning and Short-listed Entries from the 2012 Feminist and Women’s Studies Association’s Annual Student Essay Competition

Volume 13, Issue 2 (2012) Winning and Short-listed Entries from the 2010 Feminist and Women’s Studies Association Annual Student Essay Competition

Volume 12, Issue 2 (2011) Winning and Short-listed Entries from the 2009 Feminist and Women’s Studies Association Annual Student Essay Competition

Volume 11, Issue 3 (2009) Winning and Short-listed Entries from the 2007 Feminist and Women’s Studies Association Annual Student Essay Competition

Volume 10, Issue 3 (2009) Feminist and Woman’s Studies Association Annual Student Essay Competition

Volume 9, Issue 2 (2008) Politics, Sexualities, and New Feminist Scholarship: Winning and short-listed entries for the 2006 Feminist and Women’s Studies Association Annual Student Essay Competition

Volume 8, Issue 2 (2007) Identity, Difference and New Feminisms: Winning and Short-listed entries for the 2005 Feminist and Women’s Studies Association, U.K. Annual Essay Competition

Volume 7, Issue 3 (2006) New British Feminist Scholarship and Contemporary Politics: Prizewinning and Short-listed Essays from the Feminist and Women’s Studies Association (UK and Ireland) Essay Competition

Volume 6, Issue 3 (2005) Winning and Short-listed Essays from the Second Annual Essay Competition of the Feminist and Women’s Studies Association (UK and Ireland) (FWSA)

Volume 5, Issue 2 (2004) New Writings in Women’s Studies: Selected Essays from the First Women’s Studies Network (U.K.) Association Essay Contest

Privacy Preference Center

Consent management.

Cookie Settings

Advertising

National Museum of African American History & Culture

Plan Your Visit
Group Visits
Frequently Asked Questions
Accessibility Options
Sweet Home Café
Museum Store
Museum Maps
Our Mobile App
Search the Collection
Exhibitions
Initiatives
Museum Centers
Publications
Digital Resource Guide
The Searchable Museum
Freedmen's Bureau Search Portal
Early Childhood
Talking About Race
Digital Learning
Strategic Partnerships
Ways to Give
Internships & Fellowships
Today at the Museum
Upcoming Events
Ongoing Tours & Activities
Past Events
Host an Event at NMAAHC
About the Museum
The Building
Meet Our Curators
Founding Donors
Corporate Leadership Councils
NMAAHC Annual Reports

The Revolutionary Practice of Black Feminisms

The black feminist tradition grows not out of other movements, but out of the condition of being both black and a woman. It is a long tradition which resists easy definition and is characterized by its multi-dimensional approach to liberation.

In 1864, Sojourner Truth sold cartes-de-visite, small photographs mounted to a paper card, to support her activism. Featuring the slogan “I sell the shadow to support the substance,” Truth capitalized on the popularity of these collector’s items to support herself and fund her speaking tours. As a formerly enslaved person, claiming ownership of her image for her own profit was revolutionary. Truth reportedly said that she “used to be sold for other people’s benefit, but now she sold herself for her own.” Though expressions of black feminism can be seen in written accounts as far back as the 1830s, Sojourner Truth is the most widely known nineteenth-century black feminist foremother. Throughout her life, Truth linked the movement to abolish slavery and the movement to secure women’s rights, stating that for black women, race and gender could not be separated.

Left to right: carte-de-visite portrait of Sojourner Truth, 1864; carte-de-visite portrait of Sojourner Truth, 1863; cabinet card of Sojourner Truth, 1864

Truth’s speeches and activism represent an early expression of the black feminist tradition. Black feminism is an intellectual, artistic, philosophical, and activist practice grounded in black women’s lived experiences. Its scope is broad, making it difficult to define. In fact, the diversity of opinion among black feminists makes it more accurate to think of black feminisms in the plural. In an oral history interview from the Museum’s collection, noted activist and scholar Angela Davis speaks to this point:

I rarely talk about feminism in the singular. I talk about feminisms. And, even when I myself refused to identify with feminism, I realized that it was a certain kind of feminism . . . It was a feminism of those women who weren’t really concerned with equality for all women... Dr. Angela Davis August 5th, 2019, Oral History Interview, National Museum of African American History and Culture

Despite different visions, a few foundational principles do exist among black feminisms:

Black women’s experience of racism, sexism, and classism are inseparable.
Their needs and worldviews are distinct from those of black men and white women.
There is no contradiction between the struggle against racism, sexism, and all other-isms. All must be addressed simultaneously.

