Gender, Race, and Violence: A Critical Examination of Trauma in The Color Purple

The purpose of this article is to analyze the roles gender and race play in relation to trauma in Alice Walker’s novel, The Color Purple. Specifically, the article argues that gender and race are the underlying causes of the violence and trauma experienced by Walker’s female characters, Celie, Sophia, and Squeak. While violence does not always lead to internal conflict, this critical examination looks chiefly at trauma that is derived from violence. As a catalyst for targeted violence, identity categories, in particular female and African American are explored and their roles in oppression are investigated. In doing so, the notion of identity-based marginalization and double discrimination is unpacked. The article denotes the implications of intersectional identities, for example, female and African American, and reveals a startling connection between one’s gender and race and the susceptibility to trauma. The latter acts as a springboard for an analysis of the psychological effects of trauma. This study is rooted in a psychoanalytic framework that constructs the foundation for the argument. More specifically, in support of its argument, the literary criticism delves into the psychology of trauma to help navigate through the characters’ identity experiences and traumatic experiences. Ultimately, in both exposing the connection of gender and race to oppression and trauma as well as unpacking the psychology of trauma, this article illuminates Walker’s literary techniques, narrative structures, use of language, and calculated character dynamics—all of which support and demonstrate the ways in which the female characters’ gender and race are the underlying causes of their traumatization

Gender Differences in Academic Self-Concept, Perfectionism, and Math Performance among First-Year STEM and Non-STEM students

The primary goal of this research was to compare academic self-concepts and adaptive and maladaptive perfectionistic tendencies as they relate to differences in mathematics performance of first-year undergraduate students’ gender and major (STEM or non-STEM). One hundred and ninety-nine first-year undergraduate students completed self-reported questionnaires including the Frost Multidimensions Perfectionism Scale, the academic self-concept scale of the Personal and Academic Self-Concept Scale (PASCI), and a math performance measure consisting of practice SAT questions. This study utilized correlational, multivariate analyses of variances (MANOVA), and multiple regression techniques. MANOVA results revealed a main effect of gender on all variables and a marginally significant effect of major on participants math performance. Correlational analysis examined the associations between the variables of interest. Results revealed significant expected associations between math performance and academic self-concept, and maladaptive perfectionism and academic self-concept. An unexpected finding was the association between parental influence on choosing a major and lower levels of academic self-concept. Hierarchical regression examined the effects of academic self-concept, adaptive perfectionism, and maladaptive perfectionism on math performance, controlling for gender and major. Results confirmed that gender and major were significant predictors of math performance. Academic self-concept was also a significant predictor of math performance. Finally, adaptive and maladaptive perfectionism were marginally significant predictors of math performance scores above and beyond all other variables. Overall, results indicate the importance of considering choice of major, academic self-concept, and perfectionism constructs in math performance