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The Fateful Hoaxing of Margaret Mead: a Cautionary Tale
The “Fateful Hoaxing” of Margaret Mead: A Cautionary Tale Author(s): Paul Shankman Source: Current Anthropology, Vol. 54, No. 1 (February 2013), pp. 51-70 Published by: The University of Chicago Press on behalf of Wenner-Gren Foundation for Anthropological Research Stable URL: http://www.jstor.org/stable/10.1086/669033 . Accessed: 03/04/2013 14:08 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp . JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]. The University of Chicago Press and Wenner-Gren Foundation for Anthropological Research are collaborating with JSTOR to digitize, preserve and extend access to Current Anthropology. http://www.jstor.org This content downloaded from 128.138.170.182 on Wed, 3 Apr 2013 14:08:27 PM All use subject to JSTOR Terms and Conditions Current Anthropology Volume 54, Number 1, February 2013 51 The “Fateful Hoaxing” of Margaret Mead A Cautionary Tale by Paul Shankman CAϩ Online-Only Material: Supplements A and B In the Mead-Freeman controversy, Derek Freeman’s historical reconstruction of the alleged hoaxing of Margaret Mead in 1926 relied on three interviews with Fa’apua’a Fa’amu¯, Mead’s “principal informant,” who stated that she and another Samoan woman had innocently joked with Mead about their private lives. -
Timeline of Contents
Timeline of Contents Roots of Feminist Movement 1970 p.1 1866 Convention in Albany 1866 42 Women’s 1868 Boston Meeting 1868 1970 Artist Georgia O’Keeffe 1869 1869 Equal Rights Association 2 43 Gain for Women’s Job Rights 1971 3 Elizabeth Cady Stanton at 80 1895 44 Harriet Beecher Stowe, Author 1896 1972 Signs of Change in Media 1906 Susan B. Anthony Tribute 4 45 Equal Rights Amendment OK’d 1972 5 Women at Odds Over Suffrage 1907 46 1972 Shift From People to Politics 1908 Hopes of the Suffragette 6 47 High Court Rules on Abortion 1973 7 400,000 Cheer Suffrage March 1912 48 1973 Billie Jean King vs. Bobby Riggs 1912 Clara Barton, Red Cross Founder 8 49 1913 Harriet Tubman, Abolitionist Schools’ Sex Bias Outlawed 1974 9 Women at the Suffrage Convention 1913 50 1975 First International Women’s Day 1914 Women Making Their Mark 10 51 Margaret Mead, Anthropologist 1978 11 The Woman Sufferage Parade 1915 52 1979 Artist Louise Nevelson 1916-1917 Margaret Sanger on Trial 12 54 Philanthropist Brooke Astor 1980 13 Obstacles to Nationwide Vote 1918 55 1981 Justice Sandra Day O’Connor 1919 Suffrage Wins in House, Senate 14 56 Cosmo’s Helen Gurley Brown 1982 15 Women Gain the Right to Vote 1920 57 1984 Sally Ride and Final Frontier 1921 Birth Control Clinic Opens 16 58 Geraldine Ferraro Runs for VP 1984 17 Nellie Bly, Journalist 1922 60 Annie Oakley, Sharpshooter 1926 NOW: 20 Years Later 1928 Amelia Earhart Over Atlantic 18 Victoria Woodhull’s Legacy 1927 1986 61 Helen Keller’s New York 1932 62 Job Rights in Pregnancy Case 1987 19 1987 Facing the Subtler -
Biographies of Women Scientists for Young Readers. PUB DATE [94] NOTE 33P
DOCUMENT RESUME ED 368 548 SE 054 054 AUTHOR Bettis, Catherine; Smith, Walter S. TITLE Biographies of Women Scientists for Young Readers. PUB DATE [94] NOTE 33p. PUB TYPE Reference Materials - Bibliographies (131) EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Annotated Bibliographies; *Biographies; Elementary Secondary Education; Engineering Education; *Females; Role Models; Science Careers; Science Education; *Scientists ABSTRACT The participation of women in the physical sciences and engineering woefully lags behind that of men. One significant vehicle by which students learn to identify with various adult roles is through the literature they read. This annotated bibliography lists and describes biographies on women scientists primarily focusing on publications after 1980. The sections include: (1) anthropology, (2) astronomy,(3) aviation/aerospace engineering, (4) biology, (5) chemistry/physics, (6) computer science,(7) ecology, (8) ethology, (9) geology, and (10) medicine. (PR) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** 00 BIOGRAPHIES OF WOMEN SCIENTISTS FOR YOUNG READERS 00 "PERMISSION TO REPRODUCE THIS U.S. DEPARTMENT OF EDUCATION MATERIAL HAS BEEN GRANTED BY Once of Educational Research and Improvement Catherine Bettis 14 EDUCATIONAL RESOURCES INFORMATION Walter S. Smith CENTER (ERIC) Olathe, Kansas, USD 233 M The; document has been reproduced aS received from the person or organization originating it 0 Minor changes have been made to improve Walter S. Smith reproduction quality University of Kansas TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this docu. INFORMATION CENTER (ERIC)." ment do not necessarily rpresent official OE RI position or policy Since Title IX was legislated in 1972, enormous strides have been made in the participation of women in several science-related careers. -
Fa'afafine and Whakawahine