An oval pin in gold with the words "Lifting as we climb."

Pin for the National Association of Colored Women's Clubs owned by Mary Church Terrell, 20th century.

A2017.13.1.45

“Lifting as we climb,” the slogan of the National Association of Colored Women (NACW), became a well-known motto for black women’s activism in the late nineteenth century. By this time, middle class black women organized social and political reform through women’s organizations, or clubs. Having had more resources and access to education than a woman like Sojourner Truth, these women’s experiences led them to a different expression of black feminism. Their project of racial uplift focused on combating harmful stereotypes surrounding black women’s sexuality and gender identity.

Problematically, they emphasized elevating poor women, less out of a sense of good-will, than out of a recognition that black women of any class would be judged through the circumstances of those “with the fewest resources and the least opportunity.” In discussing the motto of the NACW, Mary Church Terrell, founding president of the organization, said, “Even though we wish to shun them…we cannot escape the consequences of their acts… Self-preservation would demand that we go among the lowly… to whom we are bound by ties of race and sex.”

Service Award pin for Mary Church Terrell from the NACW, 1900.

Photograph of Mary Church Terrell by Addison Scurlock, ca. 1910.

Plaque for National Association of Colored Women service award, 1949.

Gallery Modal

The black feminism of the club movement is often overlooked, but as black feminist theorist Brittney Cooper points out, clubs such as the NACW can be seen as sites of development for black feminist leadership and thought despite their elitism. The club movement ushered in a new era of intellectual, artistic, and philosophical production by black women about their own experiences.

a placard with red lettering stating "stop racism now"

Placard with "STOP RACISM NOW" message, late 20th century. Commissioned by the National Organization for Women.

Pauli Murray , an activist, writer, Episcopal priest, and legal scholar, played an important role in several civil, social, and legal organizations including the National Organization of Women (NOW), which she cofounded in 1966. Throughout her life, Murray had romantic relationships with women but did not consider herself a lesbian. Her biographer, Rosalind Rosenburg, suggests that had Murray been alive today, she likely would have embraced a transgender identity. Murray wrote and theorized extensively on her experiences of black womanhood asserting that, for her, gender, race, and sexuality could not be separated. This refusal to separate her identity fueled her legal work and activism. In the NOW placard above from shortly after the group’s founding, the political connections between the women’s movement and anti-racist activity can be seen. However, Murray would soon become disillusioned with NOW as she saw the organization distance itself from economic and racial justice.

Photograph of Dr. Pauli Murray sitting at a typewriter.

Rev. Dr. Pauli Murray in her study in Arlington, Virginia, December 1976.

Members of the National Council of Negro Women including Dorothy Height and Pauli Murray (both seated), 1976.

A black-and-white photograph of Rev. Dr. Pauli Murray being ordained as an Episcopal priest.

Rev. Dr. Pauli Murray being ordained at the National Cathedral, January 1977.

As the only female student at Howard University Law School, Pauli Murray developed the term Jane Crow, the “twin evil of Jim Crow,” to describe the sexism black women faced. She would continue to develop theoretical, legal, and political frameworks for describing black women’s experiences. Her legal work connecting race-based and sex-based discrimination led to the inclusion of sex-based discrimination under the Equal Protection Clause. However, due to the Civil Rights Movement’s demands for “respectable” performances of black womanhood, Murray’s many contributions to civil rights history remain relatively unknown. Despite this neglect of her work, the legal and theoretical parallels she drew between racial discrimination and gender discrimination set the stage for feminist thinkers to follow.

