Professional Documents
Culture Documents
Blackwell Publishing and Association of Collegiate Schools of Architecture, Inc. are collaborating with JSTOR
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andStudios:
Sex,Stars,
inArchitecture
Practices
A LookatGendered
Educational
SHERRY
AHRENTZEN,
Universityof Wisconsin-Milwaukee
H. ANTHONY,
KATHRYN
Universityof Illinoisat Urbana-Champaign
Educational
researchandtheoryindicatethatmale
andfemaleuniversity
studentsaretreateddifferentlyinthe classroomandthatthe natureof the
curriculum
as wellas the teachingact itselfoften
actions.Archireflectandpromotemale-centered
tecturaleducatorsmustexaminewhethertheir
teachingpracticesandpedagogyare similarly
gendered.Ifso, althoughtheirnumbersin architectureschoolsare increasing,womenmaywellbe
suchpracticesmayprevent
shortchanged.
Further,
the disciplinefromexpandingits influence,potential,andvision.Thisarticleidentifiessituationsin
whichgenderedpracticesoccurin architectural
education,especiallyin designstudiosandjuries.It
also suggestswaysinwhichwe can restructure
our
educationalpracticesto provideenhancedopportunitiesforbothwomenandmen.
forstudents
practicesandtheirconsequences,
andforthe disciplineitself.
eduEmpiricalstudiesof architectural
cation are few and far between, and at
present,studiesof genderissuesin architecturaleducationareall the morerare.As a result, our premise and argumentshere are
primarilygroundedupon empiricaleducationalresearchin otherdisciplines,and on a
few key studies in architecturaleducation;
commentsof femalearchitectural
educators
thatwereelicitedin a nationwidesurvey;student journalsand surveysof studiopractices
from our two departmentsof architecture;
andourown interpretive
criticismandspeculations,which areinformedby feministresearchand theoreticalthought.Still, we are
onlytouchingthe tip of the iceberg.
Our aims in this article are to eneducatorson the many
lightenarchitectural
issues of gendered teaching practicesthat
havebeengainingprominencein educational
researchand in the media,to providesome
argumentsfor and evidenceof its prevalence
and consequencesin architectural
education,
to encourageinstructorsto investigatethese
issuesin theirown teaching,to substantiate
the need for furtherresearchon theseissues
in architecturaleducation, and to provide
wordsand labelsfor manyfeelingsthat students and faculty experiencebut have not
been able to verbalizeor sharewith others.
Many students, afterreadingdraftsof this
paper,were gratefulfor the articulationof
concernsandfeelingstheyhadexperiencedand the sense that they were not alone.We
hope the ideasheresparkeducatorsand students to take more seriously the consequencesof their daily, often unintentional,
Ahrentzenand Anthony
cussion.
of Commerce,
1990)
17.0
September1993 JAE47/1
12
Percentage
Professional
Field_
Mechanical Engineering
CivilEngineering
Dental
Clergy
v
Chemical Engineering
IndustrialEngineering
Arch.tecture
Athletes
..
Law
Percentage 0o
Women
|
3.7%|
6.0 I
8.3 |
8.8 1
12.0 |
|
12.9 |
14.6 }
16.7
1
1
Physician
Computer systemsanalysis,science
Pharmacology
Economist
College/universityfaculty
| Publicofficialsand administrators
I Accounting and auditing
Professions,
|
1
I
1
1
19.3 1
20.0 1
29.5
31.9 I
35.3 1
38.5 I
44.5 1
49.6 |
of
4. Mostarchitectural
historybooksignorethe contributions
women.Thereasonsforthisare complex.Itis hopedthatfuture
textbookswillbe different.(Credit:
Chavan)
Abhijeet
andAnthony
Ahrentzen
becausearchitectural
researchcontinues to be dwarfedby a HowardRoark
visionof professional
practice.In comto
parison engineering-another applied field that relatively recently
adoptedadvanced,theoreticalstudyarchitecture
is not evenon the map.8
With an ill-defined foundation of
knowing, reasoning,even reflecting-in-action, masterybecomeslegitimatelydefined
do. Mastersaremaleby whatthe "masters"
centerednomenclatures,
witnessedby who is
labeleda genius,how one becomessuch,and
what casesare consideredto be exemplars
andprecedents.
Forexample,one methodof designating designexcellenceis referenceto "historical precedent."However, history in most
disciplinesis a genderedconstructionof what
students
happenedin the past.9Architecture
areusuallypresentedwith a historyin which
womendo not appearandin whichwomen's
particularcontributionsarenot recognized
(Figure4). Mostwomenremainspectatorsin
A
popularversionsof bothpastandpresent.?1
look at architectural
textbooks
reveals
history
little mentionof women and theircontributions to the builtlandscape.1We mightreasonably assume that most syllabi of
architecturalhistory courses also neglect
women.
