; Katha Pollitt
Learning Center
Plans & pricing Sign in
Sign Out
Your Federal Quarterly Tax Payments are due April 15th Get Help Now >>

Katha Pollitt


  • pg 1
									                                            Katha Pollitt

Katha Pollitt is a poet and essayist. Her poetry has been praised for its “serious charm”
and “spare delicacy” in capturing thought and feeling. Her essays have contained strong
and convincing commentary on such topics as surrogate motherhood and women in the
media. Pollitt was born in New York City in 1949 and earned a B.A. from Radcliffe
College in 1972. Her verse began appearing in the 1970s in such magazines as The New
Yorker and Atlantic Monthly; it was collected in the book Antarctic Traveler (1982),
which won the National Book Critics Circle award in 1983. Politt has received several
other awards as well, including a grant from the National Endowment for the Arts and a
Guggenheim fellowship. Her essays and criticism have appeared in Mother Jones, the
New York Times, The New Yorker, and The Nation, where she is currently an associate
editor writing a regular column. Reasonable Creatures: Essays on Women and Feminism
appeared in 1994. Politt lives in New York City.

                                Why Boys Don’t Play with Dolls

This essay, first published in the New York Times Magazine in 1995, responds to studies
emphasizing the biological causes of sex differences. To Pollitt, these studies are
irrelevant: What counts is social conditioning.
        A model of Cause and Effect in the service of Argument, “Why Boys Don’t Play
with Dolls” also uses brief Narratives, Examples of children’s toys and parents’ attitudes,
and Analysis and comparison of children’s and parents’ behaviors.

         It’s twenty-eight years since the founding of NOW,1 and boys still like trucks and
girls still like dolls. Increasingly, we are told that the source of these robust preferences
must lie outside society—in prenatal hormonal influences, brain chemistry, genes—and
that feminism has reached its natural limits. What else could possibly explain the love of
preschool girls for party dresses or the desire of toddler boys own more guns than Mark
from Michigan?
         True, recent studies claim to show small cognitive differences between the sexes:
He gets around by orienting himself in space; she does it by remembering landmarks.
Time will tell if any deserve the hoopla with which each is invariably greeted, over the
protests of the researchers themselves. But even if the results hold up (and the history of
such research is not encouraging), we don’t need studies of sex differentiated brain
activity in reading, say, to understand why boys and girls still seem so unalike.
         The feminist movement has done much for some women, and something for
every woman, but it has hardly turned America into a playground free of sex roles. It
hasn’t even got women to stop dieting or men to stop interrupting them.
         Instead of looking at kids to “prove” that differences in behavior by sex are
innate, we can look at the ways we raise kids as an index to how unfinished the feminist
revolution really is, and how tentatively it is embraced even by adults who fully expect