One truth, especially within the context of black feminisms, is that queer black feminism has always been part of this. That queer black women, queer black folks have always been in these spaces. Dr. Treva Lindsey 2019 NMAAHC public program "Is Womanist to Feminists as Purple is to Lavender?: African American Women Writers and Scholars Discuss Feminism"

The 1970s marked an increase in explicitly black feminist organizing, due in part to tensions inflamed during the Women’s Liberation and Civil Rights Movements. By this time, queer black feminists were becoming more openly and visibly positioned within black feminist groups. They also began creating their own organizations—such as the Salsa Soul Sisters , one of the first out and explicitly multi-cultural lesbian organizations —due to tensions with straight black feminists as well as white gays and lesbians. The influential Combahee River Collective statement , co-authored by Barbara Smith, expressed a radical, queer black feminist platform still relevant to expressions of black feminism today.

Barbara Smith at a National Gay Rights March, 1993.

Marchers with "Salsa Soul Sisters" banners, 1983.

A blue book cover with an image of Audre Lorde

Sister Outsider: Essays and Speeches by Audre Lorde, 1984.

In 1983, Alice Walker developed the term “womanist” to describe “a Black feminist or feminist of color.” Her term defined a more communal and humanist expression of feminism that acknowledged queer black women and aligned with long-standing traditions of black women’s thought and activism. Sister Outsider , by Audre Lorde, is one of many foundational womanist writings produced during this period. In her essays and speeches, Lorde discusses the connected issues of sexism, racism, classism, and heterosexism, while calling for new tactics that centered these intersections.

Black women are often thought to be at a disadvantage because of racism and sexism, but some black feminists view their position as one of possibility. They argue that in the struggle for freedom, the people most exposed to different forms of oppression understand best how to dismantle them. While late nineteenth century black feminisms were grounded in heterosexual black women’s bodies, by the end of the twentieth and into the twenty-first century, radical black feminisms came to center queer and trans black women, girls, and gender nonconforming people.

Photograph of protesters carrying signs and holding their fists in the air.

Untitled , 2015. Photograph by Sheila Pree Bright taken at a Black Lives Matter rally in Atlanta, Georgia.

Photograph of a woman holding a sign that reads "Black Women Matter."

Marchers at the Women’s March, January 21, 2017.

Untitled , August 25, 2015.

Outside black feminist circles, black feminisms are often described as an outgrowth of other freedom struggles. While black women’s experiences working within political and social movements of the nineteenth and twentieth centuries certainly informed articulations of black feminism, black feminisms have never been derivative, nor do they fit cleanly into the “waves” of feminist history . For black women and other women of color, race and gender are inseparable, and black feminists resist all movements that ignore this reality. From women’s suffrage to the Women’s March of 2017, they have been unwilling to compromise on the assertion that a feminism which does not incorporate different experiences of womanhood cannot achieve full liberation. Since before Sojourner Truth sold her “shadow,” women in the black feminist tradition have developed theoretical frameworks and practices born of their experiences, to get, as black feminist scholar Dr. Treva Lindsey put it, “freer and freer and freer.”

Browse Objects Relating to Feminism in the NMAAHC Collection

Written by Max Peterson, Fall 2019 Intern Published on March 4, 2019

Is Womanist to Feminist as Purple is to Lavender?: African American Women Writers and Scholars Discuss Feminism program - https://www.ustream.tv/recorded/124469629

Guy-Sheftall, Beverley, ed. Words of Fire: An Anthology of African American Feminist Thought. New York, NY: The New Press, 1995.

Cooper, Brittney C. Beyond Respectability: The Intellectual Thought of Race Women. Urbana, IL: University of Illinois Press, 2017.

Springer, Kimberly. Living for the Revolution: Black Feminist Organizations, 1968-1980. Durham, NC: Duke University Press, 2005.

Lorde, Audre. Sister Outsider: Essays and Speeches. Freedom, CA: Crossing Press, 1984.

Walker, Alice. In Search of Our Mother’s Gardens: Womanist Prose . San Diego, CA: Harcourt Brace Jovanovich, 1983.

