essay topics for feminist theory

291 Feminism Topics

Much has been written about feminism, yet there always are good feminism essay topics and issues to debate about. Here, we invite you to delve into this movement advocating for gender equality, women’s rights, and the dismantling of patriarchal norms. With our feminist topics, you can encompass a wide range of perspectives and theories that challenge systemic discrimination and promote social change.

334 Feminism Essay Topics & Examples

If you’re looking for original feminist topics to write about, you’re in luck! Our experts have collected this list of ideas for you to explore.

📝 Key Points to Use to Write an Outstanding Feminism Essay

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You may find yourself confused by various theories, movements, and even opinions when writing a feminism essay, regardless of your topic. Thus, producing an excellent paper becomes a matter of more than merely knowing your facts.

You should be able to explain difficult concepts while coincidentally touching upon fundamental points of feminist theory. Here are some starter examples of crucial essay-writing points, which can make your work better:

• Research and create a bibliography before beginning to write. There are various book and journal titles available both online and in libraries, and using them defines your essay’s credibility. You may use both books published long ago, such as “The Second Sex” by Simone de Beauvoir, and modern-day publications. Referencing reliable sources throughout your work will help you convince your readers that your approach is factual and in line with the main trends of the academic community.
• Writing a feminism essay outline beforehand will save you precious time. Not only because it is a tool to get your thoughts in order before beginning to write but also because it allows you to judge whether you have covered the subject thoroughly. Furthermore, structuring beforehand enables you to understand possible drawbacks of your previous research, which you can promptly correct.
• Explain the history behind your problem. Doing so allows you to set the scene for your essay and quickly introduce it to an audience, who may not be as well versed in feminism essay topics as you. Furthermore, you can use your historical introduction later as a prerequisite to explaining its possible future effects.
• Be aware of the correct terminology and use it appropriately. This action demonstrates a profound knowledge of your assigned issue to your readers. From women’s empowerment and discrimination to androcentrism and gynocriticism, track the terms you may need to implement throughout your work.
• Do not overlook your title as a tool to gain your readers’ attention. Your papers should interest people from the beginning and making them want to read more of your work. Writing good feminism essay titles is a great start to both catching their attention and explaining what your central theme is.
• Read available feminism essay examples to understand the dos and don’ts that will help you write your own paper. Plagiarism and inspiration are different concepts, and you can get great ideas from others’ work, so long as you do not copy them!

After you have done your research, drafted an outline, and read some sample works, you are ready to begin writing. When doing so, you should not avoid opposing opinions on topics regarding feminism, and use them to your advantage by refuting them.

Utilizing feminist criticism will allow you to sway even those with different perspectives to see some aspects worthy of contemplation within your essay. Furthermore, it is a mark of good academism, to be able to defend your points with well-rounded counterarguments!

Remember to remain respectful throughout your essay and only include trusted, credible information in your work. This action ensures that your work is purely academic, rather than dabbling in a tabloid-like approach.

While doing the latter may entertain your readers for longer, the former will help you build a better demonstration of your subject, furthering good academic practices and contributing to the existing body of literature.

Find more points and essays at IvyPanda!

• 21st Century Patriarchy.
• Third Wave Feminism.
• Men in the Movement.
• Gender Roles in Sports.
• Femininity in Media.
• The History of Feminist Slogans.
• Must-Read Feminist Books.
• Feminist Perspective in Politics.
• Gender Equality in Patriarchal Society.
• Feminism & Contemporary Art.
• Feminism in “A Doll’s House” by Henrik Ibsen Nora is referred by her husband as a songbird, a lark, a squirrel, names that suggest how insignificant she is to her.
• Feminism: Benefits over Disadvantages They believe that feminists make the importance of family less critical than it used to be, which affects children’s lives and their psychological state.
• Feminist Approach to Health In general feminist recognize gender as an important aspect and believe that gender inequality essentially exist.
• Feminist Perspective: “My Last Duchess”, “To His Coy Mistress”, and “The Secretary Chant” He thinks such behavior is offensive to his position and his power, this is why this woman is in the past, and the other one is waiting for him downstairs to enlarge Duke’s collection of […]
• The Great Gatsby: Analysis and Feminist Critique The feminist critique is an aspect that seeks to explore the topic of men domination in the social, economic, and political sectors.
• Feminism in “The Handmaid’s Tale” by Margaret Atwood Religion in Gilead is the similar to that of the current American society especially, the aspect of ambiguity which has been predominant with regard to the rightful application of religious beliefs and principles.
• Hedda Gabler: Feminist Ideas and Themes Central to the female world was the woman with knowledge.”Think of the sort of life she was accustomed to in her father’s time.
• Third-World Feminism Analysis Although the primary aim of western feminists is centered on the issues women face, the beliefs of the third world consist of various tenets compared to western feminist interpretations.
• Top Themes About Feminism It’s a movement that is mainly concerned with fighting for women’s rights in terms of gender equality and equity in the distribution of resources and opportunities in society.
• Female Characters in Shakespeare’s “Othello”: A Feminist Critique This shows that Desdemona has completely accepted and respected her role as a woman in the society; she is an obedient wife to Othello.
• Feminist Criticism in Literature: Character of Women in Books Wright The unimportance of women in the play is a critical factor for the women should follow all the things that their men counterparts impose on them.
• Feminism in “The Introduction” and “A Nocturnal Reverie” by Finch One of Anne Finch’s poems, “The Introduction,” talks about female writers of her time in the first twenty lines of her text.
• Feminism in Frankenstein by Mary Shelley Mary Wollstonecraft expressly makes her stand known in advocating for the rights of the women in her novel, A Vindication of the Rights of Woman, but her daughter is a bit reluctant to curve a […]
• Feminist Theory of Delinquency by Chesney-Lind One of the core ideas expressed by Chesney-Lind is that girls are highly susceptible to abuse and violent treatment. At the same time, scholars note that girls do not view delinquency as the “rejection of […]
• “We Should All Be Feminists” Adichie’s TED Talk For Adichie, the only thing necessary to qualify as a feminist is recognizing the problem with gender and aspiring to fix it, regardless of whether a person in question is a man or woman. This […]
• Metropolis’ Women: Analysis of the Movie’s Feminism & Examples This film is an endeavor to examine the image of the female depicted, the oppression that they have to endure before they are liberated, as well as the expectations of men with regard to the […]
• Feminism in Ibsen’s Hedda Gabler Hedda Gabler, upon the discovery that her imaginary world of free-living and noble dying lies in shivers about her, no longer has the vitality to continue existence in the real world and chooses self-annihilation. At […]
• Feminism in The Yellow Wallpaper In an attempt to free her, she rips apart the wallpaper and locks herself in the bedroom. The husband locks her wife in a room because of his beliefs that she needed a rest break.
• Feminist Connotations in Susan Glaspell’s “Trifles” It is a call to reexamine the value of women in a patriarchal society; through their central role in the drama, the female characters challenge traditional notions about women’s perspective and value.
• Race, Class and Gender: Feminism – A Transformational Politic The social construction of difference in America has its historical roots in the days of slavery, the civil war, the civil rights movement, and the various shades of affirmative action that have still not managed […]
• Character Analysis in Pride and Prejudice From the Feminist Perspective Darcy is a character who is able to evolve over the span of the story, and eventually, he recognizes his mistakes.Mr.
• Feminist Therapy: Gwen’s Case Study The application of a feminist perspective in Gwen’s case is different from other theoretical frameworks as the approach highlights the impact of gender and associated stressors on the client’s life.
• Feminism in Advertisements of the 1950s and Today In the paper, the author discussed how the whole process of advertising and feminism is depicted in print advertisements. The common characteristic is the advertisements’ illustration of feminism in the media.
• Gender Issues: Education and Feminism These experiences in many times strongly affects the individual’s understanding, reasoning, action about the particular issue in contention In this work two issues of great influence and relevance to our societies are discussed.
• Yves Klein’s Works From a Feminist Perspective The images were painted in the 20th century in the backdrop of the rising pressure in many parts of the globe for the government to embrace gender equality.
• The Fraternal Social Contract on Feminism and Community Formation The contract was signed by men to bring to an end the conditions of the state of nature. Life was anarchic and short lived which forced men to sign a social contract that could bring […]
• Feminism in “Heart of Darkness” and “Apocalypse Now” However, one realizes that she is voiceless in the novel, which highlights the insignificance of role of women in Heart of Darkness.
• Feminist View of Red Riding Hood Adaptations The Brothers Grimm modified the ending of the story, in their version the girl and her grandmother were saved by a hunter who came to the house when he heard the wolf snoring.
• Feminism in the “The Bell Jar” by Sylvia Plath This piece of writing reveals the concept of gender in general and “the role of female protagonists in a largely patriarchal world” in particular. In Plath’s novel, the bell jar is a metaphor used to […]
• A Feminist Life Lesson in “Sula” by Toni Morrison This essay is going to review gender and love and sexuality as the key themes that intertwined with Nel and Sula’s friendship, while also explaining how these influenced each of the two main characters. On […]
• Hello Kitty as a Kitsch and Anti-Feminist Phenomenon In this scenario, Hello Kitty is linked to the notion of kitsch because it connects adult men and women that are attached to the cute image to constant consumerism.
• Shifting the Centre: Race, Class, and Feminist Theorizing About Motherhood The author is very categorical in that it is necessary to put the role of the woman of color in the same position as that of the white one since this ensures that cultural identity […]
• Feminist Critique of Jean Racine’s “Phedre” Racine view Phedre as in a trap by the anger of gods and her destiny due to the unlawful and jealous passion that resulted into the deaths of Hippolytus and Oenone.
• Feminism in the Past and Nowadays The definition of liberal feminism is the following: “a particular approach to achieving equality between men and women that emphasizes the power of an individual person to alter discriminatory practices against women”.
• Mary Rowlandson’s Feminism and View on Women’s Role The sort of power developed by Rowlandson was such that it set her apart from the traditional roles of the Puritan women in her time and within her culture.
• Feminist Approach: Virginia Woolf In “A room of ones own” Virginia Woolf speaks about the problems of women, gender roles, and the low social position of women writers in society.
• Maya Angelou and Audre Lorde: The Black Feminist Poets The themes of double discrimination are developed in the poems “Woman Work” and “Still I Rise” by Maya Angelou and poems “A Meeting of Minds” and “To the Poet Who Happens to Be Black and […]
• The Picture of Arabic Feminist Najir’s father’s taking of her sexually excludes her from chances at a marriage of her own, because she is deprived of her virginity, and exposes the young woman to the risk of a pregnancy which […]
• Feminism in ‘Trifles’ by Susan Glaspell The Feminist Movement, also called the Women’s Movement and the Women’s Liberation Movement, includes a series of efforts by women in the world to fight for the restoration of gender equality.
• Feminist Theory and Postmodern Approaches It seems to me that such technique can be quite helpful because it helps to get to the root of the problem.
• Kate Chopin’s Feminist Short Stories and Novels Two short stories were written by Chopin, A Story of One Hour and The Storm well as her brilliant novel Awakening should be regarded as one of the best examples of the feminist literature of […]
• Feminist Theory of Family Therapy The purpose of this paper is to review and evaluate the feminist theory based on its model, views on mental health, goals, and the role of the counselor in the process.
• Willa Cather and Feminism Ability to work and/or supervise oneself as a woman is also quietly depicted through the girl who is able to work in the absence of her father. Cather depicts most of the women in her […]
• Importance of Feminism in Interpersonal Communication in “Erin Brockovich” In this presentation, the theme of feminism in interpersonal communication will be discussed to prove that it is a good example of how a woman can fight for her rights.
• Feminist Analysis of Gender in American Television The analysis is guided by the hypothesis that the media plays a role in the propagation of antagonistic sexual and gender-based stereotypes.
• Black Feminism: A Revolutionary Practice The Black Feminist Movement was organized in an endeavor to meet the requirements of black women who were racially browbeaten in the Women’s Movement and sexually exploited during the Black Liberation Movement.
• Popular Culture From the Fifties to Heroin Chic: Feminism The women have become aware of their legal rights and disabilities as a consequence of the inclusion of educated women in movements to repair the legal disabilities.
• Feminism: “The Second Sex” by Simone de Beauvoir According to post-structural feminism structures in society still hold the woman back.de Beauvoir states that this is because structures still exist in the minds of people as to the place of women in society.
• “Feminism and Modern Friendship” by Marilyn Friedman Individualism denies that the identity and nature of human beings as individuals is a product of the roles of communities as well as social relationships.
• Feminism and Roles in “A Raisin in the Sun” Play These are such questions as: “What does Beneatha’s conduct reveal about her intentions?”, “How does the character treat female’s role in society?”, “How does Beneatha regard poor people?”, “How does the heroine explain her choice […]
• Third World Feminism and Its Challenges As a conclusion, Sa’ar states that “it is rooted in the code of familial commitment, which is primarily masculine and includes women only secondarily,” which makes it difficult for women to commit to the family, […]
• “First Wave” Feminist Movement The reading explicitly details the pathways used by women and men in the United States in the 18th and 19th centuries to advocate for the realization of equality of rights across a wide spectrum of […]
• Feminism and Respect for Culture A crucial gender aspect that continues to trouble the unity of the people across the world is gender bias, which seems to encourage the formation of the feminist campaigns.
• Feminism in the 20th Century: a Literature Perspective. Research Summaries For years, the sphere of political, social and economical life of people all over the world was dominated by men, while women’ were restricted to the household domain; more to the point, women were not […]
• Women’s Health and Feminism Theory For a woman to be in charge of her reproductive health, she has to know some of the stages and conditions in her life.
• Feminist Research Methods The study of methods and methodology shows that the unique differences are found in the motives of the research, the knowledge that the research seeks to expound, and the concerns of the researchers and the […]
• Feminism Builds up in Romanticism, Realism, Modernism Exploring the significance of the theme as well as the motifs of this piece, it becomes essential to understand that the era of modernism injected individualism in the literary works.
• The Adoption of Structuralism and Post-Structuralism Basics in Feminist Cultural Theory On the contrary, post structuralism is opposite to such an assumption and uses the concept of deconstruction in order to explain the relations and the position of women in the society.
• “Othello” Through the Lens of Feminist Theory It depicts female characters in a state of submission and obedience and shows the disbalance in the distribution of power between men and women.
• The Feminist Theory in Nursing Since nursing has traditionally been a women’s profession, it is important to understand the oppression of women to gain insight into some of the most pressing issues in nursing.
• Historical Development of Feminism and Patriarchy Women in the United States have always encountered challenges that interfere with their individual fulfillment in society.
• The Concept of Feminist Epistemology The analysis starts with an overview of the evolutions process of standpoint epistemology; then, the philosophical movement is defined and the major ideas and arguments embedded into the theory are discussed.
• Ecological Feminism and Environmental Ethics Because of the effects that the process of globalization has had on the environment, including the increase in the speed of global warming and the scope of its outcomes, environmental ethics has gained significance.
• Feminism is for Everybody: Passionate Politics It seems that this approach to this problem is important for discussing the origins of social inequalities existing in the community. This is one of the main points that can be made.
• Comparing Views on the Feminism of Wollstonecraft and Martin Luther King This means that if women are given and encouraged to have the same level of education as the men than the society would be a much better place as both the female and male genders […]
• Judith Butler’s Feminist Theory From a phenomenological point of view, gender is a stable identity that is realized through the repetition of certain acts. Butler’s article is dedicated to the role of gender, its relation to a body and […]
• Charlotte Gilman’s feminism theory Because of the many issues that women face, feminism movements’ seeks equality between men and women in the society. Throughout, the paper will discuss Gilman’s feminism theory and relate it to the issues of women […]
• Feminist Accountability Approach Therefore, the feminist accountability approach involves the collective responsibility to fight social injustices regardless of gender and race. Therefore, integrating the global approach to social injustice promotes the aspect of universality and unity in promoting […]
• The Feminist and Gender Theory Influence on Nursing That is, gender and feminist theories are still relevant in the modern world. This is explained by the fact that women are struggling to demonstrate their professionalism in order to receive the same recognition and […]
• The Incorporation of Feminism in Literature By focusing on the character, the book portrays the demand for feminism in society to allow females to have the ability and potential to undertake some responsibilities persevered by their male counterparts. The belief in […]
• The Feminist Theory, Prostitution, and Universal Access to Justice In the essay, it is concluded that the theory is a key component of the reforms needed in the criminal justice system with respect to prostitution. In this essay, the subject of prostitution is discussed […]
• Feminism in ‘Telephone Video’ To demonstrate how feminist theory in communication is relevant to music, the paper will analyze the depiction of females, the vocal arrangements, representation of female roles and their visual appearance in Lady Gaga’s “Telephone” music […]
• Feminist Theory in Psychotherapy This theory puts women at the first place, and this place is reflected in three aspects: the first is its main object of study – the situation and difficulties faced by women in society, and […]
• A Feminist Analysis on Abu Ghraib Moreover, these tortures were intended to become public with the help of demonstrations at Abu Ghraib and taking photographs that accentuated the loss of prisoners’ masculine power.[4] According to Foucault’s views, public torture is an […]
• Feminist Perspective in “Ruined” Play by Nottage This is a story about the issues of women in the Democratic Republic of Congo during the civil war. The comments of ‘Anonymous’ published as a response to the review of Jill Dolan, demonstrate the […]
• Feminist Political Theory, Approaches and Challenge However, regardless of studying the perception of women and their role in society, there is no unified approach in feminist political theory that leads to the existence of the so-called feminist challenge.
• Feminism in the Story “Lord of the Rings” The movie, in its turn, instead of focusing on the evolution of the female leads, seemed to be concerned with the relationships between the male characters as well as the growth of the latter.
• Feminist Pro-Porn During Sex Wars In particular, this group was determined to fight for the rights of the lesbians as they realised that the arguments of the anti-porn feminists were against their freedom.
• Seven Variations of Cinderella as the Portrayal of an Anti-Feminist Character: a Counterargument Against the Statement of Cinderella’s Passiveness It is rather peculiar that, instead of simply providing Cinderella with the dress, the crystal slippers and the carriage to get to the palace in, the fairy godmother turns the process of helping Cinderella into […]
• Feminist Literature: “The Revolt of Mother” by Mary E. Wilkins The woman in her story goes against the tradition of the time and triumphs by challenging it and gaining a new self-identity. The author uses this story to address the issue of women oppression that […]
• Feminist Films: “Stella Dallas” and “Dance Girl, Dance” In my opinion, the film’s main idea is the relations between the mother and the daughter. In other words, I would like to point out that it is a female subjectivity, which is recognized to […]
• Comparing Mainardi and Kollantai on Housework and Women’s Oppression Mainardi and Kollantai argue that women should be liberated from chores for the sake of the future. Nonetheless, the two feminists have different views on the way liberation can be achieved.
• Bell Hooks’ Article Analysis With Regard to Women and Minorities Feminism is meant to stop sexist oppression. The major aim of these movements has not yet been achieved. Bell Hooks promotes the knowledge of feminist theory as essential portion of the development of self-actualization.
• Equal Society: Antebellum Feminism, Temperance, and Abolition It is characterized by the emergence of a women’s rights movement that was spearheaded by activists who sought to secure the rights of women to vote, own property, and participate in education and the public […]
• Feminism in the “Lorraine Hansberry” Film Her activism aligns with the fundamental tenets of women of color feminism, which emphasizes the intersecting nature of oppression and the importance of centering the experiences of marginalized groups in social justice movements.
• Gloria Steinem: Political Activist and Feminist Leader Thesis: Gloria Steinem’s direct, bold, argumentative, and explicit style of conveying her ideas and values is the result of her political activism, feminist leadership, and her grandmother, Pauline Perlmutter Steinem.
• The Myntra Logo from a Feminist Perspective The first feature of the Myntra logo that comes under the scrutiny of transnational feminism is the commercialization of female sexuality.
• Feminist Geography and Women Suppression Tim Cresswell’s feminist geography explores how the patriarchal structures of our society have silenced women’s voices and experiences in the field of geography for centuries and how recent changes in the field have allowed for […]
• Feminism from a Historical Perspective Accordingly, the discontent facilitated the development of reform-minded activist organizations across Europe and the United States and the subsequent rise of the Modern or New Women’s Movement.
• The Feminist Theory in Modern Realities The theory and culture of feminism in modern philosophy and the development of society play a significant role in cultural and social development.
• Alice Walker’s Statement “Womanist Is to Feminist…” In her short tale “Perspectives Past and Present,” author and poet Alice Walker famously uses the statement “Womanist Is to Feminist as Purple Is to Lavender,” meaning that womanist is a larger ideological framework within […]
• Feminist Perspective on Family Counselling The author of the article considers the study and the data obtained as a result of it as information reporting not only about the specifics of homosexual relationships but also about their perception in American […]
• Modern Feminism and Its Major Directions Radical feminism views patriarchy as the reason men have more rights than women and attempts to fight against it. Liberal, intersectional, and radical feminism differ in many ways as they have various perspectives on women’s […]
• Feminist Theory and Its Application Alice Walker advocated for the rights of women of color at the end of the 20th century, creating a feminist branch named womanism. The feminist theory is one of the most known and popular theories […]
• Discussion of Feminist Movements The feminist movements have been behind a sequence of political and social movements that champion the equal rights of women in all aspects of life.
• Feminists on the Women’s Role in the Bible The author of the article uses the term intertextuality, which plays a significant role in the text analysis, including from the feminist aspect.
• Feminist Contribution to International Relations Moreover, it will be shown that the concept of gender is important as it helps to shed light on the power dynamics in the sphere of international relations and explain female exclusion from politics.
• Emotional Revival in Feminist Writers’ Short Stories This paper aims to discuss the emotional revival of heroines in the short stories of Kate Chopin and Charlotte Perkins Gilman.”The Story of an Hour” is a very short story that describes a woman’s experience […]
• Emotion and Freedom in 20th-Century Feminist Literature The author notes that the second layer of the story can be found in the antagonism between the “narrator, author, and the unreliable protagonist”.
• The Cyborg Term in the Context of Feminist Studies In other words, during the transition of identity from the individual to the collective level, people, especially women, may encounter inequalities manifested in the collective space.
• Feminist and Traditional Ethics The feminist ethics also criticize the gender binary of distinct biological formation between men and women. Consequentialism, deontology, and virtue ethics are the three theories of conventional ethics.
• Feminism: A Road Map to Overcoming COVID-19 and Climate Change By exposing how individuals relate to one another as humans, institutions, and organizations, feminism aids in the identification of these frequent dimensions of suffering.
• White Privilege in Conflict and Feminist Theories They see how the privilege of whiteness and denial of non-whiteness are connected to the social and political meaning of race and ethnicity.
• Women’s Role in Society From Feminist Perspective Also, in Hartsock’s opinion, that the whole society would benefit if women were allowed to have a role equal with men in a community.
• The Feminist Theory and IR Practice Focusing on how international relations theorists explained some concepts, such as security, state, and superiority that led to gender bias, feminists felt the need to develop and transform the international relations practice and theory.
• Intersectionality and Feminist Activism Therefore, I hope to study the academic literature to discuss the existing tendencies and difficulties to contribute to the understanding of the identified topic in terms of gender and female studies.
• Feminism: Reflection of Cultural Feminism If they found that the gases were harmful and may lead to complications in their body, they would approve the employer’s right to prohibit women from working in the company.
• Feminist Theoretical Perspectives on Rape There is a number of theoretical perspectives aimed at explaining what stands behind rape, that is, how rape is reinforced by, why it is more widespread in specific concepts, and what a rapist’s motivations for […]
• A Feminist Reading of “Wild Nights” and “Death Be Not Proud” From the feminist perspective, the key feature of the speaker’s stance in “Death Be Not Proud” that sets it apart from “Wild Nights” is the speaker’s persona, which is openly and unequivocally male.
• Body: Social Constructionist & Feminist Approaches The idea of the gendered body was based on the focus on the concept of gender, which sees masculinity and femininity as social roles and the need for the representatives of genders to maintain within […]
• Feminist Film Theory Overview The presence of women on the screen is commonly accomplished by the sexualization and objectivization of female characters. Along with that, sadism and fetishism toward the physical beauty of the object and the representation of […]
• “Daddy-long-Legs”: Why Jerusha Is a Feminist Heroine Jerusha is a feminist because she uses the letters to communicate the inequalities she feels in her relationship with Daddy-long-legs and her limits.
• Homosexuality and Feminism in the TV Series The depiction of these complex topics in the TV series of the humoristic genre implies both regressive and progressive impulses for the audience.
• Popular Feminism in Video Post of Emma Watson According to Emma Watson, now feminism is increasingly associated with hatred of men, although in reality it only implies the belief that men and women should have equal rights and opportunities.
• Contingent Foundations: Feminism and Postmodernism Feminism offers women theoretical bases on which to interrogate the issues of womanhood while Postmodernism takes this away by arguing for the “death of subjects”.abolition of the foundations of the ideals of reality.
• Art, Pornography and Feminism and Internet Influence The purpose of pornography is not the desire to admire the human body and respect physical intimacy. Indeed, society can say that women themselves agree to such rules, but the choice of a minority forms […]
• The Contemporary Image of Feminism Following the initial surge of the movement, governments finally came to acknowledge the magnitude of the situation and satisfied the demands of the female population.
• Feminism and Nationalism: The Western World In this case, we find that feminism has been a different that all the time and therefore, it is impossible to predict the trend of feminism in future.
• Gould’s and Sterling’s Feminist Articles Critique The focal point of this paper is to prepare a critical reflection on the articles by Stephen Jay Gould named “Women’s Brains” in The Panda’s Thumb and by Anne Fausto-Sterling named “The biological Connections,” from […]
• Core Aspects of Black Feminist and Womanist Thoughts Compared to Jones, who believes in “unparalleled advocates of universal suffrage in its true sense,” Lindsey does not support the relegation of the “voices and experiences of women of color to the background”.
• Barbara and Beverly Smith: Black Feminist Statement Sexism was an explicit element of the African American Civil Rights Movement. Fight against segregation was rather single-sided.
• Feminism: Fundamentals of Case Management Practice The feminist therapy’s main emphasis is put on the notion of invoking social changes and transforming the lives of people in favor of feminist resistance in order to promote equality and justice for all.
• Feminist Contributions to Understanding Women’s Lives This gave women a clear picture of the daily realities in their lives. The success of feminism is evident at all levels of human interaction since there is a better understanding of women and their […]
• As We Are Feminist Campaign’s Strategic Goals The present paper is devoted to the analysis of the goals of a feminist campaign As We Are that is aimed at challenging gender stereotypes that are being promoted by the media and society in […]
• Feminist Ethics in Nursing: Personal Thoughts The concept of feminist ethics emphasizes the belief that ethical theorizing at the present is done from a distinctly male point of view and, as such, lacks the moral experience of women.
• Feminism: Kneel to the Rest of Life, or Fight for the Fairness It seems that the law is not perfect, and the public opinion of sexual harassment might influence a woman’s life negatively.
• Feminist Perspective Influence on Canadian Laws and Lawmakers The change in the statistics is attributed to social changes, which include increase of women in the labor force, conflict in female-male relations, increase in alcohol consumption and increase in the rate of divorce. Feminists […]
• Blog Post: Arab Feminism in Contemporary World Women of the Arab world have struggled to overcome inequality, oppression, and rights deprivation by state authorities, which takes the discussion of the Islamic feminist movement to the political domain. According to Sharia, the unity […]
• Feminist Movement and Recommendations on Women’s Liberation According to Nawal El-Saadawi In Egypt, the feminist movement was started by Nawal El-Saadawi, and her article “The Arab Women’s Solidarity Association: The Coming Challenge” has historical importance as it addresses the plight of women in the community.
• Technological Progress, Globalization, Feminism Roots However, the work becomes more complicated when the time distance of the events and processes is shorter, and the stories are unfinished.
• Race at the Intersections: Sociology, 3rd Wave Feminism, and Critical Race Theory In this reading, the author examines the phenomenon of racism not merely as an issue but a systematic, institutionalized, and cultural phenomenon that is hard to eliminate.
• The Feminist Performers: Yoko Ono, Marina Abramovic, Gina Pane The feminist artists ccontributed to the women’s image, its role in society, and exposed the passiveness and submissiveness the women are obliged to endure.
• Feminism and Multiculturalism for Women The foundation of liberalism is having an interest in all the minority cultures that are put together to form the larger special group.
• “The Great Gatsby” by Fitzgerald: Betrayal, Romance, Social Politics and Feminism This work seeks to outline the role of women in the development of the plot of the book and in relation to the social issues affecting women in contemporary society.
• Pornography’s Harm as a Feminist Fallacy In this scenario, scientific research has proven the argument not to be true. It is weakened by the fact that people are not forced to watch the video.
• Feminism in Mourning Dove’s “Cogewea, the Half-Blood” The patriarchal practices embraced by the Indian community and the subsequent system of governance humiliated the writer; hence, the use of Cogewea in the passage was aimed to imply the abilities that were bestowed upon […]
• Feminist Film Strategy: The Watermelon Women These techniques have the capabilities of shifting meaning away from the narrative as the source of meaning to the audience’s background knowledge in making meaning.
• The Emerging Feminism in India and Their Views on God as a Feminist However, among the explanation of the cause of the phenomenon for this lack of agreement is the tendency for people to define religion too narrowly, and in most cases from the perspective of their own […]
• Feminist Psychology in Canada The introduction of the article gives the purposes of the research that include the historical and present condition of the psychology of women field of interest.
• American Art Since 1945 Till Feminism The entire movement represented the combination of emotional strength and the self-expression of the European abstract schools: Futurism, the Bauhaus and Synthetic Cubism.
• Modernist Art: A Feminist Perspective Clarke limited the definition of modernism even further by his restriction of it to the facets of the Paris of Manet and the Impressionists, a place of leisure, pleasure, and excesses, and it seems that […]
• Enlightenment, Feminism and Social Movements As a result of Enlightenment, the creative entrepreneurs as well as thinkers enjoyed the high freedom benefits that were brought in by the Enlightenment thinkers, enabling them to apply the newly acquired liberty to invent […]
• “Our Journey to Repowered Feminism” by Sonja K. Foss Foss tried to work out a new conception of repowered feminism in the article “Our Journey to Repowered Feminism: Expanding the Feminist Toolbox”.
• Feminist Position on Prostitution and Pornography The only requirement is that it should not violate the norms of the law. On the other hand, one of the suggestions for feminists is to envisage individual cases of enslaving women as prostitutes.
• The Politics of Feminism in Islam by Anouar Majid Considering the work The Politics of Feminism in Islam by Anouar Majid written in 1998, it should be noticed that the main point of this article is the Muslim feminism and the relation of West […]
• The Feminist Art Movement in the 1970s and Today The feminist art movement emerged in the 1960s and from that time the women had taken much interest in what causes them to be different from the male gender and particularly, what causes the art […]
• Feminist Theory. Modes of Feminist Theorizing The second point of conflict is the acknowledgment that most of the feminist ideas are part and parcel of our culture yet these ideas might be presented in a way that is hard for us […]
• Australian Feminism Movements The fact that feminism movements do not have a great following in Australia is because they are not generally seen to address issues that women and the society are facing.
• Feminism in Canadian Literature First of all, the female author of the article considered by Cosh is evidently a supporter of the equality of rights for men and women, and her account on the women liberation movement in the […]
• Understanding of Feminism: Philosophical and Social Concepts The vision that emerges, in the narrative as in the world it represents, is of a whole composed of separate, yet interdependent and interrelating, parts.
• Geoffrey Chaucer: A Founder of English Literature as a Feminist Despite the distorted interpretation of gender in the patriarchal society, Chaucer’s vision of women contradicts the orthodox view of the biological distinction of males and females as the justification for gender inequality.
• Feminist Activism for Safer Social Space by Whitzman The scientist pays special attention to the municipal parks, mainly High Park in Toronto, from the point of view of feminists trying to make women involved into the discourse concerning different aspects of the park.
• Western Feminism as Fighters Against Oppression For postmodern feminists and post-colonial feminists, the second component of the new women’s ideology is the idea of the responsibility of the state to rule and administer both genders on the basis of their interpretation […]
• Perils and Possibilities of Doing Transnational Feminist Activism These have promoted awareness of human rights among women and other masses, ensured and led to the adoption of the rules and regulations recognizing women rights and that supports ending of women violations and participated […]
• The Feminist Gendering Into International Relations These are early female contributions to IR academic and the In terms of conferences, the theme of gender and politics was being explored in conferences.
• “Feminism and Religion: The Introduction” by R. Gross Gross critically in order to see the essence of the book and the competence of the author in the current issue.
• Western Feminists and Their Impact on the Consciousness and Self-Identity of Muslim Women One of the main objectives of the Western feminism is to give to the citizen of the new nation a feeling of dignity and importance resulting from that citizenship and from his ethnic origin, and […]
• Feminism – Women and Work in the Middle East The history of feminism consists of different movements and theories for the rights of women. The first wave of this phenomenon began in the 19th century and saw the end only in the early 20th […]
• Harriet Martineau, Charlotte Perkins Gilman, and Marianne Weber: Feminist Sociologists Through her writings she always advocated for the equal rights of women with men and remarked the importance of financial self-sufficiency among women in the society. She observed the role of women in society and […]
• English Language in the Feminist Movement In addition to that, it is of the crucial importance to explore the underlying causes of this phenomenon. Now that we have enumerated the research methods, that can be employed, it is of the utmost […]
• Feminist Ideas in Mary Shelley’s “Frankenstein”
• Chitra Banerjee Divakaruni’s Works and Feminism
• Positive Changes That Feminism Brought to America
• Are Feminist Criticisms of Militarism Essentialist?
• Western Feminist Critics and Cultural Imperialism
• Social Justice and Feminism in America
• American Women in History: Feminism and Suffrage
• Wendy McElroy: A Feminist Defense of Men’s Rights
• Modern Feminism as the Part of Intellectual Life
• Feminist Movements in Contemporary Times
• Feminist Critiques of Medicine
• Shakespeare: A Feminist Writer
• Liberal Feminism Movement Analysis
• Feminism and Support of Gender Equality
• Feminism: Liberal, Black, Radical, and Lesbian
• Women and Law. Feminist Majority Foundation
• Empowerment and Feminist Theory
• “The Historical Evolution of Black Feminist Theory and Praxis” by Taylor
• Is Power Feminism a Feminist Movement?
• Postcolonial Feminism Among Epistemological Views
• Feminist Theory: Performing and Altering Bodies
• Feminist Theories by Bordo, Shaw & Lee, Shildrick & Price
• Feminist Examination of Science
• Race, Sex and Knowledge From Feminist Perspective
• Colonialism and Knowledge in Feminist Discourse
• Feminism and the Relational Approach to Autonomy
• Feminism and Sexuality in the “Lila Says” Film
• Feminist Perspective: “The Gender Pay Gap Explained”
• Second Wave of Feminist Movement
• Feminist Approach in Literary Criticism
• Education and Feminism in the Arabian Peninsula
• Black Women in Feminism and the Media
• Spiritual and Educational Feminist Comparison
• Feminist Theoretical Schools in Various Cultures
• The Application of Psychoanalysis in Feminist Theories
• Feminism: Exposing Women to the Public Sphere
• Feminist Psychoanalysis From McRobbie’s Perspective
• Ageism and Feminism in Career and Family Expectations
• “Feminist Geopolitics and September 11” by Jenifer Hyndman
• The History of Feminism in the 1960
• Feminist Theory in “A Family Thing” Movie
• Feminism in Tunisia and Jordan in Comparison
• Feminism and Gender Studies in Science
• Feminism in the United Arab Emirates
• Conceptualization of Difference in Feminism
• Feminism in Latin America
• Planet B-Girl: Community Building and Feminism in Hip-Hop
• Methods of Feminism Education and Its Modern Theories
• Feminism in Lorrie Moore’s “You’re Ugly, Too”
• Anti-Feminism and Heteropatriarchal Normativity
• Feminist Archaeologists’ Interpretations of the Past
• The Theory of Feminism Through the Prism of Time
• Development of Feminism in Chile
• Elena Poniatowska and Her Feminism
• Feminism in Laura Esquivel’s “Like Water for Chocolate”
• Concept of “Western Feminism”
• Marxism vs. Feminism: Human Nature, Power, Conflict
• Feminism in Lorber’s, Thompson’s, Hooks’s Views
• Prison and Social Movement in Black Feminist View
• Great Awakening, American Civil War, and Feminism
• Feminist Miss America Pageant Protest of 1968
• Black Feminist Perspectives in Toni Morrison’s Works
• Feminist Movement as an Attempt to Obtain Equal Rights
• Axel Honneth Views on Feminism
• Activist and Feminist Rose Schneiderman
• Feminist Deceit in Short Stories
• Post-Feminism in the Wonder Bra Commercial
• Feminist Movement Influence on the Arab Film Industry
• Feminism: the Contraception Movement in Canada
• Beyonce and Assata Shakur Feminism Ideas Comparison
• Feminism in “‘Now We Can Begin” by Crystal Eastman
• Gender Studies of Feminism: Radical and Liberal Branches
• Feminism and Film Theory
• The Realization of Third-wave Feminism Ideals
• Sexuality as a Social and Historical Construct
• Modern Feminist Movements
• Feminist Theories in Relation to Family Functions
• Rebecca Solnit’s Views on Feminism
• “Old and New Feminists in Latin America: The Case of Peru and Chile” by Chaney E.M.
• “Frida Kahlo: A Contemporary Feminist Reading” by Liza Bakewell
• Chinese Feminism in the Early 20th Century
• Feminism and Modern Friendship
• Historical Development of Feminism and Patriarchy
• Women and Their Acceptance of Feminism
• Women, Religion, and Feminism
• The History of the Pill and Feminism
• Challenges to Build Feminist Movement Against Problems of Globalization and Neoliberalism
• Feministic Movement in Iron Jawed Angels
• Hillary Clinton: Furthering Political Agenda Through Feminism
• Feministic View of McCullers’ “The Member of the Wedding”
• “Feminism, Peace, Human Rights and Human Security” by Charlotte Bunch
• Feminism in China During the Late Twentieth Century
• Feminist Political Change
• Antonio Gramsci and Feminism: The Elusive Nature of Power
• Changes That Feminism and Gender Lenses Can Bring To Global Politics
• Feminism Has Nothing to Tell Us About the Reality of War, Conflict and Hard, Cold Facts
• Feminism in the works of Susan Glaspell and Sophocles
• Cross Cultural Analysis of Feminism in the Muslim Community
• The Adoption of Feminist Doctrine in Canada
• Feminist Movement in Canada
• The Feminist Power and Structure in Canada
• Feminism and Gender Mainstreaming
• Feminist Movement: The National Organization for Women
• Female Chauvinist Pigs: Raunch Culture and Feminism
• Feminist Analysis of the Popular Media: The Sexualization Process Takes Its Toll on the Younger Female Audience
• Women in the Field of Art
• The Reflection of the Second-Wave Feminism in Scandinavia: “Show Me Love” and “Together”
• Liberal and Socialist Feminist Theories
• What Does Feminism Stand For? Who are These Creatures who call themselves Feminists?
• Full Frontal Feminism – What is Still Preventing Women from Achieving Equality?
• The Ordeal of Being a Woman: When Feminist Ideas Dissipate
• Comparison and Contrast of Spiritual and Educational Feminists
• Gender Issue and the Feminist Movement
• Dorothy E. Smith and Feminist Theory Development
• Feminist Movement Tendencies
• Scholars Comment on Gender Equality
• The Smurfette Principle in the Modern Media: Feminism Is over?
• Feminist Challenge to Mainstream International Relations Theory
• The Feminist Movement
• Feminism and Evolution or Emergence of Psychology
• Reasons Why the Black Women Population Did Not Consider Themselves a Part of the Ongoing Feminist Movements
• Black Women and the Feminist Movement
• Feminism and Patriarchy
• Feminism Interview and the Major Aim of Feminism
• Gender and Religion: Women and Islam
• World Politics: Realist, Liberals, and Feminists Theories
• Concept and History of the Liberal Feminism
• Feminism and Women’s History
• Feminist Criticism in “The Story of an Hour” and “The Yellow Wallpaper”
• Obesity: Health or Feminist Issue?
• Feminism in Roger and Dodger Film
• Anarchy, Black Nationalism and Feminism
• Concepts of Feminism in the Present Societies
• Gender Issues and Feminist Movement
• How Did African Feminism Change the World?
• Why Might Feminism and Poststructuralism Be Described as an Uneasy Alliance?
• Does Feminism and Masculinity Define Who People Are Today?
• How Did Feminism Change New Zealand?
• Can Feminism and Marxism Come Together?
• How Did Second Wave Feminism Affect the Lives of Women?
• Does Arab Feminism Exist?
• How Does Chivalry Affect Feminism?
• Has Feminism Achieved Its Goals?
• How Does the French Feminism Theory Manifest Itself?
• Does Feminism Create Equality?
• How Has Feminism Changed the Lives of Women, Men, and Families?
• Has Feminism Benefited the American Society?
• How Does Feminism Explain Gender Differences in Comparison to the Mainstream Psychology?
• Does Feminism Discriminate Against Men?
• How Does Feminism Harm Women’s Health Care?
• Does Feminism Really Work?
• How Does Feminism Threaten Male Control and Alters Their Dominance in Society?
• What Are the Basic Traits of Liberal Feminism?
• How Has Economic Development and Globalization of South Korea Influenced the Role of Feminism?
• What Are the Concepts of Marxism and Feminism?
• How Has Feminism Developed?
• What Are the Main Theoretical and Political Differences Between First and Second Waves of Feminism?
• Why Should Men Teach Feminism?
• How Does Popular Fiction Reflect Debates About Gender and Sexuality?
• When Does Feminism Go Wrong?
• How Do Teenage Magazines Express the Post-feminism Culture?
• Why Has Patriarchy Proved Such a Contentious Issue for Feminism?
• What Are the Main Contributions of Feminism to the Contemporary Lifestyle?
• Can Modern Feminism Start the Discrimination of Men?
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277 Feminism Topics & Women’s Rights Essay Topics

