Learning Has Occurred: A Summary of Women's History Month

Early this spring, the world gathered to commemorate Women in History. San Diego’s commemorative celebration included a variety of events highlighting unparalleled contributions made by women. I am elated to have been a part of the local celebration honoring of women. I have a renewed sense of understanding of my role in women’s empowerment and national socio-economic issues. For instance, my alma mater, National University, dedicated an entire section of its library at the Spectrum Campus, to literature dedicated to Women’s History Month. I took advantage of this resource by delving into several texts related to women's impact on historical global events and contemporary socio-economic issues: specifically, women in the United States workforce.

Furthermore, with the support of my peer mentor, Dimitrous Chattman of North San Diego Business Chamber, I attended several workshops at this year’s San Diego Women’s Week. Participating in the leadership conferences introduced me to constructs focused on women empowerment that I was not aware of until attending the conference. A combination of the inspiring ambiance of Women’s Week and the outstanding literary resources from National University enabled me to experience self-discovery through my understanding of women’s empowerment. I am sincerely grateful to National University and Dimitrous Chattman for this enlightening opportunity.

As previously stated, I read several books regarding women in history and present-day socio-economic issues, and yet I connected most to one particular book: Sarah Damaske’s “For the Family?: How Class and Gender Shape Women’s Work”. She theorizes a conceptual framework centered on a number of workforce journeys taken by women in the United States. According to Damaske, there are three paths to employment in which women embark on:

• Steady      
• Pulled - Back
• Interrupted

Damaske argues that equity and equality in the workforce has made considerable progress since the dawn of women’s suffrage, but inequity and inequality still plague the national workforce landscape. Do you agree with Damaske’s summation of the workforce paths of United States women? Is equity and equality in the workforce a moot point? I invite you to read the book to gather more insight on her proposition related to class, gender and the United States workforce.

Upon finishing Damaske’s work, I found it to be: 1) another reliable platform to gather information, 2) to inquire within my professional network regarding the following issues: the national workforce narrative, the state of global and national education, and socio-economic constructs in the United States. I pose the following questions to my professional and personal community:

• Have I listened to you regarding promoting equity among men and women?
• Have I taken action, whether small or seismic, to promote equity among men and women?
• Have I advanced patriarchal ideologies and white supremacy in:

a) my networking practices?

b) my intimate social order?

• What is the universal narrative within my social and professional community in relation to the role/impact of women in today’s society?  Do my actions support or oppose this narrative?

As a result of being immersed in several Women’s History month celebrations I concede that I’m a better Father, Workforce Colleague, Educator, Brother, Friend, and Son because of the learning that occurred during this year’s Women’s History Month.  In addition to my self-discovery and affinity for Women’s History Month, my understanding of women’s contributions to the world has deepened and expanded and I’m excited about future opportunities to experience more social constructs, national and global ideology exchanges dealing with education and workforce development, and schema philosophy.

Works Cited:

Damaske, Sarah. For The Family? How Class and Gender Shape Women's Work. Oxford University Press. 2011.