Final room schedule

Weekday class: Our final is Monday, 6/9 1:30pm-3:30pm in M330

Friday class: Our final is Friday, 6/6 6:30pm-8:30pm in our regular class room

Both classes must BRING SHARPENED, #2 PENCILS since we will be utilizing scantrons.

Note on tardiness:
Being late to the final exam will not be tolerated. If you are more than 15 minutes late, you may forfeit your right to take the exam.

Weekday class: I need your scantrons!

If you have not yet given me your scantron, I need it! Your grade will say '0' on Blackboard until I have your score.

Also, if you missed the second half of the exam, you need to make it up Monday.

"Motherhood Manifesto" Study guide

Is here.

In lieu of the incident at UC Santa Barbara

If you did not hear about the incident at UC Santa Barbara, please read about it here. Also:

Rape Myths and Facts - Read this

When Women Refuse...-Glance through this


Think about the world we live in, and how it must feel to be a woman in this world. Think about privilege and patriarchy, and what you can do to change it.

Final exam

Friday class will also need to study this guide for their final exam.

Review:
Transnational Feminism
Chimamanda Adiche
Koedt
Sex Positive Feminism 101
Bechdel Test
Carol Queen (handout from class)
Andrea Dworkin (handout from class)
Rape culture
"Motherhood Manifesto"
sexuality

Weekday class ONLY

Please bring your scantrons to class on Thursday! I misplaced the grade sheet I wrote your scores on. I need to see the actual scantrons to give you the right grade.

HW #10

Weekday class: Due Tuesday 5/20
Friday class: Due 5/21

Part 1:
“Myth of the Vaginal Orgasm” Homework Questions

Read this essay and answer the following questions.

1.  What is “the myth” of the vaginal orgasm?  Who “created” this myth and what was the reasoning behind it?

2.  Do a little bit of research on Dr. Freud and his attitudes toward women.  Summarize your findings in 6-8 sentences (remember to cite any direct quotations!).

3.  Explain women’s role in keeping this myth “alive”.   Why do they do it?  What is at risk if this myth is perpetuated?

4.  Do you consider this essay “radical” in nature?  How do you think it was received when it was written?  What was going on the U.S. when this essay was published, (don’t know when it was published?  Find out!)

Part 2:
Please read: "Towards my personal Sex-Positive Feminist 101". 

Think about the following examples from the article.  Does the article "Myth of the Vaginal Orgasm" have any of the examples?  How? 

1) Desire is complicated, and people are different.

2)  Historically, sex has usually been defined in terms of two things: (a) reproduction, and (b) the sexual pleasure of stereotypical men.

3) Women are expected to trade sex to men in exchange for support or romance.

4) Since stereotypical men have historically been much freer to explore their sexuality than people of other genders, the desires of stereotypical men have formed the pattern for “liberated sexuality”.

5).  What do YOU think of "sex positive feminism"?

Weekday class only: short exam review

Please bring a #2 pencil(s) to class, already sharpened!

Review the following:
"Tough Guise"
Gloria Steinem's "Supremacy Crimes"
Power/Control Wheel / Healthy Relationships
Issues with satire (Leslie Jones, Richard Pryor, etc)

My response to all of this tummy-tuck nonsense

NYT "The Baremidriff" article

Muffin Top
My muffin top is all that
Whole grain, low fat
I know you wanna piece of that
But I just wanna dance

Ch-checking out my sweet hips
My sugar coated berry lips
I know you wanna get with this
But I'm just here to dance

So back up off of me
You're weirding me out

Everyone knows the most delicious
Part of the muffin is the top

My muffin top is all that
Whole grain, low fat
I know you wanna piece of that
But I just wanna dance

Ch-checking out my sweet hips
My sugar coated berry lips
I know you wanna get with this
But I'm just here to dance

So back up off of me
You're weirding me out

I'm an independent lady
So do not try to play me
I run a tidy bakery
The boys all want my cake for free
But if you can't shake your fakery
Then kiss my muffin top

Checking out my sweet hips
My sugar coated berry lips
I know you wanna get with this
But I'm just here to dance
Read more at http://www.songlyrics.com/30-rock/muffintop-lyrics/#iTxyz4lxfWxaW3Rp.99

Final exam schedule

Weekday class: Monday 6/9; 1:30pm-3:30pm
Room: TBA

Friday class: Friday 6/6; 6:30pm-8:30pm
Regular classroom

Wish your moms, grandmamas, mothers of your children a Happy Mother's Day!

