updated Sept 9, 2012
While feminism has changed the lives for many women in a positive way, it has left many other women, as well as men, in not such happy or positive circumstances. One legacy of feminism is the dual career, dual income family, a way of life that benefits only a certain segment of society. This also raises the feminist notion of 'having it all,' a phrase that refers to women having the 'choice' (a favourite word among those who have benefited from feminism and take it for granted), of having both a career and family if they wish, with the money and security to ensure they can live 'the good life'.
The way relationships come together has changed, enough to say here about modern values smply that professional men and women are more likely to join forces, than the earlier ideals of coupledom. In previous eras, a professional man might team up with a non-working woman, possibly educated, perhaps not, but providing him with a good woman to care for the family and look after his home, while also being able to entertain him and his business associates with her grace and wit. Most of us have seen ‘Mad Men’ on tv. In today’s world, however, that scenario is usually very different.
Having it all
‘Having it all’ could not possibly be the bliss implied by the term (see Have it All? Yeah, right!, 2012). Women enter the public sphere alongside men in the hopes of being as free as men seemed to be, to have the power, status and prestige, and the money to keep them safe and secure in this world. But most have to make hard choices about motherhood and work, and struggle to maintain the power they have achieved, at work and in the political arena.
One thing that does come fairly easily for many, however, is how they choose a mate. It looks as though many choose the best they can find, among their associates, friends, and family connections, and perhaps the internet. That may seem obvious, except that today’s world is different than it used to be, prefeminism. Instead of finding a mate and settling down to work part-time or not at all, in the traditional fashion, a woman may well be seeking the best she can while keeping in mind her career goals. That’s to be expected. But if the practice becomes a cultural norm, whereby women who do this become successful, then insist on women they mentor becoming like them, the result could be the closing of ranks on anyone who is different.
Gold diggers
That brings us to the meaning of the term ‘gold digger,’ another phrase that used to have a certain meaning, directed towards non-working women. Among the defintions of gold digger, see these that give no indication that the working status of the woman counts: ‘a woman who associates with or marries a man chiefly for material gain’ (Reference Dictionary), and ‘a woman who only wants relationships with men who are rich’ (Macmillan Dictionary). These definitions suggest that it is not women who marry wealthy men for their money only who are gold diggers. The resources the relationship offers is also important. See also Keli Goff’s piece on Justin Bieber, gold diggers, and feminism, and the blog that I wrote in response.
All in all, it’s a matter of perspective, attitudes, and definitions. Traditionally, women married men who became the breadwinners, while they raised a family. We wouldn't call them gold diggers. But society has changed. Due to feminism, or even though we have feminism, more than ever, women will still seek out the best male they can, and not to be supported and spend their money. It’s the career they’re after, and security in a world filled with insecurity.
Under what circumstances is it fair to apply the term ‘gold digger’ to women who seek wealthy men to marry. The money is what is important to gold diggers, although raising children and keeping a home, or having a career oneself seems to make the term nonapplicable. Perhaps the term is a bit harsh for women who only want what’s best for their family and themselves – or a career. But taking the label out of context or applying it to some situations but not others, and not including the effect it has on the rest of society, may be unconscionable.
Today's world is different. Instead of growing up with specific rules of behaviour, it seems that anything goes. If women act as though they have no fear - of limitations or doing the wrong thing - it's because they have been told for so long they are exceptional people (and that anything that comes out of their mouths is right). Just as it did for men, 50 years ago, the world revolves around them – some of them, depending on social and family background for starters.
When my Dr puts on my referral for a pulmonary test that I "fear cancer', she is not only making a value judgement about me but is placing me squarely within a generation that feared the big C, that couldn't cope with life or death, and that preferred to block out negativity rather than deal with it. And now I have to try to get a specialist to treat me seriously, not as a non-contributing citizen with no reason to make helping me worthwhile.
Social Inequality
Feminism has enabled some women to join the ranks of the well-employed and fulfilled, but left out far too many. Similarities in education between men and women aren't the main marrying point, it seems. Wealth is, or other indicators, as mentioned. Too many educated people are unemployed or underemployed, lacking the relationships or whatever it takes to get on the path to success or fulfilment and wellbeing.
In my blog (see ‘Occupy Movement,’ Dec 10, 2011), I have written about how the Occupiers have been encouraged to blame the top 1% for the world’s economic problems, while those in the top 30% or so must surely be enjoying economic security, well-established in their career, married also to professionals in many cases, living a life of entitlement while denying the real circumstances of those farther down the ladder. As I said there, “Many in the middle classes comprehend (or perhaps would rather not admit) that there are many capable people out there being pushed out, while they edge their way upwards.” Bernie Hammond (‘Don’t shrug off,’ 2011), may be right after all. In order to understand the lives of the poor we do need to study the structure of society, especially how the wealthy got where they did. I hope this piece I am writing will contribute towards that.
A commenter on a piece in the Huffington Post recently made me aware of a term I was unfamiliar with - hypergamy, meaning ‘marrying up’ – while explaining that “hypergamy as a theory has been all but debunked and is not taken seriously.” Yet I found an article about this in Time magazine (The truth about women, 2009), though not naming it hypergamy, stating that this subject – of women, money, and relationships, is taboo.
Traditional femininity
There's something going on behind this view that 'women can have it all.' And I think it might be this that distorts the significance of the phrase and leads to inequality and discord in society. Even though women are told they can have the career, the husband and the kids, there are still aspects of traditional femininity they don't manage to lose. And I'm not talking about being sexy or feminine. That’s just part of how many women are. What many of them might be unable to do, or don't want to, is marry a man with less then themselves and in this way, not only help him to achieve fulfilment and thus success, in this way, but on a larger scale contribute towards lessening social inequality and achieving a more balanced society.
If men and women with money and great careers wouldn’t be so reluctant to form intimate partnerships with those with less money but similar interests and personalities, then the result could be a more blanced society. Otherwise, what we have is the rich marrying the rich and the rest left to struggle.
Conclusion
At the beginning of this piece, I wrote that feminism had changed the world, and not always for the best. In my own life, not knowing anything about feminism until I was approaching midlife, I only knew earlier on that one married someone one felt close to, for whatever reason, and that money or potential had little or nothing to do with it. It was just something women did. In the 17 interviews with women that I did, several told me that they never gave marriage much thought before jumping into it. The interviews were intended to be for a PhD (see ‘Intimacy and Sexuality, 2009), but the university couldn’t/didn’t fund me and I was pushed out. That must have been at about the same time that my ex-husband was pushing for divorce, and I was pressured into signing off on any further claims, despite my situation being so insecure. I guess he wanted to secure his situation and find a new wife, his sister having fortunately been a good-size lottery winner a few years earlier. I was still naive enough to believe in a just world, and my financial situation was so complex, being part of both the UK and Canada, it seemed the best decision (uninformed) at the time. Naïve, yes, in a different world. But no worse, in its own way, than the world today.
Instead of women being suppressed and oppressed, now it’s both men and women who are being pushed down the economic ladder, due to their luck running out, or talents going unnoticed, or not having the money to get an education, or not having the talent or knowledge, or enough ability. Not all the oppressed are the same, just as not all of the well-off are.
Social inequality refers, to a large extent, to people without money being treated as lesser human beings, in so many ways – health care, housing, education, job-seeking, and practically any way you can think of, including not being given credit for contributions they make to their community or society in general. Feminism hasn’t helped in changing that. In fact, feminism has probably made it worse, as women seek power and security in their lives.
Added Sept 9, 2012
Another aspect of feminism and its legacy is the hiring of spouses within the same university While it may be seen as beneficial to the university (see Universities see benefits, Feb 16, 2010) I can’t see that using the excuse of ‘diversity’ to uphold the policy of hiring of academic couples makes any sense at all. Rather, hiring couples simply promotes the idea of coupledom, already an established mainstream norm. According to Professors Anabel Quan-Haase and J. Bruce Morton, the reason for such hiring is "an improved understanding of the needs of women and families." But dual-income academic families aren’t helping society adapt to a poor economy, and the problem of some men and women excluded and unable to find work, or left without meaningful work. Two salaries two health plans, two sets of pension benefits when the time comes – while others struggles. This is the legacy of feminism.
Before I realized that feminism was the fundamental cause of this social inequality I had already written a piece about the hiring of spouses at universities (see The two-career family, Feb 18, 2010). If universities continue to close ranks against unattached individuals with no powerful social network, and if feminists – or women academics – use their relationships with men to secure their own future with no consideration for others, how is this helping the ordinary person, including the unattached ones and the educated ones who wish to pursue a career within academia?
List of sources, by title
Don't shrug off the power of the Occupy movement
By Bernie Hammond
Opinion, Western news
November 17, 2011
http://communications.uwo.ca/western_news/opinions/2011/November/hammond_dont_shrug_off__the_power_of_the_occupy_movement.html
Gold digger: Informal definition
- a woman who associates with or marries a man chiefly for material gain
Reference dictionary
http://dictionary.reference.com/browse/gold+digger
retrieved Feb 4, 2012
Gold digger: definition
- a woman who only wants relationships with men who are rich
Macmillan Dictionary
http://www.macmillandictionary.com/dictionary/british/gold-digger -
retrieved Feb 4, 2012
Have it all? Yeah, right!