Does thisabsencein ourtextsandcurriculummean that women did not participatein the creationof the builtenvironment?
No. Femaleabsencein architectural
history
andprecedenceresultsfromthe definitionsof
architectureand architectestablishedby the
gatekeepersof this history:instructors,writWe suggestthat archiers,and publishers.12
tecturalexemplarshavebeen definedlargely
by the notionsof the activityof design,that
is, whatthe designerdoes,alone,at the drawing board3;the typeof commission;and the
a Westernmaleof priviarchitect,principally
legededucationbackground.Fallingoutside
theseboundaries,however,aremany,many
women who have designedand developed
ourbuiltlandscape.
Recent historical investigations of
women in architecture"documentthe discriminationthathas keptwomen out of the
architecture
schoolsand offices.They show,
however,that despiteovert discrimination
and culturalprejudicewomen havebecome
architectsand that they designednot only
houses but commercial and civic buildbuilders,
ings.... Theyhavebeencontractors,
and engineers.These professionalwomen
challengedthe culturalassumptionsabout
woman'srole."'4
Forexample,DianeFavro'sanalysisof
the workand practiceof JuliaMorgandemonstratesthat Morgan'scapabilitiesas a designerand architectural
professionalwereon
parwith those of her male contemporaries.
However, because she was not male, the
commissionsthat she receivedand the publishing of her design work were not of the
samecaliberandprominenceof thosedistinguishinghermalearchitectural
colleagues.As
Favroconcludes:
Morgan'sworkat the Ecolewas every
bit as object-orientedand style-conscious as her peers.What she lacked
was opportunity.Armedwith her diplomafromthe Ecole,Morgansought
professionalvalidation,yet foundherself by gender in the position of an
outsider.She displayedobviousskillas
a designerand engineer,yet was often
givencommissionsbecauseof preconceptions about femalesensitivity.In
responseto existing preconceptions,
she fashioneda non-threateningprofessionalimageanda workphilosophy
of accommodation.Marginalizedby
the professionand contemporary
mores,she reliedupon internalrewards.
September1993 JAE47/1
14
authors.The Georgetowncoursehighlights
the factthatsexand raceaffectauthors'literandartisticcreations.19
arystrategies
The exclusionof the femalefrom architecturalmasteryis alsothe resultof limiting the definition of what architectureand
architectural
practiceis. ArchitecturalhistorianKarenKingsleyclaimsthat the standard
architectural
history/theorysyllabususesthe
"greatmonuments, great men" approach,
one that isolatesand objectifiesthe designer
and the work.20Not only does it ignore
women'scontributionsto the built environment,but alsoit ignoresor minimizescontributions other than that of the "drawing
board" aspect of design. Architectural
gatekeepersfocus their lens on the single,
shiningstarsand not the constellationscomposed of planets. Consequently,students,
and the generalpublic,receivean unrealistic
viewof the profession.
Until recently,women and women's
contributionswerenot includedin architecturalhistorytexts.Kingsleyclaimsthatsome
textbooks have made efforts to include
"WomenWorthies,"thatis, women"worthy
of inclusion"as definedwithin traditional,
maleimagesof excellence.Thesearethe "exceptionalwomen"that GwendolynWright
describes,whose dedicationto and determination in the field was greaterthan that of
many men and who sometimeswere more
Forexprolificthantheirmalecounterparts.
ample, Julia Morgan designed more than
eighthundredbuildings.Ironically,Kingsley
claimsthatKennethFrampton'sModemArchitecture:
A CriticalHistoryis the most gender-inclusive
historytext,mentioninga grand
total of fourwomen:GertrudeJekyll,Charlotte Perriand, Margaret MacDonald
Macintosh,andLillyReich.
The small number of women architectsmentionedin suchtextsreflectsthe facts
that,comparedto men,womenhavehadless
educaopportunityto receivean architectural
When collaborative efforts are acknowledged,historiansappearto valuecertain roles over others. When women have
with otherarchitects,theirroles
collaborated
have been deemedmarginalto the finished
product, or even worse, their efforts have
beeninappropriately
attributedto theirmale
collaborators.Another example is Truus
Schr6der'sparticipationin the designof her
house, the Rietveld Schroder house in
15
Ahrentzen
andAnthony
Utrecht,Holland.Althoughearlierrecords
reporther as codesigner,her contributionis
oftenforgottentoday.Her conceptualization
of familylife in herhome, of celebratingthe
ritualsof the everyday,led to her insistence
that everyspacein her house be dividedby
slidingor foldingpartitions.Her enthusiasm
for this modernidiomprecededhermeeting
with architectGarritRietveld.As he later
wrote to her: "You strew the world with
ideas;they say I'm a man with many ideas,
but you have far more. I sweep them up
around you. And they're not just any old
ideas;they have direction.You are not the
slightestbit interestedin how somethingis to
be achieved.You shouldn'ttry to be either.
