Why We Still Need the Equal Rights Amendment Sarah M
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Working Mothers and the Postponement of Women's
SUK_FINAL PROOF_REDLINE.DOCX (DO NOT DELETE) 3/13/2021 4:13 AM WORKING MOTHERS AND THE POSTPONEMENT OF WOMEN’S RIGHTS FROM THE NINETEENTH AMENDMENT TO THE EQUAL RIGHTS AMENDMENT JULIE C. SUK* The Nineteenth Amendment’s ratification in 1920 spawned new initiatives to advance the status of women, including the proposal of another constitutional amendment that would guarantee women equality in all legal rights, beyond the right to vote. Both the Nineteenth Amendment and the Equal Rights Amendment (ERA) grew out of the long quest to enshrine women’s equal status under the law as citizens, which began in the nineteenth century. Nearly a century later, the ERA remains unfinished business with an uncertain future. Suffragists advanced different visions and strategies for women’s empowerment after they got the constitutional right to vote. They divided over the ERA. Their disagreements, this Essay argues, productively postponed the ERA, and reshaped its meaning over time to be more responsive to the challenges women faced in exercising economic and political power because they were mothers. An understanding of how and why *Professor of Sociology, Political Science, and Liberal Studies, The Graduate Center of the City University of New York, and Florence Rogatz Visiting Professor of Law (fall 2020) and Senior Research Scholar, Yale Law School. Huge thanks to Saul Cornell, Deborah Dinner, Vicki Jackson, Michael Klarman, Jill Lepore, Suzette Malveaux, Jane Manners, Sara McDougall, Paula Monopoli, Jed Shugerman, Reva Siegel, and Kirsten Swinth. Their comments and reactions to earlier iterations of this project conjured this Essay into existence. This Essay began as a presentation of disconnected chunks of research for my book, WE THE WOMEN: THE UNSTOPPABLE MOTHERS OF THE EQUAL RIGHTS AMENDMENT (2020) , but the conversations generated by law school audiences nudged me to write a separate essay to explore more thoroughly how the story of suffragists’ ERA dispute after the Nineteenth Amendment affects the future of constitutional lawmaking. -
Cultural Anthropology Through the Lens of Wikipedia: Historical Leader Networks, Gender Bias, and News-Based Sentiment
Cultural Anthropology through the Lens of Wikipedia: Historical Leader Networks, Gender Bias, and News-based Sentiment Peter A. Gloor, Joao Marcos, Patrick M. de Boer, Hauke Fuehres, Wei Lo, Keiichi Nemoto [email protected] MIT Center for Collective Intelligence Abstract In this paper we study the differences in historical World View between Western and Eastern cultures, represented through the English, the Chinese, Japanese, and German Wikipedia. In particular, we analyze the historical networks of the World’s leaders since the beginning of written history, comparing them in the different Wikipedias and assessing cultural chauvinism. We also identify the most influential female leaders of all times in the English, German, Spanish, and Portuguese Wikipedia. As an additional lens into the soul of a culture we compare top terms, sentiment, emotionality, and complexity of the English, Portuguese, Spanish, and German Wikinews. 1 Introduction Over the last ten years the Web has become a mirror of the real world (Gloor et al. 2009). More recently, the Web has also begun to influence the real world: Societal events such as the Arab spring and the Chilean student unrest have drawn a large part of their impetus from the Internet and online social networks. In the meantime, Wikipedia has become one of the top ten Web sites1, occasionally beating daily newspapers in the actuality of most recent news. Be it the resignation of German national soccer team captain Philipp Lahm, or the downing of Malaysian Airlines flight 17 in the Ukraine by a guided missile, the corresponding Wikipedia page is updated as soon as the actual event happened (Becker 2012. -
Rational Basis "Plus" Thomas B