By Barbara and Shannon Kelley
Jan 27, 2012
http://www.huffingtonpost.com/shannon-kelley/have-it-all_b_1225945.html
‘Intimacy and Sexuality: single-again older women’
Summary of proposed PhD thesis topic
By Sue McPherson
S A McPherson website
2009
http://samcpherson.homestead.com/files/EssaysandWriting/IntimacySexualityOlderWomen.doc
Occupy movement may be most vapid of all
By Heinz Klatt
Opinions, Western News
November 24, 2011
http://communications.uwo.ca/western_news/opinions/2011/November/klatt_occupy_movement_may_be_most_vapid_of_all_.html
The Occupy Movement: UWO's Klatt and Hammond, and other perspectives
By Sue (Fulham) McPherson
Western News
Dec 10, 2011
http://suemcpherson.blogspot.com/2011/12/occupy-movement-uwos-klatt-and-hammond.html
The Truth About Women, Money and Relationships
By Andrea Sachs
Time magazine
Jan. 07, 2009
http://www.time.com/time/health/article/0,8599,1870066,00.html
retrieved Feb 4, 2012
The two-career family - profs in the ivory tower (added Sept, 2012)
By Sue McPherson
Sue’s Views on the News
Feb 18, 2010
http://suemcpherson.blogspot.ca/2010/02/two-career-family-profs-in-ivory-tower.html
Universities see benefits to hiring spouses as profs (added Sept, 2012)
By Misty Harris, Canwest News Service
Montreal Gazette
Feb 16, 2010
http://www.montrealgazette.com/life/Universities+benefits+hiring+spouses+profs/2571425/story.html
What Justin Bieber and Gold Diggers Can Teach Us About Feminism
by Keli Goff
Huffington Post - Culture
Nov 15, 2011
http://www.huffingtonpost.com/keli-goff/what-justin-bieber-and-go_b_1094032.html?ref=daily-brief?utm_source=DailyBrief&utm_campaign=111511&utm_medium=email&utm_content=BlogEntry&utm_term=Daily%20Brief
retrieved Feb 4, 2012
What Justin Bieber and Gold Diggers Can Teach Us About Feminism
Nov 19, 2011
Sue’s Views on the News
http://suemcpherson.blogspot.com/2011/11/what-justin-bieber-and-feminism-can.html
Showing posts with label university. Show all posts
Showing posts with label university. Show all posts
5 February 2012
24 September 2010
Jessica Dunkley: exceptional achiever and champion for women, Métis and the deaf, or a misuse of funds?
Jessical Dunkley is a high achiever, a role model, and a champion for more than one social group. But is there a limit to how much money should be given to support her high career aspirations?
Jessica is an example to the deaf everywhere, and to Métis, having shown how well these groups can do in the educational system, and in the workplace, with the necessary support to help deal with their physical limitations. Within the category 'women,' many role models, champions and achievers over the years have made their way into the public sphere and are considered role models for their achievements and/or contributions to society. The deaf community and aboriginals, however, are fairly new in their quest for recognition within society, and acknowledgment that they, too, have the ability not just to succeed but to surpass achievements made by most Canadians.
A recent article on this topic appeared in the Globe and Mail (Skilled-interpreter shortage, Sept 22, 2010), followed by a discussion which is also available online. Since then, I have come across three websites online (see list following), which refer to Jessica's struggles and achievements as a deaf person and an aboriginal.
According to the Globe and Mail article, Jessica wants to be able to pursue her ambition to become a dermatologist, and is seeking funding to do so. What it fails to mention, however, is that Jessica is a physiotherapist (see 2008 Recipients). She has already trained and found herself a career, so what would be the advantages and disadvantages of her continuing.
As the article from the University of Ottawa Faculty of Medicine informs us, "there are six Aboriginal students in this year’s graduating class, the second cohort since the inception of the program, whose goal is to graduate 100 Aboriginal students by 2020." If each of these students require funding, and are seeking careers, will any of them be disadvantaged by Jessica's need for training for a second career? It looks as though NAAF only provides the Métis award one time only (see Special One-time Métis Health), so all students get an opportunity to have one, and perhaps that is why the Globe and Mail article was written, to take the matter to the wider public and try and get support for it.
Read the comments at the link provided at the end of the G&M article to see what others think about the issue as it was presented.
I can't help but wonder if this is a matter for the National Aboriginal Achievement Foundation (NAAF), rather than other groups such as the Canadian Association for the Advancement of Women and Sport and Physical Activity (CAAWS) or members of society in general. There are so many students seeking funding who don't get it despite their ability and need, and in fact, so many deaf people, probably, who never receive educational assistance, that it creates a real dilemma as to whether or not granting Jessica the money for a specialized signing interpreter throughout her dermatology program is a wise decision.
Certainly, having persons who can be looked up to, in the deaf community to in the Métis or aboriginal community, is a worthwhile cause, but at whose expense, and how many others? Jessica uses two sign languages, Quebec and American (see A glimpse at the class of 2010), and can speak English (see 2008 Recipients). The cost of having signing interpreters for her program could be as much as $250,000 a year (Skilled-Interpreter shortage). And what happens after that, when she is working with the public, we don't know. How much financial assistance a deaf person could receive due to her disability while working as a dermatologist is another issue.
On the other hand, would it be worthwhile for the deaf and for aboriginals to have this role model who will have exceeded even her own original aspirations when she has completed the degree, being qualified then not for just one, but two careers. If it would help bring down barriers to people with disabilities and to aboriginals, would it be worth the cost? Or would it better to finance more students, so more of them can achieve their goals, even if they are lesser? What does our country value more - helping one go as far as she can, or helping many so that they can work and earn a living?
Added April 13, 2012:
How is Jessica doing? According to the now 2-year-old article in the Globe and Mail, “As a student, her disability would have been accommodated by UBC, which provided interpreters for her at no charge when she pursued an undergraduate degree in physical therapy. Similarly, the University of Ottawa supplied sign-language interpreters during her studies for a medical degree. . . But as a medical resident in B.C., she’s an employee of Vancouver Coastal Health, a provincial health authority” (Skilled-interpreter shortage, Sept 22, 2010).
The costs of supporting her would be enormous, as the same article suggests. “Because she would require the services of more than one interpreter, and because those interpreters would themselves require extensive training, it could cost as much as $250,000 a year to provide her with the help she needs to complete the program” (Skilled-interpreter shortage, Sept 22, 2010).
I’m sure no one would not want her to achieve fulfillment, and to be able to contribute, but as a physiotherapist she would have a lot to offer, particularly in the area of aboriginal health, perhaps more so than being a dermatologist, at far less cost. As one commenter wrote, on Sept 22, 2010:
"Just because we are a relatively rich country does that mean it is OK to be stupid and wasteful of public resources? Just because we can do something does that mean that we should? The reluctance of individuals in the medical ‘establishment’ to say one word about whether this experiment makes any sense or not demonstrates their lack of common sense and most certainly their lack of integrity and courage. Enough of this PC nonsense! This is the country, after all, that somehow thinks that a long gun registry would prevent a murderous rampage by a demented citizen, so I don't hold out much hope. No doubt there are many opportunities for this intelligent woman to shine in modern society, just let's be sensible about it."
Stacey Levitt Women And Sport Memorial Scholarship Recipients
Canadian Association for the Advancement of Women and Sport and Physical Activity (CAAWS)
2008
http://www.caaws.ca/e/grants/levitt/2008.cfm
accessed Sept 24, 2010
Faculty of Medicine celebrates 147 graduating doctors
University of Ottawa News Releases & Announcements
May 19, 2010
http://www.media.uottawa.ca/mediaroom/news-details_1976.html
accessed Sept 24, 2010
Special One-time Métis Health Careers Award recipients
National Aboriginal Achievement Foundation (NAAF)
2009
http://www.naaf.ca/node/211 accessed Sept 24, 2010 Link no longer available
http://samcpherson.homestead.com/files/Miscellaneous/2009_SpecialOneTimeM_tisHealthCareers_Awards.doc
Skilled-interpreter shortage presents hurdle in deaf MD’s quest to become dermatologist
By Wendy Stueck in Vancouver
Globe and Mail
Sep. 22, 2010
http://www.theglobeandmail.com/news/national/british-columbia/skilled-interpreter-shortage-presents-hurdle-in-deaf-mds-quest-to-become-dermatologist/article1717651
This is no longer a direct link to article, although it is available through Globe & Mail
Links updated April 13, 2012
Jessica is an example to the deaf everywhere, and to Métis, having shown how well these groups can do in the educational system, and in the workplace, with the necessary support to help deal with their physical limitations. Within the category 'women,' many role models, champions and achievers over the years have made their way into the public sphere and are considered role models for their achievements and/or contributions to society. The deaf community and aboriginals, however, are fairly new in their quest for recognition within society, and acknowledgment that they, too, have the ability not just to succeed but to surpass achievements made by most Canadians.
A recent article on this topic appeared in the Globe and Mail (Skilled-interpreter shortage, Sept 22, 2010), followed by a discussion which is also available online. Since then, I have come across three websites online (see list following), which refer to Jessica's struggles and achievements as a deaf person and an aboriginal.
According to the Globe and Mail article, Jessica wants to be able to pursue her ambition to become a dermatologist, and is seeking funding to do so. What it fails to mention, however, is that Jessica is a physiotherapist (see 2008 Recipients). She has already trained and found herself a career, so what would be the advantages and disadvantages of her continuing.
As the article from the University of Ottawa Faculty of Medicine informs us, "there are six Aboriginal students in this year’s graduating class, the second cohort since the inception of the program, whose goal is to graduate 100 Aboriginal students by 2020." If each of these students require funding, and are seeking careers, will any of them be disadvantaged by Jessica's need for training for a second career? It looks as though NAAF only provides the Métis award one time only (see Special One-time Métis Health), so all students get an opportunity to have one, and perhaps that is why the Globe and Mail article was written, to take the matter to the wider public and try and get support for it.
Read the comments at the link provided at the end of the G&M article to see what others think about the issue as it was presented.
I can't help but wonder if this is a matter for the National Aboriginal Achievement Foundation (NAAF), rather than other groups such as the Canadian Association for the Advancement of Women and Sport and Physical Activity (CAAWS) or members of society in general. There are so many students seeking funding who don't get it despite their ability and need, and in fact, so many deaf people, probably, who never receive educational assistance, that it creates a real dilemma as to whether or not granting Jessica the money for a specialized signing interpreter throughout her dermatology program is a wise decision.