• Icon Calendar 18 January 2024
• Icon Page 2272 words
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Feminism topics encompass a comprehensive range of themes centered on advocating for gender equality. These themes critically address the social, political, and economic injustices primarily faced by females, aiming to dismantle patriarchal norms. Feminism topics may span from intersectional feminism, which underscores the diverse experiences of women across various intersections of race, class, and sexuality, to reproductive rights that advocate for women’s bodily autonomy and healthcare accessibility. They also involve the examination of workplace discrimination through concepts, such as the gender wage gap and the glass ceiling. Violence against women, including work and domestic abuse, sexual assault, and harassment, is a hot aspect, providing many discussions. In turn, one may explore the representation of women in media, politics, and STEM fields. Explorations of gender roles, gender identity, and the significance of male feminism are integral parts of these discussions. As society continues to evolve, feminism topics persistently adapt to confront and address emerging forms of gender inequality.

Best Feminism & Women’s Rights Topics

• Achievements of Women in Politics: A Global Perspective
• Emphasizing Gender Equality in the 21st-Century Workplace
• Evolving Representation of Women in Media
• Fight for Women’s Voting Rights: The Historical Analysis
• Intersectionality: Examining its Role in Feminism
• Unpacking Feminism in Third-World Countries
• Dissecting Misogyny in Classical Literature
• Influence of Religion on Women’s Rights Worldwide
• Unveiling Bias in STEM Fields: Female Experiences
• Gender Pay Gap: Global Comparisons and Solutions
• Probing the Historical Evolution of Feminism
• Reshaping Beauty Standards Through Feminist Discourse
• Importance of Reproductive Rights in Women’s Health
• Exploring Women’s Role in Environmental Activism
• Glass Ceiling Phenomenon: Women in Corporate Leadership
• Trans Women’s Struggles in Feminist Movements
• Empowering Girls: The Role of Education
• Intersection of Race, Class, and Feminism
• Effects of Feminism on Modern Art
• Impacts of Social Media on Women’s Rights Movements
• Deconstructing Patriarchy in Traditional Societies
• Single Mothers’ Challenges: A Feminist Perspective
• Dynamics of Feminism in Post-Colonial Societies
• Queer Women’s Struggles for Recognition and Rights
• Women’s Contributions to Scientific Discovery: An Underrated History
• Cybersecurity: Ensuring Women’s Safety in the Digital Age
• Exploring the Misrepresentation of Feminism in Popular Culture
• Repositioning Sexuality: The Role of Feminism in Health Discourse
• Women’s Economic Empowerment: The Impact of Microfinance
• Investigating Sexism in Video Gaming Industry
• Female Leadership During Global Crises: Case Studies

Easy Feminism & Women’s Rights Topics

• Power of Women’s Protest: A Historical Study
• Feminist Movements’ Role in Shaping Public Policy
• Body Autonomy: A Key Aspect of Feminist Ideology
• Cyber Feminism: Women’s Rights in Digital Spaces
• Violence Against Women: International Legal Measures
• Feminist Pedagogy: Its Impact on Education
• Depiction of Women in Graphic Novels: A Feminist Lens
• Comparing Western and Eastern Feminist Movements
• Men’s Roles in Supporting Feminist Movements
• Impacts of Feminism on Marriage Institutions
• Rural Women’s Rights: Challenges and Progress
• Understanding Feminist Waves: From First to Fourth
• Inclusion of Women in Peace Negotiation Processes
• Influence of Feminism on Modern Advertising
• Indigenous Women’s Movements and Rights
• Reclaiming Public Spaces: Women’s Safety Concerns
• Roles of Feminist Literature in Social Change
• Women in Sports: Overcoming Stereotypes and Bias
• Feminism in the Context of Refugee Rights
• Media’s Roles in Shaping Feminist Narratives
• Women’s Rights in Prisons: An Overlooked Issue
• Motherhood Myths: A Feminist Examination
• Subverting the Male Gaze in Film and Television
• Feminist Critique of Traditional Masculinity Norms
• Rise of Female Entrepreneurship: A Feminist View
• Young Feminists: Shaping the Future of Women’s Rights

Interesting Feminism & Women’s Rights Topics

• Roles of Feminism in Promoting Mental Health Awareness
• Aging and Women’s Rights: An Overlooked Dimension
• Feminist Perspectives on Climate Change Impacts
• Women’s Rights in Military Service: Progress and Challenges
• Achieving Gender Parity in Academic Publishing
• Feminist Jurisprudence: Its Impact on Legal Structures
• Masculinity in Crisis: Understanding the Feminist Perspective
• Fashion Industry’s Evolution through Feminist Ideals
• Unheard Stories: Women in the Global Space Race
• Effects of Migration on Women’s Rights and Opportunities
• Women’s Land Rights: A Global Issue
• Intersection of Feminism and Disability Rights
• Portrayal of Women in Science Fiction: A Feminist Review
• Analyzing Post-Feminism: Its Origins and Implications
• Cyberbullying and Its Impact on Women: Measures for Protection
• Unveiling Gender Bias in Artificial Intelligence
• Reimagining Domestic Work Through the Lens of Feminism
• Black Women’s Hair Politics: A Feminist Perspective
• Feminist Ethical Considerations in Biomedical Research
• Promoting Gender Sensitivity in Children’s Literature
• Understanding the Phenomenon of Toxic Femininity
• Reconsidering Women’s Rights in the Context of Climate Migration
• Advancing Women’s Participation in Political Activism

Feminism Argumentative Essay Topics

• Intersectionality’s Impact on Modern Feminism
• Evolution of Feminist Thought: From First-Wave to Fourth-Wave
• Gender Wage Gap: Myths and Realities
• Workplace Discrimination: Tackling Unconscious Bias
• Feminist Theory’s Influence on Contemporary Art
• Intersection of Feminism and Environmental Activism
• Men’s Roles in the Feminist Movement
• Objectification in Media: A Feminist Perspective
• Misconceptions about Feminism: Addressing Stereotypes
• Feminism in the Classroom: The Role of Education
• Feminist Analysis of Reproductive Rights Policies
• Transgender Rights: An Extension of Feminism
• Intersection of Feminism and Racial Justice
• Body Shaming Culture: A Feminist Viewpoint
• Feminism’s Influence on Modern Advertising
• Patriarchy and Religion: A Feminist Critique
• Domestic Labor: Feminist Perspectives on Unpaid Work
• Sexism in Sports: The Need for Feminist Intervention
• The MeToo Movement’s Influence on Modern Feminism
• Feminism and the Fight for Equal Representation in Politics
• Women’s Rights in the Digital Age: A Feminist Examination
• Feminist Critique of Traditional Beauty Standards
• Globalization and Its Effects on Women’s Rights
• The Role of Feminism in LGBTQ+ Rights Advocacy
• Popular Culture and Its Reflection on Feminist Values

Controversial Feminist Research Paper Topics

• Intersectionality in Modern Feminist Movements: An Analysis
• Representation of Women in High-Powered Political Roles
• Cultural Appropriation Within the Feminist Movement: An Inquiry
• The Role of Feminism in Defining Beauty Standards
• Women’s Reproductive Rights: A Debate of Autonomy
• Feminism and Religion: The Question of Compatibility
• Male Allies in the Feminist Movement: An Evaluation
• Shift in Traditional Gender Roles: Feminist Perspective
• Impacts of Media on Perceptions of Feminism
• Dissecting the Wage Gap: A Feminist Examination
• Menstrual Equity: A Battle for Feminist Activists
• Feminism in Popular Music: Power or Appropriation?
• Climate Change: The Unseen Feminist Issue
• Education’s Role in Shaping Feminist Beliefs
• Power Dynamics in the Workplace: A Feminist Scrutiny
• Cyber-Feminism: Harnessing Digital Spaces for Activism
• Healthcare Disparities Faced by Women: An Analysis
• Transgender Women in Feminist Discourse: An Exploration
• Feminist Perspectives on Monogamy and Polyamory
• Feminist Analysis of Modern Advertising Campaigns
• Exploring Sexism in the Film Industry through a Feminist Lens
• Debunking Myths Surrounding the Feminist Movement
• Childcare Responsibilities and Their Feminist Implications
• Women’s Sports: Evaluating Equity and Feminist Advocacy

Feminist Research Paper Topics in Feminism Studies

• Evaluating Feminist Theories: From Radical to Liberal
• Women’s Health Care: Policies and Disparities
• Maternal Mortality: A Global Women’s Rights Issue
• Uncovering Sexism in the Tech Industry
• Critique of Binary Gender Roles in Children’s Toys
• Body Positivity Movement’s Influence on Feminism
• Relevance of Feminism in the Fight Against Human Trafficking
• Women in Coding: Breaking Stereotypes
• The Role of Women in Sustainable Agriculture
• Feminism in the Cosmetics Industry: A Dual-Edged Sword
• The Influence of Feminism on Modern Architecture
• Bridging the Gap: Women in Higher Education Leadership
• The Role of Feminism in Advancing LGBTQ+ Rights
• Menstrual Equity: A Key Women’s Rights Issue
• Women in Classical Music: Breaking Barriers
• Analyzing Gendered Language: A Feminist Approach
• Women’s Rights and Humanitarian Aid: The Interconnection
• Exploring the Role of Women in Graphic Design
• Addressing the Lack of Women in Venture Capitalism
• Impact of Feminism on Urban Planning and Design
• Maternal Labor in the Informal Economy: A Feminist Analysis
• Feminism’s Influence on Modern Dance Forms
• Exploring the Role of Women in the Renewable Energy Sector
• Women in Esports: An Emerging Frontier
• Child Marriage: A Grave Violation of Women’s Rights

Feminist Topics for Discussion

• Feminist Criticism of the Fashion Modelling Industry
• Domestic Violence: Feminist Legal Responses
• Analyzing the Success of Women-Only Workspaces
• Female Genital Mutilation/Cutting: A Human Rights Issue
• Women’s Role in the Evolution of Cryptocurrency
• Women and the Right to Water: A Feminist Perspective
• Gender Stereotypes in Comedy: A Feminist View
• Intersection of Animal Rights and Feminist Theory
• Roles of Feminism in the Fight Against Child Labor
• Representation of Women in Folklore and Mythology
• Women’s Rights in the Gig Economy: Issues and Solutions
• Revisiting Feminism in Post-Soviet Countries
• Women in the Space Industry: Present Status and Future Trends
• The Influence of Feminism on Culinary Arts
• Unraveling the Impact of Fast Fashion on Women Workers
• Feminist Perspectives on Genetic Engineering and Reproduction
• Assessing the Progress of Women’s Financial Literacy
• Sex Work and Feminism: A Controversial Discourse
• Women in Cybernetics: An Untapped Potential
• Uncovering the Women Behind Major Historical Events
• The Impact of the #MeToo Movement Globally
• Women’s Rights in the Cannabis Industry: Challenges and Progress
• Redefining Motherhood: The Intersection of Feminism and Adoption
• Roles of Feminist Movements in Combatting Child Abuse

Women’s Rights Essay Topics for Feminism

• Evolution of Women’s Rights in the 20th Century
• Roles of Women in World War II: Catalyst for Change
• Suffrage Movement: Driving Force Behind Women’s Empowerment
• Cultural Differences in Women’s Rights: A Comparative Study
• Feminist Movements and Their Global Impact
• Women’s Rights in Islamic Societies: Perceptions and Realities
• Glass Ceiling Phenomenon: Analysis and Impacts
• Pioneering Women in Science: Trailblazers for Equality
• Impacts of Media Portrayal on Women’s Rights
• Economic Autonomy for Women: Pathway to Empowerment
• Women’s Rights in Education: Global Perspective
• Gender Equality in Politics: Global Progress
• Intersectionality and Women’s Rights: Race, Class, and Gender
• Legal Milestones in Women’s Rights History
• Inequities in Healthcare: A Women’s Rights Issue
• Modern-Day Slavery: Women and Human Trafficking
• Climate Change: A Unique Threat to Women’s Rights
• Body Autonomy and Reproductive Rights: A Feminist Analysis
• Globalization’s Effect on Women’s Rights: Opportunities and Threats
• Gender Violence: An Erosion of Women’s Rights
• Indigenous Women’s Rights: Struggles and Triumphs
• Women’s Rights Activists: Unsung Heroes of History
• Empowerment Through Sports: Women’s Struggle and Success
• Balancing Act: Motherhood and Career in the 21st Century
• LGBTQ+ Women: Rights and Recognition in Different Societies

Women’s Rights Research Questions

• Evolution of Feminism: How Has the Movement Shifted Over Time?
• The Workplace and Gender Equality: How Effective Are Current Measures?
• Intersectionality’s Influence: How Does It Shape Women’s Rights Advocacy?
• Reproductive Rights: What Is the Global Impact on Women’s Health?
• Media Representation: Does It Affect Women’s Rights Perception?
• Gender Stereotypes: How Do They Impede Women’s Empowerment?
• Global Disparities: Why Do Women’s Rights Vary So Widely?
• Maternal Mortality: How Does It Reflect on Women’s Healthcare Rights?
• Education for Girls: How Does It Contribute to Gender Equality?
• Cultural Norms: How Do They Influence Women’s Rights?
• Leadership Roles: Are Women Adequately Represented in Positions of Power?
• Domestic Violence Laws: Are They Sufficient to Protect Women’s Rights?
• Roles of Technology: How Does It Impact Women’s Rights?
• Sexual Harassment Policies: How Effective Are They in Protecting Women?
• Pay Equity: How Can It Be Ensured for Women Globally?
• Politics and Gender: How Does Women’s Representation Shape Policy-Making?
• Child Marriage: How Does It Violate Girls’ Rights?
• Climate Change: How Does It Disproportionately Affect Women?
• Trafficking Scourge: How Can Women’s Rights Combat This Issue?
• Female Genital Mutilation: How Does It Contradict Women’s Rights?
• Armed Conflicts: How Do They Impact Women’s Rights?
• Body Autonomy: How Can It Be Safeguarded for Women?
• Women’s Suffrage: How Did It Pave the Way for Modern Women’s Rights?
• Men’s Role: How Can They Contribute to Women’s Rights Advocacy?
• Legal Frameworks: How Do They Support or Hinder Women’s Rights?

History of Women’s Rights Topics

• Emergence of Feminism in the 19th Century
• Roles of Women in the Abolitionist Movement
• Suffragette Movements: Triumphs and Challenges
• Eleanor Roosevelt and Her Advocacy for Women’s Rights
• Impacts of World War II on Women’s Liberation
• Radical Feminism in the 1960s and 1970s
• Pioneering Women in Politics: The First Female Senators
• Inception of the Equal Rights Amendment
• Revolutionary Women’s Health Activism
• Struggle for Reproductive Freedom: Roe vs. Wade
• Birth of the Women’s Liberation Movement
• Challenges Women Faced in the Civil Rights Movement
• Women’s Roles in the Trade Union Movement
• Intersectionality and Feminism: Examining the Role of Women of Color
• How Did the Women’s Rights Movement Impact Education?
• Sexuality, Identity, and Feminism: Stonewall Riots’ Impact
• Influence of Religion on Women’s Rights Activism
• Women’s Empowerment: The UN Conferences
• Impact of Globalization on Women’s Rights
• Women’s Movements in Non-Western Countries
• Women in Space: The Fight for Equality in NASA
• Achievements of Feminist Literature and Arts
• Evolution of the Women’s Sports Movement
• Advancement of Women’s Rights in the Digital Age
• Cultural Shifts: The Media’s Role in Promoting Women’s Rights

Feminism Essay Topics on Women’s Issues

• Career Challenges: The Gender Wage Gap in Contemporary Society
• Examining Microfinance: An Empowering Tool for Women in Developing Countries
• Pioneers of Change: The Role of Women in the Space Industry
• Exploring Beauty Standards: An Analysis of Global Perspectives
• Impacts of Legislation: Progress in Women’s Health Policies
• Maternity Leave Policies: A Comparative Study of Different Countries
• Resilience Through Struggles: The Plight of Female Refugees
• Technology’s Influence: Addressing the Digital Gender Divide
• Dissecting Stereotypes: Gender Roles in Children’s Media
• Influence of Female Leaders: A Look at Political Empowerment
• Social Media and Women: Effects on Mental Health
• Understanding Intersectionality: The Complexity of Women’s Rights
• Single Mothers: Balancing Parenthood and Economic Challenges
• Gaining Ground in Sports: A Look at Female Athletes’ Struggles
• Maternal Mortality: The Hidden Health Crisis
• Reproductive Rights: Women’s Control Over Their Bodies
• Feminism in Literature: Portrayal of Women in Classic Novels
• Deconstructing Patriarchy: The Impact of Gender Inequality
• Body Autonomy: The Battle for Abortion Rights
• Women in STEM: Barriers and Breakthroughs
• Female Soldiers: Their Role in Military Conflicts
• Human Trafficking: The Disproportionate Impact on Women
• Silent Victims: Domestic Violence and Women’s Health

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487 Feminism Essay Topics

Women make up half of the world’s population. How did it happen they were oppressed?

We are living in the era of the third wave of feminism, when women fight for equal rights in their professional and personal life. Public figures say that objectification and sexualization of women are not ok. Moreover, governments adopt laws that protect equal rights and possibilities for people of all genders, races, and physical abilities. Yes, it is also about feminism.

In this article, you will find 400+ feminism essay topics for students. Some raise the problems of feminism; others approach its merits. In addition, we have added a brief nuts-and-bolts course on the history and principal aspects of this social movement.

❗ Top 15 Feminism Essay Topics

• 💻 Feminism Research Topics
• 📜 History of Feminism Topics
• 🙋‍♀️ Topics on Feminism Movements

🔥 Famous Feminists Essay Topics

• 👩‍🎓 Topics on Women’s Rights in the World
• 👸 Antifeminism Essay Topics

📚 Topics on Feminism in Literature

🔗 references.