University of Minnesota Law School Scholarship Repository Constitutional Commentary 2017 Rational Basis "Plus" Thomas B. Nachbar Follow this and additional works at: https://scholarship.law.umn.edu/concomm Part of the Law Commons Recommended Citation Nachbar, Thomas B., "Rational Basis "Plus"" (2017). Constitutional Commentary. 1094. https://scholarship.law.umn.edu/concomm/1094 This Article is brought to you for free and open access by the University of Minnesota Law School. It has been accepted for inclusion in Constitutional Commentary collection by an authorized administrator of the Scholarship Repository. For more information, please contact [email protected]. NACHBAR_DRAFT 4.DOCX (DO NOT DELETE) 7/13/17 12:45 PM RATIONAL BASIS “PLUS” Thomas B. Nachbar* INTRODUCTION The Supreme Court has asserted the power to review the substance of state and federal law for its reasonableness for almost 200 years.1 Since the mid-1960s, that review has taken the form of the “familiar ‘rational basis’ test,”2 under which the Court will strike a statute if it is not rationally related to a legitimate governmental interest.3 The test is hardly perfect. It lacks, for one thing any textual basis in the Constitution.4 It has been criticized from both ends, as alternatively a judicial usurpation of legislative power5 or “tantamount to no review at all.”6 But the Court has applied it for decades,7 and while the test is not universally loved, neither is it particularly controversial, at least as rules of constitutional law go. If rational basis scrutiny itself is largely uncontroversial, the same cannot be said for so-called “rational basis with bite,” “rational basis with teeth,” or—as I shall call it—“rational basis plus” review.8 Rational basis plus is, as Justice O’Connor * Professor of Law, University of Virginia School of Law. -
Nondelegation and the Unitary Executive
NONDELEGATION AND THE UNITARY EXECUTIVE Douglas H. Ginsburg∗ Steven Menashi∗∗ Americans have always mistrusted executive power, but only re- cently has “the unitary executive” emerged as the bogeyman of Amer- ican politics. According to popular accounts, the idea of the unitary executive is one of “presidential dictatorship”1 that promises not only “a dramatic expansion of the chief executive’s powers”2 but also “a minimum of legislative or judicial oversight”3 for an American Presi- dent to exercise “essentially limitless power”4 and thereby to “destroy the balance of power shared by our three co-equal branches of gov- ernment.”5 Readers of the daily press are led to conclude the very notion of a unitary executive is a demonic modern invention of po- litical conservatives,6 “a marginal constitutional theory” invented by Professor John Yoo at UC Berkeley,7 or a bald-faced power grab con- jured up by the administration of George W. Bush,8 including, most ∗ Circuit Judge, U.S. Court of Appeals for the District of Columbia Circuit. ∗∗ Olin/Searle Fellow, Georgetown University Law Center. The authors thank Richard Ep- stein and Jeremy Rabkin for helpful comments on an earlier draft. 1 John E. Finn, Opinion, Enumerating Absolute Power? Who Needs the Rest of the Constitution?, HARTFORD COURANT, Apr. 6, 2008, at C1. 2 Tim Rutten, Book Review, Lincoln, As Defined by War, L.A. TIMES, Oct. 29, 2008, at E1. 3 Editorial, Executive Excess, GLOBE & MAIL (Toronto), Nov. 12, 2008, at A22. 4 Robyn Blumner, Once Again We’ll Be a Nation of Laws, ST. -
News Release Michigan State University Commencement
NEWS RELEASE MEDIA CONTACT: Kristen Parker, University Relations, (517) 353-8942, [email protected] MICHIGAN STATE UNIVERSITY COMMENCEMENT/CONVOCATION SPEAKERS 1907 Theodore Roosevelt, U.S. president 1914 Thomas Mott Osborn 1915 David Starr Jordan, Chancellor, Leland Stanford Junior University 1916 William Oxley Thompson, president, Ohio State University 1917 Samuel M. Crothers 1918 Liberty H. Bailey 1919 Robert M. Wenley, University of Michigan 1920 Harry Luman Russell, dean, University of Wisconsin 1921 Woodridge N. Ferris 1922 David Friday, MSU president 1923 John W. Laird 1924 Dexter Simpson Kimball, dean, Cornell University 1925 Frank O. Lowden 1926 Francis J. McConnell 1931 Charles R. McKenny, president, Michigan State Normal College 1933 W.D. Henderson, director of university extension, University of Michigan 1934 Ernest O. Melby, professor of education, Northwestern University 1935 Edwin Mims, professor of English, Vanderbilt University 1936 Gordon Laing, professor, University of Chicago 1937 William G. Cameron, Ford Motor Co. 1938 Frank Murphy, governor of Michigan 