Service Learning Log #4

Activism

            My partner and I tabled on Friday from a little after 3 to a little after 6. Two of my friends donated a poster board and a pack of index cards and we received a few donations from random students. Our successes this week included completing our 15 hour service learning requirement, receiving more donations, and receiving $14.35 in overall monetary donations. Next week, we each need to prepare for the final reflection paper and begin to summarize our overall experience. This week we did not communicate with our community partner.

Reflection

            My partner and I thought it would be kind of difficult to relate the course material to our work this week. However, that changed quickly when three different male students approached our table and made us feel uncomfortable. This had happened last week as well. All of them had the same characteristics in common: they were men and they tried to exert the sexualized aspect of masculinity. Granted, they asked about the organization, but their tone and delivery was very questionable. They simply could not inquire about the organization and donate money and/or supplies. They made us feel awkward when what we were doing was for a good cause. The textbook summarizes this issue by stating, “Another example of male control is street harassment, where women may be ‘touched, harassed, commented upon in stream of constant small-scale assaults’. The public street is defined as male space where women without male escorts may be considered ‘fair game’” (Kirk and Okazawa-Rey 266). Unfortunately for the male students, they felt that they might have the upper hand in the situation, but they were sadly mistaken. We both knew exactly what they were doing and acted professionally. The sense of needing to wear a shield and always be on the watch is usually a commonality amongst women.

            Our community partners would denounce the sexualized role that men use sometimes and demand for respect for women at all times, especially when they are fundraising. They would also say that the Little and Big Sisters should handle themselves in a professional manner and defend feminist ideals.

Reciprocity

            From a feminist perspective, the one aspect I tend to focus on from this week is how men work. I have always known about the sexualized male ideals, but I found it astounding that some male students would use a subtle version of this when they were inquiring about YWLP. It is almost like they expect a conversation out of donating. Frankly, my partner and I do not mind the inquiries about the organization, but we could always tell who was listening and who cared about the information. As much as I am proud and happy to have fundraised, this aspect put a slight damper on it. Anyways, as always, I love the aspect of doing things for young girls. It is so gratifying to know that our efforts will help the Little Sisters and Big Sisters be able to complete their lesson plans and goals. Problems or not, I have found this experience to be informative and fun. I was given a partner who actually did half of the work and someone who I could work with easily. This has renewed my respect for group work in many ways.

Works Cited

Kirk, Gwyn, and Margo Okazawa-Rey. Women’s Lives: Multicultural Perspectives 5^th ed. New York: McGraw-Hill, 2010. Print.

Word Count: 544