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October, 2014

  1. Outline: Paradigm Shift of Eating Disorders

    October 28, 2014 by Nicole Luchansky

    Steven Levenkron, author of The Best Little Girl in the World once wrote, “From the newsstands a dozen models smiled up at her from a dozen magazine covers, smiled in thin-faced, high-cheekboned agreement to Kessa’s new discovery. They knew the secret too. They knew thin was good, thin was strong; thin was safe.” With phrases like “Fat is the new ugly on the playground,” and statistics like…the words from Levenkron’s fictional novel become more and more realistic.

    Introduction to Eating Disorders

    • “Fat is the new ugly on the playground.”
    • 42% of all 1st through 3rd grade girls want to be thinner
    • Rise in Anorexia Nervosa in young women, ages 15-19, since 1930
    • Cases of Bulimia Nervosa, ages 10-39, tripled from 1988 to 1993
    • Prevalence similar across races – Anorexia Nervosa is more common in non-Hispanic whites
    • Hospitalization for children under 12 increased 119% from 1999-2006
    • 13 million Americans binge eat, 10 million women suffer from Anorexia Nervosa, and 1 million men suffer from Anorexia Nervosa

    children

    History of Eating Disorders and Advent of Technology

    Eating disorders may have been present in the early 12th and 13th centuries, but the advent of technology has led to an increased number of people being diagnosed. (Keep in mind that even though views and increased diagnoses have caused an increase in cases, many other factors have contributed to the prevalence of eating disorders.)

    • 12th and 13th century reporting of Saint Catherine of Sienna with Anorexia Nervosa – According to Saint Catherine of Sienna, denying food was metaphorical for a spiritual denial of self.
    • 16th century: Those with eating disorders were named “ascetics” and they were burned at the stake for being “witches.”
    • Only SEVERAL clinical descriptions of “wasting disease” from the 17th -19th
    • As recently as the early 20th century, eating disorders were considered to be endocrine disorders and they were primarily treated with pituitary hormones.
    • As technology has developed, doctors now realize that eating disorders are a mental disease. Certainly, this increased the number of people diagnosed; however, I want to look at the paradigm shift starting in the 1970s and 80s when numbers of people suffering from eating disorders escalated and continues to escalate today to an even higher degree with young children.
    • Bulimia Nervosa may have started in the wealthy middle aged settings where threw up so could consume more of the food they were capable of purchasing, but it is no longer a white, upper socioeconomic problem.

    Western Culture: A nation obsessed with dieting and thinness

    Ironically, as America obsesses about losing weight, as a nation, America is becoming more overweight with each passing year.

    • The subsidies on industrialized foods make them more readily available for consumers of many socioeconomic backgrounds, contributing to the weight gain.
    • As America’s weight has risen, so has the now 40 billion dollar dieting industry (i.e Weight Watchers) that uses all media outlets to persuade viewers to join and lose the weight they apparently have too much of.

    weight watcher

    • Pinterest and Exercise fads on the rise
    • Zumba, Kickboxing Aerobics, Power Remix, “Do it for the skin tight dresses.” “Cowgirl Legs Circuit,” “Ultimate Butt Workout,” “Victoria’s Secret Ab Workout.”

    skin tightcowgirl circuit

    Media

    The media enforces sociocultural pressures, while romanticizing eating disorders, and glamorizing the “mental illness lifestyle” and making it appear both necessary and appealing.