Professor Valle and her mamma.

HW #9-Reading and Discussion only, you will not need to turn this in

Weekday class: Due Monday, 5/12
Friday class: Due 5/16

Transnational Feminism

Read the following website on Transnational Feminism. Please be sure to watch the videos as well, because it will help put the website into context.

Now read about the controversial Russian activist group, Pussy Riot here and here and why their protest is so important.

Be prepared do discuss the following questions in class:

1. Define "transnational feminism"? Why is it so important?

2. How can we apply Transnational Feminism to Pussy Riot's struggles? What do you think of how the Russian government has dealt with Pussy Riot's activism? Would an organization like Pussy Riot be incarcerated for their actions here in the United States? Why or why not?

3. What other global issues should we examine through a Transnational lens?

We will read the following essay, "Critical Transnational Feminist Praxis" by M. Jaqui Alexander and Chandra Talpade Mohanty, in class, but take a look at it beforehand and become acquainted with it.

HW #8

Weekday class due 5/8
Friday: TBA

Read the following excerpt about feminist standpoint theory (below). And watch this video on Sarah Baartman

Set a timer and write for 10 minutes without stopping. Explain how any or all of these pieces affected you (Sarah Baartman piece, the Leslie Jones piece, the Russian woman piece, the Richard Pryor and the Archie Bunker piece).


Feminist Standpoint theory
Feminist standpoint theorists make three principal claims: (1) Knowledge is socially situated. (2) Marginalized groups are socially situated in ways that make it more possible for them to be aware of things and ask questions than it is for the non-marginalized. (3) Research, particularly that focused on power relations, should begin with the lives of the marginalized. Feminist standpoint theory, then, makes a contribution to epistemology, to methodological debates in the social and natural sciences, to philosophy of science, and to political activism. It has been one of the most influential and debated theories to emerge from second-wave feminist thinking. Feminist standpoint theories place relations between political and social power and knowledge center-stage. These theories are both descriptive and normative, describing and analyzing the causal effects of power structures on knowledge while also advocating a specific route for enquiry, a route that begins from standpoints emerging from shared political struggle within marginalized lives. Feminist standpoint theories emerged in the 1970s, in the first instance from Marxist feminist and feminist critical theoretical approaches within a range of social scientific disciplines. They thereby offer epistemological and methodological approaches that are specific to a variety of disciplinary frameworks, but share a commitment to acknowledging, analyzing and drawing on power/knowledge relationships, and on bringing about change which results in more just societies. Feminist scholars working within a number of disciplines—such as Dorothy Smith, Nancy Hartsock, Hilary Rose, Sandra Harding, Patricia Hill Collins, Alison Jaggar and Donna Haraway—have advocated taking women’s lived experiences, particularly experiences of (caring) work, as the beginning of scientific enquiry. Central to all these standpoint theories are feminist analyses and critiques of relations between material experience, power, and epistemology, and of the effects of power relations on the production of knowledge.

Oooooohhh boy! Let's talk about this in class.

Weekday class: for Tuesday 5/6
Friday class: for 5/9

Read this article on SNL's subversive act in the 1970s, and read the text of the Richard Pryor/Chevy Chase sketch. Here is a link to the actual sketch.

Also, if you didn't read/watch this already, be sure to look at Leslie Jones' Weekend Update appearance on SNL. Also think about the Russian character. There is a lot happening in the first 8 minutes of this sketch.

Please read this article and be prepared to discuss in our next class

In Turkey, Women Shame Male Passengers With 'Close Your Legs' Twitter Campaign

Women around the world groaned in recognition when a Twitter campaign against men who violate women's personal space on public transport took off in Turkey last week.

The 'Close Your Legs' campaign was an initiative of the Istanbul Feminist Collective (IFK) to highlight harassment in public places. In response, countless women shared photos of leg-spreading offenders on buses and trains and the hashtags #bacaklarinitopla (“Close Your Legs”) and #yerimisgaletme (“Don’t Occupy My Space”) started trending on Twitter, according to Turkish newspaper Hurriyet.

The New York Times noted that the campaign poster uses a picture from the New York subway, highlighting that men who spread out in public live everywhere. In fact, there's a whole "Men Taking Up Too Much Space On The Subway" Tumblr account documenting worldwide offenders.

