Claiming My Education: Could Hope Be More Inclusive? An Event Review

Claiming My Education: Could Hope Be More Inclusive? An Event Review

by Kelly Gotham

“Student Feature” is our newest addition to the WGS blog. Student-scholars enrolled in WGS courses have consented to share their experiences inside and outside the classroom with the Hope community. Today, one student reviews the April 9, 2019 event, “Could Hope Be More Inclusive?”

On April 9, 2019, I attended the event, “Could Hope Be More Inclusive?,” a student research and activism showcase run by the “Challenging Bodies: Disability, Gender, and Culture” Cultural Heritage class, taught by Dr. Christiana Salah.  

There were several groups presenting about a number of topics, and I walked around to each group’s station to learn more. I could say a lot about each topic, but I will keep it brief.

  • Group one researched American Sign Language (ASL). This group emphasized people’s interest in learning ASL, jobs that incorporate ASL, and the unfortunate reasons why ASL is not taught at Hope.
  • After researching Gender Inclusive Housing, the second group shared Hope is not as gender inclusive as it could be,  mostly because of its affiliation with the Reformed Church in America (RCA) which does not accept the LGBTQ community. The group suggested that for gender inclusivity, Hope would likely have to separate from the RCA.
  • The third group discussed the inaccessibility of Dykstra Hall, a campus dormitory, noting that Dykstra is not wheelchair accessible. They proposed building a ramp next to the external stairs and changing clusters 1-6 to be fully accessible.
  • The next group discussed the need for a Women’s Center on campus. Their research included justifications for a safe space for sexual assault survivors.
  • The following group presented solutions for making the location of The Pull more accessible. The best part? They created a model. The model shows a clear pathway and accessible sitting areas for assistive mobility devices.
  • The last group created a mock patient portal for the Counseling and Psychological Services (CAPS) website where anyone can submit an anonymous entry to get help with mental illness treatment.

    Pictured is the group’s model; this model offers accessibility features for The Pull location.

I thought the event was very well presented and I learned more about how Hope is trying to be a more inclusive campus. A few things there had already been discussed in my WGS 200 class like how Dykstra is not accessible and the need for Gender Inclusive Housing. Something I had never thought of before this event, however, was making the Pull accessible and having an online portal for CAPS.

I have a friend who lived in Dykstra and had to be moved to Cook Hall because she injured her back severely and is unable to use stairs. It is so sad that she was not able to continue living where she has been comfortable all year and be with her friends because of Dykstra’s inaccessibility. It seems like Hope pushes important issues aside because it costs too much to resolve, and that is somewhat concerning. Taking this class and going to this event really broadened my perspective on these topics and now I can share the information I learned with others. Overall, I think the event was very informative and something people should be talking about more. All of the issues presented are important, and I hope they can be adopted. 

 

Are you a WGS major or minor? Or are you enrolled in a WGS course? Would you like to contribute to “Student Feature”? Email wgs AT hope DOT edu.

Claiming Our Education: She Bites Back (Student Feature)

Claiming Our Education: She Bites Back

by Silvia Lepe, Joivenae Uribe, and Hannah Weller

“Student Feature” is our newest addition to the WGS blog. Student-scholars enrolled in WGS courses have consented to share their experiences inside and outside the classroom with the Hope community. Today, three students share their insights from Dr. Kendra R. Parker’s February 28 lecture, “She Bites Back: Black Women as Predators in Life and Lit.”

 

What is “She Bites Back”?

On Thursday, February 28, 2019, we attended “She Bites Back: Black Women as Predators in Life and Lit” where Dr. Kendra R. Parker discussed her research on Black female vampires, including her book, Black Female Vampires in African American Women’s Novels, 1977-2011: She Bites Back (2018). This event was part of the 2019 Hope College Department of English Colloquium Series.

Her research is focused on the identification of “predator” Black women have been given over centuries. She compared the political marginalization that both Black women and vampires have experienced in both reality and fiction and explains the terms “Black women” and “vampire” as interchangeable when considered political threats.

