The Social Identity Of Women

This study presents new research and theory addressing the impact of social contexts upon the psychological processes of identity formation by women, and the contribution of social identity theory to the meaning of womanhood.

Using historical evidence as well as personal accounts, Tracy C. Davis examines the reality of conditions for `ordinary' actresses, their working environments, employment patterns and the reasons why acting continued to be such a popular, though insecure, profession. Firmly grounded in Marxist and feminist theory she looks at representations of women on stage, and the meanings associated with and generated by them.

An insightful, and often surprising, look at adolescent girls' socialization in a historically elite, private, single-sex high school.

This innovative volume integrates social identity theory with research on teaching and education to shed new and fruitful light on a variety of different pedagogical concerns and practices. It brings together researchers at the cutting edge of new developments with a wealth of teaching and research experience. The work in this volume will have a significant impact in two main ways. First and foremost, the social identity approach that is applied will provide the theoretical and empirical platform for the development of new and creative forms of practice in educational settings. Just as the application of this theory has made significant contributions in organisational and health settings, a similar benefit will accrue for conceptual and practical developments related to learners and educators – from small learning groups to larger institutional settings – and in the development of professional identities that reach beyond the classroom. The chapters demonstrate the potential of applying social identity theory to education and will stimulate increased research activity and interest in this domain. By focusing on self, social identity and education, this volume investigates with unprecedented clarity the social and psychological processes by which learners’ personal and social self-concepts shape and enhance learning and teaching. Self and Social Identity in Educational Contexts will appeal to advanced students and researchers in education, psychology and social identity theory. It will also be of immense value to educational leaders and practitioners, particularly at tertiary level.

The general objective of this volume is to present and discuss different modes of existence in women’s texts and feminist identity in political and poetic discourse on the one hand, and to analyze the factors which determine differing relationships between women and society, and which result in specific forms of identity on the other. The essays in this volume explore language, gender, mass media, sexuality, class and social change, women’s identity as Blacks and in the Third World as well as the nature of domination, feminine criticism and female creativity. The volume opens with a challenging question by the feminist poet Adrienne Rich, ‘Who is We?’

This anthology brings together extracts from a wide variety of seventeenth-century sources to illustrate the ways in which the cultural notion of `women' was then constructed. historical circumstances of women's lives in the seventeenth century and the cultural notions of `woman' which prevailed then. What did women and men think women should be? Over 200 extracts from books, pamphlets, diaries and letters are arranged under three main headings: female nature, character and behaviour; female roles and affairs; and `feminisms.' Each chapter is introduced by N.H. Keeble who contextualises the extracts and draws out the main issues revised.

Women, Gender and Identity in Third Intermediate Period Egypt clarifies the role of women in Egyptian society during the first millennium BCE, allowing for more nuanced discussions of women in the Third Intermediate Period. It is an intensive study of a corpus that is both geographically and temporally localized around the city of Thebes, which was the cultural and religious centre of Egypt during this period and home to a major national necropolis. Unlike past studies which have relied heavily on literary evidence, Li presents a refreshing material culture-based analysis of identity construction in elite female burial practices. This close examination of the archaeology of women’s burial presents an opportunity to investigate the social, professional and individual identities of women beyond the normative portrayals of the subordinate wife, mother and daughter. Taking a methodological and material culture-based approach which adds new dimensions to scholarly and popular understandings of ancient Egyptian women, this fascinating and important study will aid scholars of Egyptian history and archaeology, and anyone with an interest in women and gender in the ancient world.

In this ethnographic examination of Mexican-American and white girls coming of age in California’s Central Valley, Julie Bettie turns class theory on its head, asking what cultural gestures are involved in the performance of class, and how class subjectivity is constructed in relationship to color, ethnicity, gender, and sexuality. A new introduction contextualizes the book for the contemporary moment and situates it within current directions in cultural theory. Investigating the cultural politics of how inequalities are both reproduced and challenged, Bettie examines the discursive formations that provide a context for the complex identity performances of contemporary girls. The book’s title refers at once to young working-class women who have little cultural capital to enable class mobility; to the fact that analyses of class too often remain insufficiently transformed by feminist, ethnic, and queer studies; and to the failure of some feminist theory itself to theorize women as class subjects. Women without Class makes a case for analytical and political attention to class, but not at the expense of attention to other social formations.