• Compare and contrast liberal and radical feminism.
• The problem of political representation of feminism.
• Is Hillary Clinton the most prominent feminist?
• How can feministic ideas improve our world?
• What is the glass ceiling, and how does it hinder women from reaching top positions?
• What can we do to combat domestic violence?
• Unpaid domestic work: Voluntary slavery?
• Why do women traditionally do social work?
• What are the achievements of feminism?
• Why is there no unity among the currents of feminism?
• Pornographic content should be banned in a civilized society.
• Does feminism threaten men?
• What is intersectional feminism, and why is it the most comprehensive feminist movement?
• Those who are not feminists are sexists.
• Why are women the “second gender?”

💻 Feminism Research Topics & Areas

Feminism is the belief in the equality of the sexes in social, economic, and political spheres. This movement originated in the West, but it has become represented worldwide. Throughout human history, women have been confined to domestic labor. Meanwhile, public life has been men’s prerogative. Women were their husband’s property, like a house or a cow. Today this situation has vastly improved, but many problems remain unresolved.

A feminism research paper aims to analyze the existing problems of feminism through the example of famous personalities, literary works, historical events, and so on. Women’s rights essay topics dwell on one of the following issues:

Healthcare & Reproductive Rights of Women

Women should be able to decide whether they want to have children or not or whether they need an abortion or not. External pressure or disapprobation is unacceptable. In many countries, abortions are still illegal. It is a severe problem because the female population attempts abortions without medical assistance in unhygienic conditions.

Economic Rights of Women

Women’s job applications are often rejected because they are expected to become mothers and require maternity leave. Their work is underpaid on a gender basis. They are less likely to be promoted to managerial positions because of the so-called “ glass ceiling .” All these problems limit women’s economic rights.

Women’s Political Rights

Yes, women have voting rights in the majority of the world’s countries. Why isn’t that enough? Because they are still underrepresented in almost all the world’s governments. Only four countries have 50% of female parliamentarians. Laws are approved by men and for men.

Family & Parenting

The British Office for National Statistics has calculated that women spend 78% more time on childcare than men. They also perform most of the unpaid domestic work. Meanwhile, increasingly more mothers are employed or self-employed. It isn’t fair, is it?

Virginity is a myth. Still, women are encouraged to preserve it until a man decides to marry her. Any expression of female sexuality is criticized (or “ slut-shamed “). We live in the 21st century, but old fossilized prejudices persist.

📜 History of Feminism Essay Topics

First wave of feminism & earlier.

• Ancient and medieval promoters of feminist ideas.
• “Debate about women” in medieval literature and philosophy.
• The emergence of feminism as an organized movement.
• Enlightenment philosophers’ attitudes towards women.
• The legal status of women in Renaissance.
• Women’s Liberation Movement Evolution in the US.
• Mary Wollstonecraft’s views on women’s rights.
• Sociopolitical background of the suffrage movement.
• The most prominent suffrage activists.
• The Liberation Theme Concerning Women.
• “Declaration of sentiments”: key points and drawbacks.
• What was special about Sojourner Truth and her famous speech?
• The significance of the first feminist convention in Seneca Falls.
• The National Woman Suffrage Association: goals and tactics.
• The influence of abolitionism on feminism ideas.
• Why did some women prefer trade unions to feminism?
• Radical feminists’ criticism of the suffrage movement.
• The UK suffragists’ approach to gaining voting rights for women.
• Alice Paul and Emmeline Pankhurst’s role in the suffrage movement.
• The Nineteenth Amendment: the essence and significance.
• Infighting in the post-suffrage era.

Second Wave of Feminism Essay Titles

• How did second-wave feminism differ from the suffrage movement?
• The roots of the second wave of feminism.
• John Kennedy’s policies concerning women’s rights.
• Eleanor Roosevelt’s contribution to feminism.
• Debates on gender equality in the late 1960s.
• Feminism activists’ achievements in 1960-1970.
• What was the focus of second-wave feminist research?
• Why was there no comprehensive feminist ideology?
• Anarcho-, individualist, “Amazon,” and separatist feminism: key ideas.
• The nature of liberal feminism.
• How did liberal and radical feminism differ?
• Why was cultural feminism also called “difference” feminism?
• Liberal and Postmodernist Theories of Feminism.
• What is the difference between liberal and radical feminism?
• Black feminists’ challenges and input to the fight for equity.
• Sociocultural differences in views on female liberation.
• The globalization of feminism: positive and negative aspects.
• Taliban’s oppression of Afghani women.
• Women in the US Military: World War II.
• What were the main concerns of feminists from developing countries?
• Why did Third World women criticize Western feminists?
• Feminism achievements to the end of the 20th century.

Third Wave of Feminism Research Topics

• What was peculiar about the third wave of feminism?
• Why did third-wave feminists consider their predecessors’ work unfinished?
• Social, political, economic, and cultural premises of third-wave feminism.
• How did the information revolution impact feminism?
• Third Wave Foundation’s major goals.
• Women’s Rights and Changes Over the 20th Century.
• Jennifer Baumgardner and Amy Richards’ views on feminism.
• The impact of second wavers success on third-wave feminism.
• New approaches in fighting discrimination, utilized by third-wave feminists.
• The influence of the postmodern movement on feminism.
• The concept of a gender continuum.
• How did sexist symbols turn into female empowerment tools?
• What was specific about third-wave feminist art?
• Third-wavers’ redefinition of women as powerful and assertive figures.
• “Girl power” in pop culture.
• How did the Internet impact third-wave feminism?
• Sexualized behavior: sexual liberation or oppression in disguise?
• Why was third-wave feminism criticized?
• The multifaceted nature of third-wave feminism.
• Is multivocality a strength or weakness of third-wave feminism?
• How did third wavers counter the criticism?

Fourth Wave of Feminism Essay Topics

• The premises of fourth-wave feminism.
• Feminism’s major goals after 2012.
• Peculiarities of fourth-wave feminism.
• What behavior is sexual harassment?
• Gender Equality at the Heart of Development.
• Sexual harassment: different gender-based perspectives.
• Social media: a feminist tool.
• Can social media deepen discrimination?
• Gender discrimination in video games.
• Musical Preferences: Race and Gender Influences.
• GamerGate’s alleged “men’s rights campaign.”
• Sexism in Donald Trump’s speech.
• Women’s March: reasons and significance.
• Main steps in MeToo’s development.
• Tarana Burke’s fight for justice.
• Gender Stereotypes of Superheroes.
• MeToo’s contribution to women’s rights.
• The most impactful MeToo stories.
• Harvey Weinstein’s case: outcome’s implications.
• Gender Roles in the Context of Religion.
• Sexual harassment awareness after MeToo.
• MeToo’s influence on Hollywood’s ethics.
• Reasons for criticism of MeToo.
• Social Change and the Environment.
• Are sexual violence discussions necessary?

🙋‍ Argumentative Essay Topics on Feminism Movements

Mainstream feminism topics.

• What is the focus of mainstream feminism?
• Mainstream feminism predispositions in the 19th century.
• The place of politics within mainstream feminism.
• What is males’ place in mainstream feminism?
• The correlation of mainstream feminism and social liberalism.
• The correlation between mainstream feminism and state feminism.
• Gender equality in the doctrine of mainstream feminism.
• Why sunflower is the symbol of mainstream feminism?
• Anthony Gidden’s ideas regarding liberal feminism.
• Liberal feminism, according to Catherine Rottenberg.
• Mary Wollstonecraft and her vision of liberal feminism.
• Liberal feminism through John Stuart Mill’s perspective.
• Interdependence of mainstream feminism and political liberalism.
• NOW’s activities and mainstream feminism.
• LWV’s activities and mainstream liberalism.
• LGBT’s place in mainstream liberalism’s doctrine.
• Discourse Analysis of the Me Too Movement’s Media Coverage.
• Frances Wright’s role in establishing mainstream feminism.
• Mainstream feminism and the civil rights movement in the 1960s.
• Constitutional Equity Amendment and mainstream feminism.
• International Woman Suffrage Alliance’s activities and mainstream feminism.
• Mainstream feminism and Gina Krog’s works.
• Betty Friedan’s understanding of mainstream feminism.
• Gloria Steinem’s theoretical contribution to mainstream feminism.
• Simone de Beauvoir’s ideas and the framework of mainstream feminism.
• Rebecca Walker and her vision within the scope of mainstream feminism.
• NWPC’s activities and mainstream feminism.
• WEAL’s activities and mainstream feminism.
• Catherine Mackinnon and mainstream feminism’s critique.
• “White woman’s burden” and mainstream feminism’s critique.
• The roots of mainstream feminism in Europe.

Radical Feminism Essay Titles

• Society’s order according to radical feminism.
• Sexual objectification and radical feminism.
• Gender roles according to radical feminism.
• Shulamith Firestone’s ideas regarding the feminist revolution.
• Ti-Grace Atkinson’s ideas in Radical feminism.
• The vision of radical feminism on patriarchy.
• Radical feminism’s impact on the women’s liberation movement.
• Radical feminism’s roots in the early 1960s.
• Kathie Sarachild’s role in radical feminism movements.
• Carol Hanisch’s contribution to radical feminism.
• Roxanne Dunbar and her radical feminism.
• Naomi Weisstein and her vision of radical feminism.
• Judith Brown’s activities in terms of radical feminism.
• UCLA Women’s Liberation Front role in radical feminism.
• Why have women come to be viewed as the “other?”
• Ellen Willis’s ideas regarding radical feminism.
• Redstockings’ role in radical feminism.
• The feminist’s role in radical feminism.
• Differences between The Feminists’ and Restokings’ positions.
• The protest against Miss America in 1968.
• 11-hour sit-in at the Ladies Home Journal headquarters.
• Forms of direct action in radical feminism.
• Protest of biased coverage of lesbians in 1972.
• Lisa Tuttle’s vision of radical feminism.
• Catharine MacKinnon’s position regarding pornography.
• Peculiarities of radical lesbian feminism.
• Recognition of trans women in radical feminism.
• Radical feminism in the New Left.
• Mary Daly’s vision of radical feminism.
• Robin Morgan’s vision of radical feminism.

Other Interesting Feminism Essay Topics

• Ecofeminism’s role in feminism’s popularization.
• Greta Gaard, Lori Gruen, and ecofeminism.
• Petra Kelly’s figure in ecofeminism.
• Capitalist reductionist paradigm and ecofeminism.
• Ecofeminism. How does the movement interpret modern science?
• Essentials of vegetarian ecofeminism.
• Peculiarities of materialist ecofeminism.
• Interconnection between spiritual ecofeminism and cultural ecofeminism.
• Henry David Thoreau’s influence on ecofeminism.
• Aldo Leopold’s influence on ecofeminism.
• Rachel Carson’s influence on ecofeminism.
• The social construction of gender in post-structural feminism.
• Luce Irigaray as a post-structuralist feminist.
• Julia Kristeva’s contribution to post-structuralist feminism.
• Hélène Cixous and her activities as a post-structuralist feminist.
• L’Écriture feminine in feminist theory.
• Monique Wittig’s influence on post-structuralist feminism.
• Kimberlé Crenshaw’s views on intersectionality.
• Marxist feminist critical theory.
• Representational intersectionality in feminist theory.
• Marxism and Feminism: Similarities and Differences.
• Interlocking matrix of oppression.
• Standpoint epistemology and the outsider within.
• Resisting oppression in feminist theory.
• Women’s institute of science and feminism.
• Peculiarities of the Black feminist movement.
• Equity and race and feminism.
• Pamela Abbott’s ideas regarding postmodern feminism.
• Trans-exclusionary radical feminism today.
• Lipstick feminism’s ideas in the political context.
• Stiletto feminism and fetish fashion.
• Adichie’s proof that we should all be feminists.
• Analysis of Maya Angelou’s “And still I rise.”.
• Susan Anthony – the abolitionist movement’s champion.
• Maria Eugenia Echenique’s Contribution to Women’s Emancipation.
• Patricia Arquette’s arguments on the gender pay gap topic.
• Simone de Beauvoir’s role in feminism.
• Madonna’s contribution to the female sexuality argument.
• How did Clinton rebuild US politics?
• Davis’s opinion on feminism and race.
• Dworkin’s vision of a future society.
• Friedan and feminism’s second wave.
• Gay’s description of bad feminists.
• Ruth Ginsburg – first woman champion in law.
• Hook’s answer to “Is feminism for everybody”?
• Dorothy Hughes – feminist leader of the civil rights movement.
• Themes in Lessing’s The Golden Notebook.
• Lorde’s explorations of women’s identity.
• Mock’s role in transgender women’s equality movement.
• Page’s championship in feminism.
• Pankhurst’s arguments for women’s voting rights.
• Rhimes’ strong women image in Grey’s Anatomy.
• Sandberg’s opinion about female careers.
• Sanger’s feminist ideas’ contribution to happy families.
• Walker and her fight for women of color’s rights.
• Oprah Winfrey’s role in promoting feminism.
• Eleanor Roosevelt: history of the first politician – a woman.
• Mary Wollstonecraft’s ideas about female education.
• Youngest-ever Nobel laureate – Malala.
• Emma Watson’s path from actress to feminist.
• Why is Steinem’s name feminism synonymous?
• Truth’s life from an enslaved person to activist.

🎯 Persuasive Women’s Rights Essay Topics

Healthcare and reproductive rights of women.

• Is abortion morally acceptable?
• Why is the fight for child care not over?
• Should government participate in birth control?
• Researching of Maternity Care in Haiti.
• Government’s moral right to cancel abortions.
• Should the government allow abortions?
• What are birth control and its meaning?
• Abortion rights recently disappeared in the US.
• Gender Disparity in Colorectal Cancer Screening.
• Why are women’s rights becoming less vital?
• Western world’s degradation in women’s rights issue.
• Canceling abortion endangers women’s human rights.
• Female access to healthcare in developing countries.
• Developed countries’ role in improving women’s healthcare.
• Media’s contribution to legalizing abortions.
• Middle-Aged Women’s Health and Lifestyle Choices.
• Female genital mutilation’s moral side.
• Feminism’s impact on LGBTQ healthcare rights.
• The reproductive rights of women are everyone’s problem.
• Abortion rights’ impact on country’s economy.
• Protection From Infringement and Discrimination.
• Women’s reproductive rights in developing countries.
• Abortion rights crisis and the UN’s failure in achieving SDG#4.
• UN’s contribution to achieving equal healthcare rights.
• IGO’s impact on women’s reproductive rights issue.
• Report on the Speech by Gianna Jessen.
• Is birth control already at risk?
• Why should abortions not be allowed?
• Meaning of reproductive justice.
• Reproductive rights movement’s role in the country’s development.
• Single Mothers, Poverty, and Mental Health Issues.
• The reproductive rights movement, as all social movements’ drivers.
• Abortion’s relation to healthcare rights.
• Healthcare rights’ impact on a country’s economic development.
• Political agenda behind abortion cancellation.
• Feminism’s role in national healthcare.

Economic Rights, Salaries, and Access to Education for Women

• Definition of women’s economic rights.
• Female economic rights’ impact on the economy.
• Female economic rights and education.
• Gender Prevalence in Medical Roles.
• Can women do “male jobs”?
• Gender inequality in the workplace.
• Women’s economic rights movements.
• How Wealth Inequality Affects Democracy in America.
• Barriers to gender-equal economic rights.
• Gender inequality by social classes.
• Female economic rights and poverty.
• Can equal economic rights solve SDG#1?
• Gender-Based Discrimination in the Workplace.
• Why is it important to have equal access to education?
• How did the gender pay gap appear?
• Why does the gender pay gap exist?
• Women’s economic rights and industrialization.
• Characteristics of Mayo Clinic.
• Female economic rights worldwide.
• Legal rights of women workers.
• Laws that protect women’s economic rights.
• Women as leaders in the workplace.
• The Future of Women at Work in the Age of Automation.
• Why are companies against women workers?
• Fertility’s impact on female economic rights.
• Quiet revolution’s impact female workforce.
• Reasons to monitor occupational dissimilarity index.
• Women’s Roles in Islam, Christianity, and Hinduism.
• Female economic rights in developing countries.
• Democracy and female economic rights.
• Gender pay gap as a global problem.
• ILO’s role in the fight for equal economic rights?
• Politics’ impact on female economic rights.
• Health Disparities: Solving the Problem.
• Female economic rights movement and the fight against racism.
• The best practices in achieving gender-equal economic rights.
• Democracy and gender pay gap.
• Equal Pay for Work of Equal Value.

Women’s Political Rights Essay Topics

• Women’s suffrage movement definition.
• Female suffrage movement’s significance.
• Causes of gender inequality in politics.
• Women’s suffrage movement’s role today.
• Female suffrage’s impact on democracy.
• Women’s suffrage and economy.
• Suffrage movement’s effect on politics in the US.
• Do women need the right to vote?
• Effects of gender inequality on politics.
• Suffrage movement and politics in Britain.
• Laws for gender-equal political rights.
• The correlation between gender inequality in politics and authoritarianism.
• The possible solutions to gender inequality in politics.
• The role of IGOs in solving gender inequality in politics.
• How has the UN participated in the women’s suffrage movement?
• What is women’s role in politics in developing countries?
• How can women improve politics in their countries?
• What can men do for women’s equal political rights?
• Why equal rights to vote are everyone’s problem?
• The impact of Antoinette Louisa Brown on women’s suffrage.
• The effect of equal rights to education on equal political rights.
• Are western policies for equal rights applicable in developing countries?
• The importance of equal rights to vote.
• How to eliminate the gender pay gap?
• Why had women not had equal rights in politics?
• Is politics a “male job”?
• Benefits of appearance of female leaders in politics.
• Who created the women’s suffrage movement?
• How does women’s suffrage impact racism?
• Women’s suffrage contribution to LGBTQ communities’ equal political rights.

Family and Parenting Research Titles

• Female and male roles in a family.
• Sexism in families.
• Eliminating sexism in families is the best solution to gender inequality.
• Why is feminism a pro-family movement?
• The Childbirth Process in Women’s Experiences.
• The benefits of feminist upbringing.
• The causes of sexism in families.
• How does feminism help LGBTQ parents?
• Why should sexism be legally banned?
• Healthcare Resources and Equity in Their Distribution.
• The effects of sexism in families.
• The influence of sexist customs on society.
• Why should every family be feminist?
• How can feminism help solve the domestic violence issue?
• Government’s role in creating feminist families.
• What is feminist family value?
• The relation of authoritarian parent-paradigm on politics.
• Can feminist families bring democracy?
• Teaching feminism at home vs. at school.
• Traditional vs. Feminist parenting.
• Why should women have the right to be child-free?
• The impact of bringing up feminist daughters.
• Can feminist parents bring up mentally healthy children?
• Does the government have a moral right to endorse feminist values?
• The role of media for feminist families.
• How does feminism transform parent-child relationships?
• Can feminism help families overcome poverty?
• The role of feminist families in the economy.
• The influence of hierarchal husband-wife relationships on children.
• Do IGOs have moral rights to intervene in feminist families?
• The movements endorsing feminism in families.
• The effect of different views on feminism in parents on children.

Sexuality Essay Ideas

• The views of radical feminists on women’s sexuality.
• Who are sex-positive feminists, and their values?
• Feminism’s impact on sexual orientation.
• The role of feminism in sexual identity matters.
• Gender-Based Violence Against Women and Girls.
• How does feminism help eliminate sexual violence?
• What is harassment, and why are feminists fighting it?
• The role of media in women’s sexuality.
• Traditional views on women’s sexuality.
• How is feminism transforming sexuality?
• Domestic Violence and COVID-19 Relation.
• What are feminist sex wars?
• Why are some feminists against pornography?
• What are pro-pornography feminist arguments?
• How is feminism protecting the rights of sex workers?
• Rights of sex workers in developed vs. developing countries.
• Media Promotion of Cosmetic Surgery in Women.
• Feminist critique of censorship.
• What is behind the issue of sex trafficking?
• Children’s rape problem and feminism.
• The role of feminism in solving the sex trafficking problem.
• The Influence of the Women Image in the Media.
• R v. Butler case discussion.
• How is pornography enhancing sexual objectification?
• How is poverty causing prostitution?
• Can feminism eliminate prostitution by solving poverty?
• Child Marriage in Egypt and Ways to Stop It.
• Pro-sex worker feminists and their beliefs.
• What are the perspectives of pro-sex workers?
• The consequences of violence against women.
• The role of feminism to LGBTQ sex workers.
• Why are feminists trying to decriminalize prostitution?
• Beauty Standards: “The Body Myth” by Rebecca Johnson.
• Prostitution in developed vs. developing countries.
• The effect of class and race differences on prostitution.
• Short- and long-term impacts on sex workers.

👩‍🎓 Essay Topics on Women’s Rights in the World

Essay topics on feminism in developing countries.

• Social taboos and abortion in Nigeria.
• Access to sexual healthcare in Asia.
• Human Papillomavirus Awareness in Saudi Women.
• Sexual health and access to contraception in developing countries.
• Coronavirus pandemic’s impact on gender inequalities.
• Health and education access for women in Afghanistan.
• Female Empowerment in the Islamic States.
• Does poverty result in increased sexual violence?
• Regulations on gender equality in developing countries.
• Unsafe abortion, contraceptive use, and women’s health.
• Female genital mutilation in the 21st century.
• Practicing female genital mutation in Africa.
• Gender Discrimination After the Reemergence of the Taliban in Afghanistan.
• Which countries have the highest gender gap?
• Forced and child marriages in humanitarian settings.
• The Taliban’s view: Is woman a property?
• Feminism in Latin America.
• Honor killing in Pakistan: 1000 women are killed annually.
• Women’s access to healthcare in Somalia.

Feminism Essay Topics in Developed Countries

• “Broken Rung” and the gender pay gap.
• What are the obstacles to reaching gender equality?
• Do gender stereotypes result in workplace discrimination?
• Increased educational attainment of young women.
• Culture: Women With Hijab in Western Countries.
• Ending sexual harassment and violence against women.
• Is sexual harassment a form of discrimination?
• Cracking the glass ceiling: What are the barriers and challenges?
• Domestic drama: The impact of sexual violence on women’s health.
• Socio-cultural Factors That Affected Sport in Australian Society.
• Feminism and the problem of misogyny.
• The challenges faced by women in developed counties.
• Female participation in the labor market.
• Discrimination Against Girls in Canada.
• Unequal pay for women in the workplace.
• How do developed countries improve women’s rights?
• Nations with strong women’s rights.
• Women’s employment: Obstacles and challenges.

👸 Antifeminist Essay Topics

• Antifeminism: The right to abortion.
• Gender differences in suicide.
• Manliness in American culture.
• Antifeminism view: Men are in crisis.
• The threats of society’s feminization.
• The meaning of antifeminism across time and cultures.
• Antifeminism attracts both men and women.
• Gender and Science: Origin, History, and Politics.
• Antifeminism: The opposition to women’s equality?
• How do religious and cultural norms formulate antifeminism?
• Saving masculinity or promoting gender equality?
• Traditional gender division of labor: Fair or not?
• Are feminist theories of patriarchy exaggerated?
• Oppression of men in the 21st century.
• Psychological sex differences and biological tendencies.
• Does feminism make it harder for men to succeed?
• The change of women’s roles: Impact on the family.
• How were traditional gender roles challenged in modern culture?
• History of antifeminism: The pro-family movement.
• Religion and contemporary antifeminism.
• Antifeminist on the rights of minorities.
• Heterosexual and patriarchal family: Facts behind antifeminism.
• Women against feminism in Western countries.
• Feminism versus humanism: What is the difference?
• Does feminism portray women as victims?
• Same-sex marriage: The dispute between feminists and antifeminists.
• Male-oriented values of religions and antifeminism.
• Does antifeminism threaten the independence of women?
• Men’s rights movement: Manosphere.
• Does antifeminism refer to extremism?
• The fear of being labeled as a feminist.
• A Vindication of the Right of Woman by Mary Wollstonecraft.
• Jane Austen: Criticism of inequitable social rules.
• Mary Wollstonecraft Shelley: Frankenstein and aborted creations.
• Undercutting female stereotypes in Jane Eyre.
• “Throwing Like a Girl: A Phenomenology of Feminine Body” by Marion.
• Oppression of woman’s traditional roles in The Awakening.
• Virginia Woolf and her feminism.
• Orlando: A Biography. Evolving from man to woman.
• Harriet Jacobs’s Experiences as an Enslaved Black Woman.
• Feminist criticism: A Room of One’s Own.
• Social oppression in Three Guineas by Woolf.
• Rape, illegitimacy, and motherhood in The Judge by Rebecca West.
• Feminist utopias of Charlotte Perkins Gilman.
• Women’s rights and societal reform views of Charlotte Perkins Gilman.
• Feminist critics in a culture dominated by men.
• Black women’s aesthetic in Their Eyes Were Watching God.
• Alice Walker’s ideas on Feminist women of color.
• Female sexuality in Fear of Flying by Erica Jong.
• How do feminist novels address race and ethnicity?
• Social and emotional pressures in Love Medicine by Erdrich.
• Feminist Parenting: The Fight for Equality at Home – Psychology Today
• Feminist Parenting: An Introduction – Transformation Central Home
• Women’s suffrage – Britannica
• Only half of the women in the developing world are in charge of their own bodies – Reuters
• Gender Equality for Development – The World Bank
• How #MeToo revealed the central rift within feminism today – The Guardian
• Feminist Novels and Novelists – Literary Theory and Criticism
• Health Care & Reproductive Rights – National Women’s Law Center

Feminist Theory

40 pages • 1 hour read

Feminist Theory: From Margin to Center

A modern alternative to SparkNotes and CliffsNotes, SuperSummary offers high-quality Study Guides with detailed chapter summaries and analysis of major themes, characters, and more.

Chapter Summaries & Analyses

Preface 1-Chapter 2

Chapters 3-5

Chapters 6-8

Chapters 9-12

Key Figures

Index of Terms

Important Quotes

Essay Topics

In what ways does bell hooks disagree with the feminist movement at the time of writing Feminist Theory: From Margins to Center ? Choose three aspects of the feminist movement that hooks aims to reform and explain the changes she argues for.

hooks frequently quotes major feminist texts, post-colonial texts, and social criticism within her own writing. How does this reflect her understanding of community, education, and solidarity?

Explain hooks’s understanding of solidarity. How would it change the feminist movement? How does hooks propose bringing about this solidarity within the movement?

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Feminism Dissertation Topics – Choose The Best Topic For Your Dissertation

Published by Owen Ingram at January 2nd, 2023 , Revised On August 15, 2023

Feminist dissertation topics focus on the people who believe that women should have equal chances and rights as men. Feminism is a historical, social, and political movement founded by women to achieve gender equality and remove injustice. Feminism is an important topic that has been frequently debated in a male-dominated society since the nineteenth century. However, in recent years, the feminist voice has become louder, and feminist issues have grown in popularity.

An excellent feminist research topic is all you need to write a feminist dissertation. Feminism, in general, is a broad subject that examines the challenges women confront, such as sexual harassment, oppression, repression, stereotyping, sexual objectification, and other types of political and social oppression.

As the subject is vast, selecting a feminist topic for a dissertation or research paper is a difficult challenge. So, to assist you, we have compiled a list of relevant feminist research paper topics for your perusal.

You can also visit these links to get the best dissertation ideas for extensive research about   sexual harassment dissertation topics and human rights dissertation ideas .

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Topics on Feminist Issues

• Examine how the internet has transformed Feminism into a public source of mockery and praise.
• Investigate the theoretical conflict between gender and sex.
• Investigate the history of the #MeToo movement and the feminism victim challenge.
• Examine the views of several feminists who are still devout Muslims on Female Genital Mutilation.
• To make the feminist message, emphasize the feminist technique and means.
• According to five works of literature or important feminists/anti-feminists of your choosing, how does Feminism establish, dismantle, and reconstruct gender roles?
• Examine how feminists deal with societal injustice and violence.
• Investigate the employability of feminist women in the United States.
• What is the feminist critic’s stance on worldwide gender inequality?
• How modern beauty standards continue to limit what and who is considered beautiful online and offline.
• How the concept of beauty is also a radical social and political prejudice that denies women some basic rights.
• Examine gender disparity and equality in American politics.
• Investigate gender imbalance and equality in the UK government.
• Consider if religion, Feminism, and liberal morality can be reconciled.
• Examine the difficulties women confront in the face of violence in nations such as India and Pakistan.
• Examine feminist psychology about Middle Eastern women.
• Analyze the changing feminist thought in the academic and in the actual world.
• How governments use Feminism as a tool for social mobilization, resulting in the demise of their culture.
• Modern beauty standards continue to limit what and who is considered beautiful online and offline.
• The concept of beauty is also a radical social and political prejudice that denies women some basic rights.

Feminist Project Topics

• The contrast between the gender roles of women and the Feminist role in society
• Examining the benefits and drawbacks of identifying as a feminist
• Compare the benefits of being a feminist in rich and developing countries.
• Examine the future of Feminism in Taliban-controlled Afghanistan. Examine the motivating elements of Feminism throughout history
• Highlight and explain how Feminism has contributed to increased rape education.
• Feminism and government assistance: How government assistance may put an end to all vices against women
• The careful examination of equity and equality in Feminism
• The modern world’s perspective on Feminism has shifted: debate
• Investigate the lives, times, and biographies of any male feminist.
• Justify the role of Middle Eastern women in the struggle for gender equality.
• Examine any European government’s activities in promoting feminist principles.
• Examine any Southern American government’s role in preserving women’s rights.
• Investigate the relationship between Feminism and lesbianism.
• Examine the link between Feminism and the increase of single women in America. Determine the relevance of the emergence of liberal ideals over conservative beliefs in promoting Feminism.
• Discuss how women in the United States military are still subjected to discrimination, sexual assault, and brutality.
• Discuss the methods for eliminating sexual assault and discrimination in the military of two nations of your choice.
• Analyze the role of women in your preferred UK election.
• Investigate the issue of gender equality in modern Britain.
• Provide an outline of the British monarchy and the restoration of female kings.
• Rebuild the Women’s Trade Union League’s fundamental ideals and principles.