Certainly, having persons who can be looked up to, in the deaf community to in the Métis or aboriginal community, is a worthwhile cause, but at whose expense, and how many others? Jessica uses two sign languages, Quebec and American (see A glimpse at the class of 2010), and can speak English (see 2008 Recipients). The cost of having signing interpreters for her program could be as much as $250,000 a year (Skilled-Interpreter shortage). And what happens after that, when she is working with the public, we don't know. How much financial assistance a deaf person could receive due to her disability while working as a dermatologist is another issue.
On the other hand, would it be worthwhile for the deaf and for aboriginals to have this role model who will have exceeded even her own original aspirations when she has completed the degree, being qualified then not for just one, but two careers. If it would help bring down barriers to people with disabilities and to aboriginals, would it be worth the cost? Or would it better to finance more students, so more of them can achieve their goals, even if they are lesser? What does our country value more - helping one go as far as she can, or helping many so that they can work and earn a living?
Added April 13, 2012:
How is Jessica doing? According to the now 2-year-old article in the Globe and Mail, “As a student, her disability would have been accommodated by UBC, which provided interpreters for her at no charge when she pursued an undergraduate degree in physical therapy. Similarly, the University of Ottawa supplied sign-language interpreters during her studies for a medical degree. . . But as a medical resident in B.C., she’s an employee of Vancouver Coastal Health, a provincial health authority” (Skilled-interpreter shortage, Sept 22, 2010).
The costs of supporting her would be enormous, as the same article suggests. “Because she would require the services of more than one interpreter, and because those interpreters would themselves require extensive training, it could cost as much as $250,000 a year to provide her with the help she needs to complete the program” (Skilled-interpreter shortage, Sept 22, 2010).
I’m sure no one would not want her to achieve fulfillment, and to be able to contribute, but as a physiotherapist she would have a lot to offer, particularly in the area of aboriginal health, perhaps more so than being a dermatologist, at far less cost. As one commenter wrote, on Sept 22, 2010:
"Just because we are a relatively rich country does that mean it is OK to be stupid and wasteful of public resources? Just because we can do something does that mean that we should? The reluctance of individuals in the medical ‘establishment’ to say one word about whether this experiment makes any sense or not demonstrates their lack of common sense and most certainly their lack of integrity and courage. Enough of this PC nonsense! This is the country, after all, that somehow thinks that a long gun registry would prevent a murderous rampage by a demented citizen, so I don't hold out much hope. No doubt there are many opportunities for this intelligent woman to shine in modern society, just let's be sensible about it."
Stacey Levitt Women And Sport Memorial Scholarship Recipients
Canadian Association for the Advancement of Women and Sport and Physical Activity (CAAWS)
2008
http://www.caaws.ca/e/grants/levitt/2008.cfm
accessed Sept 24, 2010
Faculty of Medicine celebrates 147 graduating doctors
University of Ottawa News Releases & Announcements
May 19, 2010
http://www.media.uottawa.ca/mediaroom/news-details_1976.html
accessed Sept 24, 2010
Special One-time Métis Health Careers Award recipients
National Aboriginal Achievement Foundation (NAAF)
2009
http://www.naaf.ca/node/211 accessed Sept 24, 2010 Link no longer available
http://samcpherson.homestead.com/files/Miscellaneous/2009_SpecialOneTimeM_tisHealthCareers_Awards.doc
Skilled-interpreter shortage presents hurdle in deaf MD’s quest to become dermatologist
By Wendy Stueck in Vancouver
Globe and Mail
Sep. 22, 2010
http://www.theglobeandmail.com/news/national/british-columbia/skilled-interpreter-shortage-presents-hurdle-in-deaf-mds-quest-to-become-dermatologist/article1717651
This is no longer a direct link to article, although it is available through Globe & Mail
Links updated April 13, 2012
12 September 2010
Mature Students: getting a degree, or a lifetime of 'continuing education'
A recent article in the Globe and Mail (Kickin' it old-school, Sept 3, 2010), about mature students going to university to get their degree, brought forth discussion about two kinds of education later on in life. Students are permitted to go to university after they have been out of school for a number of years, their life experience counting towards their acceptance into the undergraduate programs at many universities. The other kind of education for older, or mature students, would be for night courses and other types of 'continuing education' courses, often held at high schools or perhaps colleges as well as universities.
The 'mature students' you might run into at university, taking regular classes along with the younger students, might not always be mature, within themselves. Most of us at Western were not, as I recall, when I went there in the late 80s and early 90s. But we were older than most. Some of us might have had the proper qualifications, the high school graduation certificate, but it seems to me we were all lumped together, regardless.
The idea of 'continung education' encompasses all kinds of education that adults get into later on. It is, in fact, a concept that encompasses the cultural norm in Canada of being involved in education practically from birth to death. It is encouraged by one and all in our society to value education and to partake of it at every opportunity, especially as one grows older and has time on one's hands. To negate it seems to oppose all that we have been brought up to appreciate and believe in. But the reality is, don't expect that it will automatically improve your life. Mature students who return to get their higher education after years away from education may find it tough going trying to make use of their credentials afterwards.
Another recent newspaper article focuses on the new full-day kindergarten programs that are starting up in Canada, another aspect of the idea of 'continuing education,' this time, the decision being made by our government to introduce full-time education (or baby-sitting as some commenters wrote) for 5 year olds. Really, does anyone think our children need this? (See All-day kindergarten, National Post, Sept 8, 2010).
All right, so one more article is required at this point - on home-schooling, or 'unschooling' as some call it! (See More families are deciding, Globe and Mail, Sept 10, 2010). Viewpoints in the article and the comments section on both sides of the issue - worth a read, considering the cultural norm on education that currently presides in Canada. This article rounds out the discussion on education per se, as being of great value according to most people, though what the proponents of unschooling think of mature returners or continuing education classes I wouldn't know.
Finally, this article (The new girl power, Sept 9, 2010) from a British newspaper, The Independent, brings in gender, and youth. In these matters, there couldn't be that much difference between Canada and Britain. I agree - it is a young woman's world. That doesn't mean it's good for our world, and it may not even be good for women. If the women aren't working at what they're good at and enjoy, and if they're constantly struggling for something that's not going to happen - pay parity with men - will they ever be content with what they have achieved?
The baby boomers had better have something more substantial to tell the younger generation, other than the value of 'continuing education.' What have we achieved. What is our legacy? And what happens next?
All-day kindergarten is a waste of money
By Marni Soupcoff
National Post
Sept 8, 2010
http://fullcomment.nationalpost.com/2010/09/08/marni-soupcoff-all-day-kindergarten-is-a-waste-of-money/#more-11052
Kickin' it old-school: The rise of the mature student
By Natalie Stechyson
Globe and Mail
Sept 03, 2010
http://www.theglobeandmail.com/life/family-and-relationships/back-to-school/kickin-it-old-school-the-rise-of-the-mature-student/article1694734
More families are deciding that school’s out – forever
By Kate Hammer
Globe and Mail
Sept 10, 2010
http://www.theglobeandmail.com/life/family-and-relationships/back-to-school/more-families-are-deciding-that-schools-out-forever/article1703185/
The new girl power: Why we're living in a young woman's world
By Alice-Azania Jarvis
The Independent
September 9, 2010
http://www.independent.co.uk/opinion/commentators/the-new-girl-power-why-were-living-in-a-young-womans-world-2074042.html
See, also, this article added Sept 15, 2010.
Not everyone needs a debt-financed university degree to be complete
By Matt Gurney
National Post Full Comment
Sept 14, 2010
http://fullcomment.nationalpost.com/2010/09/14/matt-gurney-not-everyone-needs-a-debt-financed-university-degree-to-be-complete/#more-10914
links updated April 12, 2012
The 'mature students' you might run into at university, taking regular classes along with the younger students, might not always be mature, within themselves. Most of us at Western were not, as I recall, when I went there in the late 80s and early 90s. But we were older than most. Some of us might have had the proper qualifications, the high school graduation certificate, but it seems to me we were all lumped together, regardless.
The idea of 'continung education' encompasses all kinds of education that adults get into later on. It is, in fact, a concept that encompasses the cultural norm in Canada of being involved in education practically from birth to death. It is encouraged by one and all in our society to value education and to partake of it at every opportunity, especially as one grows older and has time on one's hands. To negate it seems to oppose all that we have been brought up to appreciate and believe in. But the reality is, don't expect that it will automatically improve your life. Mature students who return to get their higher education after years away from education may find it tough going trying to make use of their credentials afterwards.
Another recent newspaper article focuses on the new full-day kindergarten programs that are starting up in Canada, another aspect of the idea of 'continuing education,' this time, the decision being made by our government to introduce full-time education (or baby-sitting as some commenters wrote) for 5 year olds. Really, does anyone think our children need this? (See All-day kindergarten, National Post, Sept 8, 2010).
All right, so one more article is required at this point - on home-schooling, or 'unschooling' as some call it! (See More families are deciding, Globe and Mail, Sept 10, 2010). Viewpoints in the article and the comments section on both sides of the issue - worth a read, considering the cultural norm on education that currently presides in Canada. This article rounds out the discussion on education per se, as being of great value according to most people, though what the proponents of unschooling think of mature returners or continuing education classes I wouldn't know.
Finally, this article (The new girl power, Sept 9, 2010) from a British newspaper, The Independent, brings in gender, and youth. In these matters, there couldn't be that much difference between Canada and Britain. I agree - it is a young woman's world. That doesn't mean it's good for our world, and it may not even be good for women. If the women aren't working at what they're good at and enjoy, and if they're constantly struggling for something that's not going to happen - pay parity with men - will they ever be content with what they have achieved?
The baby boomers had better have something more substantial to tell the younger generation, other than the value of 'continuing education.' What have we achieved. What is our legacy? And what happens next?