While some of the women participating in the campaign described harassers deliberately violating their personal space, sociologists note that even on a subconscious level, gender stereotypes impact men and women's body language in public places.

As one Turkish activist from IFK told the website Bianet: "This situation is just men ignoring women and believing they own all public spaces. Trying to have the majority space is completely related to desire of power."

The outpouring of "Close Your Legs" tweets last week also served as a pointed reminder of the futility of Turkish Prime Minster Tayyip Erdogan's efforts to block Twitter in the country. After briefly disrupting the service last month, a Turkish court ordered it back online on April 3, saying the ban breached constitutional guarantees on free speech.

Upcoming Extra Credit Opportunities

"Let's Talk About Sex"
Thursday, May 1st
1:30-2:30 in Room U219
Discussion focusing on the importance of regular sexual healthcare and safe sex practices.  Sexually transmitted diseases, self breast and testicular exams will also be demonstrated.  All faculty, staff and students are welcome to attend!
Presenter: Patricia Gregory, Sexual Health Educator 

Weekday class ONLY

Thursday 5/1 we will be meeting in U219 for class. Please turn in HW #7 to me at this event!

HW #7

Weekday class: Due Thursday 5/1
Friday class: Due Friday 5/2

Please read "Supremacy Crimes" by Gloria Steinem and answer the following questions.

1. What is a "supremacy crime"?

2. Based on the wheels below, what is the root cause of violence and aggression toward another person?

3. Think about what you know about violent masculinity in the dominant culture. Does Steinem's essay support or contradict how you have experienced (or seen) violent masculinity?

4. What does she mean when she talks about "degendering violence"? If you do not understand, break it down and try to figure it out.

"There is no greater threat to women than men" - Louis CK

"Tough Guise" Study Guide

"Tough Guise" Study Guide is here.  It is a big document, do not attempt to print!

Look over for Monday/Friday class

Power and Control Wheel, Equality Wheel - Healthy Relationships

Reminder: No Class Wednesday 4/23

Our first day back from Spring Break will be Thursday 4/24

Midterm Review

Weekday class midterm: Thursday 4/10
Friday: 4/25

History 66-Midterm 1

Things to Review:

bell hooks
McIntosh

Beauvoir

“Other”

Marginalized vs. dominant spheres

Venker’s “War on Men”

Master’s tools

Audre Lorde

Killing us softly 4

media literacy

beauty standards

“toxic cultural environment”

Women’s rep in the media

1st Wave feminism

2nd wave feminism and how it relates to Lorde

19th amendment

privilege

dichotomy

gender vs. sex

masculinity and femininity

morally suspect

women perceived as “crazy” (my lecture for disability awareness week)

sex trafficking lecture
Freedom Riders

"Women and madness" lecture

Extra Credit opportunity

Watch one of these videos from the 2014 Women in the World Summit and write a reflection paper on it (the same as the extra credit guidelines).

HW# 6

Weekday class: Due Monday 4/7
Friday Class:  Due TBA

Answer the following questions relating to the film  "Killing Us Softly 4"--LINK TO KEY POINTS LIST

1.According to Jean Kilbourne advertising sells more than just products. What else does it sell?

2.What impact does the use of computer technology have on consumers?

3.According to Kilbourne how does advertising use a woman’s body and what might this lead to?

4.How are African American women depicted in advertising? What is the consequence of such depiction?

5.How does advertising use man’s body? Do men face the same consequences as women? Why? Why Not?

6.How realistic is the concept of thinness in advertising? Explain briefly. What effect might this have on young girls?

7.In what ways does advertising help to construct gender of women?

8.How does the sexualization of kids / teenagers help the advertising industry?

9.What does the sexualization of teenagers/kids lead to?

10.  At the end of the lecture what conclusion does Kilbourne reach in terms of femininity and masculinity?

Sex trafficking: FYI

"You'll Never See this Side of the Super Bowl on TV"

"Inside Lives of American Sex Slaves" short film

HW #5

Weekday class due: Tuesday 4/1
Friday class due: 4/4

Read the following essay:
The Combahee River Collective Statement

Consider how this essay, along with Audre Lorde's "The Master's Tools Will Never Dismantle the Master's House", relate to one another.

• What points did the Combahee River Collective make in 1977? 

