When I looking back my educational experience, I am not surprised to find that I spent most of my time sitting in the classrooms and listening as carefully as I could to every word the teacher said. Yes, I learned a lot from various kinds of lectures delivered by teachers and successful people, however, for my educational autobiography, I wrote a dialogue happened between a street cleaner and his daughter, which I consider as one of the most important lessons that I have ever had.

The conversation between the father and the daughter provided me with a great opportunity to redefine success. Now in my perspective, success has nothing to do money and fame, it is something with personal contribution. Some people, especially those from lower-class, have much less resources and opportunities than most of us, and therefore it is nearly impossible for them to move up to the upper class. Of course they are not the “successful people” according to the traditional definition. But, they are still making their own contribution to the world: clean the streets, for example. As a matter of fact, a meaningful life does not equal to a successful life

Hi everyone, I'm Aybala a senior psychology major at Bryn Mawr College. I have a minor in Education and I've been trying to take classes from as many different disciplines as possible. I honestly just want to see what everythings about. I took Gender and Technology with Anne last semester and felt that I should know a lot more before I move on to learn about something different. 

Hi everyone! I’m Gavi. I’m a Haverford sophomore and a likely English major. I am also so psyched to be taking this class. 

I was really struck when, in the conversation we had after reading the higher education timeline and the Wilchins excerpt, Anne commented on the timidity of our visions for the future. This comment forced me to consider my position both in the classroom and outside of it, as a student and as an activist. I’m taking this course because I’ve been interested in gender and sexuality issues for years, and I want an education that prepares me to discuss these issues in a critical, academic manner.  Often, though, I operate in this false dichotomy where I separate my academic life from my nonacademic one. Sometimes, this means that I’m more restrained in class. My comments are more reserved and I’m careful not to stray too far from the direction the class is generally moving toward...