Learning Beyond the Classroom

“I learned way more than I thought I was going to. But I am going to highlight a few of the major points of the event. The first highlight was the presentation. Throughout the entire thing, I was shocked to learn what I did about racism and how vampires were used as a vessel in that. The second highlight was when Dr. Parker explained why she wrote the book and how it evolved from her dissertation to what is now a book. The research she put into it was fascinating to hear about. I also really enjoyed listening to why she chose the books she did in her book and her research. The final highlight for me was the question and answer session at the end. Sometimes when you go to presentations, no one in the audience wants to ask a question, but this was very different. The people in the audience were curious; they wanted to know more and even had comments about things that were shown in the presentation. Overall, it was one presentation that I enjoyed. I will definitely remember this information the next time I watch a vampire show/movie.”

“I have learned a lot from this presentation. I was never into reading books, let alone books about vampires. I never looked into the history of vampires and how many Black people were depicted as vampires and as blood-sucking predators throughout history. I had the chance to learn about many different works of literature about vampires, specifically those that include Black women as vampires or things of that sort or characteristics that can be seen as vampires.  I loved learning how Dr. Parker wanted to change the image of women, specifically the image of Black women, and how in Black women’s literature they are not the “typical” bad vampires that people usually envision. It was very interesting learning about the connections that many see between Black people and vampires. I would have never have seen the connection or would have never known that they were depicted that way until coming to this presentation.”

“One thing I learned from Dr. Parker’s lecture was the depiction of Black folks as vampires. Prior to this lecture, I learned about Black people depicted as animals, but vampires were an entirely new category. In simple terms, Black people were considered monsters. The photo titled “The Vampire that Hovers over North Carolina” depicts a Black person (looks more manly) as a vampire terrorizing a village. Since vampires are considered non-human, the “undead,” depicting a Black person meant society considered them as creatures and monsters that needed to be hunted and ‘eliminated.’”

From the Text to the Stage–and Back

This presentation made us think a lot about Octavia E. Butler’s Mind of My Mind. We know this was one of the books used in the research and presentation and one we read in WGS 200 (Introduction to Women’s and Gender Studies), but we’re thinking more about the systems of oppression that we see throughout the book.

Black people face so much oppression as it is and seeing the ways that they are referred to as bloodsuckers or feeding off things makes it worse. In Mind of My Mind, there is a lot of privilege given to the characters who have telepathic power, and those without are seen as less than–they are even called “Mutes.”

 

Are you a WGS major or minor? Or are you enrolled in a WGS course? Would you like to contribute to “Student Feature”? Email wgs AT hope DOT edu.

WGS and the World: Alumni Interview-Dr. Phillip Waalkes

Meet Our Alumni: Dr. Phillip Waalkes ’04

by Kendra R. Parker

Dr. Phillip Waalkes ‘ 04 graduated with a dual major in English and Psychology with a minor in Women’s Studies.* Dr. Waalkes is a faculty member at the University of Missouri-St. Louis. He credits his Women’s Studies minor as helping him “become more fully [himself].”

What are you doing now? What paths led you to this point?

I am currently an assistant professor in counselor education at the University of Missouri-St. Louis. I have taught classes including theories of counseling, helping relationship skills, individual inventories, and multicultural counseling to students seeking to become clinical mental health counselors or school counselors. I am also conducting research on the development of teaching for counselor educators and college access and persistence for first-generation college students, including lower SES students and students of color.

Before becoming a counselor educator, I worked as a school counselor at a rural k-12 school in western North Carolina. During this time, I got to help develop, implement a virtual early college program where our predominantly first-generation college student population could earn up to a two-year associates degree tuition-free and with the innovative structured supports offer by our program (including student lead conferences, career and college planning, a peer mediation program, and college visits).

How did your WGS education shape you?

 I double majored in English and Psychology at Hope with a minor in Women’s Studies. I had numerous excellent professors who taught my Women’s Studies courses, including Dr. Natalie Dykstra, Dr. Julie Kipp, and Dr. Jane Dickie. My minor in Women’s Studies at Hope helped plant seeds to shape me in numerous ways throughout my life. I would be a lesser counselor, teacher, researcher, husband, and friend if it wasn’t for my WGS minor at Hope. It helped me become more humble and more willing to listen to and empathize with the experiences of everyone. It helped me gain more awareness of my privilege that can hamper my openness to the experiences of others because it is difficult to accept the ways I contribute to a system that caused so much suffering. It also helped me see outside of my own perspective and feel more validated in being the kind of man that fit with who I am instead of who our culture says that men should be. Counseling requires skills our culture has stereotypically classified as more feminine like understanding and discussing emotions, listening, and being responsive to the needs of others. It is hard for me to imagine embracing this fulfilling career path without my Women’s Studies minor. In other words, not being as focused on living up to the limiting traditional parameters of masculinity helped me become more fully myself.