Subtitle here for the credits modal.

Feminist Studies Association

UK & Ireland

Student Essay Competition

To encourage a new generation of feminist scholars, the FSA sponsors an annual student essay competition for work which is innovative, interdisciplinary and grounded in feminist theory and practice. After an initial shortlisting process, the top seven entries will be judged by our judging panel to determine the winner. All shortlisted entries will be published in the Journal of International Women’s Studies , and the winner will also receive a year’s free FSA membership.

Students at any stage of their studies at a British or Irish university or recent graduates from British or Irish universities are encouraged to submit entries. To be eligible, entries must have been submitted as student work at a British or Irish university, must not have been previously published, must not be currently under consideration for publication, or must not have been entered into other competitions which may result in publication elsewhere. Essays should be 6,000-7,000 words (including footnotes and bibliography). Entries must be submitted electronically via email, include a completed competition coversheet, and adhere to the submission instructions below.

Please note that due to unforeseen circumstances the student essay prize did not run in 2021/22, we would encourage anyone who submitted previously to submit to this round of the essay prize

Previous essay prize winners and shortlisted entries:

Volume 22, Issue 2 (2021) The Post Pandemic University, Possibilities, Practices and Pedagogies: And New Writings in Feminist and Women’s Studies—Winning and Short-listed Entries from the 2020 Feminist Studies Association’s (FSA) Annual Student Essay Competition
Volume 21, Issue 3 (2020) Feminist Comforts and Considerations amidst a Global Pandemic: New Writings in Feminist and Women’s Studies—Winning and Short-listed Entries from the 2019 Feminist Studies Association’s (FSA) Annual Student Essay Competition
Volume 20, Issue 4 (2019) New Writings in Feminist and Women’s Studies Winning and Short-listed Entries from the 2018 Feminist and Women’s Studies Association’s (FWSA) Annual Student Essay Competition
Volume 19, Issue 1 (2018) New Writings in Feminist Studies: Winning and Shortlisted Entries from the 2017 Feminist and Women’s Studies Association’s Annual Student Essay Competition
Volume 18, Issue 3 (2017) New Writings in Feminist Studies: Winning and Shortlisted Entries from the 2016 Feminist and Women’s Studies Association’s Annual Student Essay Competition
Volume 17, Issue 2 (2016) New Writings in Feminist Studies: Winning and Shortlisted Entries from the 2015 FWSA Student Essay Competition
Volume 16, Issue 1 (2014) The 10th Anniversary of the FWSA Essay Competition: New Directions in Feminist Studies – Emotions, Activisms, Intersectionality
Volume 14, Issue 4 (2013) New Writings in Feminist and Women’s Studies: Winning and Short-listed Entries from the 2012 Feminist and Women’s Studies Association’s Annual Student Essay Competition
Volume 13, Issue 2 (2012) Winning and Short-listed Entries from the 2010 Feminist and Women’s Studies Association Annual Student Essay Competition
Volume 12, Issue 2 (2011) Winning and Short-listed Entries from the 2009 Feminist and Women’s Studies Association Annual Student Essay Competition
Volume 11, Issue 3 (2009) Winning and Short-listed Entries from the 2007 Feminist and Women’s Studies Association Annual Student Essay Competition
Volume 10, Issue 3 (2009) Feminist and Woman’s Studies Association Annual Student Essay Competition
Volume 9, Issue 2 (2008) Politics, Sexualities, and New Feminist Scholarship: Winning and short-listed entries for the 2006 Feminist and Women’s Studies Association Annual Student Essay Competition
Volume 8, Issue 2 (2007) Identity, Difference and New Feminisms: Winning and Short-listed entries for the 2005 Feminist and Women’s Studies Association, U.K. Annual Essay Competition
Volume 7, Issue 3 (2006) New British Feminist Scholarship and Contemporary Politics: Prizewinning and Short-listed Essays from the Feminist and Women’s Studies Association (UK and Ireland) Essay Competition
Volume 6, Issue 3 (2005) Winning and Short-listed Essays from the Second Annual Essay Competition of the Feminist and Women’s Studies Association (UK and Ireland) (FWSA)
Volume 5, Issue 2 (2004) New Writings in Women’s Studies: Selected Essays from the First Women’s Studies Network (U.K.) Association Essay Contest

How to apply:

The 2022/2023 student essay competition is now closed. Thank you to all who submitted an entry, the results will be announced shortly.

