UC Students for Gender Studies

What if UCR was a safe and respectful place for women and people of all genders? What if social events at UCR didn’t rely on sexism to entertain students? What if UCR was a place where students would question, rather than celebrate, when Ludacris called out to us at Spring Splash about “UCR girls giving UCR head”? What if UCR was a place where students thought twice about the meaning behind the Adult Swim inflatable slide, where students exited through a woman’s inflatable legs? What if UCR was a campus free of sexual assault and harassment? We are surrounded by objectifying and sexist images in the broader culture. But as university students in pursuit of critical thinking and advanced education, we can do better and we deserve more. How can a university create a safe and respectful environment for women and students of all genders? The answer is simple: EDUCATION. That’s why UCR students are organizing to bring a gender studies breadth requirement to UCR, so that all students may have the opportunity to learn to think critically about the representation of women and to have a more complex understanding of the way gender affects our lives. Support the campaign to make gender studies part of UCR’s general education! Follow us on Facebook (https://www.facebook.com/ucpatriarchy) and twitter (twitter.com/UCPatriarchy)

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Implementing a gender studies requirement would provide an opportunity to foster the agency of all students to act outside the treacherous acceptance of gender inequalities and the unquestioned injustices and violence they perpetuate. Making it mandatory would acknowledge that the complexity of gender's social construction and perception is urgent for everyone to consider; not an alignment with a political stance or an affiliation, but a valuable examination of how our culture forms us and our environment that should always be present.

Katherine Guillen, Master of Fine Art candidate 2016, on the proposed gender studies requirement at UCR.

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PLEASE SIGN THIS PETITION!

PETITION TO MAKE GENDER STUDIES A REQUIREMENT AT UCR!

Education is a university’s most powerful and appropriate tool for addressing gender inequality and gender-related violence on campus. In light of numerous recent incidents exposing UC campuses as often hostile or unsafe environments for women students, the need to step up educational interventions is clear. The evidence is mounting that students would benefit from critical attention to the intersections of gender and violence.

For instance, the Obama administration’s investigation of the mishandling of sexual assault cases on two UC campuses; the recent shootings at UC Santa Barbara described by the male perpetrator as retribution for not receiving the sexual attention from women he believed he deserved; the hostile climate created annually by massive photographic displays of aborted fetuses in the center of UC campuses; and the role of sexism and the objectification of women in the entertainment culture of the university. Two recent examples specific to UCR illustrate the latter problem quite clearly. During Ludacris’ recent performance at UCR’s Spring Splash, he called out to students about “UCR girls giving UCR head!” While sex itself is not the problem, and sex has its place in campus life, we believe UCR has an obligation to teach students to recognize that women are almost always the objects in such representations, and men the agents. This pattern of objectifying women for students’ entertainment was also demonstrated during winter quarter, when UCR’s Associated Students Program Board brought the Adult Swim inflatable funhouse to campus. The funhouse, displayed in the center of campus, featured an exit where students slid through the giant, inflatable open legs of a woman’s body. Arguably, the sort of climate created by these incidents feeds into the stream of sexual violence at UC Riverside.1 A greater awareness of the systems that oppress women, men, lesbian, gay, bisexual, transgender, and queer identified people can be a powerful influence in a university setting where sexual assault, rape, bullying, and hazing are known to occur.

 In light of the normalization of misogyny and gendered violence in the broader culture, we feel it is naïve for us to imagine that UCR students will have the critical thinking skills necessary to question these forces-unless students have been provided with the training and skills to do so. Through inclusion of gender in UCR’s general education program, the campus can take the needed steps to accomplish its goal of, "[setting] an example of respect for all people," as its own Principles of Community stress [3]. As a university that prides itself on academic achievement and a climate of respect, UCR's investment in gender studies will position the campus as a national and global leader that teaches students not only about the crisis of rape culture (on campuses, in the military, and beyond) but also about the central role of gender in shaping how labor is divided, how products are sold, how wars are justified, how children are raised, and almost every other realm of social life.