Feminist Research Topics

• Give some instances of modern feminist manifestos and what they have contained in feminist thought.
• What is Feminism’s detrimental impact on teens, and how has it created hatred towards men?
• What is the public’s take on women’s influence over celebrities in the face of the law in the aftermath of R Kelly’s imprisonment?
• Speak with a self-identified feminist and discuss their views on Feminism.
• Discuss the contentious topics surrounding Feminism and provide solutions to unsolved problems.
• Examine Mona Eataly’s writings and compare her feminist beliefs to those of other black feminists.
• Investigate what bold Feminism entails.
• Should unisex restrooms be permitted in pubs, restaurants, and hotels in a world fraught with sexual violence?
• Examine the prejudices experienced by transgender women and how the feminist movement might be a sort of stereotyped freedom.
• Investigate the wide varieties of Feminism and how hairstyles can also be used to make political statements.

Feminist Topic Ideas for Discussion

• Is Feminism only a historical residue of a modern need?
• Is it possible for a female president to arise in America or the United Kingdom because Taiwan’s president is female?
• What are your opinions on female authorities serving in various roles worldwide?
• What do you think about the absence of female political representation?
• How does a lack of political representation for women influence women’s political participation?
• Could religion be claimed to be a contributing element to women’s current plight?
• The internet has been a driving factor in the pursuit of equality.
• The feminist movement is just a platform for women to gain more power.
• How have environmental and feminist issues influenced national policies?
• Have other movements swallowed Feminism?

Women Empowerment Topics

• What role does the shift from cash to digital payrolls have in empowering women in poor countries?
• Why is there such a disparity between corporate attempts to execute women’s empowerment?
• Initiatives and corporate commitments to furthering equality?
• Talk about what everyone can do to help women in their neighbourhood.
• Why is workplace health such an important issue for women’s empowerment?
• Examine the numerous advantages of women’s empowerment.
• How has the UAE’s feminist movement empowered Arab women?
• Women’s political representation, politics, and decision-making.
• Discuss the role of feminists in promoting women’s empowerment.
• Women’s empowerment in Asian countries has increased during the previous two decades.

Informative Feminism Dissertation Topics

• Is it feasible to distinguish the three major waves of Feminism while defining a cohesive philosophy?
• Why is the premise that ‘if you believe men and women are equal, you’re a feminist’ insufficient in the Feminist movement’s third wave?
• Can Feminism forge a coherent movement amid the shattered environment of 21st-century Feminist thought?
• An assessment of the third wave’s inadequacy as the final progression of Feminist thinking, as well as how the next wave will be characterized.
• What are the difficulties that Intersectional Feminism has in disentangling oppressive systems from one another, and how can the movement negotiate this complication?
• A feminist assessment of the relationship between police violence and patriarchal society.
• Where is the boundary between defending an oppressed ecology and imposing oppressive ideals?
• Investigating the relationship between authoritarian right anti-environmental and anti-feminist political thought.
• Priority or Privilege? A critical examination of the Ecofeminist movement’s inability to address class problems and the consequences for its efficacy.
• How does Feminist thought in emerging environments vary from Western Feminist philosophy?
• A critical examination of how Western Feminism fails to meet the issues of global women.
• Is it feasible for Western philosophy to accurately reflect women living in the aftermath of colonial domination in a postcolonial society?
• Is promoting gender equality in emerging countries a moral obligation or an imperialist endeavour?
• Investigate the gender difference in the pursuit of independence for any country.
• A critical examination of the role of identity politics in social justice movements in the twenty-first century.

It is possible to contribute to an ever-growing and complicated field of study by writing a dissertation or capstone on feminist philosophy and critique. In view of the complexity of the underlying issue of ‘Feminism’, there are a number of feminist dissertation topics to consider. There has never been a more important time to research culturally relevant topics for your dissertation than in 2022.

Please contact us immediately if you need assistance writing your feminist dissertation. Our writers have years of experience researching, writing, proofreading, and editing dissertations on the greatest feminist research topics. Upon receiving your specifications, we will provide you with a high-quality, plagiarism-free research paper on time and within your budget.

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How to find feminism dissertation topics.

To find feminism dissertation topics:

• Study feminist literature and theories.
• Analyze gender-related gaps or issues.
• Explore intersectionality with race, class, etc.
• Investigate historical and contemporary perspectives.
• Consider media, politics, arts for feminist angles.
• Choose a topic resonating with your passion and research goals.

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Top Feminism Essay Topics

• Essay Topics

• Patriarchy in the 21st century: A Relevant or Redundant Concept
• The Third Generation Feminism
• Men within the Movement
• Typical Roles of Men and Women in Sports
• Feminism and the Media
• The Evolution of Feminist Slogans
• Required Feminist Reading List
• A Feminist Point of View on Politics
• Equality of the sexes in patriarchal societies.
• Feminism and Modern Art.

Fascinating Topics to Write about Feminism

• A Feminist Evaluation on Abu Ghraib
• Activism and Feminist Theory
• Women and Law. Feminist Majority Foundation Case Study
• Feminism: Liberal, Black, Radical, and Lesbian Essay
• Feminism and Gender Equality Support
• Adichie’s “We Should All Be Feminists” T.E.D. Talk Essay
• Analysis of the Liberal Feminist Movement
• Feminism in Hedda Gabler by Ibsen
• Kate Chopin’s Feminist Short Stories and Novels Essay
• Analysis of “Gender Medicine” from a Feminist Perspective
• Assessment of Contemporary Feminist Movements.
• The Role of Modern Feminism in Intellectual Life
• A Feminist Perspective on Knowledge
• Wendy McElroy: A Feminist Defense of Men’s Rights Essay
• American Women in History: Feminism and Equal Voting Rights
• American Social Justice and Feminism
• Western Feminists Critics and Cultural Hegemony
• Virginia Woolf’s Feminist Perspective
• Are Feminist Criticisms of Militarism Essentialist?
• How Feminism Improved American Society
• Feminism: Popular Culture from the Fifties to Heroin Chic
• Black Feminism: A Revolutionary Methodology
• Chitra Banerjee Divakaruni’s Works and Feminism
• Feminist Ideas in “Frankenstein” by Mary Shelley
• The Role of English in the Feminist Movement
• Feminist Theory and Postmodern Methodologies
• Feminist Sociologists: Harriet Martineau, Charlotte Perkins Gilman, and Marianne Weber Theories and Contributions
• Feminism – Women and Work in the Middle East
• Western Feminists and Their Influence on Muslim Women’s Consciousness and Self-Identity
• “Feminism and Religion: An Introduction” by Rita M. Gross
• Gender in International Relations: Feminist Perspectives on Achieving Global Security
• Top Feminist Themes
• Race, Class, and Gender: Feminism as a Transformative Politic
• The Dangers and Opportunities of doing Transnational Feminist Activism
• Western Feminism as Anti-Oppression Fighters
• Analysis of Feminism in Susan Glaspell’s Trifles
• Feminist Psychotherapy Theory
• Mary Rowlandson’s Feminism and View on Women’s Role
• Whitzman’s Feminist Activism for a Safer Social Space
• Geoffrey Chaucer as a Feminist Founder of English Literature
• Understanding of Feminism: Philosophical and Social Concepts
• Famous Canadian Feminist Writers
• Feminist Movements in Australia
• Women’s Studies and Feminist Theory: Feminist Theoretical Modalities
• Contemporary Feminist Art and Its Roots in the 1970s
• Anouar Majid’s Politics of Feminism in Islam
• Feminist Views on Prostitution and Pornography
• Feminism in “Telephone Video”
• The Black Feminist Poets: Maya Angelou and Audre Lorde
• Sonja K. Foss, “Our Journey to Empowered Feminism.”
• Movements in the Areas of Enlightenment, Feminism, and Social Change
• Modernist Art: A Feminist Perspective
• American Art from 1945 until Feminism
• Canadian Feminist Psychology: Where are We Now?
• The Emerging Feminism in India and their Views of God as a Feminist
• Feminist Criticism in Literature: Women’s Character in Books
• Feminist Film Strategy: The Watermelon Women
• Feminism in “Cogewea, the Half-Blood” by Mourning Dove
• Pornography’s Harm as a Feminist Fallacy
• Fitzgerald’s “The Great Gatsby”: Betrayal, Romance, Social Politics, and Feminism
• A Feminist Analysis of Gender in American Television
• A Feminist Perspective on Red Riding Hood Adaptations
• Multiculturalism and Feminism for Women
• Race at the Intersections: Sociology, Third Wave Feminism, and Critical Race Theory
• Technological Advancement, Globalization, and Feminist Origins
• The Feminist Movement and Women’s Liberation Recommendations According to Nawal El-Saadawi
• Analysis of Third-World Feminism
• Contemporary Arab Feminism in the Blogosphere

Feminism Questions for Essay

• How Did African Feminism Alter the Global Landscape?
• Why Might Feminist and Poststructuralist be described as an Uneasy Alliance?
• Does Feminism and Masculinity Currently Define Who People Are?
• How Has Feminism Altered New Zealand?
• Can Marxism and Feminism Coexist?
• How Did Second Wave Feminism Impact Women’s Lives?
• Does Arab Feminism Exist?
• What Effect Does Chivalry Have on Feminism?
• Has Feminism Accomplished Its Objectives?
• How Does the Theory of French Feminism Manifest Itself?
• Does Feminism Results in Equality?
• How Has Feminism Impacted Women, Men, and Families?
• Has Feminism Been Beneficial or Harmful to American Society?
• In Comparison to Mainstream Psychology, How Does Feminism Explain Gender Differences?
• Does Feminism Discriminate Against Men?
• How Does Feminism Negatively Impact Women’s Health Care?
• Does Feminism Actually Function?
• In What Ways Does Feminism Threaten Male Control and Alter Their Social Dominance?
• What are the Fundamental Characteristics of Liberal Feminism?
• How Has South Korea’s Economic Development and Globalization Affected the Role of Feminism?
• What are the Marxist and Feminist Concepts?
• How Has Feminism Evolved Throughout Time?
• What are the Most Significant Theoretical and Political Distinctions between the First and Second Waves of Feminism?
• Why Should Men Teach Feminist Theory?
• How Does Popular Fiction Reflect Gender and Sexuality Debates?
• Where Does Bad Feminism Occur?
• How Do Teenage Magazines Reflect Post Feminism?
• Why Has Patriarchy Been Such a Controversial Topic for Feminism?
• What are the Primary Contributions of Feminism to the Modern Way of Life?
• Can Contemporary Feminism Initiate Discrimination Against Men?

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Essay on Feminism

500 words essay on feminism.

Feminism is a social and political movement that advocates for the rights of women on the grounds of equality of sexes. It does not deny the biological differences between the sexes but demands equality in opportunities. It covers everything from social and political to economic arenas. In fact, feminist campaigns have been a crucial part of history in women empowerment. The feminist campaigns of the twentieth century made the right to vote, public property, work and education possible. Thus, an essay on feminism will discuss its importance and impact.

Importance of Feminism

Feminism is not just important for women but for every sex, gender, caste, creed and more. It empowers the people and society as a whole. A very common misconception is that only women can be feminists.

It is absolutely wrong but feminism does not just benefit women. It strives for equality of the sexes, not the superiority of women. Feminism takes the gender roles which have been around for many years and tries to deconstruct them.

This allows people to live freely and empower lives without getting tied down by traditional restrictions. In other words, it benefits women as well as men. For instance, while it advocates that women must be free to earn it also advocates that why should men be the sole breadwinner of the family? It tries to give freedom to all.

Most importantly, it is essential for young people to get involved in the feminist movement. This way, we can achieve faster results. It is no less than a dream to live in a world full of equality.

Thus, we must all look at our own cultures and communities for making this dream a reality. We have not yet reached the result but we are on the journey, so we must continue on this mission to achieve successful results.

Impact of Feminism

Feminism has had a life-changing impact on everyone, especially women. If we look at history, we see that it is what gave women the right to vote. It was no small feat but was achieved successfully by women.

Further, if we look at modern feminism, we see how feminism involves in life-altering campaigns. For instance, campaigns that support the abortion of unwanted pregnancy and reproductive rights allow women to have freedom of choice.

Moreover, feminism constantly questions patriarchy and strives to renounce gender roles. It allows men to be whoever they wish to be without getting judged. It is not taboo for men to cry anymore because they must be allowed to express themselves freely.

Similarly, it also helps the LGBTQ community greatly as it advocates for their right too. Feminism gives a place for everyone and it is best to practice intersectional feminism to understand everyone’s struggle.

Get the huge list of more than 500 Essay Topics and Ideas

Conclusion of the Essay on Feminism

The key message of feminism must be to highlight the choice in bringing personal meaning to feminism. It is to recognize other’s right for doing the same thing. The sad part is that despite feminism being a strong movement, there are still parts of the world where inequality and exploitation of women take places. Thus, we must all try to practice intersectional feminism.

FAQ of Essay on Feminism

Question 1: What are feminist beliefs?

Answer 1: Feminist beliefs are the desire for equality between the sexes. It is the belief that men and women must have equal rights and opportunities. Thus, it covers everything from social and political to economic equality.

Question 2: What started feminism?

Answer 2: The first wave of feminism occurred in the late nineteenth and early twentieth centuries. It emerged out of an environment of urban industrialism and liberal, socialist politics. This wave aimed to open up new doors for women with a focus on suffrage.

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Beyond Boundaries: a Modern Lens on Feminist Evolution

This essay about the evolution of feminist discourse in contemporary society highlights key themes such as intersectionality, agency, and digital activism. It explores how feminism has evolved from its historical roots to address the diverse challenges faced by women today. By emphasizing the importance of recognizing intersecting identities and empowering women to assert their agency, contemporary feminism seeks to dismantle patriarchal structures and promote greater equality and justice for all genders. Additionally, the essay discusses the role of digital platforms in facilitating global conversations and mobilizing grassroots movements for social change.

How it works

In our contemporary milieu, the narrative surrounding feminism has experienced a profound metamorphosis, mirroring the ever-evolving tapestry of societal dynamics and cultural shifts. From its nascent origins during the early waves of feminist activism to its current multifaceted expressions, the discourse on feminism continues to shape perceptions and policies concerning gender equality and women’s rights. This exploration delves into the dynamic nature of feminist discourse, traversing through key themes and debates that define its modern landscape.

One salient feature of today’s feminist discourse is its intersectional lens, which acknowledges the intricate interplay of various social identities, including race, class, sexuality, and ability.

Intersectional feminism posits that women’s experiences are inherently shaped by intersecting axes of privilege and oppression, emphasizing the importance of recognizing and addressing the unique challenges faced by marginalized communities within the broader feminist framework. This inclusive approach has catalyzed a paradigm shift within feminist theory and activism, fostering greater solidarity and understanding among diverse groups of women while amplifying voices that have historically been marginalized or silenced.

Moreover, contemporary feminist discourse places a heightened emphasis on agency and empowerment, challenging traditional narratives of victimhood and passivity. Instead of portraying women as mere recipients of oppression, empowerment-based feminism celebrates their resilience, resistance, and capacity for self-determination. By centering women’s agency, contemporary feminism seeks to dismantle patriarchal structures and cultivate environments that foster autonomy and self-expression. This reimagining of power dynamics not only empowers individual women but also serves as a catalyst for broader social transformation, challenging entrenched systems of oppression and redefining notions of femininity and womanhood in the process.

Furthermore, the advent of the digital age has revolutionized the landscape of feminist discourse, providing new avenues for activism, advocacy, and community-building. Social media platforms, in particular, have emerged as powerful tools for organizing and mobilizing feminist movements on a global scale. Online spaces such as Twitter, Instagram, and TikTok have facilitated the dissemination of feminist ideas and narratives, enabling activists to connect, collaborate, and mobilize across geographic boundaries. The accessibility of digital platforms has democratized participation in feminist discourse, amplifying the voices of marginalized communities and catalyzing grassroots movements for social change.

Nevertheless, despite these advancements, contemporary feminist discourse is not without its internal tensions and external critiques. Debates about the role of men in feminism, the relevance of traditional feminist theory, and the limits of identity politics continue to shape the contours of the movement. Moreover, backlash against feminist activism persists in many quarters, fueled by entrenched misconceptions and stereotypes about feminism as a monolithic ideology. In this complex landscape, fostering dialogue and solidarity within the feminist movement remains an ongoing challenge, requiring nuance, empathy, and a commitment to intersectional principles.

In conclusion, the evolution of feminist discourse reflects the fluidity and dynamism of gender politics in the contemporary era. From its historical roots to its present-day manifestations, feminism has adapted to changing social contexts while retaining its core commitment to challenging power structures and advocating for women’s rights. By embracing intersectionality, agency, and digital activism, contemporary feminists continue to push boundaries, expand perspectives, and strive towards a more inclusive and equitable future for all genders.

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Article contents

Feminist theory and its use in qualitative research in education.

• Emily Freeman Emily Freeman University of North Carolina at Chapel Hill
• https://doi.org/10.1093/acrefore/9780190264093.013.1193
• Published online: 28 August 2019

Feminist theory rose in prominence in educational research during the 1980s and experienced a resurgence in popularity during the late 1990s−2010s. Standpoint epistemologies, intersectionality, and feminist poststructuralism are the most prevalent theories, but feminist researchers often work across feminist theoretical thought. Feminist qualitative research in education encompasses a myriad of methods and methodologies, but projects share a commitment to feminist ethics and theories. Among the commitments are the understanding that knowledge is situated in the subjectivities and lived experiences of both researcher and participants and research is deeply reflexive. Feminist theory informs both research questions and the methodology of a project in addition to serving as a foundation for analysis. The goals of feminist educational research include dismantling systems of oppression, highlighting gender-based disparities, and seeking new ways of constructing knowledge.

• feminist theories
• qualitative research
• educational research
• positionality
• methodology

Introduction

Feminist qualitative research begins with the understanding that all knowledge is situated in the bodies and subjectivities of people, particularly women and historically marginalized groups. Donna Haraway ( 1988 ) wrote,

I am arguing for politics and epistemologies of location, position, and situating, where partiality and not universality is the condition of being heard to make rational knowledge claims. These are claims on people’s lives I’m arguing for the view from a body, always a complex, contradictory, structuring, and structured body, versus the view from above, from nowhere, from simplicity. Only the god trick is forbidden. . . . Feminism is about a critical vision consequent upon a critical positioning in unhomogeneous gendered social space. (p. 589)

By arguing that “politics and epistemologies” are always interpretive and partial, Haraway offered feminist qualitative researchers in education a way to understand all research as potentially political and always interpretive and partial. Because all humans bring their own histories, biases, and subjectivities with them to a research space or project, it is naïve to think that the written product of research could ever be considered neutral, but what does research with a strong commitment to feminism look like in the context of education?

Writing specifically about the ways researchers of both genders can use feminist ethnographic methods while conducting research on schools and schooling, Levinson ( 1998 ) stated, “I define feminist ethnography as intensive qualitative research, aimed toward the description and analysis of the gendered construction and representation of experience, which is informed by a political and intellectual commitment to the empowerment of women and the creation of more equitable arrangements between and among specific, culturally defined genders” (p. 339). The core of Levinson’s definition is helpful for understanding the ways that feminist educational anthropologists engage with schools as gendered and political constructs and the larger questions of feminist qualitative research in education. His message also extends to other forms of feminist qualitative research. By focusing on description, analysis, and representation of gendered constructs, educational researchers can move beyond simple binary analyses to more nuanced understandings of the myriad ways gender operates within educational contexts.

Feminist qualitative research spans the range of qualitative methodologies, but much early research emerged out of the feminist postmodern turn in anthropology (Behar & Gordon, 1995 ), which was a response to male anthropologists who ignored the gendered implications of ethnographic research (e.g., Clifford & Marcus, 1986 ). Historically, most of the work on feminist education was conducted in the 1980s and 1990s, with a resurgence in the late 2010s (Culley & Portuges, 1985 ; DuBois, Kelly, Kennedy, Korsmeyer, & Robinson, 1985 ; Gottesman, 2016 ; Maher & Tetreault, 1994 ; Thayer-Bacon, Stone, & Sprecher, 2013 ). Within this body of research, the majority focuses on higher education (Coffey & Delamont, 2000 ; Digiovanni & Liston, 2005 ; Diller, Houston, Morgan, & Ayim, 1996 ; Gabriel & Smithson, 1990 ; Mayberry & Rose, 1999 ). Even leading journals, such as Feminist Teacher ( 1984 −present), focus mostly on the challenges of teaching about and to women in higher education, although more scholarship on P–12 education has emerged in recent issues.

There is also a large collection of work on the links between gender, achievement, and self-esteem (American Association of University Women, 1992 , 1999 ; Digiovanni & Liston, 2005 ; Gilligan, 1982 ; Hancock, 1989 ; Jackson, Paechter, & Renold, 2010 ; National Coalition for Women and Girls in Education, 2002 ; Orenstein, 1994 ; Pipher, 1994 ; Sadker & Sadker, 1994 ). However, just because research examines gender does not mean that it is feminist. Simply using gender as a category of analysis does not mean the research project is informed by feminist theory, ethics, or methods, but it is often a starting point for researchers who are interested in the complex ways gender is constructed and the ways it operates in education.

This article examines the histories and theories of U.S.–based feminism, the tenets of feminist qualitative research and methodologies, examples of feminist qualitative studies, and the possibilities for feminist qualitative research in education to provide feminist educational researchers context and methods for engaging in transformative and subversive research. Each section provides a brief overview of the major concepts and conversations, along with examples from educational research to highlight the ways feminist theory has informed educational scholarship. Some examples are given limited attention and serve as entry points into a more detailed analysis of a few key examples. While there is a large body of non-Western feminist theory (e.g., the works of Lila Abu-Lughod, Sara Ahmed, Raewyn Connell, Saba Mahmood, Chandra Mohanty, and Gayatri Spivak), much of the educational research using feminist theory draws on Western feminist theory. This article focuses on U.S.–based research to show the ways that the utilization of feminist theory has changed since the 1980s.

Histories, Origins, and Theories of U.S.–Based Feminism

The normative historiography of feminist theory and activism in the United States is broken into three waves. First-wave feminism (1830s−1920s) primarily focused on women’s suffrage and women’s rights to legally exist in public spaces. During this time period, there were major schisms between feminist groups concerning abolition, rights for African American women, and the erasure of marginalized voices from larger feminist debates. The second wave (1960s and 1980s) worked to extend some of the rights won during the first wave. Activists of this time period focused on women’s rights to enter the workforce, sexual harassment, educational equality, and abortion rights. During this wave, colleges and universities started creating women’s studies departments and those scholars provided much of the theoretical work that informs feminist research and activism today. While there were major feminist victories during second-wave feminism, notably Title IX and Roe v. Wade , issues concerning the marginalization of race, sexual orientation, and gender identity led many feminists of color to separate from mainstream white feminist groups. The third wave (1990s to the present) is often characterized as the intersectional wave, as some feminist groups began utilizing Kimberlé Crenshaw’s concept of intersectionality ( 1991 ) to understand that oppression operates via multiple categories (e.g., gender, race, class, age, ability) and that intersecting oppressions lead to different lived experiences.

Historians and scholars of feminism argue that dividing feminist activism into three waves flattens and erases the major contributions of women of color and gender-nonconforming people. Thompson ( 2002 ) called this history a history of hegemonic feminism and proposed that we look at the contributions of multiracial feminism when discussing history. Her work, along with that of Allen ( 1984 ) about the indigenous roots of U.S. feminism, raised many questions about the ways that feminism operates within the public and academic spheres. For those who wish to engage in feminist research, it is vital to spend time understanding the historical, theoretical, and political ways that feminism(s) can both liberate and oppress, depending on the scholar’s understandings of, and orientations to, feminist projects.

Standpoint Epistemology

Much of the theoretical work that informs feminist qualitative research today emerged out of second-wave feminist scholarship. Standpoint epistemology, according to Harding ( 1991 , 2004 ), posits that knowledge comes from one’s particular social location, that it is subjective, and the further one is from the hegemonic norm, the clearer one can see oppression. This was a major challenge to androcentric and Enlightenment theories of knowledge because standpoint theory acknowledges that there is no universal understanding of the world. This theory aligns with the second-wave feminist slogan, “The personal is political,” and advocates for a view of knowledge that is produced from the body.

Greene ( 1994 ) wrote from a feminist postmodernist epistemology and attacked Enlightenment thinking by using standpoint theory as her starting point. Her work serves as an example of one way that educational scholars can use standpoint theory in their work. She theorized encounters with “imaginative literature” to help educators conceptualize new ways of using reading and writing in the classroom and called for teachers to think of literature as “a harbinger of the possible.” (Greene, 1994 , p. 218). Greene wrote from an explicitly feminist perspective and moved beyond simple analyses of gender to a larger critique of the ways that knowledge is constructed in classrooms.

Intersectionality

Crenshaw ( 1991 ) and Collins ( 2000 ) challenged and expanded standpoint theory to move it beyond an individual understanding of knowledge to a group-based theory of oppression. Their work, and that of other black and womanist feminists, opened up multiple spaces of possibility for feminist scholars and researchers because it challenged hegemonic feminist thought. For those interested in conducting feminist research in educational settings, their work is especially pertinent because they advocate for feminists to attend to all aspects of oppression rather than flattening them to one of simple gender-based oppression.

Haddix, McArthur, Muhammad, Price-Dennis, and Sealey-Ruiz ( 2016 ), all women-of-color feminist educators, wrote a provocateur piece in a special issue of English Education on black girls’ literacy. The four authors drew on black feminist thought and conducted a virtual kitchen-table conversation. By symbolically representing their conversations as one from the kitchen, this article pays homage to women-of-color feminism and pushes educators who read English Education to reconsider elements of their own subjectivities. Third-wave feminism and black feminism emphasize intersectionality, in that different demographic details like race, class, and gender are inextricably linked in power structures. Intersectionality is an important frame for educational research because identifying the unique experiences, realities, and narratives of those involved in educational systems can highlight the ways that power and oppression operate in society.

Feminist Poststructural Theory

Feminist poststructural theory has greatly informed many feminist projects in educational research. Deconstruction is

a critical practice that aims to ‘dismantle [ déconstruire ] the metaphysical and rhetorical structures that are at work, not in order to reject or discard them, but to reinscribe them in another way,’ (Derrida, quoted in Spivak, 1974 , p. lxxv). Thus, deconstruction is not about tearing down, but about looking at how a structure has been constructed, what holds it together, and what it produces. (St. Pierre, 2000 , p. 482)

Reality, subjectivity, knowledge, and truth are constructed through language and discourse (cultural practices, power relations, etc.), so truth is local and diverse, rather than a universal experience (St. Pierre, 2000 ). Feminist poststructuralist theory may be used to question structural inequality that is maintained in education through dominant discourses.

In Go Be a Writer! Expanding the Curricular Boundaries of Literacy Learning with Children , Kuby and Rucker ( 2016 ) explored early elementary literacy practices using poststructural and posthumanist theories. Their book drew on hours of classroom observations, student interviews and work, and their own musings on ways to de-standardize literacy instruction and curriculum. Through the process of pedagogical documentation, Kuby and Rucker drew on the works of Barad, Deleuze and Guattari, and Derrida to explore the ways they saw children engaging in what they call “literacy desiring(s).” One aim of the book is to find practical and applicable ways to “Disrupt literacy in ways that rewrite the curriculum, the interactions, and the power dynamics of the classroom even begetting a new kind of energy that spirals and bounces and explodes” (Kuby & Rucker, 2016 , p. 5). The second goal of their book is not only to understand what happened in Rucker’s classroom using the theories, but also to unbound the links between “teaching↔learning” (p. 202) and to write with the theories, rather than separating theory from the methodology and classroom enactments (p. 45) because “knowing/being/doing were not separate” (p. 28). This work engages with key tenets of feminist poststructuralist theory and adds to both the theoretical and pedagogical conversations about what counts as a literacy practice.

While the discussion in this section provides an overview of the histories and major feminist theories, it is by no means exhaustive. Scholars who wish to engage in feminist educational research need to spend time doing the work of understanding the various theories and trajectories that constitute feminist work so they are able to ground their projects and theories in a particular tradition that will inform the ethics and methods of research.

Tenets of Feminist Qualitative Research

Why engage in feminist qualitative research.

Evans and Spivak ( 2016 ) stated, “The only real and effective way you can sabotage something this way is when you are working intimately within it.” Feminist researchers are in the classroom and the academy, working intimately within curricular, pedagogical, and methodological constraints that serve neoliberal ideologies, so it is vital to better understand the ways that we can engage in affirmative sabotage to build a more just and equitable world. Spivak’s ( 2014 ) notion of affirmative sabotage has become a cornerstone for understanding feminist qualitative research and teaching. She borrowed and built on Gramsci’s role of the organic intellectual and stated that they/we need to engage in affirmative sabotage to transform the humanities.

I used the term “affirmative sabotage” to gloss on the usual meaning of sabotage: the deliberate ruining of the master’s machine from the inside. Affirmative sabotage doesn’t just ruin; the idea is of entering the discourse that you are criticizing fully, so that you can turn it around from inside. The only real and effective way you can sabotage something this way is when you are working intimately within it. (Evans & Spivak, 2016 )

While Spivak has been mostly concerned with literary education, her writings provide teachers and researchers numerous lines of inquiry into projects that can explode androcentric universal notions of knowledge and resist reproductive heteronormativity.

Spivak’s pedagogical musings center on deconstruction, primarily Derridean notions of deconstruction (Derrida, 2016 ; Jackson & Mazzei, 2012 ; Spivak, 2006 , 2009 , 2012 ) that seek to destabilize existing categories and to call into question previously unquestioned beliefs about the goals of education. Her works provide an excellent starting point for examining the links between feminism and educational research. The desire to create new worlds within classrooms, worlds that are fluid, interpretive, and inclusive in order to interrogate power structures, lies at the core of what it means to be a feminist education researcher. As researchers, we must seriously engage with feminist theory and include it in our research so that feminism is not seen as a dirty word, but as a movement/pedagogy/methodology that seeks the liberation of all (Davis, 2016 ).

