Dr. Joan Roughgarden, has dedicated most of her life to biological sciences and the study of different types of (ecological or social) relationships within our world. As a transgendered woman in a 'normal' world, she has encountered many prejudices that are sadly common in the American culture. Her book, Evolution’s Rainbow: Diversity,Gender, and Sexuality in Nature and People, was written to make readers consider the phenomenal and surprising diversity in nature and give examples of social relationships and cultural treatments of diverse populations. These examples are a reflection of Young's 'faces of oppression,' which include powerlessness, marginalization, cultural imperialism, and violence(Young, 1990), to express the need for bold reforms that need to take place within our culture and educational realm for equititable treatment and social acceptance.
In her book, Dr. Roughgarden starts chapter one by stating, “All species have genetic diversity - their biological rainbow.” (Roughgarden, 2004, pg.13). This clear-cut statement is the primary focus of the author throughout the book. This focus was used to was to inform the general public of the vast diversity that exists naturally in plants, animals, and humans. Roughgarden does an amazing job outlining the diversity found in nature involving sexuality. Her examples include gender diversity, same-sex mating habits, and hermaphroditic development. One example includes the 4-gendered nature of sunfish commonly found in North American lakes. This species uses the gender roles of 1 female and 3 males to ensure more successful breeding (Roughgarden, 2004). An additional fascinating courtship in nature is that of the garter snake. These snakes all contain the scent glands commonly thought to be a female organ used to attract males. The author proposes that the use of these scent glands by males towards other males is an effort to create a social dynamic that is less aggressive and harmful, while they await the females’ arrival, through the use of same-sex mating. (Roughgarden, 2004). Roughgarden also gives countless examples of hermaphroditism that is present in many plants and fish, and suggests that it is a successful way of life for many thriving species. Throughout the author's personal research, as well in as the numerous studies she reviews and cites within her book, she shows the vivid and colorful world of diversity that is clearly present in many plant and animal species that may not be evident to the average layperson.
In relation to human nature, the author suggests that diversity in humans is not always easily seen but, in fact, people can be as biologically different as they are culturally different. Roughgarden asserts that the biological differences in humans include genetic differences, gender binary differences, differing hormonal experiences, and differences in the behavior of the human brain. (Roughgarden, 2004). She cites many examples of the prevalence of transgenders in other cultures, including the Mahu in Polynesia, the Hijra in India, the vestidas in Mexico, the Mukhannathun in Islamic cultures, and the guevedoche in the Dominican Republic. In all of these examples, boys or men serve in roles that are typically women's roles, and may go as far as having sex reassignment surgery. Particularly interesting are the Hijra that seem to have a love-hate relationship with Indian society. Historically seen as good luck that brought blessings to weddings and the births of male children, Hijras are now “at once sacred beings and objects of fear, abuse, ridicule and sometimes pity.” (Roughgarden, 2004, pg. 342)In hopes of social equality and understanding, Roughgarden foresees a future in which “society will someday devise three or more body type categories that can’t be sorted solely into the male and female binary.” (Roughgarden, 2004, pg. 386)
These diverse relationships in nature and people are support for the Roughgarden’s rejection of Darwin’s sexual selection theory (regarding dominant males and coy females) and the adoption of a more accurate social selection theory. In sexual selection theory, Darwin proposed specific gender roles in organisms. Roughgarden sums up this theory as “damsels seeking horny handsome warriors” (Roughgarden, 2004, pg. 167) to mate and exchange DNA with. Using ten natural factors that oppose sexual selection, Roughgarden calls for a revision of Darwin’s sexual selection theory into social selection theory. In social selection theory there is benefits in relationships between animals for the furthering of the species. Mating habits are not solely used to advance a better genetic code in animals but to “obtain access to resources that enable the production and survival of young.” (Roughgarden, 2004, pg. 175) These resources include raising young, obtaining food, and protection. She goes onto promote that “these relationships, further the expected number of offspring successfully placed in the next generation.” (Roughgarden, 2004, pg. 175) Roughgarden talks about how diversity is not a disease and how society puts a stigma on people that are different. To counter this, she introduces many studies that talks about how transgendered brains and gay and lesbian brains are simply different than the brains of society’s ‘normal’ people. “Our species is not divided into two classes, normal and different.” (Roughgarden, 2004, pg. 325) When labeled outside of ‘normal,’ people with “sexuality and gender identity variations sometimes feel that something is wrong with them their whole lives” (Roughgarden, 2004, p. 280)
