Background of the Study

1 CHAPTER I INTRODUCTION

A. Background of the Study

In the early times women have been uniquely viewed as a creative source of human life. Historically, however, they have been considered not only intellectually inferior to men but also a major source of temptation and evil. 1 Throughout most of history, women generally have had fewer legal rights and career opportunities than men have. In many nation women are not fully equals under the law: they do not have the same rights to make a contract, the same right of association, mobility, and religious liberty 2 . Women in the world are lack of support for fundamental functions of human life. They are less well noticed than men, less healthy, and more vulnerable to physical violence and sexual abuse. They are likely much less than a man that has to be literate, and still less likely to have professional or technical education. They must attend hard work place, they face greater obstacles including intimidation from family or spouse, sex discrimination, and sexual harassment in the workplace-all, frequently, without effective legal recourse 3 . 1 http:www.ywca.orgsitepp.asp?c=djISI6PIKpGb=295706. accessed on September 28.2008 2 Women’s History of America Presented by Women’s International Center.http:www. wic.orgmischistory.htm. Accessed on September 28.2008 3 Nossbaum, Martha C. Women and Human Development the Capabilities Approach. Cambridge University Press. United States. 2000 2 In the past, women are considered as second-class citizens, and not permitted to own property, maintain wages, sign a contract, vote or even hold an opinion to be independent from their husbands. The resulting stereotype that a womans place is in the home has largely determined the ways in which women have expressed themselves. Although some developments have freed women for roles other than motherhood, the cultural pressure for women to become wives and mothers still prevents many talented women from finishing college or pursuing careers. 4 Traditionally a middle-class girl in Western culture tended to learn from her mothers example such as cooking, cleaning, and caring for children, were the behavior expected from her when she grew up. Tests made in the 1960s showed that the scholastic achievement of girls was higher in the early grades than in high school. The major reason given was that the girls own expectations declined because neither their families nor their teachers expected them to prepare for a future other than that of marriage and mother. The stereotype of women in western culture especially in 1950s is wife and mother. Being a wife and mother were regarded as womens most significant professions. This condition often inspires the film industry to produce film which is related to women culture especially in 1950s. That is what Mike Newell wants to describe throughout the film of Mona Lisa Smile. It is a film about women’s awareness of education. It is a 2003 American film that was produced by Revolution Studios and Columbia Pictures, directed by Mike Newell, and starring Julia Roberts, 4 http:www.ywca.orgsitepp.asp?c=djISI6PIKpGb=295706. accessed on September 28.2008 3 Maggie Gyllenhaal, Kirsten Dunst, and Julia Stiles. The title refers to the Mona Lisa, the famous painting by Leonardo da Vinci, and the song of the same name, originally performed by Nat King Cole, which was covered by Seal for the film. The film is a loose adaptation of The Prime of Miss Jean Brodie, a novel by Muriel Spark, and the title refers to that text. Mona Lisa Smile is a story of a woman, who happened to be living in the early 1950s. Katherine Watson Julia Roberts is a Berkeley graduate who arrives at Wellesley College, a conservative womens private liberal arts college in Massachusetts, United States, to teach Art History. Initially her students try to outsmart their teacher, which is a little surprising for her, however she does not let them know about it. But she is very surprised when she knows the knowledge that most of her students get at Wellesley and they aspire for is a wonderful husband, and they do not care of pursuing any kind of professions. Because of that she wants to make a difference to women at Wellesley College. As a teacher and a woman, Katherine tries to open her student’s minds through her teaching. She encourages her students to do whatever they want with their lives. She always makes a difference and gives something new in her syllabus. She uses her art teachings to tell her opinion to her students at Wellesley College that they need not to conform to stereotypes of women to become housewives and mothers. She gives suggest to her students that they can do two things at the same time, such as having higher education and a family. She does that by supporting one 4 of her students to apply to a law school. She thinks that they can be leaders in the future. Her ideas and ways of teaching are contrary to the methods deemed acceptable by the schools directors, conservative women who believe firmly that Katherine should not use her class to express her point of views and she should stick only to teach art. Katherine is being intimidated. She is warned that she could be fired if she continues to interact with students as she has been doing. Although Katherine has been warned about her teaching that is not suitable with the syllabus, that has been stated by the school, but she still uses her principle in teaching at Wellesley. She feels that the young women at Wellesley College have the right to pursue higher education and career. She believes that women need to be changed if they want to achieve better futures. This film shows Katherine’s persistence and fighting in making changes at Wellesley, although she has to face many intimidations that come from people around her there that dislike what she does. These show the feminist ideas in Katherine’s character. That is why the writer wants to analyze this film by using feminist theory.

B. Focus of the Research