We must go on working as a team."25
sion between the practice of architecture faculty assesswhether their teaching practices
TEACHING
PRACTICES
QUESTIONING
within a capitalist, patriarchaleconomy and and course curriculum are male-centered, as
THATPROMOTE
MALE-CENTERED
IDEAS
ANDPRECEDENT
OFMASTERY
the discipline of architecture,which is to em- we have suggestedin this section.
brace knowledge and criticism of the social
aspart
Arewomen'scontributions
(asindividuals,
production of the built environment.
orgroup)to the
of a team,orasanassociation
Nonetheless, recent scholars in archi- The Mister-Mastery-Mystery
In ourcurricubuiltlandscape
acknowledged?
tectural criticism are proposing new ways to Phenomenon
lum,do we reference
parks,places,
buildings,
look at body, sexuality,sex, power, and place.
and so on that are not only designedby
fiwomen,butalsopromoted,programmed,
For example, Elizabeth Grosz challenges Any carefulexamination of architecturaleduthem?
or
advocated
nanced,
by
phallocentrism in urban design theories as cation must measureits pulse: the design stuDo we take into accountcontributionsand
"not so much the dominance of the phallus dio. The studio is a frequent topic of
of womenandmenrelativeto
achievements
as the pervasive unacknowledged use of the conversation among architecture students,
andgenresof thetimesandculthetraditions
male or masculine to represent the human. and it is a crucialpart of their daily lives.
turesin whichtheylived?
drawnfromthelives
Areexamples
andanecdotes
A decade ago, Chris Argyris identified
The problem, then, is not so much to elimiof bothmenandwomen?
nate as to reveal the masculinity inherent in the "mastery-mystery"syndrome supporting
In ourcurriculum,
do we excluderegions,counthe notion of the universal, the generic hu- design studio education, in which instructors
tries,timeperiods,buildingtypes,andsettings
man, or the unspecified subject."27
rarely help students recognize the ideas and
in whichwomenmadesignificantcontribuworks
theoriesdesign decisions.30In this context, the
to
those
tionsto thebuiltlandscape?
supporting
Compared
on theprocessof creatDo we focustoonarrowly
in architecturaltheory, feminist efforts are re- student begins to believethat mysteryis an inDo we implicitly
ingourbuiltenvironment?
active measures to our gendered built land- dication of the mastery of the instructor. Althatclients,epochs,patrons,
users,desuggest
as the design of though Argyrishas many concerns about this
scape and society-such
to thefororcontribute
etc.constrain
velopers,
shelters for battered women, which, while mode of teaching, he stops short of questionmationof thebuiltlandscape?
Do we criticallyassesshowgatekeepers
(instrucshelteringand supportingabusedwomen and ing the sexist nature of the syndrome itself.
andso on)labelor
editors,
tors,texts,magazine
children, the shelter itself does nothing to After all, masters-those who teach the upto be a commendidentifywhatis considered
eliminate male violence againstwomen in the per-level (that is, prestigious)studios-are alablebuilding,landscape,architect,creator,
home. Proactivefeminist efforts in architec- most alwaysmisters.In many cases, as Argyris
orplace?
contributor,
ture seek to subvert societal and building in- suggests, they assume this position with little
dustry efforts that gender space and built questioning of their motives. The master-ap- 5. Ourcurriculum
ideasaboutthe
mayembedmale-centered
form. An example is Marsha Ritzdorfs work prenticemodel that is reinforcedin the design natureof architecture.
Thesequestionsmayhelpinstructors
discoverwhetheror notgenderedperspectivespermeatethe
with citizen groups in rewriting zoning ordi- studio is highly patriarchal.
andstructureof theircourses.
curriculum
Like the studio, the design jury is a
nances to create gender-sensitive land reform.28Another example is Matrix Architects fundamental component of architectural
Ltd., a multiracial women's architectural education. To many students, it is both the
practice in Britain, whose aim is to reshape most feared and the most reveredpart of the male, we rarelyif ever see juries in which all
power relationshipsbetween the "expert"and academic term. At many schools, what hap- jurors are female. As a result, the image of
the "layperson"by allowing female clients to pens in the design jury bears a strong influ- men as "masters"is again strongly reinforced.
be involved at every stage of the design pro- ence on students' course grades. At stake are
Findings from surveysof 629 architeccess. In projects such as the Jagonari Educa- not only students' design ideas, but also their ture students from ninety-two schools revealed a high degree of dissatisfaction with
tional Resource Centre for Asian Women in careersas students and future practitioners.