    National Organization of Women. —Eds.
their daughters to enter previously male-dominated professions and their sons to change
        I’m at a children’s birthday party. “I’m sorry,” one mom silently mouths to the
mother of the birthday girl, who has just torn open her present—Tropical splash Barbie.
Now, you can love Barbie or you can hate Barbie, and there are feminists in both camps.
But apologize for Barbie? Inflict Barbie, against your own convictions, on the child of a
friend you know will be none too pleased?
        Every mother in that room had spent years becoming a person who had to be
taken seriously, not least by herself. Even the most attractive, I’m willing to bet, had
suffered over her body’s failure to fit the impossible American ideal. Given all that, it
seems crazy to transmit Barbie to the next generation. Yet to reject her is to say that what
Barbie represents—being sexy, thin, stylish—is unimportant, which is obviously not true,
and children know it’s not true.
        Women’s looks matter terribly in this society, and so Barbie, however
ambivalently, must be passed along. After all, there are worse toys. The cut and style
Barbie styling head, for example, a grotesque object intended to encourage “hair play.”
The grown-ups who give that probably apologize, too.
        How happy would most parents be to have a child who flouted sex conventions? I
know a lot of women, feminists, who complain in a comical, eyeball-rolling way about
sons’ passion for sports: the ruined weekends, obnoxious coaches, macho values. But
they would not think of discouraging their sons from participating in this activity they
find so foolish. Or do they? Their husbands are sports fans, too, and they like their
husbands a lot.
        Could it be that even sports-resistant moms see athletics as part of manliness?
That if their sons wanted to spend the weekend writing up their diaries, or reading, of\r
baking, they’d find it disturbing? Too antisocial? Too lonely? Too gay?
        Theories of innate differences in behavior are appealing. They let parents off the
hook—no small recommendation in a culture that holds moms, and sometimes even dads,
responsible for their children’s every misstep on the road to bliss and success.
        They allow grown-ups to take the path of least resistance to the dominant culture,
which always requires less psychic effort, even if it means more actual work: Just ask the
working mother who comes home exhausted and nonetheless finds it easier to pick up her
son’s socks than make him do it himself. They let families buy for their children, without
too much guilt, the unbelievably sexist junk that the kids, who have been watching
commercial since birth, understandably crave.
        But the thing the theories do most of all is tell adults that the adult world—in
which moms and dads still play by many of the old rules even as they question and fidget
and chafe against them—is the way it’s supposed to be. A girl with a doll and a boy with
a truck “explain” why men are from Mars and women are from Venus, why wives do
housework and husbands just don’t understand.
        The paradox is that the world of rigid and hierarchical sex roles evoked by
determinist theories is already passing away. There-year-olds may indeed insist that
doctors are male and nurses female, even if their own mother is a physician. Six-year-
olds know better. These days, something like half of all medical students are female, and
male applications to nursing school are inching upward. When tomorrow’s three-year-
olds play doctor, who’s to say they’ll assign the roles?
         With sex roles, as in every area of life, people aspire to what is possible, and
conform to what is necessary. But these are not fixed, especially today. Biological
determinism may reassure some adults about their present, but it is feminism, the
ideology of flexible and converging sex roles, that fits our children’s future. And the kids,
somehow, know this.
         That’s why, if you look carefully, you’ll find that for every kid who fits a
stereotype, there’s another who’s breaking one down. Sometimes it’s the same kid—the
boy who skateboards and takes cooking in his after school program; the girl who collects
stuffed animals and A-pluses in science.
         Feminists are often accused of imposing their “agenda” on children. Isn’t that
what adults always do, consciously and unconsciously? Kids aren’t born religious, or
polite, or kind, or able to remember where they put their sneakers. Inculcating these
behaviors, and the values behind them, is a tremendous amount of work, involving many
adults. We don’t have a choice, really, about whether we should give our children
messages about what it means to be male and female—they’re bombared with them from
morning till night.

                                  Questions on Meaning

   1. What does Pollitt imply by pointing out that despite the existence of the National
      Organization for Women, “boys still like trucks and girls still like dolls” (para.
   2. Does Pollitt believe that gender differences develop because of or despite the
      influences of society? How do you know?
   3. Where do you find the Thesis of Pollitt’s essay? Why do you think she placed it
   4. Pollitt says that the “path of least resistance…requires less psychic effort, even if
      it means more actual work” (para. 11). What does she mean?

                              Questions on Writing Strategy

   1. Pollitt admits that theories of gender differences based on biological differences
      can be attractive (paras. 10-12). Does this admission weaken her argument? Why,
      or why not?
   2. This easy originally appeared in the New York Times Magazine. In what ways
      does Pollitt direct her essay to readers of that periodical? How might the essay
      have differed if Pollitt had written it for Seventeen or another magazine for young
   3. Mixed Methods. Look at the Examples Pollitt gives to illustrate how parents
      support gender differences, even when they would like to resist them (paras. 8-9).
      Why does she choose these particular examples? What do her Rhetorical
      Questions add to her examples?
   4. Mixed Methods. In paragraphs 5-7 Pollitt uses Cause and Effect to explore why
      mothers give Barbie dolls as gifts and what the consequences are. Summarize this
      part of the Argument.
                               Questions on Language

1. What does Pollitt mean when she explains that America is not yet “a playground
   free of sex roles” (para. 3)? What is the significance of the word playground in
   this context?
2. In her last paragraph Pollitt talks about “inculcating” behaviors in children,
   through messages with which they’re constantly “bombarded.” What are the
   Connotations of these words? Why does Pollitt choose them to describe the
   process of learning values?
3. What is the Tone of the question that ends paragraph 13? What is Pollitt’s point in
   asking it?
4. If any of the following words are unfamiliar, look them up: prenatal (para. 1);
   cognitive, hoopla, sex-differentiated (2); innate (4); ambivalently, grotesque (7);
   flouted, obnoxious (8); psychic (11); chafe (12); hierarchical, determinist (13);
   converging (14).