1939 Howard C. Elliott, president, Purdue University 1940 Allen A. Stockdale, Speakers’ Bureau, National Assoc. of Manufacturers 1941 Raymond A. Kent, president, University of Louisville 1942 John J. Tiver, president, University of Florida 1943 C.A. Dykstra, president, University of Wisconsin 1944 Howard L. Bevis, president, Ohio State University 1945 Franklin B. Snyder, president, Northwestern University 1946 Edmund E. Day, president, Cornell University 1947 James L. Morrill, president, University of Minnesota 1948 Charles F. Kettering 1949 David Lilienthal, chairperson, U.S. Atomic Commission 1950 Alben W. Barkley, U.S. vice president (For subsequent years: S-spring; F-fall; W-winter) 1951-S Nelson A. -
When Rosa Parks Died in 2005, She Lay in Honor in the Rotunda of the Capitol, the First Woman and Only the Second Person of Color to Receive That Honor
>> When Rosa Parks died in 2005, she lay in honor in the Rotunda of the Capitol, the first woman and only the second person of color to receive that honor. When Congress commissioned a statue of her, it became the first full-length statue of an African American in the Capitol. It was unveiled on what would have been her 100th birthday. I sat down with some of my colleagues to talk about their personal memories of these events at the Capitol and the stories that they like to tell about Rosa Parks to visitors on tour. [ Music ] You're listening to "Shaping History: Women in Capitol Art" produced by the Capitol Visitor Center. Our mission is to inform, involve, and inspire every visitor to the United States Capitol. I'm your host, Janet Clemens. [ Music ] I'm here with my colleagues, and fellow visitor guides, Douglas Ike, Ronn Jackson, and Adriane Norman. Everyone, welcome to the podcast. >> Thank you. >> Thank you. >> Great to be here. >> Nice to be here. >> There are four of us around this table. I did some quick math, and this is representing 76 years of combined touring experience at the Capitol. And I'm the newbie here with only a decade [laughter]. Before we begin, I'm going to give my colleagues the opportunity to introduce themselves. >> I'm Douglas Ike, visitor guide here at the U.S. Capitol Building. I am approaching 17 years as a tour guide here at the Capitol. >> Adriane Norman, visitor guide, October 11, 1988, 32 years. >> Ronn Jackson, approaching 18 years. -
Recent Experience with Intermediate Scrutiny Under the North Carolina Constitution: Blankenship V
MARTIN FINAL 5/20/2011 3:35 PM Recent Experience with Intermediate Scrutiny Under the North Carolina Constitution: Blankenship v. Bartlett and King ex rel. Harvey- Barrow v. Beaufort County Board of Education Mark D. Martin & Daniel F.E. Smith* I. INTRODUCTION In two recent interpretations of the North Carolina Constitution, the Supreme Court of North Carolina adopted and developed a unique form of intermediate scrutiny. Blankenship v. Bartlett1 addressed a challenge to judicial districts under the state equal protection clause.2 King ex rel. Harvey-Barrow v. Beaufort County Board of Education3 decided a state constitutional claim to alternative-education services during a disciplinary suspension.4 By applying intermediate scrutiny, the court resolved these two challenging state constitutional cases. As the name implies—and as the bench and bar know very well— intermediate scrutiny falls somewhere “in between” strict scrutiny and rational basis review.5 Strict scrutiny, the “most exacting scrutiny,” is applied to suspect classifications and those impinging on fundamental * Senior Associate Justice and Research Assistant, Supreme Court of North Carolina. Nothing in this Article should be viewed as an opinion about the merits of pending or future cases that may come before the Supreme Court of North Carolina. The purpose of this Article is to chronicle significant legal developments in North Carolina and place them in the academic literature on state constitutional adjudication. The legal value vel non of these developments and their implications for future cases are left to the academy and other legal commentators. We wish to thank Justice Robert H. Edmunds, Tom Davis, and Jake Parker for their assistance with this Article. -
5Th Grade Learning Guide ELA