Feminist research and feminist teaching are intrinsically linked. As Kerkhoff ( 2015 ) wrote, “Feminist pedagogy requires students to challenge the norms and to question whether existing practices privilege certain groups and marginalize others” (p. 444), and this is exactly what feminist educational research should do. Bailey ( 2001 ) called on teachers, particularly those who identify as feminists, to be activists, “The values of one’s teaching should not be separated sharply from the values one expresses outside the classroom, because teaching is not inherently pure or laboratory practice” (p. 126); however, we have to be careful not to glorify teachers as activists because that leads to the risk of misinterpreting actions. Bailey argued that teaching critical thinking is not enough if it is not coupled with curriculums and pedagogies that are antiheteronormative, antisexist, and antiracist. As Bailey warned, just using feminist theory or identifying as a feminist is not enough. It is very easy to use the language and theories of feminism without being actively feminist in one’s research. There are ethical and methodological issues that feminist scholars must consider when conducting research.

Feminist research requires one to discuss ethics, not as a bureaucratic move, but as a reflexive move that shows the researchers understand that, no matter how much they wish it didn’t, power always plays a role in the process. According to Davies ( 2014 ), “Ethics, as Barad defines it, is a matter of questioning what is being made to matter and how that mattering affects what it is possible to do and to think” (p. 11). In other words, ethics is what is made to matter in a particular time and place.

Davies ( 2016 ) extended her definition of ethics to the interactions one has with others.

This is not ethics as a matter of separate individuals following a set of rules. Ethical practice, as both Barad and Deleuze define it, requires thinking beyond the already known, being open in the moment of the encounter, pausing at the threshold and crossing over. Ethical practice is emergent in encounters with others, in emergent listening with others. It is a matter of questioning what is being made to matter and how that mattering affects what it is possible to do and to think. Ethics is emergent in the intra-active encounters in which knowing, being, and doing (epistemology, ontology, and ethics) are inextricably linked. (Barad, 2007 , p. 83)

The ethics of any project must be negotiated and contested before, during, and after the process of conducting research in conjunction with the participants. Feminist research is highly reflexive and should be conducted in ways that challenge power dynamics between individuals and social institutions. Educational researchers must heed the warning to avoid the “god-trick” (Haraway, 1988 ) and to continually question and re-question the ways we seek to define and present subjugated knowledge (Hesse-Biber, 2012 ).

Positionalities and Reflexivity

According to feminist ethnographer Noelle Stout, “Positionality isn’t meant to be a few sentences at the beginning of a work” (personal communication, April 5, 2016 ). In order to move to new ways of experiencing and studying the world, it is vital that scholars examine the ways that reflexivity and positionality are constructed. In a glorious footnote, Margery Wolf ( 1992 ) related reflexivity in anthropological writing to a bureaucratic procedure (p. 136), and that resonates with how positionality often operates in the field of education.

The current trend in educational research is to include a positionality statement that fixes the identity of the author in a particular place and time and is derived from feminist standpoint theory. Researchers should make their biases and the identities of the authors clear in a text, but there are serious issues with the way that positionality functions as a boundary around the authors. Examining how the researchers exert authority within a text allows the reader the opportunity to determine the intent and philosophy behind the text. If positionality were used in an embedded and reflexive manner, then educational research would be much richer and allow more nuanced views of schools, in addition to being more feminist in nature. The rest of this section briefly discussrs articles that engage with feminist ethics regarding researcher subjectivities and positionality, and two articles are examined in greater depth.

When looking for examples of research that includes deeply reflexive and embedded positionality, one finds that they mostly deal with issues of race, equity, and diversity. The highlighted articles provide examples of positionality statements that are deeply reflexive and represent the ways that feminist researchers can attend to the ethics of being part of a research project. These examples all come from feminist ethnographic projects, but they are applicable to a wide variety of feminist qualitative projects.

Martinez ( 2016 ) examined how research methods are or are not appropriate for specific contexts. Calderon ( 2016 ) examined autoethnography and the reproduction of “settler colonial understandings of marginalized communities” (p. 5). Similarly, Wissman, Staples, Vasudevan, and Nichols ( 2015 ) discussed how to research with adolescents through engaged participation and collaborative inquiry, and Ceglowski and Makovsky ( 2012 ) discussed the ways researchers can engage in duoethnography with young children.

Abajian ( 2016 ) uncovered the ways military recruiters operate in high schools and paid particular attention to the politics of remaining neutral while also working to subvert school militarization. She wrote,

Because of the sensitive and also controversial nature of my research, it was not possible to have a collaborative process with students, teachers, and parents. Purposefully intervening would have made documentation impossible because that would have (rightfully) aligned me with anti-war and counter-recruitment activists who were usually not welcomed on school campuses (Abajian & Guzman, 2013 ). It was difficult enough to find an administrator who gave me consent to conduct my research within her school, as I had explicitly stated in my participant recruitment letters and consent forms that I was going to research the promotion of post-secondary paths including the military. Hence, any purposeful intervention on my part would have resulted in the termination of my research project. At the same time, my documentation was, in essence, an intervention. I hoped that my presence as an observer positively shaped the context of my observation and also contributed to the larger struggle against the militarization of schools. (p. 26)

Her positionality played a vital role in the creation, implementation, and analysis of military recruitment, but it also forced her into unexpected silences in order to carry out her research. Abajian’s positionality statement brings up many questions about the ways researchers have to use or silence their positionality to further their research, especially if they are working in ostensibly “neutral” and “politically free” zones, such as schools. Her work drew on engaged anthropology (Low & Merry, 2010 ) and critical reflexivity (Duncan-Andrade & Morrell, 2008 ) to highlight how researchers’ subjectivities shape ethnographic projects. Questions of subjectivity and positionality in her work reflect the larger discourses around these topics in feminist theory and qualitative research.

Brown ( 2011 ) provided another example of embedded and reflexive positionality of the articles surveyed. Her entire study engaged with questions about how her positionality influenced the study during the field-work portion of her ethnography on how race and racism operate in ethnographic field-work. This excerpt from her study highlights how she conceived of positionality and how it informed her work and her process.

Next, I provide a brief overview of the research study from which this paper emerged and I follow this with a presentation of four, first-person narratives from key encounters I experienced while doing ethnographic field research. Each of these stories centres the role race played as I negotiated my multiple, complex positionality vis-á-vis different informants and participants in my study. These stories highlight the emotional pressures that race work has on the researcher and the research process, thus reaffirming why one needs to recognise the role race plays, and may play, in research prior to, during, and after conducting one’s study (Milner, 2007 ). I conclude by discussing the implications these insights have on preparing researchers of color to conduct cross-racial qualitative research. (Brown, 2011 , p. 98)

Brown centered the roles of race and subjectivity, both hers and her participants, by focusing her analysis on the four narratives. The researchers highlighted in this section thought deeply about the ethics of their projects and the ways that their positionality informed their choice of methods.

Methods and Challenges

Feminist qualitative research can take many forms, but the most common data collection methods include interviews, observations, and narrative or discourse analysis. For the purposes of this article, methods refer to the tools and techniques researchers use, while methodology refers to the larger philosophical and epistemological approaches to conducting research. It is also important to note that these are not fixed terms, and that there continues to be much debate about what constitutes feminist theory and feminist research methods among feminist qualitative researchers. This section discusses some of the tensions and constraints of using feminist theory in educational research.

Jackson and Mazzei ( 2012 ) called on researchers to think through their data with theory at all stages of the collection and analysis process. They also reminded us that all data collection is partial and informed by the researcher’s own beliefs (Koro-Ljungberg, Löytönen, & Tesar, 2017 ). Interviews are sites of power and critiques because they show the power of stories and serve as a method of worlding, the process of “making a world, turning insight into instrument, through and into a possible act of freedom” (Spivak, 2014 , p. xiii). Interviews allow researchers and participants ways to engage in new ways of understanding past experiences and connecting them to feminist theories. The narratives serve as data, but it is worth noting that the data collected from interviews are “partial, incomplete, and always being re-told and re-membered” (Jackson & Mazzei, 2012 , p. 3), much like the lived experiences of both researcher and participant.

Research, data collection, and interpretation are not neutral endeavors, particularly with interviews (Jackson & Mazzei, 2009 ; Mazzei, 2007 , 2013 ). Since education research emerged out of educational psychology (Lather, 1991 ; St. Pierre, 2016 ), historically there has been an emphasis on generalizability and positivist data collection methods. Most feminist research makes no claims of generalizability or truth; indeed, to do so would negate the hyperpersonal and particular nature of this type of research (Love, 2017 ). St. Pierre ( 2016 ) viewed the lack of generalizability as an asset of feminist and poststructural research, rather than a limitation, because it creates a space of resistance against positivist research methodologies.

Denzin and Giardina ( 2016 ) urged researchers to “consider an alternative mode of thinking about the critical turn in qualitative inquiry and posit the following suggestion: perhaps it is time we turned away from ‘methodology’ altogether ” (p. 5, italics original). Despite the contention over the term critical among some feminist scholars (e.g. Ellsworth, 1989 ), their suggestion is valid and has been picked up by feminist and poststructural scholars who examine the tensions between following a strict research method/ology and the theoretical systems out of which they operate because precision in method obscures the messy and human nature of research (Koro-Ljungberg, 2016 ; Koro-Ljungberg et al., 2017 ; Love, 2017 ; St. Pierre & Pillow, 2000 ). Feminist qualitative researchers should seek to complicate the question of what method and methodology mean when conducting feminist research (Lather, 1991 ), due to the feminist emphasis on reflexive and situated research methods (Hesse-Biber, 2012 ).

Examples of Feminist Qualitative Research in Education

A complete overview of the literature is not possible here, due to considerations of length, but the articles and books selected represent the various debates within feminist educational research. They also show how research preoccupations have changed over the course of feminist work in education. The literature review is divided into three broad categories: Power, canons, and gender; feminist pedagogies, curriculums, and classrooms; and teacher education, identities, and knowledge. Each section provides a broad overview of the literature to demonstrate the breadth of work using feminist theory, with some examples more deeply explicated to describe how feminist theories inform the scholarship.

Power, Canons, and Gender

The literature in this category contests disciplinary practices that are androcentric in both content and form, while asserting the value of using feminist knowledge to construct knowledge. The majority of the work was written in the 1980s and supported the creation of feminist ways of knowing, particularly via the creation of women’s studies programs or courses in existing departments that centered female voices and experiences.

Questioning the canon has long been a focus of feminist scholarship, as has the attempt to subvert its power in the disciplines. Bezucha ( 1985 ) focused on the ways that departments of history resist the inclusion of both women and feminism in the historical canon. Similarly, Miller ( 1985 ) discussed feminism as subversion when seeking to expand the canon of French literature in higher education.

Lauter and Dieterich ( 1972 ) examined a report by ERIC, “Women’s Place in Academe,” a collection of articles about the discrepancies by gender in jobs and tenure-track positions and the lack of inclusion of women authors in literature classes. They also found that women were relegated to “softer” disciplines and that feminist knowledge was not acknowledged as valid work. Culley and Portuges ( 1985 ) expanded the focus beyond disciplines to the larger structures of higher education and noted the varies ways that professors subvert from within their disciplines. DuBois et al. ( 1985 ) chronicled the development of feminist scholarship in the disciplines of anthropology, education, history, literature, and philosophy. They explained that the institutions of higher education often prevent feminist scholars from working across disciplines in an attempt to keep them separate. Raymond ( 1985 ) also critiqued the academy for not encouraging relationships across disciplines and offered the development of women’s, gender, and feminist studies as one solution to greater interdisciplinary work.

Parson ( 2016 ) examined the ways that STEM syllabi reinforce gendered norms in higher education. She specifically looked at eight syllabi from math, chemistry, biology, physics, and geology classes to determine how modal verbs showing stance, pronouns, intertextuality, interdiscursivity, and gender showed power relations in higher education. She framed the study through poststructuralist feminist critical discourse analysis to uncover “the ways that gendered practices that favor men are represented and replicated in the syllabus” (p. 103). She found that all the syllabi positioned knowledge as something that is, rather than something that can be co-constructed. Additionally, the syllabi also favored individual and masculine notions of what it means to learn by stressing the competitive and difficult nature of the classroom and content.

When reading newer work on feminism in higher education and the construction of knowledge, it is easy to feel that, while the conversations might have shifted somewhat, the challenge of conducting interdisciplinary feminist work in institutions of higher education remains as present as it was during the creation of women’s and gender studies departments. The articles all point to the fact that simply including women’s and marginalized voices in the academy does not erase or mitigate the larger issues of gender discrimination and androcentricity within the silos of the academy.

Feminist Pedagogies, Curricula, and Classrooms

This category of literature has many similarities to the previous one, but all the works focus more specifically on questions of curriculum and pedagogy. A review of the literature shows that the earliest conversations were about the role of women in academia and knowledge construction, and this selection builds on that work to emphasize the ways that feminism can influence the events within classes and expands the focus to more levels of education.

Rich ( 1985 ) explained that curriculum in higher education courses needs to validate gender identities while resisting patriarchal canons. Maher ( 1985 ) narrowed the focus to a critique of the lecture as a pedagogical technique that reinforces androcentric ways of learning and knowing. She called for classes in higher education to be “collaborative, cooperative, and interactive” (p. 30), a cry that still echoes across many college campuses today, especially from students in large lecture-based courses. Maher and Tetreault ( 1994 ) provided a collection of essays that are rooted in feminist classroom practice and moved from the classroom into theoretical possibilities for feminist education. Warren ( 1998 ) recommended using Peggy McIntosh’s five phases of curriculum development ( 1990 ) and extending it to include feminist pedagogies that challenge patriarchal ways of teaching. Exploring the relational encounters that exist in feminist classrooms, Sánchez-Pardo ( 2017 ) discussed the ethics of pedagogy as a politics of visibility and investigated the ways that democratic classrooms relate to feminist classrooms.

While all of the previously cited literature is U.S.–based, the next two works focus on the ways that feminist pedagogies and curriculum operate in a European context. Weiner ( 1994 ) used autobiography and narrative methodologies to provide an introduction to how feminism has influenced educational research and pedagogy in Britain. Revelles-Benavente and Ramos ( 2017 ) collected a series of studies about how situated feminist knowledge challenges the problems of neoliberal education across Europe. These two, among many European feminist works, demonstrate the range of scholarship and show the trans-Atlantic links between how feminism has been received in educational settings. However, much more work needs to be done in looking at the broader global context, and particularly by feminist scholars who come from non-Western contexts.

The following literature moves us into P–12 classrooms. DiGiovanni and Liston ( 2005 ) called for a new research agenda in K–5 education that explores the hidden curriculums surrounding gender and gender identity. One source of the hidden curriculum is classroom literature, which both Davies ( 2003 ) and Vandergrift ( 1995 ) discussed in their works. Davies ( 2003 ) used feminist ethnography to understand how children who were exposed to feminist picture books talked about gender and gender roles. Vandergrift ( 1995 ) presented a theoretical piece that explored the ways picture books reinforce or resist canons. She laid out a future research agenda using reader response theory to better comprehend how young children question gender in literature. Willinsky ( 1987 ) explored the ways that dictionary definitions reinforced constructions of gender. He looked at the definitions of the words clitoris, penis , and vagina in six school dictionaries and then compared them with A Feminist Dictionary to see how the definitions varied across texts. He found a stark difference in the treatment of the words vagina and penis ; definitions of the word vagina were treated as medical or anatomical and devoid of sexuality, while definitions of the term penis were linked to sex (p. 151).

Weisner ( 2004 ) addressed middle school classrooms and highlighted the various ways her school discouraged unconventional and feminist ways of teaching. She also brought up issues of silence, on the part of both teachers and students, regarding sexuality. By including students in the curriculum planning process, Weisner provided more possibilities for challenging power in classrooms. Wallace ( 1999 ) returned to the realm of higher education and pushed literature professors to expand pedagogy to be about more than just the texts that are read. She challenged the metaphoric dichotomy of classrooms as places of love or battlefields; in doing so, she “advocate[d] active ignorance and attention to resistances” (p. 194) as a method of subverting transference from students to teachers.

The works discussed in this section cover topics ranging from the place of women in curriculum to the gendered encounters teachers and students have with curriculums and pedagogies. They offer current feminist scholars many directions for future research, particularly in the arena of P–12 education.

Teacher Education, Identities, and Knowledge

The third subset of literature examines the ways that teachers exist in classrooms and some possibilities for feminist teacher education. The majority of the literature in this section starts from the premise that the teachers are engaged in feminist projects. The selections concerning teacher education offer critiques of existing heteropatriarchal normative teacher education and include possibilities for weaving feminism and feminist pedagogies into the education of preservice teachers.

Holzman ( 1986 ) explored the role of multicultural teaching and how it can challenge systematic oppression; however, she complicated the process with her personal narrative of being a lesbian and working to find a place within the school for her sexual identity. She questioned how teachers can protect their identities while also engaging in the fight for justice and equity. Hoffman ( 1985 ) discussed the ways teacher power operates in the classroom and how to balance the personal and political while still engaging in disciplinary curriculums. She contended that teachers can work from personal knowledge and connect it to the larger curricular concerns of their discipline. Golden ( 1998 ) used teacher narratives to unpack how teachers can become radicalized in the higher education classroom when faced with unrelenting patriarchal and heteronormative messages.

Extending this work, Bailey ( 2001 ) discussed teachers as activists within the classroom. She focused on three aspects of teaching: integrity with regard to relationships, course content, and teaching strategies. She concluded that teachers cannot separate their values from their profession. Simon ( 2007 ) conducted a case study of a secondary teacher and communities of inquiry to see how they impacted her work in the classroom. The teacher, Laura, explicitly tied her inquiry activities to activist teacher education and critical pedagogy, “For this study, inquiry is fundamental to critical pedagogy, shaped by power and ideology, relationships within and outside of the classroom, as well as teachers’ and students’ autochthonous histories and epistemologies” (Simon, 2007 , p. 47). Laura’s experiences during her teacher education program continued during her years in the classroom, leading her to create a larger activism-oriented teacher organization.

Collecting educational autobiographies from 17 college-level feminist professors, Maher and Tetreault ( 1994 ) worried that educators often conflated “the experience and values of white middle-class women like ourselves for gendered universals” (p. 15). They complicated the idea of a democratic feminist teacher, raised issues regarding the problematic ways hegemonic feminism flattens experience to that of just white women, and pushed feminist professors to pay particular attention to the intersections of race, class, gender, and sexuality when teaching.

Cheira ( 2017 ) called for gender-conscious teaching and literature-based teaching to confront the gender stereotypes she encountered in Portuguese secondary schools. Papoulis and Smith ( 1992 ) conducted summer sessions where teachers experienced writing activities they could teach their students. Conceptualized as an experiential professional development course, the article revolved around an incident where the seminar was reading Emily Dickinson and the men in the course asked the two female instructors why they had to read feminist literature and the conversations that arose. The stories the women told tie into Papoulis and Smith’s call for teacher educators to interrogate their underlying beliefs and ideologies about gender, race, and class, so they are able to foster communities of study that can purposefully and consciously address feminist inquiry.

McWilliam ( 1994 ) collected stories of preservice teachers in Australia to understand how feminism can influence teacher education. She explored how textual practices affect how preservice teachers understand teaching and their role. Robertson ( 1994 ) tackled the issue of teacher education and challenged teachers to move beyond the two metaphors of banking and midwifery when discussing feminist ways of teaching. She called for teacher educators to use feminist pedagogies within schools of education so that preservice teachers experience a feminist education. Maher and Rathbone ( 1986 ) explored the scholarship on women’s and girls’ educational experiences and used their findings to call for changes in teacher education. They argued that schools reinforce the notion that female qualities are inferior due to androcentric curriculums and ways of showing knowledge. Justice-oriented teacher education is a more recent iteration of this debate, and Jones and Hughes ( 2016 ) called for community-based practices to expand the traditional definitions of schooling and education. They called for preservice teachers to be conversant with, and open to, feminist storylines that defy existing gendered, raced, and classed stereotypes.

Bieler ( 2010 ) drew on feminist and critical definitions of dialogue (e.g., those by Bakhtin, Freire, Ellsworth, hooks, and Burbules) to reframe mentoring discourse in university supervision and dialogic praxis. She concluded by calling on university supervisors to change their methods of working with preservice teachers to “Explicitly and transparently cultivat[e] dialogic praxis-oriented mentoring relationships so that the newest members of our field can ‘feel their own strength at last,’ as Homer’s Telemachus aspired to do” (Bieler, 2010 , p. 422).

Johnson ( 2004 ) also examined the role of teacher educators, but she focused on the bodies and sexualities of preservice teachers. She explored the dynamics of sexual tension in secondary classrooms, the role of the body in teaching, and concerns about clothing when teaching. She explicitly worked to resist and undermine Cartesian dualities and, instead, explored the erotic power of teaching and seducing students into a love of subject matter. “But empowered women threaten the patriarchal structure of this society. Therefore, women have been acculturated to distrust erotic power” (Johnson, 2004 , p. 7). Like Bieler ( 2010 ), Johnson ( 2004 ) concluded that, “Teacher educators could play a role in creating a space within the larger framework of teacher education discourse such that bodily knowledge is considered along with pedagogical and content knowledge as a necessary component of teacher training and professional development” (p. 24). The articles about teacher education all sought to provoke questions about how we engage in the preparation and continuing development of educators.

Teacher identity and teacher education constitute how teachers construct knowledge, as both students and teachers. The works in this section raise issues of what identities are “acceptable” in the classroom, ways teachers and teacher educators can disrupt oppressive storylines and practices, and the challenges of utilizing feminist pedagogies without falling into hegemonic feminist practices.

Possibilities for Feminist Qualitative Research

Spivak ( 2012 ) believed that “gender is our first instrument of abstraction” (p. 30) and is often overlooked in a desire to understand political, curricular, or cultural moments. More work needs to be done to center gender and intersecting identities in educational research. One way is by using feminist qualitative methods. Classrooms and educational systems need to be examined through their gendered components, and the ways students operate within and negotiate systems of power and oppression need to be explored. We need to see if and how teachers are actively challenging patriarchal and heteronormative curriculums and to learn new methods for engaging in affirmative sabotage (Spivak, 2014 ). Given the historical emphasis on higher education, more work is needed regarding P–12 education, because it is in P–12 classrooms that affirmative sabotage may be the most necessary to subvert systems of oppression.

In order to engage in affirmative sabotage, it is vital that qualitative researchers who wish to use feminist theory spend time grappling with the complexity and multiplicity of feminist theory. It is only by doing this thought work that researchers will be able to understand the ongoing debates within feminist theory and to use it in a way that leads to a more equitable and just world. Simply using feminist theory because it may be trendy ignores the very real political nature of feminist activism. Researchers need to consider which theories they draw on and why they use those theories in their projects. One way of doing this is to explicitly think with theory (Jackson & Mazzei, 2012 ) at all stages of the research project and to consider which voices are being heard and which are being silenced (Gilligan, 2011 ; Spivak, 1988 ) in educational research. More consideration also needs to be given to non-U.S. and non-Western feminist theories and research to expand our understanding of education and schooling.

Paying close attention to feminist debates about method and methodology provides another possibility for qualitative research. The very process of challenging positivist research methods opens up new spaces and places for feminist qualitative research in education. It also allows researchers room to explore subjectivities that are often marginalized. When researchers engage in the deeply reflexive work that feminist research requires, it leads to acts of affirmative sabotage within the academy. These discussions create the spaces that lead to new visions and new worlds. Spivak ( 2006 ) once declared, “I am helpless before the fact that all my essays these days seem to end with projects for future work” (p. 35), but this is precisely the beauty of feminist qualitative research. We are setting ourselves and other feminist researchers up for future work, future questions, and actively changing the nature of qualitative research.

Acknowledgements

Dr. George Noblit provided the author with the opportunity to think deeply about qualitative methods and to write this article, for which the author is extremely grateful. Dr. Lynda Stone and Dr. Tanya Shields are thanked for encouraging the author’s passion for feminist theory and for providing many hours of fruitful conversation and book lists. A final thank you is owed to the author’s partner, Ben Skelton, for hours of listening to her talk about feminist methods, for always being a first reader, and for taking care of their infant while the author finished writing this article.

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Extended Deadline: Stimpson Prize for Outstanding Feminist Scholarship

2025 Catharine Stimpson Prize for Outstanding Feminist Scholarship

The University of Chicago Press and Signs: Journal of Women in Culture and Society are pleased to announce the competition for the 2025 Catharine Stimpson Prize for Outstanding Feminist Scholarship. Named in honor of the founding editor of Signs, the Catharine Stimpson Prize is designed to recognize excellence and innovation in the work of emerging feminist scholars.

The Catharine Stimpson Prize is awarded biennially to the best paper in an international competition. Leading feminist scholars from around the globe will select the winner. The prizewinning paper will be published in Signs, and the author will be provided an honorarium of $1,000. All papers submitted for the Stimpson Prize will be considered for peer review and possible publication in Signs.

Eligibility: Feminist scholars in the early years of their careers (fewer than seven years since receipt of the terminal degree) are invited to submit papers for the Stimpson Prize. This includes current graduate students. Papers may be on any topic that falls under the broad rubric of interdisciplinary feminist scholarship. Submissions must be no longer than 10,000 words (including notes and references) and must conform to the guidelines for Signs contributors (see http://signsjournal.org/for-authors/author-guidelines/ ).

Extended Deadline for Submissions: June 15, 2024.

Please submit papers online at http://signs.edmgr.com . Be sure to indicate submission for consideration for the Catharine Stimpson Prize. The honorarium will be awarded upon publication of the prizewinning article.

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Feminist Perspectives on Argumentation

The noun “argument” and verb “to argue” can describe various things in ordinary language and in different academic disciplines (O’Keefe 1982; Wenzel 1980 [1992]). “Argument” may identify a logical premise-conclusion complex, a speech act, or a dialogical exchange. Arguments may play off other arguments or support each other; smaller arguments can serve as sub-arguments inside larger arguments to which they contribute. Following the practice of Anglophone philosophers, this entry uses the term “argument” only to indicate a premise-conclusion complex that may involve sub-arguments. “Argumentation” also includes the larger context belonging to the activity of “arguing”, understood as the offering of reasons.

Feminist philosophical work on argumentation takes a number of different directions. Some feminists note a general association of arguing with aggression, competition, and masculinity, and they question the necessity of these connections. Also, because many view arguing as a central method of philosophical reasoning, if arguing involves gendered assumptions and standards then that would pose special problems for the discipline. In particular, the goal of winning might get in the way of the other purposes for arguing. So, some feminists ask: Can allegedly “feminine” modes of arguing provide an alternative or supplement to allegedly “masculine” modes? Can overarching epistemological standards account for the benefits of different approaches to arguing? These are some of the prospects for argumentation inside and outside of philosophy that feminists consider.

Some feminists charge, moreover, that the academic study of argumentation—by philosophers and other scholars—has failed to account for the type of reasoning required to provide social justice. Ordinary politeness or even a more robust conception of civility can be inadequate to counteract the influence on argumentation of inequalities based on social identity. What resources can informal logic and interdisciplinary argumentation studies provide to help arguing practices avoid the reinforcement of social injustices? Are informal logic and the study of rhetoric any more helpful than deductive logic? Feminist scholars suggest certain strategies for reasoning and for argument pedagogy, especially looking at ways to address the personal nature that arguing often has.

Other feminists find problems with argumentation standards fairly specific to the discipline of philosophy. It emerges that philosophers often invoke claims about arguments and arguing contrary to accepted argumentation scholarship. Feminists especially note this problem in the way that philosophers employ fallacy labels and how they teach argument in critical thinking courses. Even though argumentation scholarship stands in need of further feminist development, it provides some resources to help philosophy better address social justice concerns.

1.1 Metaphors and norms of masculine aggression

1.2 the adversary paradigm and the discipline of philosophy, 2.1 gendered reasoning, 2.2 caring and coalescent argumentation, 2.3 knowledge and criticism, 2.4 politeness and civility, 3.1 formal logic, 3.2 rhetorical approaches and power differences, 4. credibility and argumentative injustice, 5. the fallacies approach to argument evaluation, 6. critical thinking and argument pedagogy, 7. feminism, the discipline of philosophy, and argumentation scholarship, other internet resources, related entries, 1. arguing to win.

Theories about arguing generally assume that arguers disagree, and sometimes arguing operates as a type of battle among ideas that may be preferred over physical combat among people. Adversarial orientation among people arguing may, however, marginalize women’s patterns of communication and discount social norms of “femininity” (that regularly attach to women and girls but vary across time and culture). The connection between “masculinity” (understood also as a social norm, ideal, or role) and adversarial processes for reasoning may be heightened and even become stylized as a disciplinary method in contemporary Euro-American philosophy (Moulton 1983; Burrow 2010; Rooney 2010; Alcoff 2013). [ 1 ] When reasoners treat arguing as a contest, each aiming to win by defeating the other’s claim, it can become “eristic”, which is to say that the goal of winning takes over from other purposes that arguing serves. In the same way as adversarial reasoning and eristics, other discursive norms can complicate the ways that women may be marginalized and marginalize other groups of people, including men. Little attention has been given in Euro-American philosophy to the gendered dimensions of arguing in other cultures. However, feminists regularly suggest that where adversarial arguing dominates, non-dominant styles of reasoning can provide productive alternatives or complements to it, and this often involves styles gendered as “feminine”.

Some feminist philosophers suggest that an aggressive culture associated with masculinity poorly serves processes of reasoning and hinders the discipline of philosophy insofar as it sidelines, downgrades, and even excludes people’s non-adversarial engagement with each other and with each other’s reasoning. Evidence for this problem emerges in various places, beginning with the prevalence of military and aggressive language to describe philosophical discourse and rational arguing more generally (Lakoff & Johnson 1980; Ayim 1988; Cohen 1995).

Janice Moulton (1983) argues that a particular style she calls “the Adversary Method” dominates the discipline of philosophy, and this goes beyond a set of attitudes or styles of interaction to include prioritizing a particular discursive logic. Further evidence for Moulton’s characterization of disciplinary practices in philosophy comes from Phyllis Rooney (2012) and Catherine Hundleby (2010).