All-day kindergarten is a waste of money
By Marni Soupcoff
National Post
Sept 8, 2010
http://fullcomment.nationalpost.com/2010/09/08/marni-soupcoff-all-day-kindergarten-is-a-waste-of-money/#more-11052
Kickin' it old-school: The rise of the mature student
By Natalie Stechyson
Globe and Mail
Sept 03, 2010
http://www.theglobeandmail.com/life/family-and-relationships/back-to-school/kickin-it-old-school-the-rise-of-the-mature-student/article1694734
More families are deciding that school’s out – forever
By Kate Hammer
Globe and Mail
Sept 10, 2010
http://www.theglobeandmail.com/life/family-and-relationships/back-to-school/more-families-are-deciding-that-schools-out-forever/article1703185/
The new girl power: Why we're living in a young woman's world
By Alice-Azania Jarvis
The Independent
September 9, 2010
http://www.independent.co.uk/opinion/commentators/the-new-girl-power-why-were-living-in-a-young-womans-world-2074042.html
See, also, this article added Sept 15, 2010.
Not everyone needs a debt-financed university degree to be complete
By Matt Gurney
National Post Full Comment
Sept 14, 2010
http://fullcomment.nationalpost.com/2010/09/14/matt-gurney-not-everyone-needs-a-debt-financed-university-degree-to-be-complete/#more-10914
links updated April 12, 2012
26 March 2010
Project Hero: Free university tuition for children of deceased soldiers
Revised June, 2012
A new policy, begun in 2009 by Retired General Rick Hillier and Honorary Lt. Colonel Kevin Reed, provides scholarships to children of soldiers who have died while in service. Project Hero has been introduced at several colleges and universities across Canada. Some professors at the University of Regina have objected to the program, however, claiming that the program glorifies military action, as does the name itself - Project Hero, and would rather their university had no part in it.
The program appears to be a tuition waiver, with grants for books and tuition presumably supplied by the Canadian Hero Fund. It looks as though the Canadian Hero Fund originally provided the funds for such endeavors, including spouses of the deceased soldiers being eligible as well as their children. Being so closely associated with the universities puts a different slant on the program, however. If the universities voluntarily waive the tuition fees, they will give the impression of taking sides, despite what the universities say.
“Our decision to do this was not at all meant to suggest endorsement of or lack of endorsement of something such as military action. It is purely to support the education pursuits of those for whom it might have been challenging to access post secondary,” said Barb Pollock, spokeswoman for the University of Regina. (Globe and Mail, Mar 26, 2010). But of course it is an endorsement! If they provided free tuition to white supremacists, wouldn't people notice, and wonder? Do we really want our universities to set objectivity aside and become politically associated with this side or that?
It's understandable that the University of Regina would sign up to the program without giving it much thought. They could see how other respected universities had agreed to the program, and at face value, it must have seemed like a good idea. It's just too bad that experts in the field weren't asked for their opinion first, before this step was taken.
The title given to the project is another issue. The old-fashioned idea, especially among military personnel, might well be to think of war and death in war as heroic, but our aim should be, and I thought was starting to be, to perceive war as a necessity, and being a soldier as a career, not mainly as a noble way to die, a means to becoming a hero.
The children and spouses of our fallen soldiers will be provided for, by programs initiated by the military or former military personnel, with ways of donating made easily accessible through the internet. It is not a rejection of the men who served in the military, or of their children, to turn down this request to join Project Hero. But it will be maintaining the purpose of universities, to turn down such a request. Universities should stay away from being seen to take sides, even if that is not their intention. They should avoid stepping into controversy by appearing to take sides.
It is difficult to turn down requests to assist children, the innocent victims of war. But doing so, in this manner, can lead to the kind of society we would rather not have. "Setting up the military as something special leads to a militaristic society" says Art Campbell, retired Wing Commander (see comments following Adrian MacNair blog). He also does not want to see the spouses of deceased soldiers being left out, with diminishing pensions to support them as they grow old.
The emphasis in society is always on youth - children and youth. In February this year, John Babcock died, at the age of 109. He was the last known survivor of WWI, and there was a call for a state funeral to be held for him. He wasn't a hero, in the traditional sense, and he didn't see himself as one, so he declined the offer, previously made to him. Links to four articles about his death are included below - Canada’s last World War I vet, The enduring legacy of an old soldier; How inconvenient the veterans' wishes; and John Babcock's passing. Check for comments by readers about the significance of his life and death. I wouldn't want to see the focus of 'remembering' to be mainly about money - about scholarships to university for the children of soldiers who died.
Added June, 2012
In one of the articles, the words of one veteran are included - a grandfather, Jeffrey Scott Walsh, “who considered the Hero Project a ‘gift’ that the ‘university’s initiated.” He says, “I don’t think it was the families who asked for this help . . . But it’s not fair to students who need financial help and don’t have soldiers in their families.” (Professors slam scholarships, 2010).
Not only that, but the soldiers whose families are being helped through such scholarships are not ones who made it through and returned alive. Only the children of deceased soldiers are eligible. As the daughter of a veteran of WW II, who did return from the war alive and healthy, my experience tells me that financial situations of soldiers and their families don’t automatically improve just because dad comes home. In fact, that is one of the reasons my family emigrated to Canada in 1957, because good jobs were not always easy to find in England after the war.
Besides that, singling out particular groups of individuals to receive assistance is a political gesture, as comments in the National Post articles suggested, though unfortunately, the National Post presumably deletes its comments section of each article soon afterwards, leaving only the article itself available to be read.
The death of John Babcock was symbolic of the sacrifice that soldiers have often been ready to make, for their families and country. Even though he never went to war, he was the last remaining WW I soldier from Canada. He was made a hero of sorts, against his will, but one doesn’t have to die to be a hero. He became a celebrity, but not of his own making. His longevity – and being part of a particular historical period in history now gone forever – has made him someone to remember.
Blood of Heroes Blogspot
http://blood-o-heroes.blogspot.com/2008/04/rick-hillier-man-myth-legend.html
Canada’s last World War I vet, John Babcock, dies
By Nicolaas van Rijn Staff Reporter
Toronto Star
Feb 19, 2010
http://www.thestar.com/news/gta/article/767925--canada-s-last-world-war-i-vet-john-babcock-dies
Canadian Hero Fund: keeping their dreams alive
http://www.herofund.ca/
Criticism of scholarships for children of fallen soldiers draws sharp rebuke
By Jennifer Graham
Globe and Mail (Regina — The Canadian Press)
Mar 26, 2010
http://www.theglobeandmail.com/news/national/criticism-of-scholarships-for-children-of-fallen-soldiers-draws-sharp-rebuke/article1512784/
http://www.globecampus.ca/in-the-news/article/criticism-of-scholarships-for-children-of-fallen-soldiers-draws-sharp-rebuke/
The enduring legacy of an old soldier : He survived!
By J.L. Granatstein
Montreal Gazette
Feb 24, 2010 http://www.montrealgazette.com/opinion/enduring+legacy+soldier+survived/2604717/story.html
How inconvenient the veterans' wishes are to our mythology
By Noah Richler
Globe and Mail
Feb 23, 2010
http://www.theglobeandmail.com/news/opinions/how-inconvenient-the-veterans-wishes-are-to-our-mythology/article1478845 /
Ignorance on display at the University of Regina
By Adrian MacNair
Full Comment, National Post
Mar 25, 2010
http://network.nationalpost.com/NP/blogs/fullcomment/archive/2010/03/25/adrian-macnair-ignorance-on-display-at-the-university-of-regina.aspx
http://fullcomment.nationalpost.com/2010/03/25/adrian-macnair-ignorance-on-display-at-the-university-of-regina/
John Babcock's passing
By Wilfred Edmond
Special to The Windsor Star
Mar 18, 2010
http://www.windsorstar.com/opinion/reader-comments/Gallery+Remembering+John+Babcock/2583336/John+Babcock+passing/2695738/story.html
http://www2.canada.com/windsorstar/news/editorial/story.html?id=79a811ee-cc9e-4de6-aca4-89a2ecc1c23e
McGill Scholarships
http://www.projecthero.ca/
McGill Scholarships
McGill University
http://www.mcgill.ca/studentaid/projecthero/http://www.mcgill.ca/studentaid/projecthero/
Professors slam scholarships for children of dead soldiers
By Josh Campbell
National Post
Mar 25, 2010
http://www.nationalpost.com/news/story.html?id=2722557
http://www.globaltvbc.com/professors+slam+scholarships+children+dead+soldiers/2725039/story.html
Project Hero: Gifting Education to children of our fallen soldiers
http://www.projecthero.ca/
Sask. premier disappointed by Project Hero critics
CBC News
Mar 25, 2010
http://www.cbc.ca/canada/saskatchewan/story/2010/03/25/sk-wall-scholarship-1003.html
The University of Ottawa offers free tuition for children of Canadian military parents killed in action
University of Ottawa
June 30, 2009
http://www.media.uottawa.ca/mediaroom/news-details_1709.html
Links updated June, 2012
A new policy, begun in 2009 by Retired General Rick Hillier and Honorary Lt. Colonel Kevin Reed, provides scholarships to children of soldiers who have died while in service. Project Hero has been introduced at several colleges and universities across Canada. Some professors at the University of Regina have objected to the program, however, claiming that the program glorifies military action, as does the name itself - Project Hero, and would rather their university had no part in it.
The program appears to be a tuition waiver, with grants for books and tuition presumably supplied by the Canadian Hero Fund. It looks as though the Canadian Hero Fund originally provided the funds for such endeavors, including spouses of the deceased soldiers being eligible as well as their children. Being so closely associated with the universities puts a different slant on the program, however. If the universities voluntarily waive the tuition fees, they will give the impression of taking sides, despite what the universities say.
“Our decision to do this was not at all meant to suggest endorsement of or lack of endorsement of something such as military action. It is purely to support the education pursuits of those for whom it might have been challenging to access post secondary,” said Barb Pollock, spokeswoman for the University of Regina. (Globe and Mail, Mar 26, 2010). But of course it is an endorsement! If they provided free tuition to white supremacists, wouldn't people notice, and wonder? Do we really want our universities to set objectivity aside and become politically associated with this side or that?