    • Media creates sociocultural pressures
    1. Importance of appearance for societal success
    2. Ideal body image (romanticized view of Princess Diana)

    lady di

    http://web4.uwindsor.ca/users/j/jarry/main.nsf/032ecd0df8f83bdf8525699900571a93/aa9ed943e56182bf85256abe005bc3f6/$file/stice%20et%20al%20%281994%29.pdf

    • The film, The Best Little Girl in the World, was released in 1981. It is based on the 1979 novel by Steven Levenkron. The storyline revolves around 17-year-old Casey, who dreams of being a ballet dancer. She becomes obsessed with being skinny and ultimately develops anorexia and bulimia. Casey recovers and enjoys and ice cream cone at the end of the film. (This perpetuates the stereotypes that eating disorders only affect young, pretty, rich girls.)

    the best little girl in the world

    Media Subset: The Fashion Industry

    • Statistics: The average woman in America is 5’ 4” and weighs about 140 pounds. The average model is 5’ 11” and weighs about 110 pounds.
    • 1940s to 1950s: The media presented Marylyn Monroe’s curvy structure to be the ideal body type, and in that era, eating disorders were not as prevalent. The numbers drastically increased in 1970s to 80s. This could be linked to the media portrayal of “Twiggy,” the 92 pound British model with the “ideal” body type. (1967)

    twiggy v monroe

    • Testimonial from Jessica Hudgens (Surviving ED Blog):
    • “Who doesn’t remember the pictures of a fragile and wan-looking Mary Kate Olsen, draped in a pale lavender gown as she and her twin, Ashley Olsen, received their stars on the Hollywood Walk of Fame. The majority of people saw a young woman on the edge of death; clearly too thin, bones protruding. Then there are those of us who were enmeshed in our eating disorders. We saw a gorgeous young woman; someone to aspire to be like. Therein lies the dangers of the media.

    mary kate

    • “I wonder if the manufacturers of the costume on the right thought they were being clever. The young woman wearing the faux skeleton is clearly not anorexic. She could be bulimic or a binge eater, but somehow, I don’t think so. Why is it acceptable for an illness that has a twenty-five percent death rate — mainly from complications or suicide — be portrayed in such a manner? Would it be acceptable if there was a costume portraying cancer? I can see it now, complete with a drip for chemo and a fake bald head, hair destroyed by radiation. Or how about diabetes, complete with fake insulin shots and a blood sugar meter?”

    eating disorder costume

    Case studies: Perfectionism and Control

    Stress, anxiety and Obsessive Compulsive Disorder are all potential warning signs for eating disorders, especially in young children. As the perfectionistic culture of America continues to gain momentum, there is a positive correlation with an increased number of diagnosed eating disorders.

    Miss America and dance and gymnastics with that girl, perfectionistic culture, need for control

    • As the socioeconomic gap becomes more and more stratified, there are increasing pressure for children to do well. They are no longer an asset, but rather an investment, and parents expect much more.
    • Sports have a negative effect as well, particularly in gymnastics and dance.
    • Miss America testifies of her eating disorder that developed in ballet. Her brother also suffered from an intellectual disability, and she felt a need to seek perfection to make up for it, leading to an eating disorder.

    miss america

    • “The New Perfectionism, probably, is a perverse extension of a trend that goes back to the Enlightenment, with its unbridled individualism and rejection of tradition and religion as a source of value. We carry the burdens not only of living, but of deciding for ourselves how we ought to live, what sort of life counts as good.”
    • “In 21st-century America this finds expression in the quest for “Abs of Steel” and the urges of the “Tiger Mom.””

    Implications Conclusion

    • Increase in suicide rates, particularly in adolescents
    • If eating disorders are not treated quickly enough, the illness only gains momentum and becomes much more difficult to treat.
    • Youth begin to die earlier due to complications, like cardiac arrest, associated with eating disorders.
    • Eating disorders have highest mortality rate of any mental illness, statistically ranking above depression and bipolar disorder.
    • Need to better educate

    rebelpefectly imperfect


  2. Interviews with the Experts

    October 21, 2014 by Nicole Luchansky

    This weekend I received an e-mail about taking a three credit, urban seminar course, taking place in Philadelphia in the “Maymester.” According to the e-mail, I will be collaborating and working with teachers and students, most likely in math classes ranging from grades 7-12. If I choose to participate, I will also perform community service around the area, attend seminars with urban professor experts, and ultimately, the course will provide me with 40 hours of experience in my field so I have an idea of how equipped I am to be a teacher and how well the career suits me when I am actually in the classroom.