A comparative study of the fa’afafine of Samoa and the whakawahine of Aotearoa/New Zealand by Ashleigh McFall A thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Master of Arts by thesis in Gender and Women’s Studies Victoria University of Wellington 2013 ii Abstract This study explores the meaning of the fa’afafine of Samoa and the whakawahine of Aotearoa/New Zealand. I compare and contrast the experiences of six fa’afafine and four whakawahine. I also examine the historical evidence for the existence of fa’afafine in Samoa and whakawahine in Aotearoa/New Zealand. The theoretical approaches underlying this research incorporate feminist, indigenous, and queer aspects but oral history is the primary theory and method used. As a fa’afafine who researched her own identity and whakawahine, the complexities of insider and outsider are explored. This thesis discusses how narrators understand and/or make meaning of western categories of identification such as gay, transgender, drag queen and/or transsexual. These categories are largely rejected; preference for the culturally specific terms fa’afafine (Samoan) and whakawahine (Maori) are demonstrated. Narrators take issue with western researchers’ focus on sexual aspects of fa’afafine and whakawahine. For them, gender role, specifically feminine dress, behaviour and activities more accurately characterise their identities. This thesis argues that fa’afafine and whakawahine are fluid identities. How one behaves as a woman varies, but narrators insist that fa’afafine and whakawahine are born not made that way, and ‘feel’ like women. The meaning of fa’afafine and whakawahine is not static; westernisation, colonization and the availability of gender reassignment treatment have all impacted on how each narrator defines her identity. -
Planting the Seeds of Change
Planting the Seeds of Change 2016 Annual Report s Chairman of The Minneapolis Foundation’s Board of Trustees, I feel privileged to work closely with people who care so deeply about our community. We are coming off a remarkable year of celebration in honor of the Foundation’s Centennial. I was inspired by the stories I heard about the generations of donors who have helped shape our community. Their contributions reminded me of the Margaret Mead quote: “Never doubt that a small group of thoughtful, committed citizens can change the world; indeed, it’s the onlyA thing that ever has.” The Minneapolis Foundation is a rallying place for individuals, families, nonprofits, business, and government leaders – all seeking somewhere to come together to change the world. Partnering with the Foundation today is truly about planting seeds of change that can have an impact now and well into the future. The Foundation is uniquely missioned and charged with ensuring the long-term vitality of our great city. We do that by supporting the generous nature of Minnesotans and by engaging directly in community issues. I thank everyone who joins us in this work. For almost a decade, we have been led by Sandra Vargas – a passionate leader who has pushed us to put our kids first and make Minneapolis a better place for them to learn, live, and grow. R.T. Rybak has just joined us as the seventh president and CEO in the Foundation’s history. R.T. has the vision, energy, and experience we need going forward as we listen to, and partner with, our community’s newest voices. -
The Schoolyard Gate: Schooling and Childhood in Global Perspective
The Schoolyard Gate: Schooling and Childhood in Global Perspective Kathryn M. Anderson-Levitt Journal of Social History, Volume 38, Number 4, Summer 2005, pp. 987-1006 (Article) Published by Oxford University Press DOI: https://doi.org/10.1353/jsh.2005.0042 For additional information about this article https://muse.jhu.edu/article/184089 Access provided by UCLA Library (25 Jan 2017 03:49 GMT) THE SCHOOLYARD GATE: SCHOOLING AND CHILDHOOD IN GLOBAL PERSPECTIVE By Kathryn M. Anderson-Levitt University of Michigan-Dearborn Deux et deux quatre quatre et quatre huit huit et huit font seize Répétez! dit le maître. Deux et deux quatre quatre et quatre huit huit et huit font seize. Mais voilà l’oiseau-lyre qui passe dans le ciel l’enfant le voit l’enfant l’entend l’ enfant l’appelle: Sauve-moi joue avec moi oiseau! ... Jacques Prévert1 Wanting Out, Wanting In The ultimate task here is to ask how schooling as a global phenomenon affects the experiences of children around the world and the cultural construction of childhood. But before I can suggest directions for research on those questions, I must ask whether or in what sense schooling is in fact a global phenomenon. Just as it is inaccurate to conceive of global cognitive effects of “literacy” be- cause literacy is not a single thing in lived experience, so it would be inaccurate to think of schooling as having a single effect on children, for it represents dif- ferent lived experiences. Still, certain patterns or “grammars of schooling” have persisted over the long term across wide regions.2 It is the first task of this essay to determine whether we can now discern a particular grammar of schooling that encompasses the whole world. -