As a result, students often place ex- juries. Compared to men, women are signifiEast London and Harlow Women's Aid
cantly more dissatisfied with design juries,
Centre, Matrixworked with the clients in the traordinaryimportance on the jurors-"the
the
most
At
Gods"-themselves.
eduthe
of
schools,
and
design studios, design education, and archibuildings,
production
design
on
tectural education in general (Figure
or
includes
to
and
men,
only
perhaps
attempting empower typicaljury
cating, training,
occasion, a token woman. Although we see a 6).31Manywomen stress that the public nathem as the building processevolved.29
Figure 5 lists several questions to help vast number of juries in which all jurors are ture of the jury, especiallyits often fiercepub-
September1993 JAE47/1
16
2.2
,men
2.5
women
Design education* -
2.6
2.3
2.5
Design studios* -
2.9
2.68
Interimjuries* -
2.8
3.0
2.8
Juries in general* -
2.95
Finaljuries -
3.0
very
satisfied
*p < .05
WITH...?many
dlssatisfle
means
emale
17
aboundin bookssuchas EllenPerryBerkeley patience,compromise,and tenacityhavebeandMatildaMcQuaid'seditedcollection,Ar- come necessitiesto the realizationof major
students chitecture:A Placefor Women,and Leslie projects.When askedif women bringto arforallof ourarchitectural
instructive
otherthanwhat
to seewomenassertauthority,and be placed Kanes Weisman's Discriminationby Design.42 chitecturean understanding
whitemalebrings,LosAngein rolesof power,on designjuries,in studios, Manyauthorssupporta feministperspective the mainstream
in architectural les architect Norma Sklarek of Welton
and in decision-makingpositionsin the de- of women's"specialqualities"
in
which
women
and
men
tendto ap- Becketresponded,"Manywomen aremore
the
use
of
this
However,
authority
design
partment.
must be directedto positive social change ply differentvaluesandconcernsto architec- sensitiveto humanneeds.Some malearchiture.43 For example, from reviewing tects-I would not say all, but some-are
andstudentempowerment.40
in regards
researchandprojectsconducted moreconcernedaboutarchitecture
architectural
rather
than
to
seven
Karen
A.
Franck
identifies
concerns,
women,
by
fosteringegocentric
A Fresh Lookat the Question,Do Women qualitiesthatshe believespermeatewomen's architecture for the ultimate user or for
work:(1) a connectionto others, people.... Some of these architectsget a
architectural
Design (Think,Learn)Differently?
to objectsof knowledge,andto theworldand greatdeal of publicity and I think they're
If Tolstoyhad beenborna woman ... a sensitivityto the connectionof categories, more concernedabout publicitythan they
(2) a desire for inclusivenessand a desire are about people."47
VirginiaWoolf
We believethat theseanswersaddress
to overcomeopposingdualities,(3) a responOf late,muchscholarlyandpopularpresshas sibility to respond to the needs of others, the wrong question.Although researchon
focusedon the differentwaysin which men representedby an "ethicof care,"(4) an ac- women's "special qualities" suffers from
andwomenlearnandknow.Indeed,waysof knowledgmentof the valueof everydaylife methodologicaland samplinglimitations,
havepaid
of subjectiv- moreimportantly,suchcontentions
(5) an acceptance
learning,knowing, and structuringexperi- andexperience,
the
basis
to
of
as
for
and
as
a
indience not only varyconsiderably
insufficient
forsuch
effort examining
ity
feelings
strategy knowing
among
and
the
a
an
and
deof
women.
men
and
but
also
between
differences
viduals,
for men,
consequences
part knowing,(6) acceptance
Differencesin how archiIn their noted study of collegewomen, de- sirefor complexity,and (7) an acceptanceof women,andsociety.
tectsknow,learn,design,orworkwithclients
scribedin the book Womens Waysof Know- changeanda desireforflexibility.44
on
have
also
taken
Noted
architects
Field
the
maybe relatedto sex-but not forbiological
Belenky
plural),Mary
ing (notice
and colleaguesdiscoveredthatmanywomen this question of whether or not men and reasons.Instead,they may be the resultsof
connectedratherthanseparatelearn- womendesigndifferently.Forexample,Chi- genderization,the differentlife-long social
"prefer"
ing.41Separatelearning-the foundationof cago architect Diane Legge suggests that positionsof girlsandboys,womenandmen.
our college environments-is isolatedand women do not designdifferentlythan men
Suggestingdifferencesbetweenmen
the basis
women
withoutunderstanding
men
and
than
do
more
conse
but
doubt
and
spend
energy
per
competition;
emphasizes
In the
backfire.
can
for
these
differences
We
accommodate.
to
clients.