• Why do they say it is so difficult to have an open, frank discussion about race in the feminist community?

"War on Men" article

"War on Men" by Suzanne Venker, the article I read to you in class.

"Freedom Riders" Film

Weekday class: Finish by Monday, 3/31
Friday class: Finish by Friday 4/5

"Freedom Riders" on PBS

Extra credit opportunities

Extra Credit instructions

 

Brooklyn in Film: The Landlord

Wednesday, March 26, 2014 6:30PM

Central Library, Dweck Center

Beau Bridges plays Elgar Enders, a privileged WASP who buys a building in the transitional neighborhood of 1970 Park Slope, planning to evict all the occupants and construct a luxury home for himself. Enders’ ideas are changed, however, when he becomes acquainted with the tenants, who include Marge, a fortune-teller; Professor Duboise, a black segregationist; the Copee family; and an invalid couple who live in the basement. He decides to remain as the landlord and help fix the apartment building. Curated and hosted by Glenn Kenny. Dir. Hal Ashby. (1970; 112 min).

Brooklyn Museum: Judy Chicago's "Dinner Party"

Weekday class:

We will be attending this event for class on Thursday, 3/27. We will meet in U219.

Voter Rights Act 1965

The Daily Show
Get More: Daily Show Full Episodes,Indecision Political Humor,The Daily Show on Facebook

Homework #4

Weekday class: Due Monday 3/24
Friday class: Due Friday 3/28

Read the essay, "The Master's Tools Will Never Dismantle the Master's House" by Audre Lorde

Answer the following questions:
1.  What prompted Lorde to write this essay?  
2. What are the "master's tools"?  How do you know what she's talking about?  Give examples.
3.  What is Lorde's claim about race in this essay?  How can this essay be tied to the "white privilege" piece? 
4.  Explain what the following quote means: "Women of today are still being called upon to stretch across the gap of male ignorance and to educate men as to our existence and our needs. This is an
old and primary tool of all oppressors to keep the oppressed occupied with
the master's concerns. "  Can you give an example of this?
5.  What does "the personal is political"?  Where did this phrase originally come from?

Biography and obits

Weekday class: Read for Thursday 3/20
Friday class: Read for Friday 3/21

Read this biography of writer, Joan Didion

And this obituary of Yvonne Brill

Be prepared to discuss.

Friday Syllabus

Link to Friday syllabus

Homework #3

Weekday class: due Monday, 3/17
Friday class: due 3/21

Read:  Abridged version of the "Introduction" to the Second Sex by Simone de Beauvoir and answer the following questions:

Beauvoir Questions
1.  Define the following words: objective, androcentric , virility, emancipation (cite your source!)

2.  Explain what Beauvoir means by “woman as Other”.  How does it relate to our discussion about dominant vs. marginalized?

3.  How has biology argued that women are inferior?

4.  Historically, who has answered for women in society?  What was the justification for this?

Of interest and relevant

"Bossy" girls

also, give this a read for Thursday, 3/13

http://www.dailykos.com/story/2010/07/15/884649/-Why-there-s-no-such-thing-as-Reverse-Racism

Blog entry from Racism 101

Read this and apply it to what we discussed today. I'll ask you about it Thursday.
Taken from Tumblr site: http://racismschool.tumblr.com/

When You Say, “It’s Just a Joke”

While the two most common phrases I hear when people justify saying something racist are “It was just a joke” and “I didn’t mean it THAT way” I find the “Just a joke” to be quite the indictment of the particular racist using this justification.
 

It is a fairly reasonable assumption to believe that saying something is a “Joke” is an implication that the “something” in question is funny to you, right? This isn’t an outlandish concept. This would be a fairly safe thing to assume. So, I can’t help but wonder, why would someone say something racist and when called on it, say it was “Just a joke?”
 

You’ve said something racist. Someone gets upset and yells at you. Maybe even calls you a racist. Your reply, “Calm down, it was just a joke. People are too sensitive.”
 

Okay so, your reply is saying that you thought what you just said is funny, right? Again, this isn’t too far of a stretch to make. Joke=Funny. It makes sense. The problem is, what you are saying is that you believe what you’ve just said is funny. What you just said was racist. You think the racist thing you just said was funny. Your go-to defense was to say that you think racism is funny. Perhaps you didn’t mean it on such a general scale as “All” racism is funny but yes, you did imply that the racist thing you said is amusing to you.
 