Margaret Mead's Coming of Age in Ethnography
Document generated on 10/01/2021 9:10 p.m. Ethnologies Margaret Mead’s Coming of Age in Ethnography Storying Scientific Adventure in the South Seas Jacqueline McLeod Jouer Article abstract Play A lightening rod for an array of criticism, Coming of Age in Samoa also attained Volume 32, Number 1, 2010 monumental popularity with both scholarly and popular reading audiences, convincing many that it captured the sexual and social lives of Samoan URI: https://id.erudit.org/iderudit/045219ar adolescent girls and that North American girls might be instructed by this DOI: https://doi.org/10.7202/045219ar portrait. Taking a “recovery and reappraisal” approach, this article argues that the text is neither a collection of detailed, field note-anchored observations nor a cross cultural critique, but a love story to place. The text has much in See table of contents common with postmodern conceptions of ethnography, which acknowledge “writing culture” as mediated by interpretive, representational and linguistic considerations. Like many postmodern ethnographers, Mead self-consciously Publisher(s) constructs an authorial position rather than attempting to remain absent and objective. Part of the persona she constructs is that she is a scientist sharing Association Canadienne d'Ethnologie et de Folklore data; yet she no sooner invokes standards of scientific rigor than she shifts course to promise us a good “tale”. If contemporary readers can read the text ISSN through a postmodern lens, when she wrote, her approach was 1481-5974 (print) unprecedented. Her awareness of transgressing scientific method emerges in 1708-0401 (digital) the “Introduction” to the book, where she self-reflects on her decisions about authorship as performance and text as storied, artful and intimate. -
157Th Meeting of the National Park System Advisory Board November 4-5, 2015
NORTHEAST REGION Boston National Historical Park 157th Meeting Citizen advisors chartered by Congress to help the National Park Service care for special places saved by the American people so that all may experience our heritage. November 4-5, 2015 • Boston National Historical Park • Boston, Massachusetts Meeting of November 4-5, 2015 FEDERAL REGISTER MEETING NOTICE AGENDA MINUTES Meeting of May 6-7, 2015 REPORT OF THE SCIENCE COMMITTEE NATIONAL PARK SERVICE URBAN AGENDA REPORT ON THE NATIONAL PARK SERVICE COMPREHENSIVE ECONOMIC VALUATION STUDY OVERVIEW OF NATIONAL PARK SERVICE ACTIONS ON ADVISORY BOARD RECOMMENDATIONS • Planning for a Future National Park System • Strengthening NPS Science and Resource Stewardship • Recommending National Natural Landmarks • Recommending National Historic Landmarks • Asian American Pacific Islander, Latino and LGBT Heritage Initiatives • Expanding Collaboration in Education • Encouraging New Philanthropic Partnerships • Developing Leadership and Nurturing Innovation • Supporting the National Park Service Centennial Campaign REPORT OF THE NATIONAL HISTORIC LANDMARKS COMMITTEE PLANNING A BOARD SUMMARY REPORT MEETING SITE—Boston National Historical Park, Commandant’s House, Charlestown Navy Yard, Boston, MA 02139 617-242-5611 LODGING SITE—Hyatt Regency Cambridge, 575 Memorial Drive, Cambridge, MA 62139 617-492-1234 / Fax 617-491-6906 Travel to Boston, Massachusetts, on Tuesday, November 3, 2015 Hotel Check in 4:00 pm Check out 12:00 noon Hotel Restaurant: Zephyr on the Charles / Breakfast 6:30-11:00 am / Lunch 11:00 am - 5:00 pm / Dinner 5-11:00 pm Room Service: Breakfast 6:00 am - 11:00 am / Dinner 5:00 pm - 11:00 pm Wednesday NOVEMBER 4 NOTE—Meeting attire is business. The tour will involve some walking and climbing stairs. -
Shankman Revised
Research TOC SEX, LIES, AND ANTHROPOLOGISTS: MARGARET MEAD, DEREK FREEMAN, AND SAMOA Paul Shankman efore Madonna and Sex, before Wilt Chamberlain and his alleged twenty thousand sexual partners, before the televi- Bsion show “Studs,” and before “900” numbers, there was Polynesia. The people of Polynesia have a reputation for sexual license, and this reputation, deserved or not, has contributed to our own fascination with the subject of sex. Our images of tropical isles, blue lagoons, and swaying palms in the beautiful South Pacific are intimately linked with ideas about sexual paradise, and numerous accounts from early explorers to modern anthropolo- gists indicate that some Polynesian cultures fulfill at least some of our sexual fantasies. Among these cultures, Samoa is legendary. Ever since the publication of Margaret Mead’s Coming of Age in Samoa in 1928, public opinion has elevated the Samoans to the heights of sexual superstardom. Mead herself felt that of all the people she studied, the Samoans had the sunniest and easiest atti- tudes towards sex. Margaret Mead was no ordinary anthropologist. At the time of her death in 1978 she was the best-known anthropologist in the world; she was also America’s first woman of science, and one of the three best-known women in the United States. Mead authored popular books for the reading public, wrote columns for maga- zines such as Redbook, lectured widely, and almost single-handedly turned anthropology into a household word. Almost everyone knew who Margaret Mead was, and most people knew of Samoa too, for Coming of Age in Samoa remained her best-known work. -