Privacy Overview

Necessary cookies are absolutely essential for the website to function properly. This category only includes cookies that ensures basic functionalities and security features of the website. These cookies do not store any personal information.

Any cookies that may not be particularly necessary for the website to function and is used specifically to collect user personal data via analytics, ads, other embedded contents are termed as non-necessary cookies. It is mandatory to procure user consent prior to running these cookies on your website.

Any cookies that may not be particularly necessary for the website to function and are set by third parties to collect user personal data via analytics, ads, other embedded contents are termed as non-necessary cookies. It is mandatory to procure user consent prior to running these cookies on your website.

IMAGES

Feminism Argument Essay
Essay on Feminism
Essay on Feminism in English for students || impact, importance
Essay On Feminism in English for Students
Essay on feminism
Speech On Feminism

VIDEO

kc concepcion at rm student essay contest (06.26.08)
Another Professor's Fantasy
Black Feminist Epistemology
What Is a Woman's Greatest Gift? Feminists Fail #feminism
Marxism & Feminism
Feminism in Literature

COMMENTS

Essay On Feminism in English for Students
500 Words Essay On Feminism. Feminism is a social and political movement that advocates for the rights of women on the grounds of equality of sexes. It does not deny the biological differences between the sexes but demands equality in opportunities. It covers everything from social and political to economic arenas.
Essay on Feminism for Students: Samples 150, 250 Words
Essay on Feminism for Students: Samples 150, 250 Words. In a society, men and women should be considered equal in every aspect. This thought is advocated by a social and political movement i.e. feminism. The word feminism was coined by the French Philosopher Charles Fourier in 1837.
Feminism Argumentative: [Essay Example], 652 words GradesFixer
This essay will argue that feminism, at its core, is a necessary movement for challenging systemic oppression and advocating for the rights of marginalized groups, including women, ... This sample was shared by another student. Let us write you an essay from scratch. 450+ experts on 30 subjects ready to help; Custom essay delivered in as few as ...
Feminism Essay in English for Students in 500 words
Feminism Essay: Feminism stands as a powerful social and political movement advise for the rights of women with a fundamental goal of achieving equality between the sexes. While feminism accept the biological note between men and women, it passionately calls for equal opportunities for all. Its scope enclose various facets of life, spanning from social and political realms to economic domains.
Essay on Feminism in Society
Feminism, a term that may conjure up a myriad of emotions and opinions, is a powerful movement that has been shaping society for centuries. At its core, feminism is the belief in the social, political, and economic equality of the sexes. It is a movement that advocates for the rights of women and challenges the patriarchal structures that have ...
Essays About Feminism: Top 5 Examples Plus Prompts
Yuknavitch described how these fathers and father images try to take control of others' bodies and lives and crush others' spirits. In her confrontation and memory of such men, however, Yuknavitch also learned to create art and find her feminist purpose. 4. Trickle-Down Feminism by Sarah Jaffe.
Essay on Feminism for Students and Children in English
Long and Short Essays on Feminism for Students and Kids in English. We are providing students with essay samples on a long essay of 500 words and a short essay of 150 words on the topic Feminism. Long Essay on Feminism Essay 500 Words in English. Long Essay on Feminism Essay is usually given to classes 7, 8, 9, and 10.
Student Essay Example: Feminist Criticism
44 Student Essay Example: Feminist Criticism . The following student essay example of femnist criticism is taken from Beginnings and Endings: A Critical Edition.. This is the publication created by students in English 211. This essay discusses Ray Bradbury's short story "There Will Come Soft Rains."
How To Write a College Essay on Feminism
It is tricky, though, for a couple of reasons: 1) many people will be writing with this in mind and 2) your essay still has to be about you. It has to be your own and tell a story that reflects who you are and what you have experienced, not just a statement about something you believe. Feminism is a topic that many people feel very strongly about.
5 Essays About Feminism
5 Essays About Feminism. On the surface, the definition of feminism is simple. It's the belief that women should be politically, socially, and economically equal to men. Over the years, the movement expanded from a focus on voting rights to worker rights, reproductive rights, gender roles, and beyond. Modern feminism is moving to a more ...
PDF From Classic to Current: Inspiring Essays on Feminism