    The opportunity to take part in an experience like this is quite exciting, but with that excitement comes a lot of anxieties about whether or not I am even going to like being in the classroom and whether or not I will be successful in the classroom. I know several friends and family members who spent four years earning a degree in education, only to realize that the classroom was not an ideal atmosphere for them. My passion for education tells me that I will probably not experience the same shock, but obviously the fears are there.

    In an attempt to gain perspective from people who completed the process and became Secondary Education teachers in Mathematics, I decided to interview my cousin, Marisa Mandel, and a family friend, Kelly Krahe. Marisa graduated from Penn State University, while Kelly graduated from Duquesne University. Both of them were top students in their class, and have proved to be incredibly successful as Secondary Education teachers for Mathematics.

    I asked each of them a series of seven questions:

     

    When and why did you decide to become a math teacher?

    Marisa: I have always loved mathematics and truly worked hard to grasp fundamental concepts and theories. After learning from an amazing teacher my 11th grade year, I knew I wanted to have an impact on students the way she did on me. So much of learning mathematics is having confidence in yourself and that was something I wanted to instill in my students.

    Kelly: Math was always my favorite subject all throughout school, so I always wanted to be a teacher from the time I was in elementary school. I remember playing “school” when I was younger and I was always teaching a math lesson. I also enjoyed helping my friends with their math work as I got older, and helping them have the “light bulb” moment, so this confirmed that math education was going to be a good fit for me.

     

    What classes were most challenging as you worked toward earning your degree, and what classes do you think prepared you the most to take on your first classroom?

    Marisa: Many of my classes were challenging, if not all of them. My math education classes were most valuable because they allowed us to learn how to actually teach and use mathematics in the classroom.

    Kelly: I remember Discrete Mathematics and Calculus-based Statistics as two of the more challenging courses that I took during my undergraduate work. I often went to review sessions held by my professors, and I also had a study group with my peers that met each week for those courses. We all worked together to help each other study in the more challenging, higher-level math courses.

    My education courses, particularly the “Teaching Secondary Mathematics” course, were certainly helpful in learning about the field of education and the process of planning and teaching a lesson. But, I would say that the most helpful thing that most prepared me for my first classroom was actually going out into the field and working in schools. Student teaching is where you can truly develop your own teaching style and prepare for having your own classroom, with the guidance of the classroom teacher. I still use some of the techniques and ideas that I learned from my student teaching mentor teacher in my classroom today!

     

    Was there ever a point in time when you thought that teaching might not be the career for you? What happened and what was the outcome?

    Marisa: There was not. I have always believed that teaching math is a gift I was given and having the opportunity to work with adolescents made it all the more rewarding and honorable.

    Kelly: There were two times that I remember questioning if education was the right career for me. The first was at the end of my senior year of high school when I actually had to declare my major as Secondary Math Education. I was intimidated at that point in my life to make a decision that would determine my career for the rest of my life. As soon as I got started in my education program, I knew that I had made the right choice, and that my hesitation was simply nerves before starting college.

    The second time that I questioned my career choice was the first 30 seconds of the school day on my very first day of my first teaching job. I remember standing outside of my classroom watching the students file into my homeroom and thinking that this was my classroom and it was completely up to me to teach the students. As soon as I greeted the students and began the day, my nerves immediately went away and I knew that I had made the right decision!

    I think that it is completely normal to sometimes question a career choice, especially early on in undergraduate studies. It is sometimes difficult to know if a career, such as teaching, is right for you if you haven’t ever taught before! Now that I am a teacher, I couldn’t imagine doing anything else with my career. Talking with current teachers or academic advisors can help if you are questioning your career choice.

     

    What math class do you enjoy teaching the most? (grade level and content)

    Marisa: Teaching grades 9-12, I can honestly say that I enjoyed each and every class and the challenges that came with it. From honors and advanced to remedial and state proficiency tutorials, I learned and grew as a professional in all areas of teaching.