"We
and
in
a
nectedlearningoccurs
community
attending
be
architects
female
worst
there's
a
conbefore
a
conflict
to
resolve
cases,
stressesempathyand believingand learning try
may stigmainto parandstereotyped
beforemakingjudgment.College environ- frontation. But women are learning from tized,marginalized,
suited."
are
best
which
roles
"for
conticular
to
be
it's
men
when
ments-and designstudiosandjuries-genthey
necessary
tough,
certain
excel
in
to
will
be
of
Women
stubborn."45
Joan Goody
expected
erally prize objectivity and abstraction, frontational,
or
of
architectural
conin
Boston
Associates
&
practices building
types
competitionand separation.These typesof Goody,Clancy
learningenvironmentsmay be gearedmore tendsthatwomen'sapproach,whichinvolves types,but not in others.As a casein point, a
or stylesof learningthan "awillingnessto discussthe options,evaluate 1989 poll of architectsconductedby Progresto men'sexperiences
the choices,demystifythe process,and share siveArchitecture
magazinefound thatalmost
to manywomen's.
and40 percentof male
female
of
40
the
authorto
undercut
serves
in
the
arises
a
If this is the case, question
decisions,"
percent
that
therewasa difference
architects
believed
architecthe
female
of
the
stuin
architect,making
the architectural
ity
design
pressand
between
architectural
can
that
to
be
seem
ture
than
women?
dio: Do men designdifferently
designdoneby women
"anyone
something
thatwomenarebetbelieved
men.
howand
With
to
do."46
has
been
conducted
research
clients,
no
They
today's complex
Although
to
related
ter
at
traits
of
female
that
the
believes
this
answer
"caring"-housing
design
question, many speculations ever,Goody
and studentsoften questionthe authorityof
September1993 JAE47/1
TEACHING
PRACTICES
QUESTIONING
THATDEVALUE
DIVERSITY
OR
STIGMATIZE
DIFFERENCE
Do we talkaboutandjudgebuildingsor actionsby
referencingmasculineand feminineattributes?
Do we explain to our students the meanings
behindsuch attributions?
Do we allow for multiple avenues for learning,
knowing,and creating?
Do we providestudentsthe opportunityto choose
differentinstructionaland learningmodes?
Do we formstereotypesof femalestudents?of male
students?of theirwork?
Do we questionthe basisforourperceptionsof differencesbetweenmen andwomen?
7. In accepting diversity, we need to question the standards by
which we judge people and their actions, and the basis for making
those judgments. These questions may assist instructors in
questioning their assumptions.
and schools-and men better in design related to power and commerce.48Such stereotypes can only prevent women from
advancingin the architecturalprofession.
Conversely, if women do not design
differently from men of the same class and
social background,we need to ask why this is
so? What are the consequences? Why don't
our social and gendered identities as architects affect the shape of the designed environment? The question we need to ask, then, is
not whether the end product is different
when designed by a woman or a man. Instead, we need to ask how the gendering of
our economy, our building industry in particular, affects the ways in which we practice
and teach architecture and how we act and
react as designers.Does our present socioeconomic structure attempt to shape all of us to
be a certain type of man: a "hired gun"?
How, why, and in what instances does that
role succeed and fail?
Design operates in a culture, one that
directs and rewards certain skills and design
products. Architects, by and large, simply re-
19
DoubleSpeak:
Cross-CulturalCommunication?
LinguistDeborahTannensuggeststhat the
communication
stylesof men andwomenare
so different that we should consider their
conversations
to be "cross-cultural
communication."52If so, we need to ask ourselves
whoseculturedominatescommunicationin
the studio and design jury. In this regard,
Figure8 raisessome questionsfor facultyto
consider.
Researchshows that elementaryand
secondaryteacherspay more attention to
boys than girls-that is, they talk more to
them, ask them more questions, ask them
more challenging questions, listen more,
counsel them more, give them more extendeddirections,allowthem moretime to
talk, and criticize,praise,and rewardthem
more frequently.53
Studies of college classroomsshowsimilartrends.In collegeclasses,
male studentstalk more than women, and
women arelesslikelyto be calledon. When
women do speak,they aremorelikelyto be
andlesslikelyto be acceptedand
interrupted
A studyby sociologistsDavidA.
rewarded.54
KarpandWilliamC. Yoelsfoundthatin college classestaught by men, male students
talked three times more than women. In
classestaughtby women, the rateof female
participationincreased,but male students
still talked the majorityof the time.55Anotherstudyof sixtycollegeclassroomsfound
no difference in student participation in
classes taught by women, but in classes
taughtby men,malestudentsmoreofteninitiatedinteraction
with the teacher.56
In addition, researchhas shown that
instructors
givemalestudents
post-secondary
more detailedinstructionson how to complete assignmentson their own, while they
aremorelikelyto completeassignmentsfor
female students. For example, at the U.S.
told
CoastGuardAcademy,whileinstructors
male midshipmenhow to do particularas-
20
HARASSMENT
SEXUAL
QUESTIONING
Are studentsrequiredto completeall of their design work in studio, thus creatingopportunities for sexualharassmentafterhours?
