- ocd: my hands are bleeding from all the washing
- everyone: then stop its not that hard
- anorexia: i haven't eaten in days
- everyone: then eat its not that hard
- suicide: i want to die really bad
- everyone: then deal with life its not that hard
- cutting: i know its bad but i need to
- everyone: then dont its not that hard
- choking: i cant breathe
- everyone: breathe its not that hard
- stabbed: i dont want to die
- everyone: then dont its not that hard
- blind: its hard not being able to see
- everyone: then look its not that hard
- 3,000 B.C.: *worships cats*
- 2,000 A.D.: *worships cats*
Thanks to the hyper-gendering of children’s toys, clothes, television shows, picture books, dress-up costumes and perceived interests, the basic rules of childhood play are rife with learned gender politics. The ubiquity of school-sanctioned sports and games – that is, things boys are stereotypically meant to be good at – during primary education, especially when placed against the comparative dearth of stereotypically girlish activities, means that the dynamics of exclusion work primarily against girls. This is because, while boys are seldom confronted with or encouraged to participate recreationally in ‘feminine’ activities, girls are regularly taught and told to engage in ‘masculine’ ones. This means that unless, like my childhood friends, boys decide on their own initiative to befriend girls or take up ‘feminine’ activities, they may never experience gender-exclusion at school; but that girls, thanks to the gendering of sports and particular play activities, almost certainly will. Perhaps more importantly, however, this skewed dynamic means that both boys and girls are taught to associate exclusion with femaleness. In the vast majority of cases, girls aren’t penalised for behaving like boys – after all, teachers encourage them at sports, and girls are allowed to wear boyish clothing – but for being girls doing masculine things. Boys, on the other hand, are penalised both for behaving like girls AND for being boys doing feminine things. Throw in the fact that boys are invariably penalised more harshly for their transgressions than girls – adults police boys who wear dresses; peers police boys who play with dolls – and you end up with a situation where all children, regardless of gender, are absorbing the message that for many things, it’s better to be masculine and male than feminine and female.
We also teach children they live in an equal society.
Clearly, this isn’t true; and as the above should demonstrate, examples of its untruth abound in childhood. But children, by and large, are not critical thinkers, and adults, by and large, are sadly averse to questions from children that challenge the status quo. Asked whether boys can wear make-up, for instance, it doesn’t seem unreasonable to assume that many, if not most parents would answer that no, they can’t; or that they could, technically, but don’t; or that make-up is just for girls; or even that it’s wrong for boys to do so. And because their question has been answered in accordance with what they see in the world, most children will probably nod and store that information safely away, so that if, some time in the future, they do see a boy or man wearing make-up, they’ll instinctively find it troubling – even though their original question has long since been forgotten. And all of that only concerns gender differences: throw in the additional and equally complex problems of race, nationality, sexual orientation and culture, and you’ve got yourself a maelstrom of youthfully-learned biases. […]
How, then, does any of this relate to the frankly incendiary notion that teaching equality hurts men?
Because of everyone, straight, white men are the least likely people to experience exclusion and inequality first-hand during their youth, and are therefore the most likely to disbelieve its existence later in life. Unless they seek out ‘feminine’ pastimes as children – and why would they, when so much of boy-culture tells them not to? – they will never be rebuked or excluded on the basis of gender. Unless someone actively takes the time to convince them otherwise, they will learn as teens that the world is an equal place – an assertion that gels absolutely with their personal experiences, such that even if women, LGBTQ individuals and/or POC are rarely or never visible in their world, they are nonetheless unlikely to stop and question it. They will likely study white-male-dominated curricula, laugh ironically at sexist, racist and homophobic jokes, and participate actively in a popular culture saturated with successful, varied, complex and interesting versions of themselves – and this will feel right and arouse no suspicion whatever, because this is what equality should feel like. They will experience no sexual or racial discrimination when it comes to getting a job and will, on average, earn more money than the women and POC around them – and if they stop to reflect on either of these things, they’ll do so in the knowledge that, as the world is equal, any perceived hierarchical differences are simply reflective of the meritocracy at work.” —Why Teaching Equality Hurts Men
This post reminded me of this.
(Also check out her other stuff, Foz Meadows is amazing)
if you think my posts are ridiculous you should see my life choices.
Better get my shit packed for Hogwarts the train leaves tomorrow
there’s more fake laughter on disney channel than there is acting
i express my feelings through other peoples text posts
i’m jealous of people who have cute laughs and fast metabolisms and nice teeth and good hair and can just make any outfit look good and get along with everyone and are great at sports and do well in school bc none of that is me
- carly: i threw a wish in the well
- me: how do you throw a wish in---
- carly: don't ask me i'll never tell
- me: ok
I don’t feel like I have a disease.
I feel like I just am.