We’re getting into critical thinking territory here and I know that certain people who really need to think about this will be furious by this point. ‘Cause as we all know, being called a racist is far worse than being the victim of racism. No really, just ask any racist. None the less, I’m going to have to ask you to really think this out. Let’s be honest with each other here. Racist people DO like racist jokes. I know that YOU are totally “Not racist” and you totally have [Fill in the racial blank] friends and you

“Don’t have hate in your heart” and stuff. But…

You ARE saying that you found the racist thing you just said to be funny.

Please read for class, Tuesday 3/11

Origins of Violence Against Women

Happy International Women's Day!

HW# 2

Weekday class: DUE Monday 3/10
Friday class: DUE Friday 3/14

Read the essay "White Privilege: Unpacking the Invisible Knapsack" by Peggy McIntosh and answer the following questions on a separate piece of paper:

1.  In your own words, what is privilege in reference to this essay?  Give an example of a privilege YOU have.  
2.  What do you think of the list?  Are the things listed still true?  What isn't true?  Give specific examples.  
3.  Explain why you think she usues white privilege to explain male privilege.
4.  Give three examples of male privilege, three examples of heterosexual privilege, and three examples of able-bodied privilege.   
5.  Who has the most privilege in society? 

HW #1

Weekday class: Due Thursday 3/6
Friday class: Due 3/14

Read pages 0-6 (Introduction and Chapter 1) of the following book, Feminism is For Everybody by bell hooks

On a separate sheet of paper that you will turn in at the beginning of class, answer the following questions:

1.  What is the definition of feminism, according to the author?

2.  What are the misconceptions many people have about feminism? Did you have simlar misconceptions?  Explain those.

3. Why did she decide to write this book?

4. Did this excerpt help you understand what feminism means?  Why or why not? How?

Women's History Month

 

 

We will meet AT THE EVENT on the following days:

 Monday 3/17 in MAC Rotunda

Tuesday 3/18 in MAC Rotunda

About you: if you didn't do it in class Monday

Please number your answers.

1. What is your full name?
2. What is your major AND how many semesters have you completed thus far?
3. Have you taken a Women's Studies class before? What class and where?
4. Where do you intend to transfer if anywhere?
5. What is the grade (letter, ie A, B, C, D) you EXPECT to get in this class?
6. What is one thing I should know about you? (ie "I have a child, two jobs, etc)
7. Why should Women's History courses exist?

Weekday Syllabus

Monday, Tuesday, Thursday class syllabus

"Supremacy Crimes" by Gloria Steinem

“Supremacy Crimes” by Gloria Steinem. Steinem is a feminist writer of world renown, and a founding editor of Ms. magazine. The full version of this article appeared in Ms., August/September 1999. Reprinted by permission of Ms. Magazine, ©1999.

You've seen the ocean of television coverage, you've read the headlines: "How to Spot a Troubled Kid," "Twisted Teens," "When Teens Fall Apart."

After the slaughter in Colorado that inspired those phrases, dozens of copycat threats were reported in the same generalized way: "Junior high students charged with conspiracy to kill students and teachers" (in Texas); "Five honor students overheard planning a June graduation bombing" (in New York). Nonetheless, another attack was soon reported: "Youth with 2 Guns Shoots 6 at Georgia School."

I don't know about you, but I've been talking back to the television set, waiting for someone to tell us the obvious: it's not "youth," "our children," or "our teens." It's our sons--and "our" can usually be read as "white," "middle class," and "heterosexual."

We know that hate crimes, violent and otherwise, are overwhelmingly committed by white men who are apparently straight. The same is true for an even higher percentage of impersonal, resentment-driven, mass killings like those in Colorado; the sort committed for no economic or rational gain except the need to say, "I'm superior because I can kill."

White males--usually intelligent, middle class, and heterosexual, or trying desperately to appear so--also account for virtually all the serial, sexually motivated, sadistic killings, those characterized by stalking, imprisoning, torturing, and "owning" victims in death. Think of Edmund Kemper, who began by killing animals, then murdered his grandparents, yet was released to sexually torture and dismember college students and other young women until he himself decided he "didn't want to kill all the coeds in the world." Or David Berkowitz, the son of Sam, who murdered some women in order to feel in control of all women. Or consider Ted Bundy, the charming, snobbish young would-be lawyer who tortured and murdered as many as 40 women, usually beautiful students who were symbols of the economic class he longed to join.

