Read and reviewed in summer 1994
Roiphe entered Harvard as a freshman in 1986, the child of a '60s feminist mother, and soon found herself dismayed by the '80s style of feminism around her on campus. Now a grad student in English at Princeton, she has turned an interesting article first published in the New York Times Magazine (June 1993) into a slim book. Though sometimes her youth (25) shows in her prose, that youthful tone also saves the book from sounding like a grad-school sociology paper (or worse, a feminist-deconstructionist-obscurantist lit crit article) most of the time. I think this is a style and speed of feminism that the students at the southern women's college where I teach could accept and understand.
Her main target seems to be the emphasis on woman-as-potential-victim that she finds predominant in contemporary campus feminism. Her starting points are freshman orientation lectures on date rape, the blue security lights installed all over campus, and most of all the annual spring "take back the night" marches. The latter remind me of the campus protests of my college years, the May Days protests of the Cambodian invasion, which had fervent political leadership but which drew many of us curious uninformed undergrads for the youthful exuberant spectacle, like going to the county fair or Woodstock or homecoming. She does a nice job of recreating the campus culture that I had almost forgotten -- that combination of youthful enthusiasm and intense earnest commitment to newly perceived injustices.
Roiphe's greatest value to me (and perhaps to my students) is in causing me to question what kind of contradictions are inherent in the values being promulgated at my college. Her first chapter simply reports on her college experiences, but it immediately sparks in me a host of questions I want to ask my students.
- Roiphe begins by discussing her grandparents' values for young women ("laugh at a boy's jokes") and her parents' ("daughters should speak their mind" - p. 4); I immediately want to know what my students have learned from their parents and their culture - either of these messages? both?
- Roiphe says the security phones at Princeton "aren't actually used for emergencies; their primary function seems to be to reassure the lone wanderer" (8). Is that true at my college? How many such phones does our campus have? what is the cost? are they all in working condition? are they tested regularly? are they ever used?
- She describes the "flurry of warnings" that greet an entering freshman at orientation: "how not to get AIDS and how not to get raped, where not to wander and what signals not to send" (9). I know we deliver some of the same at my college; but what are the effects? increased safety? increased fear? where is the balance between "be careful" and "be confident and strong"? which is the greater danger for our students, being "victimized" by the State boys or by the official campus culture?
- She reports that "at Carleton College in the bathroom on the third floor of the library, there is a list of alleged date rapists, popularly referred to as the 'castration list'" (19). Is there such a list locally? in the first floor women's toilet in my building? in the Dean of Students office files? should there be?
- She reports that at Princeton "on an average morning the gym is more crowded than the library" (19). I expect that is true locally as well. Why?
I think Roiphe is less successful when she moves out of the realm of personal experiences to argue with some of the leading feminist ideologies of the day. One sophomoric chapter tries to take on Catharine MacKinnon, whom she finds rigid and ranting, formulaic and fixated, pseudoscientific yet dangerously seductive to young women who imitate her voice, dress or hair and cluster around her like groupies. Part of what makes this explicitly ideological second half of the book less compelling than the first half is that the anecdotal touches remain, but now appear as the experiential molehills from which her mountainous conclusions are constructed. The arguments are built on a structure something like "I think your intellectual position is fallacious because this is what happened to me one time and it wasn't like what you say."
Examples:
"A few weeks after MacKinnon's lecture, I was walking around 42nd Street, and . . . (156-7)
"A friend of mine was walking through Harvard Square and . . ." (156)
"At one slide show about pornography at Harvard . . . " (153)
Eventually I tire of these isolated anecdotes from Harvard Square upon which her ideology is built, but I can't tell if it's her weak writing style or Ivy privilege or shaky logic that puts me off.
In what seems to me her weakest and cattiest chapter, Roiphe strings together only anecdotes about her "friends" and acquaintances (5 pages each of melancholy Sarah, sexy Lauren, post-modern Amanda, antisexist Peter) that demonstrate mainly that college kids are still developing their ideas of sexuality and self, and that those ideas are often intense, idealistic, inconsistent and immature. Like Horatio to Hamlet, I want to tell her that there needs no postmodern feminist theory to tell us this.
Yet I have learned from Katie Roiphe, and for that I am grateful. I have reconnected with my own college experience in reading about hers, and I have discovered a whole host of questions to ask my students about theirs. I'm through listening to her and ready to listen to them.