Many of these topics are controversial in nature and considered social taboo. Because of this, students that are homosexual, hermaphroditic or transgender feel on the outside of the educational system. Lipton and Oakes reference research by the American Civil Liberties Union that states for homosexual studnets school can be a nightmare and harassment from classmates is commonplace. (2007). A recent survey of 6, 209 students conducted by the GLSEN (Gay, Lesbian, and Straight Education Network) states that “nearly 9 out of 10 LGBT (lesbian, gay, bisexual and transgender) students (86.2%) experienced harassment at school in the past year, three-fifths (60.8%) felt unsafe at school because of their sexual orientation and about a third (32.7%) skipped a day of school in the past month because of feeling unsafe.” (GLSEN, 2007) According to Maslow’s hierarchy of needs, students must first feel safe and secure before they can efficiently learn. It is often stated that knowledge is power. Through discussions in the classroom that recognize the diverse genders and sexual identities in nature and people, as well as examine the ways that transgendered and homosexual people are treated in different cultures, students can be empowered by recognizing differences and understanding alternate perspectives from the dominant point of view. In an effort to help the public know where to start exploring the LGBT viewpoint, Roughgarden created a list titled “The Trans-Agenda.” (Roughgarden, 2004, pg. 398) In relation to this review, 4 of the 6 calls to action are relevant. These include, “We (transgendered persons) want to be cherished as a normal part of society…We demand our own voices…We want to be treated with courtesy and dignity…We want equal participation in public institutions including…education.” (Roughgarden, 2004, pg, 398) None of these demands seems unfair or unjustified in reference to seeking social justice in today’s classrooms. Many of them follow the example and calls to action found in articles examining the social power of privilege in whites, Christianity, race, and gender, where similar struggles have taken place (Coloma and Kim, 2009). As all of these characteristics can be used as oppressive forces against the equality of the subordinated or marginalized populations, heterosexism can be just as destructive and has to be addressed in our schools. As educators we must be “dedicated to equity and social justice and not excuse it (heterosexism).” (Gorski, 2006)
In conclusion Evolution’s Rainbow was written as a “trade book” in Dr. Roughgarden is “free to express opinion and … freely declare where I’m coming from.” (Roughgarden, 2004, pg. 9) She used the book as a way to open American eyes to the biological diversity that surrounds them and speak out against oppression as a "structural/systemic constraint imposed on (a) group."(Blumenfeld, 2006) The explanation of diverse examples leads to a call for the acceptance of the “Trans-Agenda, ” the author’s ultimate purpose of writing this book; she hopes to create a movement in society that will enable transgendered people to “to enjoy the rights everyone else has”… which include, “to be cherished as a normal part of human diversity.” (Roughgarden, 2004, pg. 398). As educators, commissioned to educate all, we can appreciate her passionate use of bold and atypical examples, to find social justice for those that are not often considered as ‘normal’ in our classrooms.
Bibliography
Blumenfeld, W. J. (2006) Christian Privilege and the Promotion of Secular and Not-So "Secular" Mainline Christainity in Public Schooling and the Larger Society. Equity and Excellence in Education, 39(3), 195-210
Coloma, R., Means, A., &Kim, A. (2009). Palimpsest histories and catachrestic inventions. In R. S. Coloma (ed.). The Postcolonial Challenge in Education. New York: Peter Lang
Gorski, P. (2006). Complicity with conservatism: The de-politicizing of multicultural and intercultural education
[Abstract]. Intercultural Education,
Kosciw, J.G., Diaz, E. M., & Gretak, E. A. (2008). The 2007 national school climate survey: The experiences of lesbian, gay, bisexual and transgender youth in our nation's schools. New York: GLSEN. Retrieved July 22, 2010 from http: www.glsen.org/binary-data/ GLSEN_ATTACHMENTS/file/000/001/1290-1.pdf
Lipton, M. & Oakes, J. (2007). Teaching to change the world. New York. NY. The McGraw-Hill Companies,
Inc.