Do you haveany studiosin which only one or two
femalestudentsarepresent,thus makingit difficult for women to seek peer supportwithin
the studio?
Do femalestudentsexperienceunwantedsexualattention?
Are inappropriatepersonalremarksmade about a
woman'sbody or sexualactivities?
Are femalestudentsforcedto engagein unwanted
touchingor kissing?
Are some male studentsoverlypersistentin wanting sexualattentionfromwomen?
Do men makerepeatedrequestsforsexualactivity?
Do men engagein sexualbanteringor sexualjokes?
Do they leaveobscenemessagesor sexualparaphernaliaon women'sstudiodesks?
Do men put up sexist postersand picturesin studio? Do these postersconveythe messagethat
men view women primarily as sex objects
ratherthanas individualhumanbeings?
Are theresexistgraffitior sexistadvertisementsin
the studio?
Are pseudosurveysabout sexualactivitiesdistributed or discussedin the studio?
Do studentsplay X-ratedand pornographictapes
or moviesin studio?
Arewomen in general,women of particularethnic
groups,women who areheavyor unattractive,
or women who raisewomen'sissuesmade the
butt of jokes?
Arestudentsawarethat sexualharassmentis illegal
in educationalinstitutions?
Are the proceduresfor seekinginformationand filing complaintsknown to all students?To faculty?
9. Here are some techniques to help faculty identifythe extent to
which sexual harassment occurs. Because harassment is likelyto
occur duringevenings and weekends while the instructor is
absent, instructors can also learn about harassment by asking
students to observe and record studio behavior at these times.
(Questions based on Hughes and Sandler, Peer Harassment.)
discussedthe architect's
roleas a 'gentleman's
Anotherstudenttook offenseat
gentleman."'
the commentsof a videonarrationshownin
a designclass.Accordingto the student,the
narratorsuggestedthat designersmake the
user of a space take notice "asif it were a
womanin a negligee."
Many women come from backgrounds and cultures in which women as
sexualbeingsaredominated,humiliated,or
vandalizedby men. In thiscontext,the manner of using sexuallychargedtermsto surdisplay the sexiest "chick," to women this priseand shock, thus promotingone's own
practicecan be highly disruptive.Allowing sense of prestigeand notoriety(not an unsuch sleazystudiodecormerelyunderscores common practice among jurors during a
the myth that women are only sex objects, crit),maybe perceivedasharassment.
not to be taken seriously.69The meta-mesFollowingaresome of the University
to
of
of
Illinois
femalestudents'journalaccounts
sent
"It's
cool
think
is,
sage being
otherformsof harassment:
women as sex symbols." Or, as a graffitimes- addressing
sage on a studio wall claims, "Woman architect is an oxymoron."
The manner in which certainlanguage
is used in the context of the design studio and
jury can also be offensive to women; here,
again, we must recognize that words can be
interpreted differently by women and men.
Some professorsand visiting critics use sexually charged terms to describe and critique
design projects. These words can humiliate
some students and other faculty,who may be
too taken aback or embarrassedto respond to
or question the meaning of what was said.
One of the authors noted the following
double entendres used repeatedlyduring one
three-hour jury session: girdle, tension and
release, organs of interconnection, penetration, and thrust.Along these lines is one University of Illinois student's comment after
hearing a well-known designer speak in class:
"I am outraged [by the language of a visiting
critic]....His language included such colorful
words as 'impotent, inseminate, and penetrate.' He made numerous references to
phallic symbols.... [He] made referenceto architecture as the 'gentlemen's profession,'
talked about a 'gentlemen's agreement,' and
22
"stickit out"and remainin studio.Unfortunately, few campuses today are safe for
womento walkaloneor evenin groupsafter
dark.If womenwish to leave,they must dependon eithera campusescortservice,if one
exists,or theirmalestudiocounterparts-who
often may be too busythemselves-to walk
themhome. Mustthis forceddependencybe
a prerequisite
to an architectural
degree?