    Kelly: I most enjoy teaching 8th Grade Algebra I, which is what I currently teach, and have been teaching for the past 4 years. I’ve taught a few other courses and grade levels, but Algebra I is my niche.

     

    What are some of the biggest problems you faced in the classroom, in terms of instruction or management?

    Marisa: I often wished I had more time with my students. Time to really focus and thoroughly expand on the important concepts being presented to them and how they would one day use them in life.

    Kelly: One of the biggest challenges in the classroom is time. I would venture to say that most, if not all, teachers would agree that there is never enough time in the day to accomplish what we’d ideally like to accomplish. I find myself being very careful and detailed in my lesson planning to use every minute of class time to its fullest. I make sure to be fully prepared for each day so that I do not waste any of the time that I have with the students. There are many standards to be met within the context of a school year, so thoughtful planning is a must.

     

    What is one of your favorite memories as a math teacher?

    Marisa: I have so many, but mainly having my students tell me that they loved learning math and always looked forward to coming to my classroom because they knew they were going to learn something new, that meant the most to me.

    Kelly: Teaching is unique in the fact that you could teach the same lesson five times in a row, and it will never be exactly the same each time. Students ask different questions, react in different ways to new concepts, and each class genuinely has a different personality of its own. As a result, I have so many memories, but one stands out to me fondly. During a previous school year, I had a student fail the very first test of the year. I pulled this quiet student aside and asked if she had expected this grade or if it was a surprise to her. She said to me that she expected it because she always does poorly in math because she’s just not good at it. I talked with her about this and said that I was willing to work with her this year on changing this if she was willing to start this year with an open mind about math. We worked together during tutorials throughout the year, and she ended up being a consistent A-B student and admittedly enjoyed my course by the end of the year. I was extremely proud of the progress that this student made during one school year and the confidence that she had gained along the way. These are the types of stories that make teaching so rewarding.

     

    What type of teaching environments have you worked in? (suburban, rural, urban) If you have worked in multiple, which environment do you prefer?

    Marisa: Suburban and rural – loved them both. Loved the students and remained focused on their needs regardless of their SES.

    Kelly: I attended Duquesne University in Pittsburgh, PA, and part of the education program was to complete a certain number of field work hours each semester beginning second semester of freshman year. During those experiences, I worked mainly in urban settings in Pittsburgh Public School District near Duquesne’s campus. My student teaching, first year of teaching, and current contracted position have all been in suburban school districts. I personally prefer the suburban environment, most likely because I was born and raised in the suburbs. However, I have a friend from college, for example, that was born and raised in an urban school district, and he much prefers the urban setting. I think it is important to explore all types of school districts to find the type that fits with your own personality and teaching style. There is a fit for everyone!

     

    Upon comparing the two separate interviews, there were striking similarities with what Kelly and Marisa said, and with what I have said in previous blog posts. Our career choice has been dictated by a genuine love for math and helping others. (Kelly and I both played make believe teacher in our basements as well!)

    When discussing their college classes, both seem to emphasize that the education classes are the most important classes in shaping the skills necessary for the classroom. I will not personally take these types of classes for a year or so, but my Educational Psychology course is an introductory course that I love, and I cannot wait to experience future lectures in education classes.

    Marisa, Kelly and I can all agree that college level mathematics courses are not easy, but it is possible to succeed, especially with help from peers and the professors. While working with peers, I can also gain some more experience in explaining math and ultimately, I am gaining experience for my career.

    I have never formally questioned my decision to be a teacher, but I have certainly had anxieties about my abilities in the classroom. Also, since I have interests in other content areas besides mathematics, I have worried that I am missing out. However, since I have been at Penn State, I have received such a well-rounded experience, even in my freshman year, that I do not feel like I am missing out because my classes require so much content knowledge beyond mathematics. For instance, in English, I have the opportunity to write a paradigm shift paper and incorporate elements of science research!