The Future is Feminist: Radical, Funny, and Inspiring Writing by Women. Chronicle Books, 2019. 144 pages. $24.95, ISBN 978-1452168333. We've all heard the saying or seen the T-shirts: "The future is feminist!" Now we have the book to confirm it. Between these brightly colored cov-ers are 21 essays about feminism's past, present, and future.
Essay on Feminist Perspective On Education for Students
Students are often asked to write an essay on Feminist Perspective On Education in their schools and colleges. And if you're also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic. Let's take a look… 100 Words Essay on Feminist Perspective On Education Understanding Feminism in Education
Exploring Feminism: Interactive Lesson
3. Feminism in Pop Culture. Purpose: Students will explore feminism in the modern world. They will become acquainted with the ways feminist discourse manifests itself in our society. Feminism is a major movement still at work in modern society. Students live with evidence of feminism all around them.
Feminism Essay: Impact and Importance of Feminism in 500+ Words
Read this complete Essay on Feminism to know and write about the various nuances of Feminism. Download the complete Feminism Essay PDF. Feminism Essay: History of Feminism. In the 21st century, the stereotype women face in society is a concern for debate. However, the outburst of equality for women can be traced back to the late nineteenth century.
From Friedan Forward—Considering a Feminist Perspective
They read and discuss the short story "We" and Betty Friedan's "The Problem That Has No Name" and review the history of feminism and the goals of the feminist movement. After examining their own feelings about those goals, each student writes a letter expressing his/her views on the topic. Sealed in a stamped envelope, each letter is mailed to ...
Meaning, Purpose & Importance of Feminism Today
Essay on Feminism | Meaning, Purpose & Importance of Feminism Essay for Students. Feminism is the belief of the equality of the sexes (men and women). Although Feminism has many different branches, all of them are striving for this goal. To be feminist does not mean that a person has to be female. It is about believing in equality between sexes ...
What Can Feminism Offer Student Leadership Education?
Identity Matters. Feminism is a movement striving for the political, social, and educational equality of all genders. The basic assumptions undergirding feminism are that gender is central to the structure and organization of society; gender inequality exists; and gender inequality should be eliminated (Allan, 2008).
Journal of International Women's Studies
Volume 21, Issue 3 (2020) Feminist Comforts and Considerations amidst a Global Pandemic: New Writings in Feminist and Women's Studies—Winning and Short-listed Entries from the 2019 Feminist Studies Association's (FSA) Annual Student Essay Competition.
108 feminist persuasive speech topics for college students
25 feminist speech topics about beauty & fashion. that from puberty onward a woman is targeted by cosmetic companies. that the shape of woman's body is valued over its health. that physical beauty in a woman is conferred by popular beliefs. that striving for what is regarded as the epitome of female physical perfection destroys women.
Student Essay Competition
The previous winning essays from the FWSA Student Essay Competition can be read online in the Journal of International Women's Studies: Volume 20, Issue 4 (2019) New Writings in Feminist and Women's Studies Winning and Short-listed Entries from the 2018 Feminist and Women's Studies Association's (FWSA) Annual Student Essay Competition
The Revolutionary Practice of Black Feminisms
The black feminist tradition grows not out of other movements, but out of the condition of being both black and a woman. It is a long tradition which resists easy definition and is characterized by its multi-dimensional approach to liberation. ... As the only female student at Howard University Law School, Pauli Murray developed the term Jane ...
A Student's Essay on the Uruguayan Feminist Movement Garners a National
Ph.D. student Victoria Furtado Alonzo (Latin American, Iberian, and Latino Cultures) won a 2023 National Literature Award from the Department of Education and Culture of Uruguay for her essay about the linguistic and political practices of the feminist movement in Montevideo, "¡No nos callamos más!Lenguaje y discurso en el feminismo uruguayo contemporáneo ("We Won't be Silent Anymore!
Student Essay Competition
Student Essay Competition. To encourage a new generation of feminist scholars, the FSA sponsors an annual student essay competition for work which is innovative, interdisciplinary and grounded in feminist theory and practice. After an initial shortlisting process, the top seven entries will be judged by our judging panel to determine the winner.
Student essay contest on women's rights and feminist law reform
Participants will be invited to a student conference on feminist law reform in late February / early March 2024 in Ottawa. Theme: essays must relate to feminist law reform, to NAWL's three priority areas for advocacy, or to their intersections: Topic 1: Ending Violence Against Women: for example, analyze legal frameworks, ...