It's understandable that the University of Regina would sign up to the program without giving it much thought. They could see how other respected universities had agreed to the program, and at face value, it must have seemed like a good idea. It's just too bad that experts in the field weren't asked for their opinion first, before this step was taken.
The title given to the project is another issue. The old-fashioned idea, especially among military personnel, might well be to think of war and death in war as heroic, but our aim should be, and I thought was starting to be, to perceive war as a necessity, and being a soldier as a career, not mainly as a noble way to die, a means to becoming a hero.
The children and spouses of our fallen soldiers will be provided for, by programs initiated by the military or former military personnel, with ways of donating made easily accessible through the internet. It is not a rejection of the men who served in the military, or of their children, to turn down this request to join Project Hero. But it will be maintaining the purpose of universities, to turn down such a request. Universities should stay away from being seen to take sides, even if that is not their intention. They should avoid stepping into controversy by appearing to take sides.
It is difficult to turn down requests to assist children, the innocent victims of war. But doing so, in this manner, can lead to the kind of society we would rather not have. "Setting up the military as something special leads to a militaristic society" says Art Campbell, retired Wing Commander (see comments following Adrian MacNair blog). He also does not want to see the spouses of deceased soldiers being left out, with diminishing pensions to support them as they grow old.
The emphasis in society is always on youth - children and youth. In February this year, John Babcock died, at the age of 109. He was the last known survivor of WWI, and there was a call for a state funeral to be held for him. He wasn't a hero, in the traditional sense, and he didn't see himself as one, so he declined the offer, previously made to him. Links to four articles about his death are included below - Canada’s last World War I vet, The enduring legacy of an old soldier; How inconvenient the veterans' wishes; and John Babcock's passing. Check for comments by readers about the significance of his life and death. I wouldn't want to see the focus of 'remembering' to be mainly about money - about scholarships to university for the children of soldiers who died.
Added June, 2012
In one of the articles, the words of one veteran are included - a grandfather, Jeffrey Scott Walsh, “who considered the Hero Project a ‘gift’ that the ‘university’s initiated.” He says, “I don’t think it was the families who asked for this help . . . But it’s not fair to students who need financial help and don’t have soldiers in their families.” (Professors slam scholarships, 2010).
Not only that, but the soldiers whose families are being helped through such scholarships are not ones who made it through and returned alive. Only the children of deceased soldiers are eligible. As the daughter of a veteran of WW II, who did return from the war alive and healthy, my experience tells me that financial situations of soldiers and their families don’t automatically improve just because dad comes home. In fact, that is one of the reasons my family emigrated to Canada in 1957, because good jobs were not always easy to find in England after the war.
Besides that, singling out particular groups of individuals to receive assistance is a political gesture, as comments in the National Post articles suggested, though unfortunately, the National Post presumably deletes its comments section of each article soon afterwards, leaving only the article itself available to be read.
The death of John Babcock was symbolic of the sacrifice that soldiers have often been ready to make, for their families and country. Even though he never went to war, he was the last remaining WW I soldier from Canada. He was made a hero of sorts, against his will, but one doesn’t have to die to be a hero. He became a celebrity, but not of his own making. His longevity – and being part of a particular historical period in history now gone forever – has made him someone to remember.
Blood of Heroes Blogspot
http://blood-o-heroes.blogspot.com/2008/04/rick-hillier-man-myth-legend.html
Canada’s last World War I vet, John Babcock, dies
By Nicolaas van Rijn Staff Reporter
Toronto Star
Feb 19, 2010
http://www.thestar.com/news/gta/article/767925--canada-s-last-world-war-i-vet-john-babcock-dies
Canadian Hero Fund: keeping their dreams alive
http://www.herofund.ca/
Criticism of scholarships for children of fallen soldiers draws sharp rebuke
By Jennifer Graham
Globe and Mail (Regina — The Canadian Press)
Mar 26, 2010
http://www.theglobeandmail.com/news/national/criticism-of-scholarships-for-children-of-fallen-soldiers-draws-sharp-rebuke/article1512784/
http://www.globecampus.ca/in-the-news/article/criticism-of-scholarships-for-children-of-fallen-soldiers-draws-sharp-rebuke/
The enduring legacy of an old soldier : He survived!
By J.L. Granatstein
Montreal Gazette
Feb 24, 2010 http://www.montrealgazette.com/opinion/enduring+legacy+soldier+survived/2604717/story.html
How inconvenient the veterans' wishes are to our mythology
By Noah Richler
Globe and Mail
Feb 23, 2010
http://www.theglobeandmail.com/news/opinions/how-inconvenient-the-veterans-wishes-are-to-our-mythology/article1478845 /
Ignorance on display at the University of Regina
By Adrian MacNair
Full Comment, National Post
Mar 25, 2010
http://network.nationalpost.com/NP/blogs/fullcomment/archive/2010/03/25/adrian-macnair-ignorance-on-display-at-the-university-of-regina.aspx
http://fullcomment.nationalpost.com/2010/03/25/adrian-macnair-ignorance-on-display-at-the-university-of-regina/
John Babcock's passing
By Wilfred Edmond
Special to The Windsor Star
Mar 18, 2010
http://www.windsorstar.com/opinion/reader-comments/Gallery+Remembering+John+Babcock/2583336/John+Babcock+passing/2695738/story.html
http://www2.canada.com/windsorstar/news/editorial/story.html?id=79a811ee-cc9e-4de6-aca4-89a2ecc1c23e
McGill Scholarships
http://www.projecthero.ca/
McGill Scholarships
McGill University
http://www.mcgill.ca/studentaid/projecthero/http://www.mcgill.ca/studentaid/projecthero/
Professors slam scholarships for children of dead soldiers
By Josh Campbell
National Post
Mar 25, 2010
http://www.nationalpost.com/news/story.html?id=2722557
http://www.globaltvbc.com/professors+slam+scholarships+children+dead+soldiers/2725039/story.html
Project Hero: Gifting Education to children of our fallen soldiers
http://www.projecthero.ca/
Sask. premier disappointed by Project Hero critics
CBC News
Mar 25, 2010
http://www.cbc.ca/canada/saskatchewan/story/2010/03/25/sk-wall-scholarship-1003.html
The University of Ottawa offers free tuition for children of Canadian military parents killed in action
University of Ottawa
June 30, 2009
http://www.media.uottawa.ca/mediaroom/news-details_1709.html
Links updated June, 2012
22 January 2010
Sex for grades in universities
[updated Apr 28, 2012]
The term 'sexual harassment' doesn't get to the underlying issues of many problems within universities, in whichever country one happens to be (the country that is the subject of the article the title is linked to, above, is South Africa). But sex and sexuality, I'm sure, must underlie many situations related to grants and the allocation of TA positions to PhD students, for instance.
I discovered that trying to deal with these, without bringing in the more sensitive aspects of sex and sexual relationships didn't help my situation with teaching or keeping the supervisor of my research. I would say too, as other letters here indicate, that it isn't just a problem associated with men's behaviour, but equally about some women's willingness to use whatever is at their hands to ease their way through the system; and then, not always just to ease their way, but acting politically in matters of sexuality and coupledom, for reasons I'm not clear about.
Thus, one woman's problems with the system might be swept aside by other women more intent on supporting men's 'rights' and desires, it seems. I am now back in Canada where the situation is no different.
Added Apr 28, 2012
'Sex for grades in Africa' (John Morgan, THE, Times Higher Education, UK) opened up this topic for me, and I have left my comments there, and also on the site of the Canadian piece, ‘On-campus sex ban,’ by Dakshana Bascaramurty, which drew over 250 comments - insights from students, professors, parents, law enforcement, as well as teachers and potential teachers and other interested readers.
Other articles have come to my attention from the same time period – the year 2010. It’s good to see someone (a man) presenting what I consider to be practical suggestions for profs in such situations, bordering between consensual relations with students, negotiations for practical rewards, and sometimes, what might be thought of as sexual harassment, when the one with the real power over career or no-career, uses it and causes harm.
In particular I noticed this paragraph by Hugo Schwyzer, "an expert on body image, sexuality and gender justice," and would like to add one change in the wording, which to me must sum up many of the interactions that go on.
Change the first line from ‘When a student has a crush on a teacher or mentor’ to this:
“[When a prof or mentor thinks a student has a crush on him], it’s the job of that prof to “affirm and re-direct.” The affirmation doesn’t have to be as obvious as calling the student out on the crush, unless the student has already confessed it. The key is avoiding three “wrong” responses: shaming or belittling the student, withdrawing from one’s mentoring role, or engaging in amorous relations” (Schwyzer, ‘How do you desexualize that.’)
I recall a professor turning his back on me, after having misinterpreted my behaviour. Having crossed the line, whenever he saw me he turned his back and took off in the other direction. I had looked upon him with admiration, and interest in his work, but that was the end of that. So I do agree with Schwyer that profs do need to learn how to “affirm and re-direct.” It’s not a skill that comes naturally, even though profs are often looked at as the ones who would know what to do, and always do the right thing.
I agree too, with much of what Schwyzer writes in ‘Overselling agency.’ No one is born knowing how to act, how to get what they need and want from a relationship or university education. His focus is one young women, but writing from the perspective of someone who at midlife went to university, single-again as a divorced woman from an overprotective (controlling) marriage, I was ill-prepared for dealing with matters of sexuality and relationships. I thought I had choices, but obviously not. Younger women had the opportunity to engage, without thought, in the kind of behaviour I never did, having been married at age 20, twenty years earlier.
In ‘Crushing student crushes,’ Barry Dank says, “For Schwyzer, students have crushes since students are de facto children. They are not yet grownups who can experience a mature love. Or translated- they have not yet graduated; once they graduate then they are adults. Reminds me of the old idea that a girl cannot become a woman, remains a girl or a child until she married.’