The metaphor of argument-as-war provides a central example for George Lakoff and Mark Johnson’s landmark book, Metaphors We Live By (1980). War can operate as “structural metaphor” for arguing:

Though there is no physical battle, there is a verbal battle, and the structure of an argument—attack, defense, counterattack, etc.—reflects this. (1980: 4)

Without that structure, Lakoff and Johnson suggest that we could not even recognize a piece of discourse as an argument.

Moulton (1983) observes that prioritizing aggression in the practice of arguing and the association of aggression with certain forms of masculinity is problematic. If people assume that success requires aggression, then discussants must appear aggressive in order to appear competent at arguing. Not only may the assumption be false, but it may entail a distinct disadvantage for women. Cultures that treat aggression as a natural quality in men encourage and advantage men in eristic modes of engagement. When success demands aggression, contributions to an exchange of reasons made in other styles—including those that read as feminine—will not measure up; and they may not even be noticed. At the same time, a woman can seem to be aggressive merely by asserting her own viewpoint or by showing competence in some other fashion. She may tend to stand out in many contexts as behaving inappropriately, even as her actions become acknowledged, because of her feminine social identity (Moulton 1983: 150; Rancer & Stewart 1985; Hample et al. 2005; Kukla 2014; Olberding 2014).

Moulton calls attention to ways in which philosophical approaches to arguing and reasoning in Euro-American culture take on a pronounced adversarial dynamic that reflects aggressive expectations. Her concern about the discipline and about models for argumentation is shared by many feminist philosophers (Ayim 1988; Burrow 2010; Gilbert 1994, 1997; Hundleby 2010, 2013b, Rooney 2003, 2010) and some who are not specifically feminist (Cohen 1995). Maryann Ayim observes that a culture of hostility can be viewed in the militaristic, violent, subjugating, and controlling language used to describe philosophical arguing, especially the metaphor of argument-as-war:

Philosophers tend to value their “sharper” students, whom they may openly praise for their “penetrating” insights. Occasionally they find students of “piercing” intelligence, one or two perhaps with minds like “steel traps”. Philosophers regard such students as important: They require “tough-minded” opponents with whom they can “parry” in the classroom, so they can exhibit to the others what the “thrust” of philosophical argumentation is all about. This “battle of wits” is somewhat risky, however, and a “combatant” must take care always to “have the upper hand”, to “win thumbs down”, to “avoid being hoist by your own petard”. If you find yourself pressed for time at the end of a lecture, with your “back to the wall”, or as it is occasionally even more colorfully expressed, “between a rock and a hard place”, you may have to resort to “strong arm tactics”, to “barbed” comments, to “go for the jugular”, to “cut an opponent’s argument to pieces”, or to “bring out the big guns or heavy artillery”. If caught in the throes of a real dilemma, you many even have to “take the bull by the horns” or rebut the dilemma by advancing a “counter” dilemma. (Ayim 1988: 188)

Martial metaphors and competitive evaluation foster the eristic goal of defeating others and their views (Cohen 1995), even perhaps, Ayim suggests, for instructors in regard to their students. While this attitude may seem obviously inappropriate for instructors to take with students over whom they have authority, the available range of such language suggests a general disciplinary culture that enforces aggression through conflating it with success (Moulton 1983).

Admittedly, aggressive interaction may be comfortable for many women and uncomfortable for some men, and it may be inflected with class and race biases with similarly variable effect. Yet these may be merely exceptions to the “masculine” homosocial culture of hostility that many feminists maintain prevails in philosophical arguing. Rooney argues that culture reinforces male status in the discipline and resonates with narratives of opposition against not just ideas but also against people who present them, especially women (Rooney 2010: 229). Common ideals of masculinity and rationality coincide with the association of aggression with success, power, effectiveness, and vitality; they contrast with emotion, unreason, body, sexuality, instinct, nature, and rhetoric, [ 2 ] all notions that Euro-American cultures regularly associate with femininity.

In the history of Euro-American philosophy, Rooney (2010) observes, masculine reason regularly appears in battle against feminine elements of unreason, a battle that occurs both within the knower and among aspects of thought. “Embattled reason” constantly struggles to subordinate feminine elements of unreason, and the suppression of perceived negative qualities that are gendered as “feminine” provides a central means for achieving the ideals of reason and rationality central to the discipline. That the discipline functions this way can discourage women’s participation. So, Rooney argues

that a full feminist accounting of the general cultural problem with gender, adversariality, and authority must include consideration of philosophy’s history and its lingering effects. (2010: 209, 217–219)

Otherwise the discipline may continue to perpetuate sexist standards of reason from the larger culture and its history.

Daniel Cohen (1995) suggests that antagonistic attitudes may not actually enhance competition and the knowledge it is supposed to serve, and that imposing the goal of agreement can silence rational discourse and undermine the goal of philosophy to further inquiry. The value of information that challenges our own beliefs can always be hard to recognize, a difficulty described as “confirmation bias”, and this problem can be exacerbated when the focus of arguing is winning rather than learning or ascertaining truth (Makau & Marty 2013: 39–40, 167; Linker 2015).

Norms of masculine aggression may help a particular reasoning method to dominate the discipline of philosophy, Janice Moulton argues in an early article (1983). She describes the process of competitive reasoning through deductive refutation—typically by counter-example—as the “Adversary Method”. [ 3 ] According to Moulton, the Method employs opposing views on a topic as tests for each other—the more severe the opposition, the better, and surviving the confrontation grants “objectivity” to a view. Winning at arguing in this fashion depends on defeating competing positions based on faults identified in them. Defeat of the opposite position becomes more decisive when the claims are very specific, as specificity aids deductive refutation.

Philosophy, at least in Moulton’s (1983) context of late twentieth century Anglo-American or “analytic” philosophy, may be so permeated by the combination of adversarial arguing and deductive logic that the Adversary Method operates as a disciplinary “paradigm”. Moulton argues that this “paradigm” for philosophy demands aggressive opposition to other people’s opinions, in the same way that Thomas Kuhn observed that mature scientific disciplines demand adherence to an overarching theory, an ideal, and a practice that together constitute a cultural paradigm. Philosophers’ technique of aiming to falsify each other’s claims reflects Karl Popper’s epistemology but adversarial reasoning in philosophy has taken many different forms and traces back at least to Aristotle. Descartes and Kant shifted the normative focus of the study of logic from dialogue to individual cognition, and the logic of opposition became internalized (Dutilh Novaes 2011, 2015). Yet, arguing as a dialogical form of reasoning retains the oppositional dynamic.

Moulton criticizes how the operation of the Adversary Method as a paradigm can hobble the progress of philosophical reasoning by narrowing the possibilities for discussion. Isolating claims maximizes their vulnerability and prepares them for Adversarial testing, forcing proponents to rely on ad hoc revisions, and prohibiting the systematic reconsiderations that encourage theories to evolve. For instance, ad hoc concessions “for the sake of argument” create common ground for discussion only by restricting the basis for disagreement; and so, Moulton maintains, they slow the development of philosophical thought (1983: 154–155).

Moulton (1983) argues that the narrow discourse of the Adversary Method seriously limits the relevance of philosophy to feminist concerns. She takes the example of Judith Jarvis Thomson’s classic philosophical defense of the moral permissibility of abortion that concedes a great deal (that the fetus is a full-fledged person with a right to life) to show that the right to life does not supersede the right to bodily autonomy. Moulton’s concern is that even though Thomson’s position supports feminist theoretical views, it employs reasoning so remote from the circumstances of pregnancy that it provides no guidance for people seeking to make decisions about actual abortions. Taking the purpose of arguing to be the defeat of a view limits the practical relevance of the argumentative exchange.

Moulton makes a further related point that forcing narrow theories to compete can make philosophy look quite absurd. Moral arguments are directed at egoists and epistemology is offered to skeptics. Debates over the existence of the external world and the existence of God occupy philosophers at the expense of attention to the character of the world we live in or the role of God in our religions. Philosophers rarely question the assumption that there must be a supreme moral principle, Moulton explains, because otherwise there would be little sense to making different theories compete for recognized supremacy (1983: 157–158). Losing sight of other reasons for arguing may have even resulted in the misinterpretation of key figures in the history of philosophy. Moulton suggests that interpreters often miss various purposes for which Socrates argued because they assume that his only goal was refutation (1983: 155–157). The assumption that the Adversary Method drives philosophical progress may distort philosophers’ understanding of the value of their own discipline.

The Adversary Method’s prevalence and constitution of a Kuhnian paradigm may be recognized in Rooney’s observation that philosophers tend to engage each other from a “default skeptical stance”. The skeptical stance challenges the quality of the components of another’s arguments, including the basis for premises, the support premises provide for the conclusion, and the possibility of counterexamples. The skeptical stance operates as a default without consideration of the appropriateness of the challenges for the topic under discussion. Rooney notes in particular,

skeptical argumentative responses that take necessary truths and valid arguments as the ideal poorly serve the variety of arguments and forms of argumentation that important philosophical works have presented and will continue to present. (2012: 321)

Inappropriate standards undermine the general epistemic aims of truth and understanding. They create specific problems for discussion of social justice issues which depends extensively on testimony and therefore on deft employment of the epistemology of testimony and sensitivity to the danger of testimonial injustice (see Section 4 on Credibility and argument interpretation ). The unsuitability of the Adversary Method for discussions of social justice will stall social justice projects, Rooney concludes, including those within the discipline of philosophy.

Hundleby presents as evidence for the paradigmatic operation of the Adversary Method an analysis of critical thinking textbooks in philosophy. Twenty-four textbooks of the thirty examined—four-fifths—revealed in their presentation of fallacies the norms of the Adversary Method: narrow discourse and decisive refutation. Most of these textbooks exhibiting the Adversary Paradigm have authors with no research expertise in argumentation more specific than doctoral training in philosophy, whereas the much smaller number of textbooks (six out of thirty) authored by scholars of argumentation do not show the same signs of the Adversary Method. Given this evidence that argumentation scholarship differently orients argument pedagogy, the prevalence of the Adversary Method in so many other textbooks seems to derive simply from the disciplinary culture of philosophy (Hundleby 2010).

Some empirical educational studies suggest, too, that while students learn a great deal from learning eristic practices of argument, it undermines their progress as learners by emphasizing winning over gaining understanding (Makau & Marty 2013: 13). People—including feminists—Moulton (1983) suggests, might expect more relevant advice from the discipline of philosophy. More practical philosophies addressing mundane problems also may be found outside Euro-American cultures (Olberding 2015).

2. Other Goals for and Styles of Arguing

Feminist philosophical models of arguing aim either to replace or to complement arguing practices and norms defined in terms of a contest between people or reasons. In addition to the goal of defeating an interlocutor or their reasons, arguments can serve many purposes. Explanation and explanatory argument (sometimes considered to be the same thing) already receive attention from argumentation theorists and philosophers of science. Other functions of arguing, such as educating the uninitiated or the undecided and discussing matters with like-minded people, remain neglected by theorists (Goodwin & Innocenti 2019). None of the alternatives need to take over as a new “paradigm”, but exploring various purposes, methods, and styles of arguing may help to scrutinize accepted procedures and purposes (Moulton 1983). Such questioning of methods deters their dogmatic acceptance.

According to Cohen, more important for the role of arguing in philosophy and education than to praise or condemn any particular norms of arguing may be the exploration of multiple approaches. Philosophers and arguers more generally might find means for innovation and constructive questioning in many new models and metaphors. Cohen finds that traffic metaphors seem to work especially well:

We can say that arguments are (i) conversational traffic jams—(ii) gridlock with a lot of honking and little movement; (iii) conversational traffic accidents; (iv) wrong turns, or (v) detours, or (vi) dead ends or (vii) roundabouts on the streets of discourse; or should we have said that they are (viii) short cuts to the truth at the end of the road; maybe (ix) they are long and winding roads to nowhere; or, instead, we can conceive of arguments as (x) intellectual one way roads to their conclusions although maybe they are really (xi) one-lane roads but with two-way traffic. More positively, they can be thought of as a case of (xii) a merging traffic of ideas or even better as (xiii) conceptual roads under construction. (Cohen 1995: 184)

The availability of so many traffic metaphors suggests something appropriate about this analogy. Another option identified by Keith Lloyd (2014) lies in perceptual metaphors, especially regarding what arguers can see. However, visual metaphors have a fraught history in feminist philosophy because ideal vision tends to be associated with abstraction, and to lean on a hierarchy of the senses (Keller & Grontkowski 1983). In any case it is likely that no metaphor or analogy can capture all the shapes that arguments take and the purposes they serve (Cohen 1995: 187).

Metaphors, models, and methods that tend to be “gendered” as feminine may carry connotations of subordination—and so they may seem inferior, yet they may be also especially useful for women and hence powerful for feminists. These approaches can provide a potent basis for generating alternatives to eristic standards and an understanding of the processes that may go alongside or support arguing as a contest. Metaphors and models based on collaboration fit with the work of physical and emotional care that regularly constitutes women’s roles and responsibilities. Yet collaboration also proves quite apt for many other contexts and functions of arguing such as explanation and deliberation. Rooney suggests that because people converse with rather than against each other, and because arguing is a species of conversation, we should speak of arguing with rather than against people and their views (2010: 221). This possibility suggests that the argument-as-war metaphor may not be so overwhelming as to make alternatives unimaginable in the way Lakoff and Johnson suggest (1980: 4). Alternative structures for argument can be found in our ordinary language.

Patterns that might seem to distinguish how women argue may not express deep cognitive differences between the genders. A range of communicative styles including gendered norms of polite discourse that have people constrain their public reasoning may equally serve cognitive functions common to men and women. Gendered roles may even complement each other’s epistemological operation. The most aggressive and disruptive behavior will not endure norms of politeness. However, some feminists consider that politeness can require conformity to structures of social authority that marginalize women, people of color, and others belonging to subordinated social categories.

The gendered associations of different styles of reasoning suggest that a source for alternative models of arguing might be found in what have been seen as “feminine” styles of reasoning. Whether or not women reason differently from men depends on what we count as reasoning (Verbiest 1995), and the evidence from psychology and sociology reveals no significantly gendered differences in the mental processes of inference and cognition (Fine 2010). Yet women’s communication practices often reflect distinct “values of intimacy, connection, inclusion, and problem sharing” (Burrow 2010: 247).

Ayim argues that in order to avoid reinforcing patterns of subordination, we must detect and examine how values and presuppositions play into the ways that we interpret argumentation (1988: 185). Rooney adds that cooperative and collaborative inclinations may involve a tendency to defer, a reluctance to take responsibility for a position, or a lack of confidence in one’s ideas (2010: 213–214). The need to appease those with greater power may explain why an open-ended and tentative quality sometimes distinguishes women’s style of arguing and practices of communication associated with femininity. Sylvia Burrow suggests that women may give others’ interests priority over their own in order to secure cooperation and connection (2010). This may characterize subordinate roles more generally, sometimes extending to marginalized races and ethnicities.

While styles of “femininity” and “masculinity” are neither wholly good nor bad, they both have inherent dangers. A danger for masculinity arises from its association with activity and aggression as apparently natural features of maleness. As a result, these masculine ideals constrain women’s communication, as has often been noted by feminist theorists, while feminine modes tend to be dismissed. Because masculine characteristics also operate as ideals of humanity or personhood (Hundleby 2016), men can over-identify with them and have no motivation to reflect on or problematize their gender identity (Bruner 1996).

The strategy of transgressing gender by adopting an aggressive masculine mode for arguing can seem useful to women and the temptation may be strongest in “masculine” discourses such as philosophical discussion, or wherever listeners treat an authoritative manner as valuable. Yet, when women adopt masculine discursive styles and adversarial techniques, they can garner criticism for being selfish, cold, and mean, which is criticism that men would not receive (Burrow 2010). Furthermore, such character challenges weaken women’s authority and their ability to participate in argumentation (Burrow 2010; Hundleby 2013a). Even when those challenges are not interpreted as a character fault, the effect may be to present women as merely requesting permission to participate, whereas men are not taken to need permission (Kukla 2014; Olberding 2014). When women decline to offer explanations, they are considered incompetent, whereas the same behavior reads as strength in men. Women’s attempts to defend their authority can easily backfire because the very nature of authority depends on not always having to defend what one says (Hanrahan & Antony 2005).

The consideration that women may have a “different voice” in moral reasoning (Gilligan 1982) gave rise to care ethics as a feminist alternative to traditional accounts of morality. Ayim (1988) suggests that metaphors of nurturing could also replace violent ones describing arguing, especially because arguing can help to foster community (Makau & Marty 2013). Approaches to reasoning that presume interest in the flourishing of other people and that consider the needs of others may be common among girls and women in cultures that press them into practices of motherhood and related caring labor, such as teaching, nursing, and food service.

Attention to the unique audience and the speakers involved in a particular discussion forces consideration of its detailed situation. In one sense, this attention exhibits a bias toward certain sorts of evidence. That bias does not pretend to value-neutrality. Yet, Karen Warren argues that attention to detail provides a feminist sense of “open-mindedness” that enriches feminist reasoning with data in a way that entails a type of impartiality (1988: 38). Reasoners operate from specific locations that cannot be adequately addressed by an epistemology of generic or uniform knowers, as feminist epistemologist Lorraine Code argues (1991). And feminist communications scholars Josina M. Makau and Debian L. Marty note that “taking other people’s perspectives seriously is a basic requirement in peaceful coexistence” (2001: 11; 2013: 51).

Accounting for reasoners’ social situations in the way that Warren and Code advise provides part of the goal for Maureen Linker’s model of “intellectual empathy” (2015). This involves working to understand the history of social inequality and how it affects the reasoning and arguing of ourselves and others. Linker argues that

reason and understanding must be supplemented with emotion and experience so that we can know in the fullest possible sense. (2015: 13)

Attention to specific personal experiences that historically have been ignored provides a feminist standpoint with particular empirical and scientific value, and marks a place where the two general feminist epistemologies of science, feminist standpoint theory and feminist empiricism, coincide (Intemann 2010).

The same feminist epistemological concerns motivate Michael Gilbert’s model of “coalescent argumentation”, which treats arguing as communication that involves much more than a generic expression of a premise-conclusion complex. In coalescent argumentation, the views of speakers stand in opposition to each other without the people speaking being opposed to each other. Arguers’ orientation to other people requires that they account for their interconnection with those in conversation and how their decisions affect others. In this collaborative model, the defeat neither of ideas nor of an opponent provides the goal; instead the goal is to find mutual ground among people, which requires a broad view of relevant considerations (1994; 1997). The processes of coalescent argumentation demand more information than required simply to find fault with others’ arguments. The premise-conclusion complexes that logicians recognize as arguments become understood in coalescent arguing as standing in for “a position-cluster of attitudes, beliefs, feelings and intuitions” belonging to the arguer (Gilbert 1994: 96, original emphasis). Arguers’ motivations offer a basis for interpretation that provides greater room for recognizing middle ground among people who seem to disagree. Exploring this common territory also suggests ways in which alternative solutions may be developed. By emphasizing how divergent positions involve agreement among the proponents’ views and desires, points of disagreement can be distinguished from points of agreement and minimized. On Gilbert’s model, “one asks not, ‘What can I disagree with?’ but, ‘What must I disagree with?’” (1994: 109).

In light of the general feminist interest in collaborative and coalescent models of argumentation, Tempest M. Henning (2018) warns they may reflect certain cultural assumptions, and presumptions of universal culture. The norms recommended by what she identifies as “non-adversarial feminist argumentation models”, and attributes especially to Ayim, may run contrary to the cultures and needs of U.S. Black women. More generally, argumentation theory tends to prescribe a pleasantness of tone and directness of speech that connotes respect in some cultures but not others (Henning 2021; see Section 2.4 on Politeness and civility ). Some feminist philosophers also value adversarial arguing or even identify personally as adversarial arguers. So, the resistance to forms of adversarial arguing that appears to provide a valuable commonality between some feminist concerns and accepted views in argumentation theory may reflect only the interests of certain white women. It may actually work against the interests of other groups of women and risk reinforcing racial marginalization.

Even feminists with concerns about adversarial reasoning recognize that it promotes criticism that may advance the goal of attaining knowledge and understanding. Knowledge is an important purpose among those that arguing serves and different styles of arguing can serve different purposes. Some efforts to build knowledge may benefit from the adversarial styles and models, especially if arguers can avoid automatically slipping into hostile, “ancillary” modes of aggression (Govier 1999). Arguers may also need to avoid reinforcing other epistemic cultures and subcultures that prioritize men’s interaction with each other (Rooney 2012). So feminists need norms for arguing that support criticism of such androcentric cultures and practices and the development of knowledge about how such systems function.

Non-adversarial models of reasoning such as coalescent argumentation may aid people’s understanding too, especially about others and their positions. Mutual understanding develops from coalescent arguing because it demands finding common ground. The remaining opposition among people and their beliefs constitutes a minimally adversarial orientation that Trudy Govier (1999) and Rooney (2010) argue may be valuable for both the development of arguments and the role of arguing in the processes that generate knowledge. Arguers can aid each other in achieving knowledge, which is the main goal in academic arguing, despite the fact that academics sometimes can be side-tracked by mundane power play.

Because of overarching epistemic purposes, Cohen suggests that the people whose ideas lose in eristic debate thus may benefit the most because they learn the most (1995: 182). People may also share an inquiry (Dutilh Novaes 2015: 598–599), and epistemic benefit may accrue to communities. The discursive practices in which individual scientists work together by testing each other’s claims may exhibit certain characteristics that Helen Longino’s (1990) model of scientific reasoning sees as supporting a form of objectivity. Longino’s account of objectivity addresses feminist concerns with about gender bias in scientific theories and involves both collaborative and adversarial elements.

Such shared epistemic projects among people might be understood as “arguing with” rather than “against” other reasoners (Rooney 2003). Rooney argues that readily available logical terms such as “contradictory” and “contrary” can adequately describe differing opinions without implicating opposition among the people holding divergent views (2003; 2010: 222). Such language may help reasoners move away from both the Adversary Method’s dominance as a Paradigm and eristic arguing that may be otherwise dysfunctional. The negative connotations of “argument” and “arguing” in the English language may be part of the problem. [ 4 ] Related words in other Indo-European languages carry no such implication of verbal fighting (Hitchcock 2017: 449). Avoiding the English-language connotations is part of the reason theorists often speak instead of “argumentation” even though that terminology can be unclear or unnecessarily abstract.

Yet, criticism must be part of feminism, especially to direct it at sexism, and feminists may be no more skilled than anyone else at avoiding the pitfalls of arguing such as its tendency to aggravate conflict. Feminist models of arguing avoid levelling criticism against people and direct it toward the views they hold so as to better serve everyone’s understanding. Feminist models of arguing and some ways of arguing used by feminists and non-feminists alike exhibit a benevolent attentiveness to other arguers in the processes of arguing and yet they may also subject what other people say to extensive criticism and opposition.

According to Govier, the characteristic explicitness of reasoning when people argue enables them to learn from disagreement and doubt (1999). Explicitness also promotes honesty with ourselves and each other and respect for interpersonal differences:

an arguer, in actually or potentially addressing those who differ, is committed to the recognition that people may think differently and that what they think and why they think it matters. (1999: 8, 50)

Feminist criticism often involves anger, an emotion also regularly associated with arguing. Anger can be a distracting or even destructive influence on reasoning and it can signify harmful arrogance (Tanesini 2018). Moira Howes and Catherine Hundleby make a case that arguing can help derive cognitive benefit from anger because arguing encourages reasoners to express and to articulate their reasons (2018). It can reveal aspects of reasoning that otherwise would remain unconscious, a feature of arguing processes that Douglas Walton identifies as the “maieutic effect” (1992).

Styles for communicating and sharing reasons often distinguished as “feminine” also play roles in feminist epistemologies of argumentation: Gilbert assigns a fundamental role in coalescent argumentation to the values of attention to the speaker and seeking agreement, while Linker characterizes empathetic intellectuals as having the skills of cooperation and accepting vulnerability. Feminist ethical goals of accountability to women thus can benefit from the pursuit of knowledge. Not only for feminists but for all reasoners, the ethical value of understanding other people can enhance the standard philosophical treatment of arguments as logical premise-conclusion complexes. Coalescent and intellectually empathic reasoning complement critical analysis once we distinguish criticism from the eristic culture of aggressive fault-finding (Miller 1995).

As a remedy for some of the problems that women and other arguers face, some feminists champion politeness, while others stress that expecting etiquette to address abuses of power belies the realities of women and others who are socially marginalized. Norms of politeness function to minimize conflict and so can hold people in subordinate positions (Mayo 2001). Like “ideal theory” in philosophy (Mills 2005), politeness can exacerbate the oppression it ignores—in this case, discursive marginalization.

Govier argues that the discursive norm of politeness limits the problem of overt interpersonal aggression in arguing (1999). Respect for other people and careful consideration of their views ought to be part of persuasion , including rational persuasion, which scholars often take to be the central or even the sole purpose for arguing (1999: 58–59). On this view, aggressive styles of communication or “ancillary adversariality” can be dismissed as simple rudeness or hostility. These ought not to be tolerated in any context and may not impact much on the beliefs and attitudes of the audience (Govier 1999; Miller 1995).

The main difficulty with this ideal arises because norms of politeness tend to be gendered in ways that undermine women’s authority when people argue, affirming power and status for men but not for women. This dynamic can receive reinforcement when women adopt cooperative strategies that play into norms of “femininity”, according to Burrow (2010) and Hundleby (2013a). Securing cooperation and connection with other people provides the very purpose for politeness. Both “masculine” and “feminine” forms of politeness can reflect this purpose. However, the gendered dynamics of politeness in many cultures may entail that cooperative or collaborative argumentation serves women poorly. It contributes to their subordination and perhaps also the subordination of other people with marginalized social identities. For women, cooperating and connecting with others may entail deferring one’s interests and promoting dialogue through hedging, questioning intonation, and use of tag questions, for example, “You know?” “Right?” “Don’t you think?” These strategies generally imply powerlessness or conflict avoidance. In contrast, masculine norms of polite connection facilitate shared competition and encourage joint autonomy along with regard for each other’s needs (Burrow 2010).

Burrow argues that women often have no easy options for conforming with the etiquette demands that reinforce power differences among speakers. Deferential styles of dialogue are part of most subordinate positions and, for women, other aspects of social rank do not mitigate this much. Therefore, to negotiate politeness and to argue effectively, women need complex strategies tailored to their circumstances (2010).

Henning (2021) observes that what many feminist and not-specifically-feminist argumentation theorists count as rudeness may actually belong to politeness strategies in African-American Vernacular English (AAVE). In particular, “signifying” or “signification” within AAVE “utilizes exaggeration, irony, and indirection to partake in coded messages, riddled with insults”. To refuse to participate in signification is rude and politeness demands participation in speech that on the surface suggests disrespect. In some cultures, arguing not only performs pro-social functions, it provides such an important form of sociability that superficial or even insincere arguing may be an essential part of interaction and social bonding (Schiffrin 1984).

Because of the range of conflicting politeness strategies across different communities, it may serve better to seek an alternative to politeness as a norm and that may lie in an inclusive practice and ethic of civility in dialogue. Civility tends to be understood as deeper than politeness, sometimes considered itself to be a virtue or as involving such virtues as respect for other people (Calhoun 2000: 253; Bone et al. 2008; Laverty 2009; Reiheld 2013). Respecting others requires trying to understand them “as they wish to be known and understood” in the cooperative argumentation model developed by Makau and Marty (2013: 69). Others suggest that civil respect be parsed in ethical frameworks, such as deontology or consequentialism, because simple deference to existing social standards may be oppressive in assigning more restrictive practices to certain groups of people. Practices of respect may involve people’s adherence to oppressive social roles, just as they do for politeness, if common practice determines them. Ethically rich interpretations of civility must be shared among interlocutors in order that civility can fulfill its function to regulate disagreement. Such shared norms of civility not only aid the articulation of understandings that prejudiced and oppressive behavior are intolerable, they also aid people’s ability to challenge broader social problems (Calhoun 2000).

Civility may be distinguished from other virtues as “an essentially communicative form of moral conduct”, a display and expression of how one regards others (Calhoun 2000: 260). However, this virtue has limits and incivility can also perform important argumentative functions. Uncivil communication can create space for new forms of meaning and value:

The disruption entailed by incivility provides room for concerted reconstruction of social practices, identities, and spaces. (Mayo 2001: 79)

Uncivil communication and arguing may even be necessary for some social change (Lozano-Reich & Cloud 2009: 223–224). Because certain practices viewed as “civil” may depoliticize disagreement, incivility that highlights these political problems can prove to be as necessary as civility is to democratic decision-making (Mayo 2001). Which moral and political demands justify incivility remains, however, a complicated question that demands analysis of the discursive norms in operation in a particular context for their ability to sustain interpersonal respect.

3. Informal Logic and Argument Interpretation

Feminist philosophical work on argumentation as it emerged in the early 1980s coincides with the rise of informal logic, an approach that encompasses much of contemporary philosophical work done in argumentation theory (Johnson 1996 [2014: 12]). Many feminists and informal logicians share both a resistance to the idealization by some philosophers of formal deductive methods for reasoning and a desire to provide better tools for addressing real world contexts of reasoning and arguing (Govier 1999: 52).

Any interpretation or analysis of an argument omits some aspects of the reasoning involved in the surrounding discourse while it attends to others, and different forms of abstraction suit different purposes (Rooney 2001). Interpretations become problematic for feminists when they leave out salient details that would make possible other interpretations that account for social bias. For instance, interpreting an argument as a deductive inference may not allow for the sorts of analysis of social situation that a standard informal logic interpretation of ad hominem makes possible.