Althoughsexualharassmentoccursin
all disciplines,we believethat the cultureof
the studio exacerbatesthesedestructivepatterns. The all-nighter-with no instructor
present-simplymakesit easierforsexualharassmentto occur.We suggestlookingat studio cultureusinga biologicalanalogy:of the
petri dish notion of culture.Named aftera
German bacteriologist, the petri dish is a
shallowdishwith a loose-fittingcoverthatis
usedby biologistsand bacteriologists
to culIn this closed,intense
turemicroorganisms.
system,when positivesubstancesareplaced,
synergisticgrowthresults.Yetthrowin some
pathological bacteria, neglect them, and
watch the scum take over.We need to ask,
Whosecultureis it?In the "petridish design
studio,"whoseculturedominates?Whose is
reproduced?
rightback."Somewomenactuallytakepride
in the factthattheycantakeit. This position
further demeans the position of harassed
women. Furthermore,manymen resentattention paid to sexualharassment,as illustratedin a student'scommentfroma studio
survey:"Ibelievesomeof the studentsin studio level especially some of the women
should learn to deal with certain aspects
whichoccurin a mainlymaledominatedstudio. Theirconstantbickeringand tellingfaculty that they don't like what others are
sayingto eachotherin studioonly alienates
themselves.Due to the conditionsof studio
life,I thinkthiswouldrunmuchsmootherif
everyonewould lighten up."74
studio.70
Conclusions
The Americanethicalcall for equalitystates
thata givenkindof differenceshouldbe irrelevantand that the taskof socialjusticeis to
constructa societyor organizationthat will
guaranteethat this is the case.75In light of
thisstance,whatis the meaningof genderequity,especiallyunderconditionsin whichthe
sexes are not equallysituated?Equity here
does not necessarilymeansimilartreatment,
nordoesit mean"moreof the same."
Insteadof optingfora proposalof gender-freeeducationalpractices,we suggest
thateducationalpracticesbe basedon a gender-sensitiveagenda.We need to transcend
educationalpracticesthat purportedlystress
the abstractandthe disembodied.
We needto
of
the
sex
the
student
whenit is
acknowledge
and
it
when
it is not.
appropriate disregard
of
"the
appropriateness differRecognizing
ence"meanswe need to addressthat today
we live in a culturethat continuesto control
women, defines women as different from
men (thestandard-bearer),
and expectsthem
to act differently.LegalscholarMarthaMinnow proposes"a shift in the paradigmwe
useto conceivedifference,a shiftfroma focus
24
tionalhousing,and day-carecentersdemand
thatstudentsaddressfemaleusers.How these
projectsaretreated-day careto enhancethe
lives of workingwomen versusday careto
enhancethe corporation'sabilityto employ
largenumbersof women for low wages,for
example-is alsoimportantin incorporating
feministandcriticalperspectives.
In selecting
forstudentprojects,instructors
pseudoclients
can also make a special effort to seek out
women.JacquelineLeavittdescribesin detail
some examplesfromher own studioexperiencesthathelpsensitizestudentsto genderissues.82
":.'
f:i .... '
....,!ii?,!:i~:~Lii
Si~V'
'|~!!"!~'"
d
Z_and
.
.:."'.":2?.."1
.
.
::
~..
_g
!<'*E.
^!-t2;
.........,.%,
'I>>'4F,*
moststudents
10.Isitpossible
to imagine
anarchitecture
schoolwhererolesarereversed-where
andfacultyarewomen? Unfortunately,
thisphotohadto be staged.(Credit:LeighAnneMcMillen.)
KR
- :'"~F~~ ........~
.....
,i
t M_ _
_~~
,e --" ?...."........
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_^_
41faculty
.
.
inoursociety.(Credit:
thechanging
Turro.)
demographics
Terry
25
...As
a white student with a feminist orientation,I feltmixedloyalties.At first
I didnot want to placea hierarchyon
Ahrentzen
andAnthony
Notes
A multipronged
attackis neededto ad1. Such workis representedby CarolGilligan,
dressthesecriticalissues.No singleprogram In a DifferentVoice(Cambridge:HarvardUniversity
or workshopsession is enough. Instead, a Press,1982); DeborahTannen, YouJustDon't Undercombinationof coordinatedeventscan help stand: Womenand Men in Conversation(New York:
William Morrow, 1990); Sam Keen, Fire in the Belly:
raisethe collectiveconsciousnessof all those
On Beinga Man (New York:Bantam,1991).
involvedin architectural
education-faculty,
2. Reviews of this research include Myra
administrators,and students.Furthermore, Sadkerand David Sadker,"ConfrontingSexismin the
Power
the field is in desperateneed of more infor- CollegeClassroom,"in Genderin the Classroom:
mation.We hopeoureffortsheresparkinter- and Pedagogy,eds. Susan L. Gabriel and Isaiah
Smithson (Urbana, Ill.:University of Illinois Press,
est amongtheJAEreadersand thatscholars
1990); C. S. Pearson, D. L. Shavlik, and J. G.
will be encouragedto investigatetheseques- Touchton,
Educatingthe Majority:WomenChallenge
tions and to reporttheir findingsin subse- Traditionin HigherEducation(New York:Macmillan,
1989); RobertaM. Hall and BerniceR. Sandler, The
quentissuesof scholarlyjournals.