5th Grade Learning Guide ELA Note to Parents: The learning guides can be translated using your phone! How to Translate the Learning Guides: 1. Download the Google Translate app 2. Tap "Camera" 3. Point your camera at the text you want to translate 4. Tap "Scan" 5. Tap “Select all” ________________________________________________________________________________________ How to Use This Learning Guide: There are 3 core parts to this learning guide. First: Parents/students are provided with the text/story that can be read. ● In grades levels K-2, the text is found at the end of the learning guide. ● In grades levels 3 -5, the texts are found at the start of each lesson. Next: Parents/students are provided with an overview of what will be learned and are provided supports to help with learning (vocabulary, questions, videos, websites). ● Vocabulary words in bold are the most important for understanding the text. Finally: Parents/students are provided with the activities that can be completed using the text/story. ● Directions for the activities are provided and the directions for the choice board activities tell students how many tasks to complete. ● For choice boards, students should pick activities that interest them and that allow them to demonstrate what they have learned from the text/story. ● The Answer Key and Modifications Page are at the end of the Learning Guide to support your child. ● The Modifications Page includes Language Development resources for Newcomers. 1 Grade: 5 Subject: English Language Arts Topic: African American Suffragists by Margaret Gushue and Learning to Read by Francis Ellen Watkins Harper Access the text HERE and HERE or Embedded HERE What Your Student is Learning: Your student will read paired texts African American Suffragists and Learning to Read. -
Sexual Harassment Policy in the U.S., the Equal Employment Opportunity Commission, and Women's Economic Citizenship, 1975-1991
NOT "PART OF THE JOB": SEXUAL HARASSMENT POLICY IN THE U.S., THE EQUAL EMPLOYMENT OPPORTUNITY COMMISSION, AND WOMEN'S ECONOMIC CITIZENSHIP, 1975-1991 Sheila Jones A Dissertation Submitted to the Graduate College of Bowling Green State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY December 2008 Committee: Liette Gidlow, Advisor Neal G. Jesse Graduate Faculty Representative Leigh Ann Wheeler Donald Nieman ii ABSTRACT Liette Gidlow, Advisor This project examines the history of federal sexual harassment policy in the United States between 1975 and 1991. It considers the origins of sexual harassment policy in the mid-1970s and its addition to the Equal Employment Opportunity Commission’s (EEOC) anti- discrimination policy in 1980. Two questions direct this study: Why and how did sexual harassment policy originate in the 1970s? How did policymakers then re-frame it once feminist activists no longer controlled the issue’s definition? This dissertation argues that sexual harassment policy originated in the 1970s because working women and second-wave feminists succeeded in framing the problem as one of women’s economic citizenship rights, or women’s right to work without being sexually harassed. Once feminists lost this influence in the 1980s, conservatives including Reagan administration officials, members of Congress, and anti-feminist activists challenged the EEOC’s policy and altered its enforcement by lessening its protections for working women in favor of employers. Several sources inform this study, including EEOC records, legal cases, congressional hearings, government documents, and scholarship on second-wave feminism and economic citizenship. It finds that, after defining sexual harassment, feminists argued for public policy to stop it. -
The Equal Rights Amendment Revisited
