What Happened to Rosie the Riveter?: Media Portrayals of Women in the Workforce, 1942-1946

Rosie the Riveter is a common feminist icon; however, few people know what happened to the Rosies after the war. Due to the Veterans Preference Act, women lost their jobs and went back to their home lives, which is contrary to the belief that women were incorporated into the workforce after World War II. Many women were laid off and had to fight to keep their jobs, resort to stereotypical female work, or revert to the caretaker of the home. While these women struggled for equality, there was a sustained increase in the number of women in the workforce in the years after the war, but not to the degree that it was during the war. This thesis also argues that African American women were not typically considered Rosies and it was found that African American women were often turned away from factory work up until near the end of the war. This scholarly writing uses primary sources to show that women joined the workforce as a duty to the country and the war effort and that some of the women did not want to continue their work after the war. Other women wanted to continue working and earning their wages. Industry leaders had varying opinions on incorporating women into the workforce. Henry J. Kaiser, who owned shipyards, defended women and their needs in the workplace. Kaiser also had an internal industrial magazine for his workers, called Bo’s’n’s Whistle that portrayed women in shipyards as sexual beings, oddities, and helpless. Cartoons and advertisements in the magazine make fun of women to boost male worker morale. This thesis includes numerous first-hand accounts of real Rosies from Oral Histories provided by the National World War II Museum and the New York Times archives, including black women such as Betty Soskin. Soskin discusses the issues black women faced during the war. Fashion also took a turn during the war due to rationing and changing ideas of femininity. Women no longer needed heels and dresses, and instead needed overalls and work shirts. After the war, most women wanted to continue working while men who had returned from the war returned to the role of being the providers of the family. Society was increasingly becoming middle class and the new American Dream was considered as white families shifted to neighborhoods in the suburbs and husbands got their college education, using the G.I. Bill. Women continued to work but transitioned to retail spaces and other more feminine industries as well as journalism and sales. While Rosie the Riveter helped women enter the workforce, equality in the workforce did not come until much later. Keywords: Rosie the Riveter, women in the workforce, World War II, Henry J. Kaiser, Bo’s’n’s Whistle, wartime fashio

This is the Past Speaking to You: Genre and the Use of History and Verbatim Quotes to Create Theatre

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Volume 51 - Issue 02 - Monday, September 14, 2015

The Rose Thorn, Rose-Hulman\u27s independent student newspaper.https://scholar.rose-hulman.edu/rosethorn/2315/thumbnail.jp

The Ursinus Weekly, January 9, 1950

Pi Gamma Mu approves Ursinus\u27 charter request • Five gain entrance into thespian frat at secret gathering • Neill to rule pagent; Letson, court chosen • YW prexy accepts place on committee of national Y group • Rosies admit seven at after-dinner tea • Ruby staff posts roster for photos of activities groups • Speaker to discuss field in insurance • Local audience lauds Harrop, Basile concert • Cub and Key plans journal to record members\u27 deeds • Dance and sports comprise pre-exam weekend events • School maintains system of scholarships and loans • Clara Hamm gains college board post on style magazine • Practice term ends for large \u2749 crop of future teachers • Tail of the Weekly tale • Heated court battle ends in 60-57 win for cadets • Cubs lose to P.M.C. in close 31-30 tilt • Fords trim bears 67-53 in second league game • Sports slate dispels biennial gloomy air of pre-exam days • Coach Waldo trains second tank squad since arriving here • Jayvees top Fords by one point edge • Bruin grapplers trounce Mules in opening matchhttps://digitalcommons.ursinus.edu/weekly/1581/thumbnail.jp