Climate:A ChillyOneforWomen?
(WashingAs the numbersof womenenteringthe Classroom
ton, D.C.: Project on the Status and Education of
laborforcecontinueto rise,architectural
eduWomen, Association of American
1982);
cationmust makea specialeffortto open its J. K. Ehrhartand BerniceR. Sandler,Colleges, More
Lookingfor
doorsto a morediverseconstituency.Creat- thana Few GoodWomenin TraditionallyMale Fields.
ing an educationalclimatethat is no longer (Washington,D.C.: Projecton the Statusand Education of Women, Association of AmericanColleges,
"chilly"towardwomen may in turn lead to
an environmentthatis welcomingto all stu- 1987).
3. JaniceRoland Martin, "The contradiction
dents-women and men,AfricanAmerican, and the Challengeof the EducatedWoman,"Women's
AsianAmerican,Hispanic,NativeAmerican, StudiesQuarterly19(1-2) (1991): 6-27. The cultural
international
students,and others.The valu- constructof masculinityhas beenstudiedand popularable perspectivesthat these students offer izedof late by a numberof scholarsand authors.For a
reviewof fifteen recent books that examinethe conmay cause us to redefinedramaticallythe structof masculinity,see MichaelKimmel,"Reading
rolesof sex,stars,andstudiosin architectural Men: Men, Masculinity, and
Publishing,"Feminist
education.
Collections
13(1) (1991): 11-17.
Acknowledgments
We appreciatethe critical comments and
suggestionsof Linda Day, PatrickDolan,
Kim Dovey,Jill Eyres,MaryEllen Gibbon,
BradGrant,SharonIrish,AnneMcDermott,
Wendy Meister, Ripal Patel, Lynda
Schneekloth,and two reviewerson an earlier
26
Ahrentzen
andAnthony
32. Ibid.,p. 3.
33. GloriaSteinem,Revolution
from Within:A
Book of Self-Esteem(Boston: Little, Brown & Co.,
1992), p.12.
34. Keen,Firein theBelly.
35. TerrenceE. Deal and Allan A. Kennedy,
CorporateCultures:TheRitesand Ritualsof Corporate
Life(Reading,Mass.:Addison-Wesley,1982).
36. For a detailedexaminationof how the architecturalworkplaceis changing,see RobertGutman,
ArchitecturalPractice:A Critical View (New York:
PrincetonArchitectural
Press,1988).
Educa37. Dutton, ed., Voicesin Architectural
tion(New York:Berginand Garvey,1991).
38. LauraTracy, TheSecretbetweenUs:Competition Among Women(Boston: Little, Brown & Co.,
1991).
39. Examplesof this arerepletein ongoing researchby SherryAhrentzenand LindaGroaton female
facultyin architectural
departments.Also see Kathleen
Weiler, "Freireand a Feminist Pedagogy of DifferReview61 (4) (1991): 449ence,"HarvardEducational
74.
40. SeeWeiler,"Freire."
41. MaryFieldBelenkyet al., WomenjWaysof
Knowing:TheDevelopmentof Self, Voice,and Mind
(New York:BasicBooks, 1986).
42. Berkeleyand McQuaid, eds., A Placefor
Women;
Weisman,Discrimination
byDesign.
43. This is often termed relationalor cultural
feminism.
44. KarenA. Franck,"AFeministApproachto
Architecture: Acknowledging Women's Ways of
Knowing,"in Berkeleyand McQuaid,eds.,A Placefor
Women,pp. 201-16.
45. Ellen PerryBerkeley,"Introduction,"in
Berkeleyand McQuaid,eds.,A PlaceforWomen,xix.
46. Idid.,p. xxiii.
NormaSklarek,FAIA,"Ar47. "Conversation:
chitecture
23.
(1985):
California
48. S. Doubilet, "P/AReaderPoll:Women in
Architecture
70 (10) (1989):
Architecture,"Progressive
15-17.
49. Studies on men and women in business
and politics makeus wonder:If the socialstructureof
the building industrywere different,would men and
women chooseto practicearchitecturedifferently?Researchon maleand femalepoliticians,for example,has
documented different driving forces that affect the
waysin which they practicethiercraft(here,theirvoting recordsand legislativeproposals)when in positions
of power.See Ruth B. Mandeland DebraL. Dodson,
"Do Women Officeholders Make a Difference?"in
Paul Ries and Anne J. Stone, eds., The American
Woman,1992-93, (New York:W. W. Norton, 1992).
September1993 JAE47/1
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