Even informal logicians may assume an equality among arguers that is more ideal than real and that may obstruct political progress. The problems that feminists find with assumed equality may be most visible in accounts of ad hominem arguing. Both feminist (Janack & Adams 1999; Yap 2013, 2015) and not-specifically feminist (Walton 1995) argumentation theorists recognize that appeals to the person may or may not be fallacious. The difference is that while the informal logic analysis informs an audience about the irrelevance of a personal attack, a feminist analysis also maintains that the line of reasoning may still succeed because of unconscious biases such as implicit sexism and racism that feminists find unacceptable. For this reason, feminist critiques of ad hominem arguments require more than logical analysis and also consider the epistemology of testimony (Yap 2013).

Addressing women’s more general concerns about arguing and assessing feminist arguments about women’s marginalization requires a richer and more diverse analysis than a logical analysis of inferences provides. Andrea Nye (1990) suggests ways that the language of logic, including both the artificial language of abstract ideals and the surrounding discourse of logicians, might convey the interests and purposes of people who hold social power. Logical models for argument, especially formal ones, are developed, according to Nye, to prioritize some people’s interests over others and to hide that prioritization by claiming generality and the dominance of such models can lead to systematic misinterpretations of women’s arguments.

Other feminists maintain that abstract interpretation causes trouble only when reasoners mistake it for a uniform authority. The trouble with abstract analysis, Ayim suggests, lies not in the models themselves, but in how people use them (1995: 806). Logical or argumentative ideals that involve abstract models may be partial in representing some people’s preferred inference forms without these models having an intrinsically universalizing character that makes them false. Ayim believes that any such problems in the disciplines of logic result from the practitioners’ failure to be realistic and humble. She says that

It is only when logic is seen as the exclusive avenue to truth and reason that problems arise—not when it is seen as an avenue to truth and reason. (Ayim 1995: 810, emphasis added)

Gilbert suggests that the practical concerns and interdisciplinary considerations of informal logic must be expanded and become more attuned to the specific social situations from which arguments arise (2007). Neglected aspects of argumentation may include the identities of speakers (Code 1991), the power relationships between speakers (Bondy 2010; Linker 2011, 2015; Rooney 2012), the emotions involved (Nye 1990; Gilbert 1994; Linker 2015), the social consequences of argumentation (Code 1991; Rooney 2012), and intersectional identities (Henning 2018, 2021). When feminine speech and writing styles are poorly received and misinterpreted, women will encounter difficulties getting their arguments heard or to taken seriously, let alone recognized as good reasoning. The demand from feminist philosophers to situate argumentative reasoning and to evaluate it in the larger discursive contexts (Burrow 2010; Lang 2010) can be met at least in part by the recent revival of rhetorical accounts of argumentation that address the role of audience (Perelman & Olbrechts-Tyteca 1958 [1969]; Perelman 1977 [1982]; Tindale 1999, 2007).

Formal logic employs artificial abstract languages generally understood to address particular types of inference. Formal symbolism is also used to interpret arguments from natural language so as to assess the strength of an argument’s inference, in particular, whether the argument has deductive validity. So, the argument, “It is icy outside and therefore I will not travel today” might fail to be translatable into a deductively valid form, although people easily recognize its good reasoning. (“Missing premises” might be added to make the argument deductive but that requires more than formal interpretation.)

Nye’s work on formal logic, especially Words of Power: A Feminist Reading of the History of Logic (1990), provides the point of departure for many of the initial feminist philosophical discussions of argument and arguing. Nye considers certain historical points when deductive logic’s operation as the default interpretive mechanism for arguments may have had an oppressive influence. Rather than arguing for this interpretation, she adopts a practice of “reading” that includes attention, listening, understanding, and responding (1990, 183), approaches that are traditionally associated with rhetoric (Keith 1993). Her feminist “reading” of episodes in the history of Euro-American logic suggests ways in which abstract logical systems may have helped to justify social dominance at different moments in time. Her “reading” purposefully aims to consider the personal and political desires behind logic that might motivate its prescription of rules for thought (Nye 1990: 9).

Nye begins her study with Parmenides’ logic of “what is”, what exists beyond sensuous existence and human communities. The ensuing silence among the ancient Greeks was broken by Plato who addressed “what is not” through using rational discussion to reveal the existence of differences. For Aristotle, this dialectic involved only men from the upper classes, making the exclusive nature of the logic most explicit. As a result, in Nye’s view, a silence regarding a lot of reasoning surrounds logic. Nye notes that

once rationality is defined as what is not emotional, and emotionality established as the characteristic of women understood as what is only a body, there could be no discussion of institutions of slavery and sexism. (1990: 50)

She traces through medieval formulations of logic ways in which the claims of logic’s universal application may have discouraged criticism of social institutions that authorized those accounts of logic. These institutions include patriarchy in general, sometimes underwritten by God, the Roman Empire, and the Catholic Church.

Logical restriction on what counts as reasoning culminates, on Nye’s reading, when Gottlob Frege moves logic out of human discourse to formulate it in a symbolic language. Frege’s functionalist notation promises to express all forms of truth with the aim, Nye suggests, “that thought will be unified and logical errors in science, mathematics, and philosophy exposed” (1990: 131). Using Frege’s approach, how a concept refers to the world becomes “an objective fact:…one cannot invent its value” (1990: 135). As a result, the institutions that render concepts meaningful, including the social institution of language, stand beyond question, creating a new form of muteness that harkens back to Parmenides. The surrounding silence breaks again when the Vienna Circle adds empirical input in place of the concepts on which the Fregean functions work. Nye indicates that this theoretical development places science above meaningful criticism, and so allows scientific reasoning to be co-opted by authoritarian regimes (1990: 163–171).

As an alternative to logic, Nye suggests building confidence for women and developing new concepts aided by a concrete (natural, not artificial) “women’s language”. Discourse that is for or about women might provide inclusion, bonding, and ways to share power. Women have relied historically on the skills needed for reading:

We have listened and read to survive, we have read to predict the maneuvers of those in power over us, to seduce those who might help us, to pacify bullies, to care for children, to nurse the sick and the wounded. (1990: 184)

The next step lies in developing the language to respond.

Nye’s experiment in avoiding argument falters in two ways observed by feminists and other scholars who have not been convinced by her socio-historical reading. Some cite errors in her historical interpretation (Keith 1993; Weiner 1994). Others find that in Words of Power, Nye does argue, but fails to persuade and so fails to provide the alternative to logic she seeks (Gilbert 1994; Ayim 1995).

Gilbert offers a related but distinct criticism of formal logic for its role in the “Critical-Logical” approach that he characterizes as extracting text from utterances for the purposes of applying a competitive or eristic process to the stylized text (1994). He suggests, like Moulton (1983), that such abstraction serves the competitive functions and standard practice of Euro-American academic philosophy. Because arguing need not adhere to the Critical-Logical model, it remains possible that feminine styles of reasoning may ground effective interpretive practices for arguers. Arguing also may find natural corollaries in other styles of communication and other values that operate within communication.

Reasoners appeal to logic and to other abstract accounts of what other arguers say partly so they might avoid bias as they interpret natural language. Yet such abstract interpretation may favor forms of argument evaluation unsuited to the context of utterance. For instance, if the Critical-Logical model of argument evaluation provides the basis for legal procedures, then it may compromise access to justice for people who are socially marginalized based on gender, race, class, and education. Gilbert echoes Nye’s concern that logical systems can reflect the lingua franca of the ruling class that captures their own interests (1994: 105). Applying it to other contexts risks distorting and disenfranchising other people and their modes of communication.

Nye concedes that a women’s language cannot stand up to the power and authority of logic but believes that perhaps reasoners may gain something different from a replacement for logic. It may be that

her notion of reading teaches that the circumstances in which something is said and the person who says it are relevant considerations. (Tindale 1999: 196)

The appeal of Nye’s “reading” may be that

currently popular theories of reading, unlike traditional logic, highlight rather than diminish the interests, personality, and motives that the reader brings to the task of reading. (Ayim 1995: 807)

Arguers can emphasize the moral goals behind an argument through their emotional language. Likewise, an explanatory purpose for an argument would mean that the speaker offers it up as a truthful description rather than as a subject for debate (Gilbert 1994). Such purposes and values can fall away with the abstraction of a premise-conclusion complex from its context of utterance. When the Critical-Logical model grounds decision-making processes, the authority it carries creates problems for anyone using other styles of reasoning and communication.

Note that Nye is the only feminist philosopher to date suggesting a substitute for arguing and logic. Ayim (1995) and Gilbert (1994) stress that different styles of communication and value-systems can be natural corollaries for each other. Govier (1993) further suggests that the power of universal logic may be indispensable, and that feminist concerns can be addressed through a better understanding of the interpretation and application of logical norms.

Rhetorical studies attend to argument audiences in a way that can help to address feminist concerns about the emotional and gendered aspects of argument (Tindale 1999: 201). They may also help to resolve a dilemma of feminist arguing practice by demonstrating how the advancement of feminist affirmative projects, such as acknowledging the significance of women’s experience, may require adversarial forms of argumentation often associated with masculinity. Communication styles identified as rhetoric create both problematic and constructive aspects of social identity, including feminine identity. Rhetorical analysis of the situational specifics can reveal how communication helps to produce social identities and can suggest ways to address particular power differences among reasoners (Bruner 1996; Palczewski 2016).

M. Lane Bruner argues that some aspects of gender stereotypes make it harder to argue, while other aspects make it easier (1996). Distinguishing the empowering from the disempowering aspects of social identity depends on examining the ways in which “masculine” identity is tied up with ideals of arguing and the ways in which identity politics can counteract the power of dominant identities. Although speakers must suppress each of their unique differences from others in order to communicate explicitly in regard to their own social positions, the resulting feminine and masculine identifications do not become fixed. Because identities are created, they must be maintained and they remain subject to transformation. That flux in identity gives feminists strategic opportunities for developing women’s argumentation and giving credit to it.

Rooney notes that an artificial severing of arguing from narrative and rhetorical practices helps to dissociate arguments from femininity and frustrates feminist practices of philosophical arguing (2010; Le Doeuff 1980 [1989]). Research that attends to rhetoric and its influences may go under the name of “rhetorical studies” (often in English or literature departments) but may also be found in communications studies, psychology, and interdisciplinary fields such as women’s and gender studies or argumentation studies. Rhetorical studies give attention to the perspective of a particular audience and that concern with the audience and the various interests audiences may have challenges the view—especially in the discipline of philosophy—that reasoning and argumentation must be a constant battle. Rooney argues that philosophical practice itself involves rhetoric and narrative through myths, thought experiments, and metaphors. These rhetorical practices make theories more attractive to specific audiences. Philosophers commonly portray reason as in battle against feminine forces which “primarily makes sense to men among men in cultural contexts where sexism or misogyny is a cultural given” (2010: 227).

Rhetorical studies of speakers, audiences, their purposes, and their social contexts were revived in twentieth century argumentation theory by Chaim Perelman and Lucie Olbrechts-Tyteca (1958 [1969]). Perelman, writing on his own, advocates that instead of appealing to “the rational” as a standard for argumentation, scholars should consider a “reasonable” person in terms of the standards of a particular community (1977 [1982]).

The discipline of rhetorical studies typically takes persuasion to be the goal of arguing. Some feminists resist this assumption. Concern that persuasion may be intrinsically an act of domination of one person over another and even an act of violence (Gearhart 1979) led feminist rhetoricians to develop an alternative in “invitational rhetoric” that makes understanding the goal of arguing (Foss & Griffin 1995; Bone et al. 2008). This approach resonates with rhetoric’s Aristotelian history, Christopher Tindale observes, which does not involve intentions to change another person that some feminists consider violent, because Aristotle conceives change as an internal process. On Tindale’s model of “rhetorical argumentation”,

the audience, when persuaded, is persuaded by its own deliberations, after reflection on reasoning that it has understood in its own terms and may even have had a hand in completing. (1999: 191)

However, at the same time, invitational rhetoric demands a civility that may presume social equality (Lozano-Reich & Cloud 2009) and thus it faces the same problems as politeness (addressed in Section 2 ).

Linker suggests that reasoning across power differences can be aided by speakers employing a process of “intellectual empathy”; other people’s claims, especially if these people are relatively disadvantaged, can help reflect on one’s own interpretive assumptions in order to move past unreflective bias (2011; 2015). Relatedly, an attitude of playfulness may facilitate consideration of another’s perspective, that is, “travelling” to the person’s “world” as described by Maria Lugones (1987). Perhaps this attitude will help philosophers appreciate the viewpoints presented in feminist epistemology (Lang 2010). However, Mariana Ortega (2006) warns that the radical potential of playfulness demands a deep engagement with work by women of color. Superficial citation of women of color by white feminists only replicates oppressive gatekeeping in philosophical argumentation.

Assuming the goal of arguing to be persuasion invokes a limited context and one that poses problems for some feminists, especially regarding power differences among speakers. Nevertheless, rhetorical analysis offers many resources for feminist analysis because its attention to the audience provides valuable details about the situations in which people argue. As we will see next, recent work in philosophy concerning credibility and developing the concept of “argumentative injustice” articulates persistent concerns for feminists about arguing, as does both regular and feminist philosophical scholarship about fallacies and critical thinking education.

Credibility granted to speakers and their testimony affects processes of arguing and may adhere to social categories following lines of gender and other axes of oppression (Govier 1993). Miranda Fricker (2007) describes the case of testimonial injustice, which is a species of epistemic injustice, and identifies when a listener gives diminished credibility or epistemic authority to a speaker based on that speaker’s social identity. Patrick Bondy (2010) defines analogous “argumentative injustice” as consisting in a related harm done to the processes of arguing when people wrongly assess an arguer’s credibility. We can underestimate or overestimate an arguer’s credibility by using social stereotypes to assess it (2010). Bondy explains that both overestimation and underestimation can result from viewing testifiers through social stereotypes—typically men’s credibility becomes overestimated whereas women’s becomes underestimated. Additionally, testimony from people with social identities different from our own may be difficult to accept simply because their experiences contrast with our own and those experiences with which we identify. This second problem when considered as a fallacy goes by the name of “provincialism” (Kahane & Cavender 2001) and is sometimes attributed to the psychology of in-group bias (Brewer 1979; Rudman & Goodman 2004). Whether due to stereotypes or to in-group bias, being discounted as a participant in discussion amounts to an epistemic injustice that Christopher Hookway (2010) describes as “participant injustice”.

Bondy argues that an underestimated testifier loses at least some capacity for critical engagement with other people. This capacity might progressively deteriorate, or the person might internalize its diminished form. Underestimating a testifier undermines the rationality of arguing processes with the result that the audience tends to lose potentially valuable information and insight. On the other hand, an overestimated testifier also can fail to gain valuable information from others, derailing the argumentative exchange by preventing the success of the better line of reasoning. After the particular discussion, the overestimated person can come to be viewed as beyond scrutiny, thus losing (at least on occasion) the benefits of engaging in discursive argumentation. By contrast, Fricker’s original conception of testimonial injustice accounts for the harmful effects on knowers only when their testimony is underestimated, and she argues that epistemic injustice does not accrue from overestimating credibility.

The solution to argumentative injustice might be simply for the listener to take care to treat arguers on their own terms. This would avoid viewing people in terms of group membership, a practice that leaves reasoners vulnerable to stereotype-thinking (Govier 1993, 1999). However, sometimes people’s social identities are relevant to the credibility of what they say, when, for instance, it concerns their personal experience of discrimination. Also, social stereotypes influence our thinking unconsciously, in a way that earns the label “implicit bias”. This bias differs from in-group bias but works alongside it, sometimes reinforcing it and sometimes conflicting with it. As a result, women often hold prejudices against other women (and even themselves) just as men do, and people of color may hold unconscious biases against their own ethnicity. When such bias persists despite conscious beliefs to the contrary, psychologists describe it as “aversive bias” (Greenwald & Banaji 1995; Jost, Banaji, & Nosek 2004; Kay & Zanna 2009).

Implicit social biases work like other cognitive biases, such as those that encourage us to generalize from small samples and personal experience and can affect many of our best intentions in reasoning and argumentation. Insofar as these biases undermine our ability to manage our own confidence, they frustrate the virtue of intellectual humility that otherwise might offset adversarial inclinations and momentum when people argue (Kidd 2016; Aberdein 2016). Ian James Kidd considers ways in which arguing can foster humility, and suggests that ideally, arguing

is also a route to other intellectual and ethical goods such as truth, knowledge, and enlightenment, as the ancient philosophers maintained. (2016: 399)

The challenge remains to bridge the real and the ideal.

Bondy argues that because social bias may be inevitable in people’s perception of speakers’ credibility, we need to counteract it actively. He recommends that we adopt a general attitude of “metadistrust” in which we exercise skepticism about our credibility judgments regarding testimony from people belonging to marginalized social groups.

Alternatively, we might try “intellectual empathy” based on mutual compassion, which is the approach that Linker develops. She argues that compassion must involve consciousness of how oppression operates through specific intersecting social matrices, including social privileges that can be very difficult to recognize. Such intersectional intellectual empathy may especially help us realize that it is our own biases or limited experiences that lead us to dismiss others’ testimony by interpreting them as whining, complaining, or “playing the gender (or race, etc.) card” (Linker 2011, 2015).

Achieving epistemic justice when we argue requires some sort of accounting for the identities of arguers, and might include appeal to the “epistemic privilege” described in feminist standpoint epistemology. Some standpoint theorists maintain that epistemic privilege can accrue to people who oppose oppression. Their engagement with the lives of oppressed people and their resistance to the oppression structuring those lives provides a unique and valuable awareness of the social structures of power. Thus a “feminist standpoint” and those who achieve it may gain epistemic advantage from fighting the oppressed condition of women’s lives. Although it is not necessary to be a woman to achieve this standpoint and its advantage, women themselves may most easily achieve it (Harding 1991; Intemann 2010).

One way that arguers might try to address the effects of social position on arguing is through meta-debate—a background argument may address arguers’ biases operating in the central discussion (Kotzee 2010). However, Linker (2014) argues that regardless of what the meta-debate yields, the person with social privilege will continue to benefit from debates that are adversarial. Arguers have difficulty recognizing when their biases reflect their own social privilege at any level of debate because social identity frequently affects testimonial authority unconsciously.

Linker suggests that we treat epistemic privilege as a form of expertise about arguing. This allows feminists and other anti-oppression advocates to set the bounds for ending inquiry (2014). Such advocates operate as the authority and determine the place where explanation stops (Hanrahan & Antony 2005). Rooney argues that this kind of expertise should be accorded to women philosophers whose lived experience tends to ground their feminist philosophy. Arguers should recognize expertise in situations

where A ’s minority status relative to B (with respect to some locally salient status or power differential) makes it likely that A has insights and understandings relating to P that are less available to B . (2012: 322)

Rooney says that speaking from personal experience becomes important for arguing because of the “hermeneutical injustices” (Fricker 2007) facing women. Hermeneutical injustice, according to Fricker, means that women’s experiences may not receive adequate consideration because the language to describe them is underdeveloped. Men may therefore have trouble recognizing evidence that women provide, and they

are not in the same position as women to confidently assert whether they find it plausible or not because they do not have access to the evidence in the way women are likely to have. (Rooney 2012: 328)

Argumentation theory has a tradition of taking fallacies as an operational concept for identifying problems with arguments. The types of deficiency identified as fallacies emerge from disparate points in the history of philosophy, and, as Charles Hamblin (1970) first recognized, the fallacies approach to argument evaluation tends to lack consensus regarding what constitutes a fallacy. Further, many theorists find that “fallacy” fails as both an analytic category (Massey 1995) and a pedagogical tool (Hitchcock 1995), and yet the scholarly controversy has not put a stop to the regular use of fallacies for evaluating arguments and for teaching reasoning. Feminists share the ambivalence of other philosophers regarding fallacies, adding their own criticisms and developments, but a specific controversy emerges in regard to the adversarial nature of fallacies.

Some feminists decry the inadequacy of traditional fallacies for addressing problems women face in argument exchanges (Al Tamimi 2011) and others point out how some philosophers use fallacy labels to dismiss and silence feminist philosophers. [ 5 ] In particular, when feminist philosophers employ arguments concerning the history of philosophy, they have been charged with committing the genetic fallacy (e.g., Levin 1988). That fallacy results from taking the significance of a claim or theory to depend on its origin and history—its genesis—and thereby dismissing that view without attention to its current meaning and context. Feminist philosophers consider how the fact that mostly men developed certain theories, including many philosophical theories, may undermine the justification for applying these theories to women. In doing so, feminists also attend to how those theories currently operate.

The difficulty some philosophers have in recognizing the sophistication of feminist historical criticism regarding philosophical theories may be due, first, to feminist use of certain theories that were the target for philosophers who developed the category “genetic fallacy”. Margaret Crouch explains that the concept of the genetic fallacy was developed only in the early twentieth century by some philosophers in the analytic tradition with the explicit intention of discounting the scientific status of Marxist and Freudian accounts. Given that Marxist and Freudian accounts from the continental European tradition have influenced a good deal of feminist theory, Crouch argues that it is unsurprising that feminist analysis might seem at first glance to commit the genetic fallacy (1991; 1993).

Moreover, Crouch argues, employing the label of “genetic fallacy” against feminist criticisms of the historically masculine sources for popular views in the discipline of philosophy relies on a misunderstanding of what constitutes a fallacy at a point where reasonable consensus has emerged: not every instance of a pattern of reasoning associated with a fallacy label—here genetic appeals—constitutes that fallacy; there may be exceptions and even highly reasonable practices that employ the same pattern. So, some appeals to personal characteristics are relevant and do not commit the ad hominem fallacy and some appeals to authority are perfectly reasonable and not cases of the ad verecundiam fallacy (Walton 1995). Scholarship on the genetic fallacy likewise recognizes that the way a theory developed historically only  sometimes affects the value of the reasoning now supporting it. In particular, Crouch explains that the genesis of a claim affects its justification when testimony provides its only support, or when a claim involves the speaker as a subject, and whenever the source of information has an objective connection supporting the statement’s truth or falsity (1991; 1993).

The charge that feminist epistemology commits the genetic fallacy in asking such questions about the origins of the canon not only depends on a misunderstanding of that fallacy, the criticism itself also commits the fallacy of begging the question. Critics of some feminist philosophy make the epistemological assumption that the origins of a belief are irrelevant to its justification, which is the very claim that these feminists reject (see Crouch 1991). For instance, standpoint theorists argue that women’s material situation affects and can advantage the types of understanding that women and feminists have (Harding 1991). Critics of feminist epistemology cannot simply assume that the use of a certain type of premise makes a line of reasoning unjustified.

This kind of exchange between feminists and their critics—one that involves each party accusing the other of committing fallacies—illustrates how arguers may use fallacy labels to characterize their disagreements. Some feminists advocate fallacy analysis as a contextualized form of epistemology (Janack & Adams 1999) and some suggest the development of new fallacy labels to help address feminist epistemological concerns. Code suggests a counterpart for ad hominem be known as ad feminam to address how listeners and audiences discount women’s testimony (1995: 58–82). Also, androcentrism, the assumption of a masculine standard, can be named as a typical problem arising in argumentation by using the fallacies approach. More generally, Hundleby (2016) argues that assuming the desirability of stereotypic qualities of people who tend to be systematically granted social authority, such as men and white people, may be identified as the “status quo fallacy”. Better education about fallacies in argumentation may help to address the implicit bias that can underlie the “status quo fallacy”. The proposal of new fallacy labels, for example, ad stuprum or the appeal to sex (Anger & Hundleby 2016), is by no means unique to feminism, but it offers special power for social justice projects in providing language to account for socially marginalized experience, thus addressing hermeneutical injustices.

Proficiency with the fallacies approach can be empowering even though any claim that a fallacy has been committed makes disagreement explicit and that involves an adversarial quality which can make it difficult for socially marginalized people to use. It entails at least a minimal level of adversariality of the sort described by Govier (1999): “minimal adversariality” is opposition to another person’s view but not to the person. The involvement of even this minimal level of adversariality may make the fallacies approach a form of argument analysis difficult for members of subordinated classes to employ in contexts where socialization and norms of politeness discourage subordinates from expressing dissent (Rooney 2003). Yet, some individual women find success in adversarial engagement, some take pleasure in the heightened opposition of debate, and adversarial conversation is key to some women’s culture and identity (Schiffrin 1984; Henning 2018, 2021). Moreover, opposition is necessary for feminist resistance, struggle, and change. In these ways, women, feminists, and others with related liberatory projects can find unique resources in the adversariality of the fallacies approach.

Fallacies remain a popular way to teach reasoning, as does argument analysis more generally. Both play central roles in the content of Canadian, US, and UK post-secondary education as part of the set of skills regularly taught under the name “critical thinking” in philosophy departments. Education allows cultures of reasoning to reinforce and reproduce themselves and these cultures affect the prospects for feminist transformation of the larger society. Educational institutions have authority and grant authority to systems of thought and to individuals and in this way critical thinking education provides opportunities for conformity or for social transformation, starting at the level of individual reasoning and interpersonal discourse. In many ways, the ideal and practice of critical thinking serves social progress but in other ways it needs reform.

The way that argument education works its way from the academy into ordinary reasoning practices may be rather indirect and slow but academic philosophy is not merely one discourse among others and it has a central role in validating or authorizing other discourses (Alcoff 1993), especially in the epistemological assumptions conveyed through critical thinking pedagogy. Courses in critical thinking became stock components of the undergraduate curriculum during the late twentieth century and so the standards for reasoning implicit in “critical thinking” as an educational goal for students directly impact on countless students every year. Critical thinking operates as a specifically Western practice and ideal that provides alternatives to patterns of reasoning that enforce male dominance in various cultures, Western culture included (Norris 1995). The appeals to individual rationality and independent reasoning in the critical thinking curriculum contrast with appeals to tradition and with prioritizing community and personal relationships.

Systems of thinking, such as theories or logics, and speech acts, such as arguments, can hold authority that is not attached to a specific speaker or type of speaker, even though people may be paradigmatic holders of authority. The authority of social institutions, especially in their claims to be objective, Code argues (1995: 21, 181), may be likewise justified or not justified. Granting the justification of depersonalized authorities that include institutions of postsecondary education becomes second nature in a technological society, while those who lack social status and expertise have heightened dependence on the authority of expertise. This authority actually lies in the hands of people who have social privilege and yet people who are socially marginalized have a serious stake in the institutions that develop knowledge, from the legal system and the media to the pedagogy of argumentation in the form of “critical thinking” education (Hundleby 2013b).

Hundleby makes a case that critical thinking courses provided by philosophy departments currently tend to reinforce disciplinary biases because they invoke an authority that lacks the monitoring and evaluation that justifies authority (Hanrahan & Antony 2005). The typical way that textbooks present fallacies exhibits ignorance of the current informal logic scholarship, which would provide the appropriate source of expertise. There are few textbooks written by scholars who have published even one article in argumentation or logic and these same textbooks written by non-specialists are most likely to evince the Adversary Method described by Moulton (1983). The unreflective nature of dependence on that Method suggests that it remains authoritative—as well as “paradigmatic”—in philosophy (Hundleby 2010).

Gilbert argues that critical thinking education ought to affirm a range of considerations that do not enter into traditional logic (Gilbert 1994: 111). Contemporary philosophical theorizing tends to treat arguments as premise-conclusion complexes, merely as “products” of the discourse that generates them (Wenzel 1980 [1992]), without considering the processes that give rise to them. The focus on premise-conclusion complexes obscures factors relevant to the feminist goal of preventing harm (Lang 2010) and such a lack of appropriate “rhetorical spaces” or conceptual frameworks in philosophy impedes the education of people about the problems that women face (Code 1995). The standard Euro-American philosophical practices of the Adversary Paradigm or the Critical-Logical model sideline important aspects of arguing that indicate the significance and cogency of feminist claims about things like the social identities of arguers. Argument has a testimonial dimension, as Audrey Yap explains (2013; 2015). Consciousness of such situational aspects of reasoning and philosophical argumentation facilitates the appreciation of feminist perspectives. It also provides for more rigorous analysis and more thoroughly critical thinking.

Bucking the large trend of textbooks that fail to reflect the argumentation scholarship, Linker (2015) follows in a minor tradition of textbooks by expert authors that also advance scholarly theorizing about argumentation (e.g., Govier 1985; Johnson & Blair 1977; Makau & Marty 2001, 2013). Her Intellectual Empathy aims to provide reasoners with skills for understanding how social inequalities affect people’s lives and how those structures are maintained. The first three skills involved in “intellectual empathy” are: (i) understanding the invisibility of privilege; (ii) knowing that social identity is intersectional; [ 6 ] and (iii) using models of cooperative reasoning. Linker argues that social identity lies at the center of what Quine calls the “web of belief”, [ 7 ] which is to say it is deeply connected with many of a person’s beliefs; and for Linker that involves it in their self-esteem. The personal stake people have in their social identities means that discussion that engages our identities can be emotionally fraught. We “take it personally”. When people are arguing about aspects of social identity, they often fall into feelings of blame or guilt. Linker suggests that reasoners can find alternatives to such destructive responses by consideration of the complexities of everyone’s individual situation regarding social privilege. Attending to the specificities of each other’s perspectives allows us to better understand each other and set up reasoners for more cooperative and less adversarial arguing (Linker 2015: 98).

According to Linker, intellectual empathy also requires that when encountering a view that seems biased or stereotypical reasoners (iv) apply a principle of conditional trust, treating the person holding the view as reasonable and well-intentioned. This assumption allows us better to learn about the real reasons the person holds the view, and generally improves the audience’s ability to gather and share evidence (2015: 156–158).

Finally, Linker advises (v) recognizing our mutual vulnerability to bias and stereotype, while at the same time allowing ourselves to be responsive and accommodating to new information. This demands courage and strength. Linker’s five skills thus provide a way to address the testimonial dimensions of arguing with special attention to their operation when people argue from very different social locations. This vision of critical thinking steps forward in addressing feminist concerns with the cultures and practices of argumentation.

In conclusion, as we see especially in the discussions of fallacies and argument pedagogy as well as in the dominance of the Adversary Method, feminist philosophical work on argumentation reveals a need for philosophers to attend to argumentation scholarship. Outdated or unscholarly conceptions of how different modes and styles of arguing serve the advancement of knowledge can undermine the value of philosophical reasoning and specifically how philosophers respond to feminist philosophy. Yet, the work by interdisciplinary argumentation scholars and feminist philosophers to explore these tensions receives little uptake in the discipline of philosophy.