All students at UCR are required to fulfill an ethnicity requirement by taking one ethnic studies course. This requirement has been a great success, and has helped to promote diversity and student awareness of racial and ethnic inequality in society. Gender and sexuality, in intersection with race, ethnicity, and socioeconomic status, also profoundly shape people’s life chances, their status in society, their sense of self, and their capacity for self-determination. Arguably, it is UCR’s obligation to offer students some insight into the workings of such a powerful and ubiquitous force—if only so that students may be effective at the work they do upon graduation. For instance, many UCR students go on to become teachers in California public high schools, and as mandated by SB 48, teachers in California schools must offer their students some instruction in LGBT history. Of course, to do this effectively, teachers must themselves have training in LGBT history. This is but one example of the direct link between education in genera and sexuality and effectiveness in the very fields that UCR students are most likely to enter...

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It's important to note that UCR's Principles of Community state, 'First, we must ensure that we have an environment that nurtures the intellectual and personal growth of our students, faculty and staff. Second, we must ensure that our campus sets an example of respect for all people. Third, we must ensure that our campus is a safe and welcoming environment for everyone'. We are asking UCR to take that leading step and become the example other universities throughout the state can look up to. To use the power of education that is so valuable to our university in order to ensure that our campus IS safe for those who experience oppression. UCR can act for justice.

Daphne Ferreiro (on the need for a gender studies requirement at UCR)

ASUCR Senate Meeting, May 21, 2014. UCR's Principles of Community

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Gender studies is something that not only women but everyone, regardless of gender, can get behind. As a male who unknowingly benefited from many privileges for most of my life because of my gender, no impetus was ever put onto me to take the perspectives of women or wonder why for example, women have less access to higher paying jobs, why women are vastly underrepresented in every branch of government in our so-called "representative democracy", and why women constantly have their sexuality policed on the media and in everyday social settings. It was only through my exposure to many of my women's studies courses which discussed issues of gender and gender equality that I became aware of such issues. It is my opinion that many of us are living blind, and never question the normalized sexism we live with. I have become deeply committed to gender equality because quite frankly it horrified me that I could be so ignorant to the issues that 51% of the human population face. Because any sexual assault is unacceptable. Because thinking of rape as a part of our society, something that just happens, is unacceptable. Because not caring about sexism just because it might not directly affect you is unacceptable. With 1 in every 4 college women experiencing sexual assault there is a clear need to educate our student body on gender equality so that we may have a safe environment for learning. It is my belief that if our student body was made aware of these issues through the gender studies requirement they too would become invested in fixing these issues of gender inequality. This is a place of higher learning after all, and I just don't think anyone trying to get themselves an education should have to worry about being sexually assaulted in the process.

Zack Gillet, ASUCR Senate Meeting, May 21, 2014.

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Student Senate Votes Unanimously to Bring Gender Studies Requirement to UCR Press release

Riverside, California, May 2014— Students and faculty at the University of California, Riverside are working to bring a gender studies breadth requirement to their campus, ensuring that all students take at least one gender-­related course before they graduate.

On May 21, The Associated Students of UC Riverside (ASUCR) voted 14-­0​ for the requirement to be implemented at the University of California, Riverside. The senate plans to reach out to other UC and California-­b​ased schools to consider improvements to general education.

As of now, the ASUCR senate plans to take the requirement to the faculty senate. UCR already offers 200 courses, across multiple departments, that can fulfill the proposed requirement.

“It was impressive to see how the student organizers and senators commonly supported the place of gender studies in a good UC education -­ one that can prepare them to participate consciously in building a more just future,” said Tammy C. Ho, an associate professor of women’s studies at UCR in attendance at the meeting. “This requirement puts UCR on the vanguard of addressing the rape culture and sexual assault crisis that has been increasingly uncovered on college campuses and in the American military.”

Daphne Ferreiro, an Asian Studies major, was among the 50 students in attendance to support the requirement and speak at the meeting. “We are asking UCR to take that leading step to become the example other universities throughout the state can look up to, to use the power of education that is so valuable to our university in order to ensure that our campus is safe for those who experience oppression,” said Ferreiro. “UCR can act for justice.”

One in four college women report surviving rape according to One in Four USA. Through attention to gender issues in university curriculum, students and faculty at UCR hope to change the outcome of those statistics.

"Because gender is absolutely central in the United States to how work is divided, how products are sold, how wars are justified, how children are raised, and almost every other realm of social life, it makes perfect sense that gender studies would be part of the broad general education that universities provide their students,” said Jane Ward, associate professor of women’s studies at UCR.

Currently, no UC campus requires students to take a course that examines gender or its impact on society. If the student­-endorsed requirement is approved by the faculty, UCR will become a national leader among universities working to address campus sexual assault and gender discrimination.