Roughgarden, J. (2004). Evolution's Rainbow: Diversity, gender, and sexuality in nature and people. Los Angeles, CA. University of California Press.
Young, I.M. (1990) Justice and the politics of difference.// Princeton, NJ: Princeton University Press
In her book, Dr. Roughgarden starts chapter one by stating, “All species have genetic diversity - their biological rainbow.” (Roughgarden, 2004, pg.13). This clear-cut statement is the primary focus of the author throughout the book. This focus was used to was to inform the general public of the vast diversity that exists naturally in plants, animals, and humans. Roughgarden does an amazing job outlining the diversity found in nature involving sexuality. Her examples include gender diversity, same-sex mating habits, and hermaphroditic development. One example includes the 4-gendered nature of sunfish commonly found in North American lakes. This species uses the gender roles of 1 female and 3 males to ensure more successful breeding (Roughgarden, 2004). An additional fascinating courtship in nature is that of the garter snake. These snakes all contain the scent glands commonly thought to be a female organ used to attract males. The author proposes that the use of these scent glands by males towards other males is an effort to create a social dynamic that is less aggressive and harmful, while they await the females’ arrival, through the use of same-sex mating. (Roughgarden, 2004). Roughgarden also gives countless examples of hermaphroditism that is present in many plants and fish, and suggests that it is a successful way of life for many thriving species. Throughout the author's personal research, as well in as the numerous studies she reviews and cites within her book, she shows the vivid and colorful world of diversity that is clearly present in many plant and animal species that may not be evident to the average layperson.
In relation to human nature, the author suggests that diversity in humans is not always easily seen but, in fact, people can be as biologically different as they are culturally different. Roughgarden asserts that the biological differences in humans include genetic differences, gender binary differences, differing hormonal experiences, and differences in the behavior of the human brain. (Roughgarden, 2004). She cites many examples of the prevalence of transgenders in other cultures, including the Mahu in Polynesia, the Hijra in India, the vestidas in Mexico, the Mukhannathun in Islamic cultures, and the guevedoche in the Dominican Republic. In all of these examples, boys or men serve in roles that are typically women's roles, and may go as far as having sex reassignment surgery. Particularly interesting are the Hijra that seem to have a love-hate relationship with Indian society. Historically seen as good luck that brought blessings to weddings and the births of male children, Hijras are now “at once sacred beings and objects of fear, abuse, ridicule and sometimes pity.” (Roughgarden, 2004, pg. 342)In hopes of social equality and understanding, Roughgarden foresees a future in which “society will someday devise three or more body type categories that can’t be sorted solely into the male and female binary.” (Roughgarden, 2004, pg. 386)
These diverse relationships in nature and people are support for the Roughgarden’s rejection of Darwin’s sexual selection theory (regarding dominant males and coy females) and the adoption of a more accurate social selection theory. In sexual selection theory, Darwin proposed specific gender roles in organisms. Roughgarden sums up this theory as “damsels seeking horny handsome warriors” (Roughgarden, 2004, pg. 167) to mate and exchange DNA with. Using ten natural factors that oppose sexual selection, Roughgarden calls for a revision of Darwin’s sexual selection theory into social selection theory. In social selection theory there is benefits in relationships between animals for the furthering of the species. Mating habits are not solely used to advance a better genetic code in animals but to “obtain access to resources that enable the production and survival of young.” (Roughgarden, 2004, pg. 175) These resources include raising young, obtaining food, and protection. She goes onto promote that “these relationships, further the expected number of offspring successfully placed in the next generation.” (Roughgarden, 2004, pg. 175) Roughgarden talks about how diversity is not a disease and how society puts a stigma on people that are different. To counter this, she introduces many studies that talks about how transgendered brains and gay and lesbian brains are simply different than the brains of society’s ‘normal’ people. “Our species is not divided into two classes, normal and different.” (Roughgarden, 2004, pg. 325) When labeled outside of ‘normal,’ people with “sexuality and gender identity variations sometimes feel that something is wrong with them their whole lives” (Roughgarden, 2004, p. 280)