What advice would you give to current WGS students or students considering WGS as a major or minor?

 Everyone’s path and life experiences are different, but I would say: Keep an open mind. Think critically about patriarchy and systems of oppression and ways you see them functioning systemically, institutionally, interpersonally, and interpersonally. Question elements of our culture that many privileged people push out of their minds. Examine yourself. Take action. Discover your voice to challenge prejudiced comments or discriminatory practices. Find connection and solidarity with other WGS students.

If you could teach any WGS course, what would you title it, who is one person you would include on the syllabus, and why?

I would love to teach a course called “Unpacking Toxic Masculinity in the Media.” There are so many movies, tv shows, video games–and more–that portray masculinity in narrow and harmful ways. They often encourage men to put their needs ahead of others and disconnect from their emotions and the important relationships in their lives. For example, think of how many romantic comedies portray heterosexual men “getting the girl” after essentially stalking her despite her repeated assertions that she isn’t interested.

What is a WGS book you read–recently or not-so-recently–that you would call your “favorite”? Why?

 This is a tough question, but if I have to choose just one, it would be Alan G. Johnson’s The Gender Knot: Unraveling our Patriarchal Legacy (1997), which I first read at Hope. Johnson’s engaging and persuasive book was a revelation for me; it helped me understand the advantages white heterosexual men have in our culture and how patriarchy helps them keep those advantages at the expense of others.

* The Hope College Women’s and Gender Studies Program went under a formal name change from “Women’s Studies” to “Women’s and Gender Studies” in fall 2014.

Are you a WGS alum who would like to be featured on our blog? Email us! wgs AT hope DOT edu

WGS and the World: Alumni Interview–Emme Veenbaas ’16

Meet Our Alumni: Emme Veenbaas, Class of 2016 

by Kendra R. Parker

Emme Veenbass ’16  graduated with a double major in Women’s and Gender Studies and English. Currently, Emme works with the Chicago Bar Foundation, and she cites the WGS Program as the “most formative part of [her] college career.”

What are you doing now? What paths led you to this point?

I am currently the Development and Administrative Coordinator at The Chicago Bar Foundation which is the charitable arm of The Chicago Bar Association. Essentially, we raise money for grants to give out to legal aid organizations across Chicago. Before my current position, I was in graduate school at DePaul University for my Master’s degree in Women’s and Gender Studies which I completed in June 2018. Both Hope and DePaul’s programs motivated me to go into a position that was focused on social justice and issues surrounding inequalities.

Did you major/minor in WGS, and if so, how did your WGS major/minor/certificate shape you? If not, how did you come to WGS as an academic discipline?

I majored in WGS alongside English Literature. Being a part of the WGS program was the most formative part of my college career and shifted my plans for after graduation. It provided me with a new lens for how I view the world and to be a more critical consumer of the social structures and systems I participate in.

What advice would you give to current WGS students or students considering WGS as a major or minor?

Absolutely do it! The most common concern or criticism I hear for earning a degree in WGS is that “It’s not practical,” but that is the farthest thing from the truth. The skills and knowledge you learn in WGS support all aspects of your life from personal relationships to employment and beyond.

If you could teach any WGS course, what would you title it, who is one person you would include on the syllabus, and why?

I would teach “The Personal Is Political: An Exploration of the Impact of Feminism in U.S. Politics,” and I would have to include Angela Davis on the syllabus. If you haven’t read Davis’s Freedom is a Constant Struggle: Ferguson, Palestine, and the Foundations of a Movement (2016), what are you waiting for?

What is a WGS book you read–recently or not-so-recently–that you would call your “favorite”? Why?

I referenced Dorothy E. Roberts’ Killing the Black Body: Race, Reproduction and the Meaning of Liberty (1997) in almost all of my graduate school papers, and it’s a great critical examination reproductive injustices women have endured and continue to endure in the United States.

Are you a WGS alum who would like to be featured on our blog? Email us! wgs AT hope DOT edu