Essay on Feminism

Importance of Feminism

Impact of Feminism

Conclusion of the Essay on Feminism

FAQ of Essay on Feminism

Customize your course in 30 seconds

Leave a Reply Cancel reply

Download the App

25,000+ students realised their study abroad dream with us. Take the first step today

✍️Essay on Feminism for Students: Samples 150, 250 Words

Essay on Feminism 150 Words

Essay on Feminism 250 Words

Kajal Thareja

Connect With Us

25,000+ students realised their study abroad dream with us. Take the first step today.

Need help with?

Country Preference

Which English test are you planning to take?

When are you planning to take the exam?

Which Degree do you wish to pursue?

What is your budget to study abroad?

Make your study abroad dream a reality in January 2022 with

Essex Direct Admission Day

Feminism Essay – Long Feminism Essay

Importance of Feminism

Feminism Essay: Impacts of Feminism

Feminism Essay: History of Feminism

Feminism Essay FAQs

What is feminism in your own words?

What is feminism in 100 words?

What is feminism in simple words essay?

How to write an essay about feminism?

What is a short paragraph about feminism?

What are examples of feminism?

Related content

Essay on Feminism in Society

Table of contents

Cite this Essay

Related Essays

Still can’t find what you need?

Related Essays on Gender Equality

Related Topics

Get Your Personalized Essay in 3 Hours or Less!

Essays About Feminism: Top 5 Examples Plus Prompts

1. Men Explain Things to Me by Rebecca Solnit

Writing Prompts on Essays about Feminism

44 Student Essay Example: Feminist Criticism

Burning Stereotypes in Ray Bradbury’s “There Will Come Soft Rains”

Works Cited

Share This Book

5 Essays About Feminism

“Trickle-Down Feminism” – Sarah Jaffe

“What No One Else Will Tell You About Feminism” – Lindy West

“Toward a Trans* Feminism” – Jack Halberstam

“Rebecca Solnit: How Change Happens” – Rebecca Solnit

“Bad Feminist” extract – Roxane Gay

You may also like

11 Approaches to Alleviate World Hunger

15 Facts About Malala Yousafzai

12 Ways Poverty Affects Society

15 Great Charities to Donate to in 2024

15 Quotes Exposing Injustice in Society

14 Trusted Charities Helping Civilians in Palestine

The Great Migration: History, Causes and Facts

Social Change 101: Meaning, Examples, Learning Opportunities

Rosa Parks: Biography, Quotes, Impact

Top 20 Issues Women Are Facing Today

Top 20 Issues Children Are Facing Today

15 Root Causes of Climate Change

Essay on Feminist Perspective On Education

100 Words Essay on Feminist Perspective On Education

Equality in Classrooms

Books and Learning Materials

Safe and Supportive Schools

Future Opportunities

250 Words Essay on Feminist Perspective On Education

Girls in the Classroom

Books and Lessons

Teachers and Role Models

Safe Schools for Everyone