Emily Colwell: “Summer in the States.”
The English Language Library in Angers, France provides French teenagers with the opportunity to engage in conversation with native English speakers through programs like Summer in the States. This program was designed to allow French teenagers to learn more about summer activities in the United States through a dialogue with students from St. Edward’s University. I was able to attend the first two sessions of Summer in the States, which allowed me to learn more about the lives of French teenagers.
The students from St. Edward’s University planned to discuss the typically American activity of camping during the first session of this program. Though we had planned to discuss camping and camping activities throughout the entire session, the fluid nature of programs at the English Language Library led to a transition in conversation that centered on the desires of the French students.
Global Studies Major Emily Colwell
The conversation eventually transitioned into a dialogue regarding future goals for both the French teenagers and St. Edward’s students.
While discussing future career goals, differences in gender and gendered expectations became obvious. The singular boy in the group, Hugo, told me that he wanted to become an engineer, a typically masculine career choice. He discussed how his desire to become an engineer was inspired by his father, who also participated in that career. It seemed as if Hugo’s goal of becoming an engineer was largely motivated by a desire to become like the primary male role model in his life. One of the French girls in the program, Capucine, mentioned her desire to become a doctor, despite the fact that careers in medicine are typically seen as masculine. Though it is not as unusual today for women to participate in medical professions, I decided to discuss this career choice with her in order to find out if she felt as though it was a gendered occupation. Through our further discussion, Capucine expressed that she would like to be a pediatric physician, thereby reinforcing some societal expectations for females. The fact that Capucine wants to become a pediatrician is not a flaw, though it does highlight the stereotype that women are more suited for more maternal professions.
Despite the progress that women have made in the past fifty years in their fight for equality, societal expectations regarding careers are still prevalent. These expectations are still seen within the education systems in both France and the United States. While discussing her science courses, Capucine mentioned that she was one of only a few females in her upper-level courses. This lack of a gender balance within stereotypically male subjects displays the feminist belief “that education is an agent of secondary socialisation that helps to enforce patriarchy” (Feminism and Education 1). The stereotype that women are not as capable as men to succeed in more scientifically oriented tracks is being weakened by modern females. As our society progresses, strong women and men are proving that equality can exist despite sexist societal expectations. Females are becoming more aware of their abilities, proving that “women are perfectly capable of building a successful career as men are” (Feminism and Education 2). Capucine is an example of women and their ability to break out of the traditionally female mold in order to achieve equality and success despite societal stereotypes.