Everyone has their own idea of when a person becomes an adult. It’s true what Dank says, that a common belief used to be that women became adults when they married and became Mrs so and so. Underlying that notion might have been the idea that a married woman was capable of having sex and producing children. In today’s world, I get the impression that becoming an adult, for young women, greatly depends on their willingness to have sex, and most particularly, without feelings, in other words, to have sex on the same terms men have often had sex, historically. Thus, to be an adult is to be more like a man – and that includes the ideas of earning a living and paying taxes, and sometimes, keeping their own name when they marry.
In reality, becoming an adult is a process, and even then, people can resort to childish behaviour (or worse), when the going gets rough. The idea of life stages used to be popular, such as those of Erik Erikson, and I would think there’s more truth to that than the idea of adulthood coming at a particular point in a person’s life. I see this concept of life cycle development as relevant to a person’s sexual development also, as people’s sexual needs and desires change as they grow up, perhaps gain a partner, grow more mature, and grow into old age.
As for female students having sex with their profs, many are young, and most likely either naïve or too knowledgeable about their sexual power to be involved with immature profs. For a year or two, as an undergrad in the early 90s, I was a member of Barry Dank’s asc-l discussion list, on this topic of profs, students, and sexual relations. It ended badly when it came to light that my views and experiences were not the same as theirs. Rather than discuss the topic as having victims on both sides – profs being falsely accused and female students subjected to unwanted advances and being punished for not conforming, I finally realized only one side mattered for the Dank group.
Four of the articles below (from the US) are meant to be read in order. The Hugo Schwyzer and Barry Dank conversation took place via both their websites, starting with
1) Schwyzer’s ‘How do you desexualize that?’ to
2) Dank’s ‘Crushing student crushes,’ to
3) Schwyzer’s ‘Overselling agency’ and back again to
4) Dank’s ‘Response to Hugo Schwyzer (on Overselling agency).’
Another times Higher (THE) article, ‘Sex and the university,’ was mentioned in one of the articles so I have included the link, below, as well as a link to a related post in this blog, 'Lust: one of the seven deadly sins of the academy.'
Crushing student crushes (Response to How do you desexualize that?)
By Barry Dank
Dankprofessor’s weblog
Sept 29, 2010
http://dankprofessor.wordpress.com/2010/09/29/crushing-student-crushes/
How do you desexualize that? A reprint on the “erotics of teaching”
By Hugo Schwyzer
hugoschwyzer.net
Sept 19, 2010
http://www.hugoschwyzer.net/2010/09/19/how-do-you-desexualize-that-a-reprint-on-the-erotics-of-teaching/
Lust: one of the seven deadly sins of the academy
By Sue McPherson
Sue's Views on the NewsSept 19, 2009
http://suemcpherson.blogspot.ca/2009/09/seven-deadly-sins-of-academy.html
On-campus sex ban: Hands off the student body, Prof (with 250 comments)
By Dakshana Bascaramurty
Globe and Mail
Apr 08, 2010
http://www.theglobeandmail.com/life/on-campus-sex-ban-hands-off-the-student-body-prof/article1528269/comments
http://www.theglobeandmail.com/life/on-campus-sex-ban-hands-off-the-student-body-prof/article1528269/
http://samcpherson.homestead.com/files/Miscellaneous/2010_Apr_Comments_OnCampusSexBan.doc (comments only)
Overselling agency: a reply to Barry Dank on teacher-student sex
By Hugo Schwyzer
HugoSchwyzer.net
Sept 30, 2010
http://hugoschwyzer.net/2010/09/30/overselling-agency-a-reply-to-barry-dank-on-teacher-student-sex/
Response to Hugo Schwyzer (on Overselling agency)
By Barry Dank
HugoSchwyzer.net
Oct 1, 2010, at 2:43 pm
http://www.hugoschwyzer.net/2010/09/30/overselling-agency-a-reply-to-barry-dank-on-teacher-student-sex/
Sex and the university
By Hannah Fearn
THE
May 22, 2008
http://www.timeshighereducation.co.uk/story.asp?storycode=401935&encCode=986570951BC54097875JTBS737226611
Sex for grades in Africa's academy
By John Morgan
Times Higher Education (THE) (UK)
21 January 2010
http://www.timeshighereducation.co.uk/story.asp?storycode=410068
Links updated April 2012
The term 'sexual harassment' doesn't get to the underlying issues of many problems within universities, in whichever country one happens to be (the country that is the subject of the article the title is linked to, above, is South Africa). But sex and sexuality, I'm sure, must underlie many situations related to grants and the allocation of TA positions to PhD students, for instance.
I discovered that trying to deal with these, without bringing in the more sensitive aspects of sex and sexual relationships didn't help my situation with teaching or keeping the supervisor of my research. I would say too, as other letters here indicate, that it isn't just a problem associated with men's behaviour, but equally about some women's willingness to use whatever is at their hands to ease their way through the system; and then, not always just to ease their way, but acting politically in matters of sexuality and coupledom, for reasons I'm not clear about.
Thus, one woman's problems with the system might be swept aside by other women more intent on supporting men's 'rights' and desires, it seems. I am now back in Canada where the situation is no different.
Added Apr 28, 2012
'Sex for grades in Africa' (John Morgan, THE, Times Higher Education, UK) opened up this topic for me, and I have left my comments there, and also on the site of the Canadian piece, ‘On-campus sex ban,’ by Dakshana Bascaramurty, which drew over 250 comments - insights from students, professors, parents, law enforcement, as well as teachers and potential teachers and other interested readers.
Other articles have come to my attention from the same time period – the year 2010. It’s good to see someone (a man) presenting what I consider to be practical suggestions for profs in such situations, bordering between consensual relations with students, negotiations for practical rewards, and sometimes, what might be thought of as sexual harassment, when the one with the real power over career or no-career, uses it and causes harm.
In particular I noticed this paragraph by Hugo Schwyzer, "an expert on body image, sexuality and gender justice," and would like to add one change in the wording, which to me must sum up many of the interactions that go on.
Change the first line from ‘When a student has a crush on a teacher or mentor’ to this:
“[When a prof or mentor thinks a student has a crush on him], it’s the job of that prof to “affirm and re-direct.” The affirmation doesn’t have to be as obvious as calling the student out on the crush, unless the student has already confessed it. The key is avoiding three “wrong” responses: shaming or belittling the student, withdrawing from one’s mentoring role, or engaging in amorous relations” (Schwyzer, ‘How do you desexualize that.’)
I recall a professor turning his back on me, after having misinterpreted my behaviour. Having crossed the line, whenever he saw me he turned his back and took off in the other direction. I had looked upon him with admiration, and interest in his work, but that was the end of that. So I do agree with Schwyer that profs do need to learn how to “affirm and re-direct.” It’s not a skill that comes naturally, even though profs are often looked at as the ones who would know what to do, and always do the right thing.
I agree too, with much of what Schwyzer writes in ‘Overselling agency.’ No one is born knowing how to act, how to get what they need and want from a relationship or university education. His focus is one young women, but writing from the perspective of someone who at midlife went to university, single-again as a divorced woman from an overprotective (controlling) marriage, I was ill-prepared for dealing with matters of sexuality and relationships. I thought I had choices, but obviously not. Younger women had the opportunity to engage, without thought, in the kind of behaviour I never did, having been married at age 20, twenty years earlier.
In ‘Crushing student crushes,’ Barry Dank says, “For Schwyzer, students have crushes since students are de facto children. They are not yet grownups who can experience a mature love. Or translated- they have not yet graduated; once they graduate then they are adults. Reminds me of the old idea that a girl cannot become a woman, remains a girl or a child until she married.’
Everyone has their own idea of when a person becomes an adult. It’s true what Dank says, that a common belief used to be that women became adults when they married and became Mrs so and so. Underlying that notion might have been the idea that a married woman was capable of having sex and producing children. In today’s world, I get the impression that becoming an adult, for young women, greatly depends on their willingness to have sex, and most particularly, without feelings, in other words, to have sex on the same terms men have often had sex, historically. Thus, to be an adult is to be more like a man – and that includes the ideas of earning a living and paying taxes, and sometimes, keeping their own name when they marry.
In reality, becoming an adult is a process, and even then, people can resort to childish behaviour (or worse), when the going gets rough. The idea of life stages used to be popular, such as those of Erik Erikson, and I would think there’s more truth to that than the idea of adulthood coming at a particular point in a person’s life. I see this concept of life cycle development as relevant to a person’s sexual development also, as people’s sexual needs and desires change as they grow up, perhaps gain a partner, grow more mature, and grow into old age.
As for female students having sex with their profs, many are young, and most likely either naïve or too knowledgeable about their sexual power to be involved with immature profs. For a year or two, as an undergrad in the early 90s, I was a member of Barry Dank’s asc-l discussion list, on this topic of profs, students, and sexual relations. It ended badly when it came to light that my views and experiences were not the same as theirs. Rather than discuss the topic as having victims on both sides – profs being falsely accused and female students subjected to unwanted advances and being punished for not conforming, I finally realized only one side mattered for the Dank group.
Four of the articles below (from the US) are meant to be read in order. The Hugo Schwyzer and Barry Dank conversation took place via both their websites, starting with
1) Schwyzer’s ‘How do you desexualize that?’ to
2) Dank’s ‘Crushing student crushes,’ to
3) Schwyzer’s ‘Overselling agency’ and back again to
4) Dank’s ‘Response to Hugo Schwyzer (on Overselling agency).’
Another times Higher (THE) article, ‘Sex and the university,’ was mentioned in one of the articles so I have included the link, below, as well as a link to a related post in this blog, 'Lust: one of the seven deadly sins of the academy.'
Crushing student crushes (Response to How do you desexualize that?)