    Marisa found her passion to be in grades 9 to 12, and Kelly found hers in a grade 8 Algebra class. Currently, my goal is to teach a senior level Calculus course, but my mind will most likely change in the next couple of years. Moreover, I found it very interesting that both Marisa and Kelly agreed that their biggest challenge is time management. In my Educational Psychology class, we have been discussing various types of management, and my professor has continued to discuss time over and over. Now that I see its relevance in the real world, I can see why my professor has taken several lectures to discuss time management.

    When asked about their favorite experiences, both Kelly and Marisa commented on the rewarding experience of helping a student to achieve that “light bulb” moment. Even in small tutoring sessions that I have had with my friends, I have experienced similar rewards, and I look forward to having an entire classroom and working to help each student succeed to the best of his/her ability.

    Finally, I chose to ask them about the different environments that have taught in, just because I have some worries about working in an urban setting this summer. Coming from Hampton High School, a small suburban school lacking in diversity, I do not feel confident entering an urban setting. However, Kelly and Marisa both came from similar backgrounds as me, and they have been successful in rural, suburban and urban settings. This gives me reason to believe that with practice, training and mentoring, I will be equipped to tackle Philadelphia schools this summer.

    It has been such a pleasure this week to interview these outstanding women. They have offered me so much valuable insight into the world of education, and I cannot wait to continue on the road to my own classroom.


  3. Jack Andraka Defeats Pancreatic Cancer

    October 20, 2014 by Nicole Luchansky

    My first TED Talk experience occurred at the beginning of my senior year. It was my third period anatomy class, around the second week of school, and my teacher was in one of his inspirational moods. He was trying to convey to the class that regardless of age or intelligence level, anything is humanly impossible as long as the motivation is there. I remember sitting there, rolling my eyes, until he began to play the TED talk and my entire opinion of my “overly optimistic” teacher changed.

    The TED talk features Jack Andraka, a 16 year old boy who developed a test to detect pancreatic cancer at the age of 15 years old. Prior to his invention, doctors had been using a sixty year old technique (which he mentions is “older than my dad!”) that cost $800 per test, had an accuracy level of only 70 percent and could only be used when the patient’s chance of survival was less than 2 percent. Motivated by the loss of a family friend who he thought of as an uncle, Andraka decided to take the pain and confusion he was feeling and transfer it to research to prevent people like his family friend from dying from such a tragic disease. In his talk, Andraka explains that he first went to the internet, on sites like Google and Wikipedia, and found a list of 8,000 proteins linked to pancreatic cancer. His goals were simple. He wanted to look through the database of proteins and find one that was in high levels in the bloodstream in the earliest stages of the disease. He was persistent, and he finally found his answer with the 4000th protein he researched. From there, he combined his outside research on carbon nanotubes, with in school research on antibodies, and decided that in combination, a structure could react with the proteins and change electrical activities based on the protein level in the bloodstream. From his research, he understood that nanotubes are flimsy, so he decide to use a paper base for support. As Andraka says, “It is as simple as making chocolate chip cookies, which I love. Start with water, pour in some carbon nanotubes, add some antibodies, mix it all up, take paper, dip it, dry it, and you can detect cancer.” He e-mailed a lab set-up to 200 different professors, and after receiving 199 rejections, he got a maybe. He went to the lab, filled in all of the gaps in his experimental design, and in several months, created a test that cost 3 cents, ran in 5 minutes, and had close to an accuracy of 100 percent in detecting pancreatic, ovarian and lung cancer. He concludes with the idea that if antibodies are switched out, there is a chance that his cheap and accurate method could be used to detect any disease in the world and save many loved ones in the process. Andraka firmly believe that “with the internet, anything is possible. It is so much more than posting duck face pictures online.” He gains a round of applause at the end as he says, “If a 15 year old who didn’t even know what a pancreas was can detect cancer, imagine what you could do.”