Among the feminist topics in argumentation scholarship that remain in need of philosophical attention are: the range and complexity of values that arguing can serve, including social justice, social bonding, dispute resolution, and knowledge; and more thorough representations of arguing practices that account for how discursive norms code power and privilege, such as through politeness and testimonial authority. Feminist research on these topics will be important for scholarship on argumentation and also for the discipline of philosophy, given the centrality of arguing to its practice. Interdisciplinary vantage points on argumentation provide resources useful for feminist purposes and promise a broader perspective that might unify different feminist concerns; at the same time, other disciplines can face their own challenges from a feminist perspective, as rhetorical studies does for taking persuasion to provide the only purpose for arguing.

Feminist concerns about argumentation pull in different directions and create a great deal of room for further research. Feminists regularly oppose practices and theories central to the discipline of philosophy and some such form of opposition is intrinsic to feminist work. Yet feminists criticize overemphasis on the opposition that occurs in the default adoption of adversarial styles of reasoning in philosophy and in the assumption that arguers must oppose each other or that they must have contrary beliefs. Appeals to politeness do not provide the easy resolution to these concerns that some argumentation theorists often presume. In addition, although some of the worst tendencies in argumentation scholarship may be passed on generation to generation in critical thinking classes taught by philosophers, these classes have potential to create progress toward social justice. Let us note that, overall, feminist perspectives on argumentation challenge broad social and epistemological norms as well as attend to the ways the norms play out in the culture of critical thinking, academic philosophy, and other accepted standards for shared reasoning.

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How to cite this entry . Preview the PDF version of this entry at the Friends of the SEP Society . Look up topics and thinkers related to this entry at the Internet Philosophy Ontology Project (InPhO). Enhanced bibliography for this entry at PhilPapers , with links to its database.

• Aberdein, Andrew, 2019–, Virtues and Arguments; A Bibliography , Regularly updated.
• Alcoff, Linda Martín, 2013, “ What’s Wrong with Philosophy? ”, The New York Times Opinionator , 3 September 2013.
• Blair, J. Anthony, Christopher W. Tindale, and Katharina Stevens (eds.), Informal Logic: Reasoning and Argumentation in Theory and Practice , online open journal, ISSN 0824-2577.
• Cohen, Daniel H., 2013, “ For Argument’s Sake ”, TED Talk (August 2013).
• Janack, Marianne, (n.d.), “ Feminist Epistemology ”, The Internet Encyclopedia of Philosophy.
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• Palczewski, Catherine H., (n.d.), Suffrage Postcard Archive , Cedar Falls, IA: University of Northern Iowa.
• The Implicit Association Test provides recent research evidence of implicit bias. The portal allows you to take classic versions of the test, e.g., regarding race and gender, or participate in new studies. The significance of the test has been subject to some controversy explored at The Brains Blog .
• “Open for Debate”, Blog at Cardiff University about public debate including the problem of arrogant and aggressive behaviors.
• Proceedings of conferences organized by the Ontario Society for the Study of Argumentation (OSSA) .
• The American Philosophical Association Studies on Feminism and Philosophy .

[Please contact the author with additional suggestions.]

Aristotle, General Topics: rhetoric | bias, implicit | consequentialism | critical thinking | epistemology: virtue | ethics: deontological | fallacies | feminist philosophy | feminist philosophy, interventions: epistemology and philosophy of science | feminist philosophy, interventions: ethics | feminist philosophy, interventions: history of philosophy | feminist philosophy, interventions: philosophy of language | feminist philosophy, interventions: social epistemology | feminist philosophy, topics: perspectives on power | feminist philosophy, topics: perspectives on science | feminist philosophy, topics: perspectives on sex and gender | Frege, Gottlob | Kuhn, Thomas | logic: informal | Parmenides | Plato | Popper, Karl | Quine, Willard Van Orman | reasoning: defeasible | scientific explanation | testimony: epistemological problems of | Vienna Circle

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Happy retirement to dr. kathy rudy, may 13, 2024.

Dr. Kathy Rudy has been a member of GSF at Duke (formerly known as Women’s Studies) since the 1980s. A member of the first class of Duke Women’s Studies certificate students in 1989 and the first to receive tenure in the department in 1999, Rudy has taught a wide range of topics, from Reproductive Ethics to Gender and Popular Culture. Her early research focuses on these subjects, as well as religious ethics, sexuality, feminist theory, and most saliently, reimagining animal advocacy. In her 2011 publication, Loving Animals: Toward a New Animal Advocacy, one of Rudy’s many arguments is that the first step towards humanity’s necessary emotional transformation is a shift in thinking that rejects the direct application of human rights and laws to animals. Since her start at Duke in the mid-1990s, Rudy has been published countless times in books and journals arguing for a reconstitution of human-animal social relations that is nothing short of revolutionary.

Rudy’s dedication to her studies and teaching are an inspiration to all who look for a mission greater than themselves. her students have described her as:.

“…a kind and warm-hearted person…” “…a teacher that really cares about her students and wants to make a difference.” “She knows her stuff and she’s funny.” “Dr. Rudy is one of Duke’s greatest.” “She stretched my mind and the class has definitely affected my perception of who I am and the world around me.”

Thank you, Dr. Rudy, for your exemplary scholarship and unwavering dedication. We wish you the very best in your retirement.

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May 7, 2024

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The quantum theory of gravitation, effective field theories and strings: Past and present

by Clare Sansom, SciencePOD

Gravity is one of four fundamental interactions. The most precise description of this force is still provided by Einstein's General Theory of Relativity, published in 1915, an entirely classical theory. This description sets gravity apart from the other three forces—strong, weak, and electromagnetism—all described by quantum fields. Therefore, any attempt to unify the four forces must depend on a description of gravity that uses the principles of quantum mechanics.

This has been an active area of theoretical physics since the 1930s. A historian and a physicist, Alessio Rocci from VUB in Brussels and Thomas Van Riet from KU Leuven in Belgium have set out a historical overview of the development of quantum theories of gravity to explain our current view on a future unified theory of the four forces. This work has been published in The European Physical Journal H .

Physicists began to investigate the quantum theory of gravitation in the 1930s, taking a perturbative approach, convinced that there should be no fundamental difference between the gravitational force and the other interactions. However, finding a description of the gravitational interaction according to the laws of quantum mechanics is still a very complex task.

Later in the century, Steven Weinberg, a pioneer of both effective field theory and the standard model of particle physics , began a process of cross-fertilization between these areas and the research area of quantum gravity that produced our current view on Einstein's theory. From the mid-1980s, string theory set up a possible framework to approach quantum gravity using a 'top-down' approach. The effective field theory approach to strong forces drove the development of the 'bottom-up' perspective, culminating in the mid-1990s.

Recently, physicists have started a new program called Swampland to overcome the criticism of string theory that arose in the 2000s. Van Riet says, "The ultimate hope is that the Swampland program can lead to general patterns with observational consequences."

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Stormy Daniels Takes the Stand

The porn star testified for eight hours at donald trump’s hush-money trial. this is how it went..

This transcript was created using speech recognition software. While it has been reviewed by human transcribers, it may contain errors. Please review the episode audio before quoting from this transcript and email [email protected] with any questions.

It’s 6:41 AM. I’m feeling a little stressed because I’m running late. It’s the fourth week of Donald J. Trump’s criminal trial. It’s a white collar trial. Most of the witnesses we’ve heard from have been, I think, typical white collar witnesses in terms of their professions.

We’ve got a former publisher, a lawyer, accountants. The witness today, a little less typical, Stormy Daniels, porn star in a New York criminal courtroom in front of a jury more accustomed to the types of witnesses they’ve already seen. There’s a lot that could go wrong.

From “The New York Times,” I’m Michael Barbaro. This is “The Daily.”

Today, what happened when Stormy Daniels took the stand for eight hours in the first criminal trial of Donald J. Trump. As before, my colleague Jonah Bromwich was inside the courtroom.

[MUSIC PLAYING]

It’s Friday, May 10th.

So it’s now day 14 of this trial. And I think it’s worth having you briefly, and in broad strokes, catch listeners up on the biggest developments that have occurred since you were last on, which was the day that opening arguments were made by both the defense and the prosecution. So just give us that brief recap.

Sure. It’s all been the prosecution’s case so far. And prosecutors have a saying, which is that the evidence is coming in great. And I think for this prosecution, which is trying to show that Trump falsified business records to cover up a sex scandal, to ease his way into the White House in 2016, the evidence has been coming in pretty well. It’s come in well through David Pecker, former publisher of The National Enquirer, who testified that he entered into a secret plot with Trump and Michael Cohen, his fixer at the time, to suppress negative stories about Trump, the candidate.

It came in pretty well through Keith Davidson, who was a lawyer to Stormy Daniels in 2016 and negotiated the hush money payment. And we’ve seen all these little bits and pieces of evidence that tell the story that prosecutors want to tell. And the case makes sense so far. We can’t tell what the jury is thinking, as we always say.

But we can tell that there’s a narrative that’s coherent and that matches up with the prosecution’s opening statement. Then we come to Tuesday. And that day really marks the first time that the prosecution’s strategy seems a little bit risky because that’s the day that Stormy Daniels gets called to the witness stand.

OK, well, just explain why the prosecution putting Stormy Daniels on the stand would be so risky. And I guess it makes sense to answer that in the context of why the prosecution is calling her as a witness at all.

Well, you can see why it makes sense to have her. The hush money payment was to her. The cover-up of the hush money payment, in some ways, concerns her. And so she’s this character who’s very much at the center of this story. But according to prosecutors, she’s not at the center of the crime. The prosecution is telling a story, and they hope a compelling one. And arguably, that story starts with Stormy Daniels. It starts in 2006, when Stormy Daniels says that she and Trump had sex, which is something that Trump has always denied.

So if prosecutors were to not call Stormy Daniels to the stand, you would have this big hole in the case. It would be like, effect, effect, effect. But where is the cause? Where is the person who set off this chain reaction? But Stormy Daniels is a porn star. She’s there to testify about sex. Sex and pornography are things that the jurors were not asked about during jury selection. And those are subjects that bring up all kinds of different complex reactions in people.

And so, when the prosecutors bring Stormy Daniels to the courtroom, it’s very difficult to know how the jurors will take it, particularly given that she’s about to describe a sexual episode that she says she had with the former president. Will the jurors think that makes sense, as they sit here and try to decide a falsifying business records case, or will they ask themselves, why are we hearing this?

So the reason why this is the first time that the prosecution’s strategy is, for journalists like you, a little bit confusing, is because it’s the first time that the prosecution seems to be taking a genuine risk in what they’re putting before these jurors. Everything else has been kind of cut and dry and a little bit more mechanical. This is just a wild card.

This is like live ammunition, to some extent. Everything else is settled and controlled. And they know what’s going to happen. With Stormy Daniels, that’s not the case.

OK, so walk us through the testimony. When the prosecution brings her to the stand, what actually happens?

It starts, as every witness does, with what’s called direct examination, which is a fancy word for saying prosecutors question Stormy Daniels. And they have her tell her story. First, they have her tell the jury about her education and where she grew up and her professional experience. And because of Stormy Daniels’s biography, that quickly goes into stripping, and then goes into making adult films.

And I thought the prosecutor who questioned her, Susan Hoffinger, had this nice touch in talking about that, because not only did she ask Daniels about acting in adult films. But she asked her about writing and directing them, too, emphasizing the more professional aspects of that work and giving a little more credit to the witness, as if to say, well, you may think this or you may think that. But this is a person with dignity who took what she did seriously. Got it.

What’s your first impression of Daniels as a witness?

It’s very clear that she’s nervous. She’s speaking fast. She’s laughing to herself and making small jokes. But the tension in the room is so serious from the beginning, from the moment she enters, that those jokes aren’t landing. So it just feels, like, really heavy and still and almost oppressive in there. So Daniels talking quickly, seeming nervous, giving more answers than are being asked of her by the prosecution, even before we get to the sexual encounter that she’s about to describe, all of that presents a really discomfiting impression, I would say.

And how does this move towards the encounter that Daniels ultimately has?

It starts at a golf tournament in 2006, in Lake Tahoe, Nevada. Daniels meets Trump there. There are other celebrities there, too. They chatted very briefly. And then she received a dinner invitation from him. She thought it over, she says. And she goes to have dinner with Trump, not at a restaurant, by the way. But she’s invited to join him in the hotel suite.

So she gets to the hotel suite. And his bodyguard is there. And the hotel door is cracked open. And the bodyguard greets her and says she looks nice, this and that. And she goes in. And there’s Donald Trump, just as expected. But what’s not expected, she says, is that he’s not wearing what you would wear to a dinner with a stranger, but instead, she says, silk or satin pajamas. She asked him to change, she says. And he obliges.

He goes, and he puts on a dress shirt and dress pants. And they sit down at the hotel suite’s dining room table. And they have a kind of bizarre dinner. Trump is asking her very personal questions about pornography and safe sex. And she testifies that she teased him about vain and pompous he is. And then at some point, she goes to the bathroom. And she sees that he has got his toiletries in there, his Old Spice, his gold tweezers.

Very specific details.

Yeah, we’re getting a ton of detail in this scene. And the reason we’re getting those is because prosecutors are trying to elicit those details to establish that this is a credible person, that this thing did happen, despite what Donald Trump and his lawyers say. And the reason you can know it happened, prosecutors seem to be saying, is because, look at all these details she can still summon up.

She comes out of the bathroom. And she says that Donald Trump is on the hotel bed. And what stands out to me there is what she describes as a very intense physical reaction. She says that she blacked out. And she quickly clarifies, she doesn’t mean from drugs or alcohol. She means that, she says, that the intensity of this experience was such that, suddenly, she can’t remember every detail. The prosecution asks a question that cuts directly to the sex. Essentially, did you start having sex with him? And Daniels says that she did. And she continues to provide more details than even, I think, the prosecution wanted.

And I think we don’t want to go chapter and verse through this claimed sexual encounter. But I wonder what details stand out and which details feel important, given the prosecution’s strategy here.

All the details stand out because it’s a story about having had sex with a former president. And the more salacious and more private the details feel, the more you’re going to remember them. So we’ll remember that Stormy Daniels said what position they had sex in. We’ll remember that she said he didn’t use a condom. Whether that’s important to the prosecution’s case, now, that’s a much harder question to answer, as we’ve been saying.

But what I can tell you is, as she’s describing having had sex with Donald Trump, and Donald Trump is sitting right there, and Eric Trump, his son, is sitting behind him, seeming to turn a different color as he hears this embarrassment of his father being described to a courtroom full of reporters at this trial, it’s hard to even describe the energy in that room. It was like nothing I had ever experienced. And it was just Daniels’s testimony and, seemingly, the former President’s emotions. And you almost felt like you were trapped in there with both of them as this description was happening.

Well, I think it’s important to try to understand why the prosecution is getting these details, these salacious, carnal, pick your word, graphic details about sex with Donald Trump. What is the value, if other details are clearly making the point that she’s recollecting something?

Well, I think, at this point, we can only speculate. But one thing we can say is, this was uncomfortable. This felt bad. And remember, prosecutor’s story is not about the sex. It’s about trying to hide the sex. So if you’re trying to show a jury why it might be worthwhile to hide a story, it might be worth —

Providing lots of salacious details that a person would want to hide.

— exposing them to how bad that story feels and reminding them that if they had been voters and they had heard that story, and, in fact, they asked Daniels this very question, if you hadn’t accepted hush money, if you hadn’t signed that NDA, is this the story you would have told? And she said, yes. And so where I think they’re going with this, but we can’t really be sure yet, is that they’re going to tell the jurors, hey, that story, you can see why he wanted to cover that up, can’t you?

You mentioned the hush money payments. What testimony does Daniels offer about that? And how does it advance the prosecution’s case of business fraud related to the hush money payments?

So little evidence that it’s almost laughable. She says that she received the hush money. But we actually already heard another witness, her lawyer at the time, Keith Davidson, testify that he had received the hush money payment on her behalf. And she testified about feeling as if she had to sell this story because the election was fast approaching, almost as if her leverage was slipping away because she knew this would be bad for Trump.

That feels important. But just help me understand why it’s important.

Well, what the prosecution has been arguing is that Trump covered up this hush money payment in order to conceal a different crime. And that crime, they say, was to promote his election to the presidency by illegal means.

Right, we’ve talked about this in the past.

So when Daniels ties her side of the payment into the election, it just reminds the jurors maybe, oh, right, this is what they’re arguing.

So how does the prosecution end this very dramatic, and from everything you’re saying, very tense questioning of Stormy Daniels about this encounter?

Well, before they can even end, the defense lawyers go and they consult among themselves. And then, with the jury out of the room, one of them stands up. And he says that the defense is moving for a mistrial.

On what terms?

He says that the testimony offered by Daniels that morning is so prejudicial, so damning to Trump in the eyes of the jury, that the trial can no longer be fair. Like, how could these jurors have heard these details and still be fair when they render their verdict? And he says a memorable expression. He says, you can’t un-ring that bell, meaning they heard it. They can’t un-hear it. It’s over. Throw out this trial. It should be done.

Wow. And what is the response from the judge?

So the judge, Juan Merchan, he hears them out. And he really hears them out. But at the end of their arguments, he says, I do think she went a little too far. He says that. He said, there were things that were better left unsaid.

By Stormy Daniels?

By Stormy Daniels. And he acknowledges that she is a difficult witness. But, he says, the remedy for that is not a mistrial, is not stopping the whole thing right now. The remedy for that is cross-examination. If the defense feels that there are issues with her story, issues with her credibility, they can ask her whatever they want. They can try to win the jury back over. If they think this jury has been poisoned by this witness, well, this is their time to provide the antidote. The antidote is cross-examination. And soon enough, cross-examination starts. And it is exactly as intense and combative as we expected.

We’ll be right back.

So, Jonah, how would you characterize the defense’s overall strategy in this intense cross-examination of Stormy Daniels?

People know the word impeach from presidential impeachments. But it has a meaning in law, too. You impeach a witness, and, specifically, their credibility. And that’s what the defense is going for here. They are going to try to make Stormy Daniels look like a liar, a fraud, an extortionist, a money-grubbing opportunist who wanted to take advantage of Trump and sought to do so by any means necessary.

And what did that impeachment strategy look like in the courtroom?

The defense lawyer who questions Stormy Daniels is a woman named Susan Necheles. She’s defended Trump before. And she’s a bit of a cross-examination specialist. We even saw her during jury selection bring up these past details to confront jurors who had said nasty things about Trump on social media with. And she wants to do the same thing with Daniels. She wants to bring up old interviews and old tweets and things that Daniels has said in the past that don’t match what Daniels is saying from the stand.

What’s a specific example? And do they land?

Some of them land. And some of them don’t. One specific example is that Necheles confronts Daniels with this old tweet, where Daniels says that she’s going to dance down the street if Trump goes to jail. And what she’s trying to show there is that Daniels is out for revenge, that she hates Trump, and that she wants to see him go to jail. And that’s why she’s testifying against him.

And Daniels is very interesting during the cross-examination. It’s almost as if she’s a different person. She kind of squares her shoulders. And she sits up a little straighter. And she leans forward. Daniels is ready to fight. But it doesn’t quite land. The tweet actually says, I’ll dance down the street when he’s selected to go to jail.

And Daniels goes off on this digression about how she knows that people don’t get selected to go to jail. That’s not how it works. But she can’t really unseat this argument, that she’s a political enemy of Donald Trump. So that one kind of sticks, I would say. But there are other moves that Necheles tries to pull that don’t stick.

So unlike the prosecution, which typically used words like adult, adult film, Necheles seems to be taking every chance she can get to say porn, or pornography, or porn star, to make it sound base or dirty. And so when she starts to ask Daniels about actually being in pornography, writing, acting, and directing sex films, she tries to land a punch line, Necheles does. She says, so you have a lot of experience making phony stories about sex appear to be real, right?

As if to say, perhaps this story you have told about entering Trump’s suite in Lake Tahoe and having sex with him was made up.

Just another one of your fictional stories about sex. But Daniels comes back and says, the sex in the films, it’s very much real, just like what happened to me in that room. And so, when you have this kind of combat of a lawyer cross-examining very aggressively and the witness fighting back, you can feel the energy in the room shift as one lands a blow or the other does. But here, Daniels lands one back. And the other issue that I think Susan Necheles runs into is, she tries to draw out disparities from interviews that Daniels gave, particularly to N-TOUCH, very early on once the story was out.

It’s kind of like a tabloid magazine?

But some of the disparities don’t seem to be landing quite like Necheles would want. So she tries to do this complicated thing about where the bodyguard was in the room when Daniels walked into the room, as described in an interview in a magazine. But in that magazine interview, as it turns out, Daniels mentioned that Trump was wearing pajamas. And so, if I’m a juror, I don’t care where the bodyguard is. I’m thinking about, oh, yeah, I remember that Stormy Daniels said now in 2024 that Trump was wearing pajamas.

I’m curious if, as somebody in the room, you felt that the defense was effective in undermining Stormy Daniels’s credibility? Because what I took from the earlier part of our conversation was that Stormy Daniels is in this courtroom on behalf of the prosecution to tell a story that’s uncomfortable and has the kind of details that Donald Trump would be motivated to try to hide. And therefore, this defense strategy is to say, those details about what Trump might want to hide, you can’t trust them. So does this back and forth effectively hurt Stormy Daniels’s credibility, in your estimation?

I don’t think that Stormy Daniels came off as perfectly credible about everything she testified about. There are incidents that were unclear or confusing. There were things she talked about that I found hard to believe, when she, for instance, denied that she had attacked Trump in a tweet or talked about her motivations. But about what prosecutors need, that central story, the story of having had sex with him, we can’t know whether it happened.

But there weren’t that many disparities in these accounts over the years. In terms of things that would make me doubt the story that Daniels was telling, details that don’t add up, those weren’t present. And you don’t have to take my word for that, nor should you. But the judge is in the room. And he says something very, very similar.

What does he say? And why does he say it?

Well, he does it when the defense, again, at the end of the day on Thursday, calls for a mistrial.

With a similar argument as before?

Not only with a similar argument as before, but, like, almost the exact same argument. And I would say that I was astonished to see them do this. But I wasn’t because I’ve covered other trials where Trump is the client. And in those trials, the lawyers, again and again, called for a mistrial.

And what does Judge Marchan say in response to this second effort to seek a mistrial?

Let me say, to this one, he seems a little less patient. He says that after the first mistrial ruling, two days before, he went into his chambers. And he read every decision he had made about the case. He took this moment to reflect on the first decision. And he found that he had, in his own estimation, which is all he has, been fair and not allowed evidence that was prejudicial to Trump into this trial. It could continue. And so he said that again. And then he really almost turned on the defense. And he said that the things that the defense was objecting to were things that the defense had made happen.

He says that in their opening statement, the defense could have taken issue with many elements of the case, about whether there were falsified business records, about any of the other things that prosecutors are saying happened. But instead, he says, they focused their energy on denying that Trump ever had sex with Daniels.

And so that was essentially an invitation to the prosecution to call Stormy Daniels as a witness and have her say from the stand, yes, I had this sexual encounter. The upshot of it is that the judge not only takes the defense to task. But he also just says that he finds Stormy Daniels’s narrative credible. He doesn’t see it as having changed so much from year to year.

Interesting. So in thinking back to our original question here, Jonah, about the idea that putting Stormy Daniels on the stand was risky, I wonder if, by the end of this entire journey, you’re reevaluating that idea because it doesn’t sound like it ended up being super risky. It sounded like it ended up working reasonably well for the prosecution.

Well, let me just assert that it doesn’t really matter what I think. The jury is going to decide this. There’s 12 people. And we can’t know what they’re thinking. But my impression was that, while she was being questioned by the prosecution for the prosecution’s case, Stormy Daniels was a real liability. She was a difficult witness for them.

And the judge said as much. But when the defense cross-examined her, Stormy Daniels became a better witness, in part because their struggles to discredit her may have actually ended up making her story look more credible and stronger. And the reason that matters is because, remember, we said that prosecutors are trying to fill this hole in their case. Well, now, they have. The jury has met Stormy Daniels. They’ve heard her account. They’ve made of it what they will. And now, the sequence of events that prosecutors are trying to line up as they seek prison time for the former President really makes a lot of sense.

It starts with what Stormy Daniels says with sex in a hotel suite in 2006. It picks up years later, as Donald Trump is trying to win an election and, prosecutors say, suppressing negative stories, including Stormy Daniels’s very negative story. And the story that prosecutors are telling ends with Donald Trump orchestrating the falsification of business records to keep that story concealed.

Well, Jonah, thank you very much. We appreciate it.

Of course, thanks for having me.

The prosecution’s next major witness will be Michael Cohen, the former Trump fixer who arranged for the hush money payment to Stormy Daniels. Cohen is expected to take the stand on Monday.

Here’s what else you need to know today. On Thursday, Israeli Prime Minister Benjamin Netanyahu issued a defiant response to warnings from the United States that it would stop supplying weapons to Israel if Israel invades the Southern Gaza City of Rafah. So far, Israel has carried out a limited incursion into the city where a million civilians are sheltering, but has threatened a full invasion. In a statement, Netanyahu said, quote, “if we need to stand alone, we will stand alone.”

Meanwhile, high level ceasefire negotiations between Israel and Hamas have been put on hold in part because of anger over Israel’s incursion into Rafah.

A reminder, tomorrow, we’ll be sharing the latest episode of our colleague’s new show, “The Interview” This week on “The Interview,” Lulu Garcia-Navarro talks with radio host Charlamagne Tha God about his frustrations with how Americans talk about politics.

If me as a Black man, if I criticize Democrats, then I’m supporting MAGA. But if I criticize, you know, Donald Trump and Republicans, then I’m a Democratic shill. Why can’t I just be a person who deals in nuance?

Today’s episode was produced by Olivia Natt and Michael Simon Johnson. It was edited by Lexie Diao, with help from Paige Cowett, contains original music by Will Reid and Marion Lozano, and was engineered by Alyssa Moxley. Our theme music is by Jim Brunberg and Ben Landsverk of Wonderly.

That’s it for “The Daily.” I’m Michael Barbaro. See you on Monday.

• May 16, 2024   •   30:47 The Make-or-Break Testimony of Michael Cohen
• May 15, 2024   •   27:03 The Possible Collapse of the U.S. Home Insurance System
• May 14, 2024   •   35:20 Voters Want Change. In Our Poll, They See It in Trump.
• May 13, 2024   •   27:46 How Biden Adopted Trump’s Trade War With China
• May 10, 2024   •   27:42 Stormy Daniels Takes the Stand
• May 9, 2024   •   34:42 One Strongman, One Billion Voters, and the Future of India
• May 8, 2024   •   28:28 A Plan to Remake the Middle East
• May 7, 2024   •   27:43 How Changing Ocean Temperatures Could Upend Life on Earth
• May 6, 2024   •   29:23 R.F.K. Jr.’s Battle to Get on the Ballot
• May 3, 2024   •   25:33 The Protesters and the President
• May 2, 2024   •   29:13 Biden Loosens Up on Weed
• May 1, 2024   •   35:16 The New Abortion Fight Before the Supreme Court

Hosted by Michael Barbaro

Featuring Jonah E. Bromwich

Produced by Olivia Natt and Michael Simon Johnson

Edited by Lexie Diao

With Paige Cowett

Original music by Will Reid and Marion Lozano

Engineered by Alyssa Moxley

Listen and follow The Daily Apple Podcasts | Spotify | Amazon Music | YouTube

This episode contains descriptions of an alleged sexual liaison.

What happened when Stormy Daniels took the stand for eight hours in the first criminal trial of former President Donald J. Trump?

Jonah Bromwich, one of the lead reporters covering the trial for The Times, was in the room.

On today’s episode

Jonah E. Bromwich , who covers criminal justice in New York for The New York Times.

Background reading

In a second day of cross-examination, Stormy Daniels resisted the implication she had tried to shake down Donald J. Trump by selling her story of a sexual liaison.

Here are six takeaways from Ms. Daniels’s earlier testimony.

There are a lot of ways to listen to The Daily. Here’s how.

We aim to make transcripts available the next workday after an episode’s publication. You can find them at the top of the page.

The Daily is made by Rachel Quester, Lynsea Garrison, Clare Toeniskoetter, Paige Cowett, Michael Simon Johnson, Brad Fisher, Chris Wood, Jessica Cheung, Stella Tan, Alexandra Leigh Young, Lisa Chow, Eric Krupke, Marc Georges, Luke Vander Ploeg, M.J. Davis Lin, Dan Powell, Sydney Harper, Mike Benoist, Liz O. Baylen, Asthaa Chaturvedi, Rachelle Bonja, Diana Nguyen, Marion Lozano, Corey Schreppel, Rob Szypko, Elisheba Ittoop, Mooj Zadie, Patricia Willens, Rowan Niemisto, Jody Becker, Rikki Novetsky, John Ketchum, Nina Feldman, Will Reid, Carlos Prieto, Ben Calhoun, Susan Lee, Lexie Diao, Mary Wilson, Alex Stern, Dan Farrell, Sophia Lanman, Shannon Lin, Diane Wong, Devon Taylor, Alyssa Moxley, Summer Thomad, Olivia Natt, Daniel Ramirez and Brendan Klinkenberg.

Our theme music is by Jim Brunberg and Ben Landsverk of Wonderly. Special thanks to Sam Dolnick, Paula Szuchman, Lisa Tobin, Larissa Anderson, Julia Simon, Sofia Milan, Mahima Chablani, Elizabeth Davis-Moorer, Jeffrey Miranda, Renan Borelli, Maddy Masiello, Isabella Anderson and Nina Lassam.

Jonah E. Bromwich covers criminal justice in New York, with a focus on the Manhattan district attorney’s office and state criminal courts in Manhattan. More about Jonah E. Bromwich

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