Nomadic Monument for Women in Robotics

We describe the Nomadic Monument for Women in Robotis (NMWR), a project celebrating women pioneers in robotics. NMWR is a 13’ semi-transparent geodesic dome with illustrations and descriptions of the women and their research on the inside faces of the triangles. Visitors can see rough outlines of the illustrations from the outside, but must enter the dome to learn about the women. As an immersive environment, the dome provides visitors not only a place to learn about inspiring women but also a space to feel that they are a member of this inspiring community. The geodesic dome was introduced by Buckminster Fuller in the mid-20th century as a new form for human shelter that would be more environmentally friendly and affordable, made possible by new building materials and the innovative use of tension to hold a built structure together. Simple facts and diagrams about dome geometry are included on dome. Fuller’s domes have also had a lasting influence on artists, including Krieger. Her 11-year ongoing project Plastic Fantastic engages community members in building a geodesic dome out of 6000 post-consumer water bottles, with notable installations at the Anchorage Museum in 2014 and Philadelphia’s inaugural Art in the Open in 2010. The NMWR dome will be constructed out of PVC piping and light blue, red, and purple panels of acrylic. A range of living women roboticists, many with a connection to Philadelphia, are featured in the dome. They work on a variety of problems in modern robotics, including helping give robots a sense of touch (Katherine Kuchenbecker, formerly at Penn); programming groups of robots to work together (Daniela Rus, MIT); sensing devices with medical applications (Ruzena Bajcsky, founder of the GRASP Lab at Penn); designing robots to move around in and collect information about harsh environments like Mars and Antarctica (Ayanna Howard, Georgia Tech); developing technologies (including robots) to assist in caring for children or the elderly (Maja Mataric, University of Southern California), and many more. The portraits and descriptions of these women challenge stereotypes about who can be an engineer, and the presentation of Hartmann-Dow’s near life-sized portraits at eye level around the inside of the dome creates a space for visitors to enter the community of women roboticists. Stereotype challenge and the sense of belonging to a community have both been shown to influence interest in engineering by women and girls (for a review, see [1]). NMWR will be presented at the 2018 Philadelphia Science Festival and will be on view at three events throughout the festival: At the Screening of Top Secret Rosies on Friday, April 20; at the Be a Pennovator event on Sunday, April 22; and at the Science Carnival on Saturday, April 28. The first two events will be at the Pennovation Center, and the last will be on the Parkway. [1] Cheryan, Sapna, Sianna A. Ziegler, Amanda K. Montoya, and Lily Jiang. “Why Are Some STEM Fields More Gender Balanced than Others?” Psychological Bulletin 143, no. 1 (2017): 1. For more information: Kod*lab

Women and the Wars: Uncovering Hidden Histories and Untold Stories from the Homefront to the Battlefield

How do teachers integrate the experiences -- the herstories -- of women into elementary, middle and high school history and social studies curriculum frameworks? Throughout U.S. history, women have struggled to own and control property, to vote, to have the same protections given to men in workplaces, to control their own bodies, and to choose the jobs and careers they want for themselves and their families. Still the stories of women are only marginally present in state curriculum frameworks

Challenging Dominant Ideologies in Order to Center Marginalized Voices and Enrich Learning: Theorizing Social Justice in English Studies Teaching

This portfolio explores the reproduction of and challenges to dominant ideologies in popular culture and scholarly contexts and examines pedagogies for advancing social justice in the field of English studies through three distinct but interconnected projects. The first project considers pedagogy in the public sphere, examining the power of the meme genre to serve as “critical public pedagogy” within movements for social change. The second project focuses on the role of dominant norms in reproducing social injustices through classroom writing assessment, offering insights from antiracist, queer, feminist, decolonial, translingual, and disability justice scholars. The paper also reviews composition scholars’ strategies for transforming classroom grading practices and proposes a social justice- and trauma-informed approach to promoting equity and supporting student learning. The third project presents a unit plan and annotated bibliography of scholarly and pedagogical resources for teaching Moshin Hamid’s The Reluctant Fundamentalist in a community college introductory literature course. The unit plan treats the genre of the counter-narrative as a heuristic for teaching critical thinking and literary analysis and for centering marginalized voices. Together, these projects illuminate opportunities for exploring and learning from diverse epistemologies and rhetorical and linguistic modes in the field of English studies and for re-imagining classroom grading practices to create meaningful learning experiences and promote social justice in the teaching of composition, rhetoric, and literature

Volume 50 - Issue 26 - Friday, May 15, 2015

The Rose Thorn, Rose-Hulman\u27s independent student newspaper.https://scholar.rose-hulman.edu/rosethorn/1021/thumbnail.jp

Spartan Daily, February 8, 2005

Volume 124, Issue 8https://scholarworks.sjsu.edu/spartandaily/10080/thumbnail.jp

Volume 51 - Issue 16 - Monday, February 8, 2016

The Rose Thorn, Rose-Hulman\u27s independent student newspaper.https://scholar.rose-hulman.edu/rosethorn/2051/thumbnail.jp