    jack

    There were many features of his talk that I liked. To begin with, Andraka is a young adult just like me, and if he can develop an inspirational TED talk, then presumably, so can I. He combines emotional appeals, particularly at the beginning and end, with wit and jokes to lighten the dampening effects of the pancreatic cancer statistics he is discussing. In my TED talk, I plan on discussing Alzheimer’s disease. I have a very personal connection with the disease, since both of my grandmothers passed away from it, and I was forced to witness each tragic stage of the disease. After watching Andraka’s talk, I have gained some ideas for how to present the information in a serious and thoughtful manner, while still adding some engaging comedy and conveying that there remains a great deal of hope in combating the disease. Finally, I appreciate the way Andraka discusses science in a manner that all audience members can understand. He uses diagrams as well as flow charts to explain what proteins and antibodies look like, and to explain scientific criteria for a sensor. (i.e. “simple, sensitive, selective, inexpensive, rapid, non-invasive”). Furthermore, having taken many science courses, I understand how complex carbon nanotubes are but by explaining that carbon nanotubes are “kind of like the superheroes of material science,” Andraka allows for all viewers to gain the main ideas and remain attentive to his presentation. In the end, from his TED talk, I learned that it is very possible for a person of my age to discuss something meaningful and inspirational in an engaging, intelligent, emotionally appealing and witty manner.


  4. Videogames: The Future of Mathematics Education

    October 15, 2014 by Nicole Luchansky

    Now that we have made it through the first half of the first semester at Penn State, I would like to take a moment and look back to New Student Orientation. I remember walking the unfamiliar sidewalks of the campus, sitting in groups playing those awkward “get-to-know each other games,” and finally being forced to make a schedule of courses for the upcoming school year. Still in high school mode, where my biggest concern was getting through the AP tests and not letting senioritis completely take over, I sat with my advisor and just listened to her instructions on what classes to take and when. At the time, college seemed so distant and far away, and when the day finally came to load up the car and drive the two and a half hours to campus, it finally dawned on me that the schedule I had so nonchalantly developed several month prior was going to be my LIFE for the next five months!

    college

    While most of my classes have been pretty standard and expected, two classes that took me completely off guard were Math 140H and Computer Science 101. When I was creating my schedule, I assumed math would be a breeze after having already taken calculus in high school, and I assumed since CMPSC 101 was an introductory course it would not be overly involving. Boy was I wrong! Within the first week of classes, seven people dropped my calculus class after hearing one too many lectures on abstracts proofs, theorems and corollaries, and within several days, my computers professor notified my class that while the lessons would begin easy, by week six, many would be tempted to drop out due to the rigor and difficulty.

    proofs

    So what does any of my rambling regarding my schedule have to do with me being a teacher? Recently, I came across an article in Forbes talking about the future of mathematics education. According to the article, with the development of technology, 19th century methods of computation and problem solving are no longer the only requirement. Math computation is still a necessity, but so is learning the why and how of the arithmetic computations. Having a mathematics degree is no longer enough. Students need to be shaped into problem solvers who have the ability to impose their logic in the context of the complex real world. Basically, students need to be equipped to take on 19th century mathematics and be able to put their own creative twist on their computational skills. As I sat in my math and computer science classes for the first several weeks, I continually wondered what the point of “rigorous math definition” was, or why, as an education major, I was being forced to learn how to code in the C++ language. As I read more into mathematics education, I now realize that there is so much more than just teaching students how to do the problems. I need to be practical and conceptual in my methods, and the only way I can do that, is by challenging myself in these difficult classes. Through this blog and outside research, I have come to realize the importance of well-rounded knowledge, especially in the benefits it can impart on my future students.