Women's History Month
Women’s History Month Women’s History Month 2021: This year’s theme continues the centennial celebration of the ratification of Valiant Women of the Vote: the 19th Amendment on August 26, 1920, Refusing to be Silent giving women the right to vote. Last year’s original centennial celebration was put on hold because of Covid. The original Women’s History celebration began as the first week of March in 1982, and was eventually expanded in 1987 to be the entire month of March. Although women have made many gains in the last century and we look forward to spotlighting them here, we have to remember that ERA Amendment remains unratified. Mrs. Anderson’s Sociology Class Sandra Day O'Connor was born on March 16, 1930, in El Paso, Texas. O'Connor and her family grew up on a ranch in Sandra Day Arizona. She was very skilled at riding and worked on the farm. After graduating from Stanford University in 1950 with a bachelor's in economics, she attended law school and got her degree two years later. O'Connor struggled to find a job due to the lack of female O'Connor positions in the law industry, so she became a deputy county attorney. She continued to be a lawyer while traveling overseas and was given the opportunity to fill in a job by Governor Jack Williams. She won the election and reelection as a conservative republican. It didn't end there; O'connor took on an extreme challenge and ran for judge in the Maricopa County Supreme Court; fair enough, she won the race!. -
Women, Culture and Society GWST 101 Winter Quarter, 2004 MWF, 5Th Period (1:20-2:30) GDH 203
Women, Culture and Society GWST 101 Winter Quarter, 2004 MWF, 5th period (1:20-2:30) GDH 203 Instructor: Michelle M. Day Office Location: GDH 309C E-mail: [email protected] Office Phone: x7311 Office Hours: Wednesdays 2:30-4 p.m. (and by appointment) Teaching Assistant: Natalie McCarty E-mail: [email protected] Course Description: This course serves as an introduction to Gender and Women’s Studies. Through the category of gender, we will be examining issues such as the distribution of power in society, diversity and commonality in women’s experiences, and interrogate how gender is linked to issues of class and race in both our society and cross-culturally. One of the main objectives of this course is to develop critical thinking and writing skills, and it is hoped that the analytical skills learned in this course can be applied both to other subject of study and your personal life experiences. Course Requirements: Course material will be presented through readings, short class lectures, films and during class discussion. Attendance is required and will be taken at all class meetings. Participation in classroom discussion is also expected – students are required to have come to class having done the required reading for that day and to be prepared to discuss the readings. Students are also required to write a four to five page critical review of one of the required texts for the class listed below (and excluding Feminist Frontiers), and will be tested in the form of in-class quizzes and a final exam. The FINAL EXAM will be given during the period scheduled by the registrar. -
From Bella S. Abzug, Agenda for IWY Houston
L-111 .. National Commission i ':;;1i1:;/~ ·on the Observance of ~?J; ~f{; !l7 &s ' more per\e International Womens Year November 10, 1977 MAILING ADDRESS: DIIWY U.S. DEPARTMENT OF STATE WASHI NGTON. D.C. 20520 GENERAL (202) 632-8888 PUBLIC INF ORMATION: 632-8978 OFFICE LOCATION: COLU MBIA PLAZA OFFICE BUILDING 2401 E STREET N.W. ROOM 3100 Dear Delegate: WASHINGTON. D.C On behalf of the National Commission on the Observance of International Women•s Year, I am honored to convey to you this official and final announcement of the convening of the National Women's Conference in Houston, Texas, Novem ber 18-21, 1977. The agenda for our meeting is enclosed and a fact sheet of other events. As you can see it promises to be a most ( exciting gathering, with a great variety of activities for both the observers and the delegated body. We have also mailed you the revised rules of the Conference which will guide us in our deliberation on the draft Plan of Action which was mailed to you last week. As a delegate, you have the responsibility for voting on the National Plan of Action which will be submitted to the President and the Congress. We know that you will give this material your serious and careful study because we will be acting on issues of great importance to all of us. We all share the challenge of ensuring that our meet ing is both positive and productive, so that we can develop the framework which will be used to move American women forward in their quest for equality.