Gender

Cis-terhood: Assumptions of Gender Identity at Wellesley

Written by August A., Rachel B., and Maita N.

Since its founding in 1870, Wellesley has been self defined as a “women’s college”. But what exactly does that mean? How has that definition changed since 1914, and how will it change in the future? Wellesley has struggled in the past few years to define what it means to be a Wellesley student, and how the student body can identify itself against the label of existing in a gendered space. In our exhibition, we hope to interrogate the definition of what it means to be a women’s college by examining the role of Wellesley in challenging assumptions of gender in the past, present, and future through its material culture:

Used by students performing physics and chemistry experiments in the laboratories of College Hall before the fire of 1914, this early 20th century brass diode highlights how Wellesley went against the dominant gendered norms of the past through female engagement in scientific, experimental work.

Current efforts on the part of students and the administration to change the assumptions made about the gender of Wellesley students are reflected in the pronoun buttons available for free at the Davis, which are used as a vehicle to comment on and further this discussion.

A future acceptance envelope sent to an attending student, comprised of an acceptance gift, a blue Wellesley tie, Wellesley’s future gender policy, and a congratulations letter, depicts a Wellesley with students of genders across the spectrum. By changing the language of how Wellesley describes its students, we hope to remove the assumptions that Wellesley students are women. There should be trouble assuming the gender of the student, enabling one to project their own expression of gender onto the student.

Past evidence of Gender Identity

This piece of scientific equipment was most likely used by students performing physics laboratory work. Given its direct function as a component in hands-on experiments, it speaks of Wellesley’s progressive outlook towards the role of women in science. In the United States at the time, Victorian and Edwardian ideas on gender differences perpetuated a noticeable dissonance between femininity and science. In spite of this restrictive social climate which resisted infiltration by women, this brass diode exhibits how students at Wellesley challenged this notion by engaging in experimental work in what were considered to be abstract, hard disciplines. By extension, it denotes how Wellesley and its students negotiated the disciplinary gendered norms of science in the space of the laboratory. The brass electrode can be viewed as an intersection between the typically masculine language of science and female engagement, serving as a powerful symbol of how Wellesley subverted perceptions of women’s intellectual aptitude.

Present-day evidence of Gender Identity

Produced as part of the “Butch Heroes” exhibit, these pins were made available for free at the front desk of the Davis Museum. When worn, the button indicates the pronoun of the wearer (i.e. someone identifying as male would use he/him pronouns in conversation). As of December 2018, the Wellesley mission statement still reflects a desire to provide an education “for women who will make a difference in the world”. However, the student body has in the past expressed discomfort with being universally identified as female. While the “she/her” buttons quickly ran out, the remaining pins reflect the way in which assumptions about gender are changing at Wellesley.

Future evidence of Gender Identity

This series of materials imagines the future of gender at Wellesley in 100 years. The object serves as an answer to the current conversations of siblinghood vs. sisterhood taking place on campus. With input from current students and observations of the past role of gender in this institution, the object continues the Wellesley tradition of being a space for marginalized genders (identities all over the spectrum). The documents: envelope, acceptance letter and policy, carry the main focus in creating the subtle message of the object. The tie serves a physical materiality of that image. The messages challenges onlookers to picture the Wellesley student with input from their understanding of gender and gender expression, not just as an assumed reality based on what they see. In doing so, they can expand their image of Wellesley students to be more fluid and expansive.

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