    com

    At the end of the Forbes article, there was a discussion on some of the best ways to teach abstract concepts to students in a meaningful manner. After sitting through numerous lectures, copying down carefully written Greek letters from the chalkboard of my calculus classroom, I find myself asking the same question. To my surprise, the answer can be found in videogames. Keith Devlin, a researcher on game-based learning, developed an App entitled, “Wuzzit Trouble.” According to Devlin and the research he and his colleagues have performed at Stanford, “What I and a small number of other math learning game developers are doing, but most are not, is viewing the game as a representation of mathematics that replaces the traditional symbols with one that takes advantages of the many different affordances that video game technology offers, particularly tablet screens.” These videogames apparently enhance knowledge by forcing students to look at math from a different perspective, away from the arbitrary variables and figures. Now, rather than sitting in Computer Science wondering what benefit the class has for my future, I now ponder the possibility of me developing learning tools for my students from the codes and functions I learn in class. In the end, the next time you are questioning the purpose of a class, remember your advisor is knowledgeable and knows what will best equip you for your future endeavors. It took me awhile to learn that lesson, but I am glad that I did.


  5. THE Mrs. Carter

    October 15, 2014 by Nicole Luchansky

    carter

    Many people have begun to question the meaning behind Beyoncé’s recent music video, “***Flawless.” The black and white video features an aggressive Beyoncé forcefully moving her body to the electrifying beat of her music, while simultaneously flashing crazy eyes to the camera. Unlike her typical upbeat and sensual music videos, this video blazes with power and fury from start to finish. Furthermore, the voice over from Adichie adds another element that transforms the video from what can be viewed as a racy power trip, to an impressively meaningful insight into feminism and gender equality.

    b

    As Beyoncé sings and dances, she is surrounded by a flurry of individuals, darkened by the shadows and moving so rapidly, that in the chaos, it is nearly impossible to confirm their genders. The indecipherable images convey the idea that no one gender is superior to the other. In a time of crisis, the gender that remains standing and takes ownership is the gender that has overcome. Identity and individual ability is relative, and according to the images in the video, gender stereotyping must be put to an end. (perhaps by the aggressive Beyoncés of this world?) As the song builds, Adichie’s voice can be heard reciting “We teach girls to shrink themselves, to make themselves smaller. We say to girls, ‘You can have ambition, but not too much. You should aim to be successful, but not too successful. Otherwise you will threaten the man.’” These words open the ears of the viewers, and force them to begin to ponder what feminism actually means. Adichie’s powerful words are voiced in an environment outside of the academic world, allowing for a broader range of people to listen and create their own meaning, opening up new realms of discussion and intrigue.

    dance

    fl

    Aside from Adichie’s words, however, the main theme of the song appears to be having confidence even in times of struggle, while also defying gender stereotypes. In some of the last words of the song, Beyoncé sings, “My momma taught me good home training/My daddy taught me how to love my haters/My sister taught me I should speak my mind.” With these final lines, Beyoncé portrays her mother as the ruler of the family and her father as the gentle man who teaches love and compassion. Finally, her younger sister is portrayed as both capable and insightful. Each of her family members defies the classical notions, and through her words, Beyoncé develops the idea that aside from gender stereotyping, each person is a complex entity, formed from their family, their race, their politics and so forth, and the effect of gender is minimal in retrospect. For some viewers, Beyoncé’s video is simply a conglomeration of sexual dance moves and intense beats. To others, the video is a powerful message, urging humans to accept their unique humanities. When interviewed, Beyoncé admits, “The reason I put out “Bow Down” is because I woke up, I went into the studio, I had a chant in my head, it was aggressive, it was angry. It wasn’t the Beyoncé that wakes up every morning; it was the Beyoncé that was angry. It was the Beyoncé that felt the need to defend herself. And if the song never comes out, okay, I said it. And…I listened to it after I finished, and I said “this is hot!” Ima put it out. I’m not gon’ sell it, ima just put it out. People like it? Great. They don’t? They don’t.” It is possible that Beyoncé did not mean for the video to be as critical as many have taken it to be, but the message is there regardless. Beyoncé is an empire that is difficult to be reckoned with. She possesses a confidence far beyond imagination, and it overflows in her music and dance. Whether it is purposeful or not, it is hard to say. I think that the video is intended to be thought-provoking on matters of feminism and gender roles. What do you think?

    beyonce-flawless

     


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