Notre Dame Law Review Volume 94 | Issue 2 Article 10 1-2019 The qualE Rights Amendment Revisited Bridget L. Murphy Notre Dame Law School Follow this and additional works at: https://scholarship.law.nd.edu/ndlr Part of the Constitutional Law Commons, Law and Gender Commons, and the Legislation Commons Recommended Citation 94 Notre Dame L. Rev. 937 (2019). This Note is brought to you for free and open access by the Notre Dame Law Review at NDLScholarship. It has been accepted for inclusion in Notre Dame Law Review by an authorized editor of NDLScholarship. For more information, please contact [email protected]. \\jciprod01\productn\N\NDL\94-2\NDL210.txt unknown Seq: 1 18-DEC-18 7:48 THE EQUAL RIGHTS AMENDMENT REVISITED Bridget L. Murphy* [I]t’s humiliating. A new amendment we vote on declaring that I am equal under the law to a man. I am mortified to discover there’s reason to believe I wasn’t before. I am a citizen of this country. I am not a special subset in need of your protection. I do not have to have my rights handed down to me by a bunch of old, white men. The same [Amendment] Fourteen that protects you, protects me. And I went to law school just to make sure. —Ainsley Hayes, 20011 If I could choose an amendment to add to this constitution, it would be the Equal Rights Amendment . It means that women are people equal in stature before the law. And that’s a fundamental constitutional principle. I think we have achieved that through legislation. -
Jjjlvjc QUADRANGLE ! NOTES
---m THE UNIVERSITY OF MICHIGAN LAW SCHOOL VOLUME 35, NUMBER 4 JJjlVJc QUADRANGLE ! NOTES : Law School Campaign 1992 - 1997 DEVELOPMENT AND ALUMNI RELATIONS ANNUAL REPORT Cover is a rendition of the Law School Campaign poster (photograph by Batthazar Korab). To obtain a commemorative poster (14 x 24) please contact die University of Michipn Law School, Development and Alumni Relations, 721 South State Street, Ann Arbor, MI 48104-307 1,3 13/998-6132. The University of Michigan $75 Million Law School Campaign 19921997 2 The Lazt~School Campnign The Law School Campaign n the weekend of September 17-19, The Law School is proud to an- THE CAMPAIGN GOALS 01992, the Law School celebrated nounce this Campaign in which all the public announcement of the $75 alumni, faculty, and friends are invited to Enhum' Faculty Support.. $1 5 M~lliun million Law School Campaign. The Law participate. The leadership gifts featured Erdcwvd Studrnr Support ................... .. $15 Million School Campaign constitutes part of the in the pages that follow illustrate the University of Michigan's $1 billion extraordinary generosity of Law School Endowed Progmm Suppm t . $15 M111lon Campaign for Michigan, the largest fund- graduates and friends who have contrib- raising effort ever undertaken by a public uted to the Campaign's two-year advance Lnw School F~cndUnresmct~.d G~ia . $15 blilLoti university. Nucleus Fund effort. In addition to hkw Beqtcest Comm~mena. $15 Million The Law Quadrangle, resplendent responding to reunion, bequest, and with a large blue and white tent, was the other special giving programs, all setting for the reception and announce- graduates have the opportunity to ment dinner on Thursday evening, support the Campaign through their September 17. -
Women's History Month, 2007
Proc. 8109 Title 3—The President We are grateful for the tireless work of the volunteers and staff of the American Red Cross. During this month, we pay tribute to this remarkable organization and all those who have answered the call to serve a cause greater than self and offered support and healing in times of need. NOW, THEREFORE, I, GEORGE W. BUSH, President of the United States of America and Honorary Chairman of the American Red Cross, by virtue of the authority vested in me by the Constitution and laws of the United States, do hereby proclaim March 2007 as American Red Cross Month. I commend the good work of the American Red Cross, and I encourage all Americans to help make our world a better place by volunteering their time, energy, and talents for others. IN WITNESS WHEREOF, I have hereunto set my hand this twenty-seventh day of February, in the year of our Lord two thousand seven, and of the Independence of the United States of America the two hundred and thirty- first. GEORGE W. BUSH Proclamation 8109 of February 27, 2007 Women’s History Month, 2007 By the President of the United States of America A Proclamation Throughout our history, the vision and determination of women have strengthened and transformed America. As we celebrate Women’s History Month, we recognize the vital contributions women have made to our country. The strong leadership of extraordinary women has altered our Nation’s his- tory. Sojourner Truth, Alice Stone Blackwell, and Julia Ward Howe opened doors for future generations of women by advancing the cause of women’s voting rights and helping make America a more equitable place.