These "senseless" killings begin to seem less mysterious when you consider that they were committed disproportionately by white, non-poor males, the group most likely to become hooked on the drug of superiority. It's a drug pushed by a male-dominant culture that presents dominance as a natural right; a racist hierarchy that falsely elevates whiteness; a materialist society that equates superiority with possessions, and a homophobic one that empowers only one form of sexuality.

As Elliot Leyton reports in Hunting Humans: The Rise of the Modern Multiple Murderer, these killers see their behavior as "an appropriate--even 'manly'--response to the frustrations and disappointments that are a normal part of life." In other words, it's not their life experiences that are the problem, it's the impossible expectation of dominance to which they've become addicted.

This is not about blame. This is about causation. If anything, ending the massive cultural cover-up of supremacy crimes should make heroes out of boys and men who reject violence, especially the notion of superiority, altogether. Even if one believes in a biogenetic component of male aggression, the very existence of gentle men proves that socialization can override it.

Nor is this about attributing such crimes to a single cause. Addiction to the drug of supremacy is not their only root, just the deepest and most ignored one.

But it is truly remarkable, given the relative reasons for anger at injustice in this country, that white, non-poor men have a near-monopoly on multiple killings of strangers, whether serial and sadistic or mass and random. How can we ignore this obvious fact? Others may kill to improve their own condition--in self-defense, or for money or drugs; to eliminate enemies; to declare turf in drive-by shootings; even for a jacket or a pair of sneakers--but white males addicted to supremacy kill even when it worsens their condition or ends in suicide.

Men of color and females are capable of serial and mass killings, and commit just enough to prove it. Think of Colin Ferguson, the crazed black man on the Long Island Railroad, or Wayne Williams, the young black man in Atlanta who kidnapped and killed black boys, apparently to conceal his homosexuality. Think of Waneta Hoyt, the upstate New York woman who strangled her five infant children between 1965 and 1971, disguising their cause of death as sudden infant death syndrome.

Nonetheless, the proportion of serial killings that are not committed by white males is about the same as the proportion of anorexics who are not female. Yet we discuss the gender, race, and class components of anorexia, but not the role of the same factors in producing epidemics among the powerful.

As for the victims, if racial identities had been reversed, would racism remain so little discussed? In fact, the [Colorado] killers themselves said they were targeting blacks and athletes. They used a racial epithet, shot a black male student in the head, and then laughed over the fact that they could see his brain. What if that had been reversed?

What if these two young murderers, who were called "fags" by some of the jocks at Columbine High School, actually had been gay? Would they have got the same sympathy for being gay-baited? What if they had been lovers? Would we hear as little about their sexuality as we now do, even though only their own homophobia could have given the word "fag" such power to humiliate them?

Take one more leap of imagination: suppose these killings had been planned and executed by young women--of any race, sexuality, or class. Would the media still be so uninterested in the role played by gender-conditioning? Would journalists assume that female murderers had suffered from being shut out of access to power in high school, so much so that they were pushed beyond their limits? What if dozens, even hundreds of young women around the country had made imitative threats--as young men have done--expressing admiration for a well-planned massacre and promising to do the same? Would we be discussing their youth more than their gender, as is the case so far with these male killers?

I think we begin to see that our national self-examination is ignoring something fundamental, precisely because it's like the air we breathe: the white male factor, the middle-class and heterosexual one, and the promise of superiority it carries. Yet this denial is self-defeating--to say the least. We will never reduce the number of violent Americans, from bullies to killers, without challenging the assumptions on which masculinity is based: that males are superior to females, that they must find a place in a male hierarchy, and that the ability to dominate someone is so important that even a mere insult can justify lethal revenge. There are plenty of studies to support this view. As Dr. James Gilligan concluded in Violence: Reflections on a National Epidemic, "If humanity is to evolve beyond the propensity toward violence...then it can only do so by recognizing the extent to which the patriarchal code of honor and shame generates and obligates male violence."

I think the way out can be found through a deeper reversal: just as we as society have begun to raise our daughters more like sons--more like whole people--we must begin to raise our sons more like our daughters--that is, to value empathy as well as hierarchy; to measure success by other people's welfare as well as their own.

But first, we have to admit and name the truth about supremacy crimes.