By Barry Dank
Dankprofessor’s weblog
Sept 29, 2010
http://dankprofessor.wordpress.com/2010/09/29/crushing-student-crushes/
How do you desexualize that? A reprint on the “erotics of teaching”
By Hugo Schwyzer
hugoschwyzer.net
Sept 19, 2010
http://www.hugoschwyzer.net/2010/09/19/how-do-you-desexualize-that-a-reprint-on-the-erotics-of-teaching/
Lust: one of the seven deadly sins of the academy
By Sue McPherson
Sue's Views on the NewsSept 19, 2009
http://suemcpherson.blogspot.ca/2009/09/seven-deadly-sins-of-academy.html
On-campus sex ban: Hands off the student body, Prof (with 250 comments)
By Dakshana Bascaramurty
Globe and Mail
Apr 08, 2010
http://www.theglobeandmail.com/life/on-campus-sex-ban-hands-off-the-student-body-prof/article1528269/comments
http://www.theglobeandmail.com/life/on-campus-sex-ban-hands-off-the-student-body-prof/article1528269/
http://samcpherson.homestead.com/files/Miscellaneous/2010_Apr_Comments_OnCampusSexBan.doc (comments only)
Overselling agency: a reply to Barry Dank on teacher-student sex
By Hugo Schwyzer
HugoSchwyzer.net
Sept 30, 2010
http://hugoschwyzer.net/2010/09/30/overselling-agency-a-reply-to-barry-dank-on-teacher-student-sex/
Response to Hugo Schwyzer (on Overselling agency)
By Barry Dank
HugoSchwyzer.net
Oct 1, 2010, at 2:43 pm
http://www.hugoschwyzer.net/2010/09/30/overselling-agency-a-reply-to-barry-dank-on-teacher-student-sex/
Sex and the university
By Hannah Fearn
THE
May 22, 2008
http://www.timeshighereducation.co.uk/story.asp?storycode=401935&encCode=986570951BC54097875JTBS737226611
Sex for grades in Africa's academy
By John Morgan
Times Higher Education (THE) (UK)
21 January 2010
http://www.timeshighereducation.co.uk/story.asp?storycode=410068
Links updated April 2012
22 October 2009
PhD university students: incomplete degrees
Updated May, 2012
In ‘Doctoring the System, 2009, Tara Brabazon makes a list of ten ideas that she believes will create an atmosphere conducive to doctoral students’ completing their degrees and provide valuable information for students, professors, and administration. In general, it appears to be a list that combines both individual traits and the kind that are more about society itself - the structure of the organization and the people in it.
In Item 4, Orientation, Brazabon makes a point of listing “characteristics” of students who didn’t finish their degrees. At the same time, she says that “simply because a student showed one or two of these behavioural markers did not mean they would be unsuccessful.” However, the list of signs itself is a combination of character traits and social circumstances, not solely characteristics of the student alone, so calling it that is not accurate. Perhaps different terms other than ‘characteristics’ and ‘behavioural markers’ could be used, as these imply that the items in the list arise from within the student, are internal to the student, and did not occur due to some event or circumstances nothing to do with the student, or are more about the student being in the wrong place at the wrong time.
Having such a list makes it easier for the university to place the blame for an incomplete degree on the student rather than looking at other circumstances within the university or related to the thesis supervision itself. This is Brazabon’s list (from Item 4):
change of supervision, suspension, intellectual isolation, movement from full-time to part-time enrolment, irregular meetings with a supervisor, returning to study after a long break, an unsupportive partner or employer and a changing family situation, such as divorce or bereavement (Doctoring the System, 2009).
These may be signs of problems for the student in the future, but they are not characteristics of the student her or himself. A change of supervision may happen because the original supervisor turned out not to be the best for the student’s research, if their knowledge or theoretical approach differed too much from the student’s, for example. Changing from full-time to part-time could be a result of not being able to afford the tuition fees and needing to find work.
Seeing going from full-time to part-time as a character flaw is not helpful, though considering it a socioeconomic one would be. Furthermore, if meetings with their supervisor are irregular, that could be a problem with their working relationship, not simply the student not bothering anymore. Supervisors are human beings too. And while a changing family situation can be temporarily disruptive, for either student or supervisor, it doesn’t have to mean the end. In fact, older students, returning after a long break, are often more committed to getting their degree than younger one working on their first.
I am wondering if there are any statistics on these ideas, or if Brabazock is trying to use a commonsense approach.
The fact that research can be controversial, and in any case could well be political, has not been addressed in the article. Besides the research itself, the students themselves are political subjects immersed in a political environment, where race or nationality, and sex and sexuality are among the sources of conflict that can affect the completion of the research thesis. Worse yet, the decision to go forward with the research my be completely out of the control of the students themselves.
Women’s studies, and other groups vying for power in an environment known for its scarce resources can lead to university not being a pleasant place, without the necessary support, financial and otherwise. I agree with the distinction made by one of the commenters, Paul Davies, that being deemed withdrawn is not the same as a candidate being failed or pushed out. But the consequences can be the same when the ‘deemed withdrawn’ student cannot offer an adequate explanation for potential employers or other universities when applying for jobs or to grad school. An incomplete degree gives the impression that the student was incapable of doing the work or had personality problems, or if the reason given was lack of funding, then it appears as though the withdrawn student either lacked ability or their proposed research was not worthwhile. I'm not sure that the consequences of letting a student down are fully realized by those involved. The results can be devastating and life-changing, to be treated in this manner and left to struggle on with a damaged reputation.
Professors might take this decision thoughtlessly, to end a supervisory relationship for the wrong reasons, perhaps thinking it won’t make any difference. For example, if a student was accepted to enter a PhD program but had not quite finished the dissertation for the MA degree - a requirement in Canada but not in the UK, I understand) - the MA research supervisor may simply decide to quit, not bothering to finish up the research and the defense of it so the student has the MA in hand. Move ahead a few months, and the new university discovers that the PhD never got the MA and isn’t going to. This affects their perception of the student, possibly to the extent that they decide this is one student to let go – by withdrawing support and making it difficult to continue.
If, some time in the near future, the original supervisor realizes he made an error in judgement, and permits the student (now not doing a PhD or able to get work) to complete the MA degree and defend the dissertation research, does that absolve him of any responsibility in the effects to the student of not achieving the MA at the appropriate time in the timeline? If not getting it resulted in the student being pushed out of the PhD program in the next university, so several years later the student finally has the MA degree, but is now past the half-century mark in terms of life cycle, and has gaps in resume and an incomplete PhD, whose responsibility is that?
This story illustrates the concept of pop psychology known as the downward spiral. It explains how a person’s life can start to go downhill, and other people’s mistakes and decisions can contribute towards further spiraling down. In the same way, someone doing well in education and at work can experience the upward spiral, which they would no doubt attribute to their own ability and “characteristics,” whereas the reality is that the more they move upwards, the more likely it is that people will be nice to them, giving them things, access to more resources, and better jobs.
How do people find meaning in life after such adversity, not to mention fulfillment and the chance to contribute to society, especially when their experiences are of the kind many would rather not hear about, or their circumstances don’t appear to be worthwhile trying to improve? Fewer choices and options to reinvent one’s life, as well as limited resources and being on the wrong side of fifty can make it far more difficult than it would be for others.
The article by Tara Brabazon discusses far more than this, but my focus has been only on the one item. See the article, and many insightful comments on the THE page.
Doctoring the system
By Tara Brabazon
THE (Times Higher Education) UK
Oct 22, 2009
http://www.timeshighereducation.co.uk/story.asp?storycode=408733
In ‘Doctoring the System, 2009, Tara Brabazon makes a list of ten ideas that she believes will create an atmosphere conducive to doctoral students’ completing their degrees and provide valuable information for students, professors, and administration. In general, it appears to be a list that combines both individual traits and the kind that are more about society itself - the structure of the organization and the people in it.
In Item 4, Orientation, Brazabon makes a point of listing “characteristics” of students who didn’t finish their degrees. At the same time, she says that “simply because a student showed one or two of these behavioural markers did not mean they would be unsuccessful.” However, the list of signs itself is a combination of character traits and social circumstances, not solely characteristics of the student alone, so calling it that is not accurate. Perhaps different terms other than ‘characteristics’ and ‘behavioural markers’ could be used, as these imply that the items in the list arise from within the student, are internal to the student, and did not occur due to some event or circumstances nothing to do with the student, or are more about the student being in the wrong place at the wrong time.
Having such a list makes it easier for the university to place the blame for an incomplete degree on the student rather than looking at other circumstances within the university or related to the thesis supervision itself. This is Brazabon’s list (from Item 4):
change of supervision, suspension, intellectual isolation, movement from full-time to part-time enrolment, irregular meetings with a supervisor, returning to study after a long break, an unsupportive partner or employer and a changing family situation, such as divorce or bereavement (Doctoring the System, 2009).
These may be signs of problems for the student in the future, but they are not characteristics of the student her or himself. A change of supervision may happen because the original supervisor turned out not to be the best for the student’s research, if their knowledge or theoretical approach differed too much from the student’s, for example. Changing from full-time to part-time could be a result of not being able to afford the tuition fees and needing to find work.
Seeing going from full-time to part-time as a character flaw is not helpful, though considering it a socioeconomic one would be. Furthermore, if meetings with their supervisor are irregular, that could be a problem with their working relationship, not simply the student not bothering anymore. Supervisors are human beings too. And while a changing family situation can be temporarily disruptive, for either student or supervisor, it doesn’t have to mean the end. In fact, older students, returning after a long break, are often more committed to getting their degree than younger one working on their first.
I am wondering if there are any statistics on these ideas, or if Brabazock is trying to use a commonsense approach.
The fact that research can be controversial, and in any case could well be political, has not been addressed in the article. Besides the research itself, the students themselves are political subjects immersed in a political environment, where race or nationality, and sex and sexuality are among the sources of conflict that can affect the completion of the research thesis. Worse yet, the decision to go forward with the research my be completely out of the control of the students themselves.