Many of these topics are controversial in nature and considered social taboo. Because of this, students that are homosexual, hermaphroditic or transgender feel on the outside of the educational system. Lipton and Oakes reference research by the American Civil Liberties Union that states for homosexual studnets school can be a nightmare and harassment from classmates is commonplace. (2007). A recent survey of 6, 209 students conducted by the GLSEN (Gay, Lesbian, and Straight Education Network) states that “nearly 9 out of 10 LGBT (lesbian, gay, bisexual and transgender) students (86.2%) experienced harassment at school in the past year, three-fifths (60.8%) felt unsafe at school because of their sexual orientation and about a third (32.7%) skipped a day of school in the past month because of feeling unsafe.” (GLSEN, 2007) According to Maslow’s hierarchy of needs, students must first feel safe and secure before they can efficiently learn. It is often stated that knowledge is power. Through discussions in the classroom that recognize the diverse genders and sexual identities in nature and people, as well as examine the ways that transgendered and homosexual people are treated in different cultures, students can be empowered by recognizing differences and understanding alternate perspectives from the dominant point of view. In an effort to help the public know where to start exploring the LGBT viewpoint, Roughgarden created a list titled “The Trans-Agenda.” (Roughgarden, 2004, pg. 398) In relation to this review, 4 of the 6 calls to action are relevant. These include, “We (transgendered persons) want to be cherished as a normal part of society…We demand our own voices…We want to be treated with courtesy and dignity…We want equal participation in public institutions including…education.” (Roughgarden, 2004, pg, 398) None of these demands seems unfair or unjustified in reference to seeking social justice in today’s classrooms. Many of them follow the example and calls to action found in articles examining the social power of privilege in whites, Christianity, race, and gender, where similar struggles have taken place (Coloma and Kim, 2009). As all of these characteristics can be used as oppressive forces against the equality of the subordinated or marginalized populations, heterosexism can be just as destructive and has to be addressed in our schools. As educators we must be “dedicated to equity and social justice and not excuse it (heterosexism).” (Gorski, 2006)
In conclusion Evolution’s Rainbow was written as a “trade book” in Dr. Roughgarden is “free to express opinion and … freely declare where I’m coming from.” (Roughgarden, 2004, pg. 9) She used the book as a way to open American eyes to the biological diversity that surrounds them and speak out against oppression as a "structural/systemic constraint imposed on (a) group."(Blumenfeld, 2006) The explanation of diverse examples leads to a call for the acceptance of the “Trans-Agenda, ” the author’s ultimate purpose of writing this book; she hopes to create a movement in society that will enable transgendered people to “to enjoy the rights everyone else has”… which include, “to be cherished as a normal part of human diversity.” (Roughgarden, 2004, pg. 398). As educators, commissioned to educate all, we can appreciate her passionate use of bold and atypical examples, to find social justice for those that are not often considered as ‘normal’ in our classrooms.
Bibliography
Blumenfeld, W. J. (2006) Christian Privilege and the Promotion of Secular and Not-So "Secular" Mainline Christainity in Public Schooling and the Larger Society. Equity and Excellence in Education, 39(3), 195-210
Coloma, R., Means, A., &Kim, A. (2009). Palimpsest histories and catachrestic inventions. In R. S. Coloma (ed.). The Postcolonial Challenge in Education. New York: Peter Lang
Gorski, P. (2006). Complicity with conservatism: The de-politicizing of multicultural and intercultural education
[Abstract]. Intercultural Education,
Kosciw, J.G., Diaz, E. M., & Gretak, E. A. (2008). The 2007 national school climate survey: The experiences of lesbian, gay, bisexual and transgender youth in our nation's schools. New York: GLSEN. Retrieved July 22, 2010 from http: www.glsen.org/binary-data/ GLSEN_ATTACHMENTS/file/000/001/1290-1.pdf
Lipton, M. & Oakes, J. (2007). Teaching to change the world. New York. NY. The McGraw-Hill Companies,
Inc.
Roughgarden, J. (2004). Evolution's Rainbow: Diversity, gender, and sexuality in nature and people. Los
Angeles, CA. University of California Press.
Young, I.M. (1990) Justice and the politics of difference.// Princeton, NJ: Princeton University Press