                               Suggestions for writing

1. Journal Writing. Pollitt asserts that adults have some “agenda” of values they
   impose on their children. What was your parents’ agenda for you when you were
   growing up? What lessons do you remember being drummed into your head?
   From Journal to Essay. Choose one or two lessons recorded in your journal
   entry, and write a Narrative essay that reveals your family’s value system. Was
   the agenda made obvious to you or kept hidden? Did you eventually learn the
   things your parents tried to teach, or did you resist them? How important are these
   lessons or values to you today?
2. “With sex roles, as in every area of life, people aspire to what is possible, and
   conform to what is necessary” (para. 14). Pollitt suggests here that we can rarely,
   if ever, achieve our ideals. Do you agree or disagree with this statement?
   Choosing one or two specific “areas of life” that provide you with lots of
   examples, write an essay explaining why you do or don’t buy Pollitt’s claim.
3. Critical Writing. Pollitt proposes a “feminist” approach to child rearing that
   emphasizes “flexible and converging sex roles” (para. 14). Do you agree with her
   that this agenda “fits our children’s future,” or do you see value in traditional sex
   roles that makes these roles appropriate for the future? In an essay, agree or
   disagree with Pollitt, using as Evidence your own experiences and observations as
   well as Pollitt’s assertions and examples.
4. Connections (Part One). Read or reread Margaret Atwood’s poem “Bored” (p.
   132), attending to the way the child did child did what “he” (her father) expected
   of her. Could the child have resisted? Using evidence from Atwood’s poem and
   Pollitt’s essay as you see fit, but also drawing on your own observations and
   experiences, write an essay explaining your view of how parents determine their
   children’s behavior. What is the connection between social roles and parents’
   expectations? How can children act against the values of their parents? Once
   children are grown, how free are they, or should they be, from the patterns and
   values their parents set for them?
5. Connections (Part Two). Pollitt and Emily Prager, in “Our Barbies, Ourselves”
   (p.607), both use the Barbie doll as a symbol of how stereotypes affect our ideas
   about femininity. Is Barbie a useful example in both of these essays? Would other
   toys or additional examples of toys have been more effective, or are toys too
   trivial for such arguments? How convincing are the two authors’ claims about
   gender roles, based on Barbie?

                               Katha Pollitt on Writing

     Katha Pollitt began writing early. “I started writing poetry when I was in about
sixth grade,” she told Ruth Coniff of the Progressive magazine in 1994. “I used to
come home from school and go up to my room and sit on my bed and write my
poems. And I was writing angry letters to the newspaper…. I recently came across a
letter I had written when I was twelve years old to the New York Times. It was about
some complicated legal case involving someone who was accused of being a spy, but
I have absolutely no memory of writing this letter or of what this case was. It was
actually like something I would write today. I thought…. have I been doing this for
that long?”
     Coniff observed that Pollitt’s poetry is not political and asked why. “Well,” Pollitt
replied, “I was always a two-track writer. I always wrote poetry and prose…. I have
to say that I see poetry and political writing as different endeavors. What I want in a
poem is not an argument, it’s not a statement, it has to do with language. I’m looking
for a kind of energized, fresh, alive perception…. To me it’s much more interesting to
read that than to read a poem with whose politics I would agree, but that doesn’t have
a lot of depth of language and imagination in it…. What I like about poetry is the
verbal concentration and levels of meaning. A poem with only one level of meaning
is not a very interesting poem.”

                                    For Discussion

1. What are your earliest memories of writing? When have you written on your own
   (that is, not for a school assignment)? What moves you to write?
2. Explore Pollitt’s ideas about poetry versus political prose by comparing two
   works earlier in this book: Margaret Atwood’s poem “Bored” (p.132) and Armin
   A. Brott’s essay “Not All Men Are Sly Foxes” (p.278). Both are about men,
   particularly fathers, but how do they differ in their use of language? Does this
   difference make one “better” than the other? Why?

To top