Women’s studies, and other groups vying for power in an environment known for its scarce resources can lead to university not being a pleasant place, without the necessary support, financial and otherwise. I agree with the distinction made by one of the commenters, Paul Davies, that being deemed withdrawn is not the same as a candidate being failed or pushed out. But the consequences can be the same when the ‘deemed withdrawn’ student cannot offer an adequate explanation for potential employers or other universities when applying for jobs or to grad school. An incomplete degree gives the impression that the student was incapable of doing the work or had personality problems, or if the reason given was lack of funding, then it appears as though the withdrawn student either lacked ability or their proposed research was not worthwhile. I'm not sure that the consequences of letting a student down are fully realized by those involved. The results can be devastating and life-changing, to be treated in this manner and left to struggle on with a damaged reputation.
Professors might take this decision thoughtlessly, to end a supervisory relationship for the wrong reasons, perhaps thinking it won’t make any difference. For example, if a student was accepted to enter a PhD program but had not quite finished the dissertation for the MA degree - a requirement in Canada but not in the UK, I understand) - the MA research supervisor may simply decide to quit, not bothering to finish up the research and the defense of it so the student has the MA in hand. Move ahead a few months, and the new university discovers that the PhD never got the MA and isn’t going to. This affects their perception of the student, possibly to the extent that they decide this is one student to let go – by withdrawing support and making it difficult to continue.
If, some time in the near future, the original supervisor realizes he made an error in judgement, and permits the student (now not doing a PhD or able to get work) to complete the MA degree and defend the dissertation research, does that absolve him of any responsibility in the effects to the student of not achieving the MA at the appropriate time in the timeline? If not getting it resulted in the student being pushed out of the PhD program in the next university, so several years later the student finally has the MA degree, but is now past the half-century mark in terms of life cycle, and has gaps in resume and an incomplete PhD, whose responsibility is that?
This story illustrates the concept of pop psychology known as the downward spiral. It explains how a person’s life can start to go downhill, and other people’s mistakes and decisions can contribute towards further spiraling down. In the same way, someone doing well in education and at work can experience the upward spiral, which they would no doubt attribute to their own ability and “characteristics,” whereas the reality is that the more they move upwards, the more likely it is that people will be nice to them, giving them things, access to more resources, and better jobs.
How do people find meaning in life after such adversity, not to mention fulfillment and the chance to contribute to society, especially when their experiences are of the kind many would rather not hear about, or their circumstances don’t appear to be worthwhile trying to improve? Fewer choices and options to reinvent one’s life, as well as limited resources and being on the wrong side of fifty can make it far more difficult than it would be for others.
The article by Tara Brabazon discusses far more than this, but my focus has been only on the one item. See the article, and many insightful comments on the THE page.
Doctoring the system
By Tara Brabazon
THE (Times Higher Education) UK
Oct 22, 2009
http://www.timeshighereducation.co.uk/story.asp?storycode=408733
19 September 2009
Lust: one of the seven deadly sins of the academy
Revised, and links updated May, 2012
The seven deadly sins, which are the subject of this article (The seven deadly sins, 2009) about campuses in the UK, are sartorial inelegance, procrastination, snobbery, lust, arrogance, complacency, and pedantry. THE is the Higher Education supplement for the British newspaper, The Times. The article, especially the section on lust which was written by Terence Kealey, Vice-chancellor of Buckingham University, has attracted a great deal of attention in the UK, and even beyond its borders. See some articles listed below. Kealey also wrote a response to the criticism in the Times Higher (see Terence Kealey: a response, 2009).
Although the original article (The seven deadly sins, 2009) was meant to be humourous -satirical, actually – not everyone saw it as a laughing matter, myself included. The comments following the THE articles, are an indication of how sensitive and demanding the topic of lust is in universities.
It's debatable just how light-hearted the article really is - humourous satire, or serious matters for the academy to think about? From the attention it has received in the British Press, one has to wonder where this will lead.
Two other articles on closely related subject matter that have been published in the Times Higher are ‘Sex and the University’ (2008), and ‘Sex for grades in Africa's academy’ (2010) to which I responded in ‘Sex for grades in universities,’ 2010.
For Canadian input into this subject – of lust, not humour – see the Globe and Mail’s ‘On-campus sex ban: Hands off,’ 2010).
Some of the articles have numerous comments, and I don’t see that there’s anything I can add here without turning to personal experience, so I will just leave it at that.
Buckingham University vice-chancellor defends remarks over female students
By Adam Gabbatt
guardian.co.uk
Sept 23, 2009
http://www.guardian.co.uk/education/2009/sep/23/university-female-students-perk
Curvey females safe for viewing, writes professor
By Husayn Marani
Western Gazette, formerly UWO Gazette
Sept 29, 2009
http://www.uwogazette.ca/2009/09/29/news-briefs-9/
http://issuu.com/uwogazette/docs/03.016_tuesday__september_29__2009
Curvy students 'perk of the job'
By Katherine Sellgren
BBC News education reporter
Sept 23, 2009
http://news.bbc.co.uk/2/hi/uk_news/education/8270475.stm
On-campus sex ban: Hands off the student body, Prof
+ 256 comments
By Dakshana Bascaramurty
Globe and Mail
Apr 08, 2010
http://www.theglobeandmail.com/life/on-campus-sex-ban-hands-off-the-student-body-prof/article1528269/
Senior academic calls female students 'a perk of the job'
By Alison Kershaw, Press Association
Independent
Sept 23, 2009
http://www.independent.co.uk/news/education/education-news/senior-academic-calls-female-students-a-perk-of-the-job-1791904.html
The seven deadly sins of the academy
By Matthew Reisz
THE (Times Higher Education)
Sept 17, 2009
http://www.timeshighereducation.co.uk/story.asp?storycode=408135
Sex and the university
By Hannah Fearn
THE (Times Higher Education)
May 22, 2008
http://www.timeshighereducation.co.uk/story.asp?storycode=401935&encCode=986570951BC54097875JTBS737226611
Sex for grades in Africa's academy
By John Morgan
THE (Times Higher Education)
Jan 21, 2010
http://www.timeshighereducation.co.uk/story.asp?storycode=410068
Sex for grades in universities
By Sue McPherson
Sue’s Views on the News
Jan 22, 2010
http://suemcpherson.blogspot.ca/2010/01/sex-for-grades-in-universities.html
Terence Kealey: a response to criticism
By Terence Kealey
THE (Times Higher Education)
Sept 23, 2009
http://www.timeshighereducation.co.uk/story.asp?storycode=408404
The seven deadly sins, which are the subject of this article (The seven deadly sins, 2009) about campuses in the UK, are sartorial inelegance, procrastination, snobbery, lust, arrogance, complacency, and pedantry. THE is the Higher Education supplement for the British newspaper, The Times. The article, especially the section on lust which was written by Terence Kealey, Vice-chancellor of Buckingham University, has attracted a great deal of attention in the UK, and even beyond its borders. See some articles listed below. Kealey also wrote a response to the criticism in the Times Higher (see Terence Kealey: a response, 2009).
Although the original article (The seven deadly sins, 2009) was meant to be humourous -satirical, actually – not everyone saw it as a laughing matter, myself included. The comments following the THE articles, are an indication of how sensitive and demanding the topic of lust is in universities.
It's debatable just how light-hearted the article really is - humourous satire, or serious matters for the academy to think about? From the attention it has received in the British Press, one has to wonder where this will lead.
Two other articles on closely related subject matter that have been published in the Times Higher are ‘Sex and the University’ (2008), and ‘Sex for grades in Africa's academy’ (2010) to which I responded in ‘Sex for grades in universities,’ 2010.
For Canadian input into this subject – of lust, not humour – see the Globe and Mail’s ‘On-campus sex ban: Hands off,’ 2010).
Some of the articles have numerous comments, and I don’t see that there’s anything I can add here without turning to personal experience, so I will just leave it at that.
Buckingham University vice-chancellor defends remarks over female students
By Adam Gabbatt
guardian.co.uk
Sept 23, 2009
http://www.guardian.co.uk/education/2009/sep/23/university-female-students-perk
Curvey females safe for viewing, writes professor
By Husayn Marani
Western Gazette, formerly UWO Gazette
Sept 29, 2009
http://www.uwogazette.ca/2009/09/29/news-briefs-9/
http://issuu.com/uwogazette/docs/03.016_tuesday__september_29__2009
Curvy students 'perk of the job'
By Katherine Sellgren
BBC News education reporter
Sept 23, 2009
http://news.bbc.co.uk/2/hi/uk_news/education/8270475.stm
On-campus sex ban: Hands off the student body, Prof
+ 256 comments
By Dakshana Bascaramurty
Globe and Mail
Apr 08, 2010
http://www.theglobeandmail.com/life/on-campus-sex-ban-hands-off-the-student-body-prof/article1528269/
Senior academic calls female students 'a perk of the job'
By Alison Kershaw, Press Association
Independent
Sept 23, 2009
http://www.independent.co.uk/news/education/education-news/senior-academic-calls-female-students-a-perk-of-the-job-1791904.html
The seven deadly sins of the academy
By Matthew Reisz
THE (Times Higher Education)
Sept 17, 2009
http://www.timeshighereducation.co.uk/story.asp?storycode=408135
Sex and the university
By Hannah Fearn
THE (Times Higher Education)
May 22, 2008
http://www.timeshighereducation.co.uk/story.asp?storycode=401935&encCode=986570951BC54097875JTBS737226611
Sex for grades in Africa's academy
By John Morgan
THE (Times Higher Education)
Jan 21, 2010
http://www.timeshighereducation.co.uk/story.asp?storycode=410068
Sex for grades in universities
By Sue McPherson
Sue’s Views on the News
Jan 22, 2010
http://suemcpherson.blogspot.ca/2010/01/sex-for-grades-in-universities.html
Terence Kealey: a response to criticism
By Terence Kealey
THE (Times Higher Education)
Sept 23, 2009
http://www.timeshighereducation.co.uk/story.asp?storycode=408404
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