Author note: ahead by way of Antonio Escohotado
An anthology of writings by way of the most influential ladies in historical past at the frequently misunderstood and misrepresented woman drug experience.
With nice honesty, bravery, and frankness, ladies from varied backgrounds write approximately their drug experiences.
Women were experimenting with medicines on the grounds that prehistoric instances, and but released bills in their perspectives at the drug adventure were relegated to both antiseptic sociological experiences or sensationalized tales splashed around the tabloids. The media has given us a permanent, yet faulty, stereotype of a feminine drug consumer: passive, addicted, exploited, degraded, promiscuous. however the choices during this anthology--penned through such well-known names as Billie vacation, Anais Nin, Maya Angelou, and Carrie Fisher--show us that the true reports of girls are something yet stereotypical.
Sisters of the Extreme presents us with writings by means of girls from varied occupations and backgrounds, from prostitute to health professional, who via their use of gear dared move the limits set by way of society--often doing so with the wish of increasing themselves and their imaginative and prescient of the area. no matter if with LSD, peyote, cocaine, heroine, MDMA, or marijuana, those girls have sought to arrive, via their experimentation, different degrees of awareness. occasionally their quests have introduced unforeseen rewards, different instances nice pain and misfortune. yet at any place their journeys have left them, those ladies have lived courageously--if occasionally dangerously--and written approximately their trips eloquently.
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Extra resources for Sisters of the Extreme: Women Writing on the Drug Experience
By treating boys and girls differently, teachers encouraged ‘the exploratory, autonomous, independent mathematical skills associated with males . ’ and discouraged them in females (Birns, 1976). Similarly, teachers gave extra attention to boys who chose to play at more complex tasks, but did not reward girls for the same behavior (Fagot, 1978). In addition, girls received few rewards for highly active behavior, whereas boys gained the attention of their teachers and also the admiration of their peers.
These perceptions and self-concepts illustrate the notion of the construction of gender schema (Bem, 1983), a highly selective process GENDER , SEX AND SCIENCE comprising ‘a sprawling network of associations’ in which information is taken in and organized according to the sex-differentiated values of the culture. A schema functions as a cognitive structure, serving to anticipate and make sense of new information coming in based on preexisting perceptions. For instance, boys and girls at age two had ‘concepts’ of persons by occupation only if they had previous exposure to people holding the particular role.
Thus, females appear to have the same aptitude for mathematics as males, but begin to lose interest and take only the minimum requirement in high school. Based on class grades, girls and boys are similar in mathematical and scientiﬁc ability until about tenth grade when girls decline to take elective mathematics courses. It is then that sex differences in problem-solving abilities begin to emerge. The question is not that of inherent ability, but one of why girls drop out of mathematics courses in high school and college (Hyde, 1994).