“A gender studies requirement would allow UCR students that identify as Trans* or Queer to feel safer navigating their way throughout campus and interacting with their peers. It will provide better opportunities for solidarity and dialogue,” said Ashlee Turner, a double major in African American Studies and Women’s Studies, and President of Queer Alliance on campus.

The implementation of the requirement will not prolong students’ time to graduate.

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UC Students for Gender Studies shows it's support on Wednesday, May 21st, 2014 at the ASUCR Senate Meeting.

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ASUCR VOTES 14-0 IN FAVOR!

We had an amazing turnout at the ASUCR Senate Meeting on Wednesday night. In addition to having President of Lean In UCR Club and 2014-2015 ASUCR Senator Summer Shafer, and Campus Safety Escort Mal Har present the proposal for the implementation of the Gender Studies Requirement, four amazing individuals stood at the podium and showed their passion for the proposal by voicing their beliefs as to why an education in Gender Studies would be beneficial to the student body, and beyond.

Questions were asked by the ASUCR Senate Members regarding the feasibility of the proposed requirement, which were efficiently answered and clarified by both Summer Shafer and Mal Har, and within the Student Senate itself. A motion was passed and sustained to use gender-neutral language when speaking about the resolution and to the students. 

A few clauses were also inserted, including having ASUCR Vice President of Internal Affairs push a like resolution to the Academic Senate, a clause to have the ASUCR Vice President of External Affairs introduce a like resolution to the University of California Student Association (UCSA) and to the UC system-wide Academic Senate, and a recommendation by ASUCR to have the Gender Studies Requirement count as a Humanities and Social Sciences elective. 

The ASUCR Senate then motioned to vote on the Resolution 'Gender Issues Affect Everyone: A Proposal to Increase Awareness through a Gender Course Requirement.' Those in favor: 14, Opposed: 0, Abstained: 0. The resolution passes! The crowd goes wild! Senate Members also took some time to thank Associate Professor of Women Studies Jane Ward for the education given to her students over the years, and with them especially.

 It was a very exciting night, and we thank everyone who came out to support UC Students for Gender Studies. Thank you to ASUCR for demonstrating your support for the implementation of a Gender Studies Requirement. We are very excited to have you on board and to move forward with the proposal. 

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Students Mal Har and Summer Shafer presenting the proposal to implement a Gender Studies Requirement at the Associated Students of University of California, Riverside (ASUCR) Senate Meeting, May 21, 2014.

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ASUCR TO VOTE TONIGHT!!!

Join us TONIGHT at the Senate Meeting as they vote on the resolution to support the implementation of a Gender Studies Requirement. The Senate Meeting will take place TODAY, May 21st, 2014, at 6:30pm in room HUB 202. We will have a Solidarity Walk from the Bell Tower to the Senate Chambers shortly before. Plan to meet between 6pm and 6:20pm. Come show your support!

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ASUCR To Vote On Resolution

Join us this Wednesday, May 21st, 2014, as ASUCR votes on the resolution regarding the implementation of a Gender Studies Requirement. 

Wednesday, May 21st, 2014.

6:30pm.

Senate Chambers, 202 Highlander Union Building (HUB) ((2nd floor, above the Student Store)).

'With this requirement, students will have the opportunity to learn to think critically about the representation of women and to have a more complex understanding of the way gender affects our lives.'

Come out and show your support!

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Gender Studies requirement proposed by University of California - Riverside students.

Full article here. Photo credit.

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UCOP Climate Survey

"Higher percentages of women (4%, n = 102), genderqueer respondents (18%, n = 8), LGBQ respondents (6%, n = 19), respondents with disabilities (5%, n = 41), Multi-Minority respondents (7%, n = 6), and U.S. Citizens (3%, n = 114) experienced unwanted sexual contact" (vii)

- Campus Climate Survey results taken at a UC.

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TW: Rape

According to the 2010 UCR Campus Violence Prevention Survey, 2% of respondents at UCR answered "Yes" to the question, "Since your enrollment at UCR has anyone threatened, forced, and/or deliberately deceived you into having sexual intercourse and/or other unwanted sexual activity?"

- (Survey Report p. 29)  

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Students in colleges or universities with more inclusive campus environments feel more equipped to participate in an increasingly multicultural society.

Gurin, P., Dey, E. L., Hurtado, S., & Gurin, G. (2002). Diversity and higher education: Theory and impact on educational outcomes. Harvard Educational Review, 72, 330-365

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