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Women Without Class

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Emily Bergstrand

on 3 December 2012

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Transcript of Women Without Class

Meanings behind title:
interest in young women with little cultural capital to enable class mobility
class analysis and social theory remained insufficiently transformed by feminist theory
Each group is performing class descriptions, but are unaware they are doing so. Portraying Waretown High Conclusion Start Summary: Sameness, Difference, and Alliance Women Without Class
By: Julie Bettie Presentation by: Kayla Grant,
Morgan Ondo,
and Emily Bergstrand Most members of school personal do not take seriously the role of peer groups and hierarchies in the high school. Many adults do not take these groups serious and deem them as stereo typing, or do not discuss it as an attempt to act "color blind".
White Groups include: preps, hicks, and smokers/rockers/trash
Mexican-America Groups include: Mexican preps, cholas/cholos, hard-cores
Socioeconomic status
appearance Women Without Class How Working-Class Chicas Get Working-Class Lives The book looks at the social hierarchy of a rural high school in Central Valley, California. It focuses mainly on women of different social classes and ethnicity of white and Mexican-American females. Women Without Class also combines gender and ethnicity to form social class identities. When discussing class Willis is also referenced, however Bettie points out that his downfall is ignoring gender in his studies. Heavy make-up and tight clothes is a typical look for latino women which is often perceived as a cheap look signifying low/working class. Prep/middle class girls experience a longer adolescence if they are college bound but latino girls experience adulthood sooner which signifies their choice of darker colors in clothes and make up as opposed to lighter colors the preps wear. Hard-Living Habitus, Settled-Living Resentment "The distinction between class as an economic category and class as a cultural difference (i.e., cultural capital) was not lost on the girls, as they found humor in the suggestion that Diana and their teacher could be, according to economic criteria, white trash," (97).
Many of the emotional injuries in relation to class or ethnicity are from peer relations
The hierarchy among students is placed and managed by the students themselves.
Women are more visible targets for class envy because they use their consumption as status markers.
They also use claims of authenticity to heal class injury.
ex: This video is a claim by "Little Loca of a pop stars lack of authenticity. Border Work between Classes "Both middle-class girls who were working-class performers and working-class girls who were middle class performers show how class can be conceptualized as a performance, as something that can be put on ans accomplished," (164).
There is no pattern of class origin correlating with orientation. " Without class to blame and without a way to explain who they are both economically and culturally, white working-class students are vulnerable to racist discourses which blame people of color for white working-class lack of mobility," (175).
" By postfeminist I mean and attitude in which young women take certain feminist gains for granted but fail to see them as the achievements of a political struggle," (186).
Girls aspirations are assumed to be influenced by their gender, whereas boys aspirations are influenced by class and race. "...where envisioning class as a universal identity is the product of the failure to treat race, gender, and sexuality as constructs," (204).
"Class analysis should not displace contemporary work on race, gender, and sexuality; rather, we need to rethink the meaning of class by starting with women. Because women, like men, are never without class," (206).
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