Marxism and class, gender, and race: Rethinking the trilogy

Martha Gimenez
Race, Gender, Class
Vol. 8, â„– 2 (2001)

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Photo: 
Young Uzbek woman from Tashkent holding up her Komsomol membership card, 1927.

Dr. Martha E. Gimenez is an Argentinian Marxist-feminist theorist and retired Professor of Sociology at the University of Colorado at Boulder, where she was instrumental in the creation of the Women’s Studies Program. She studied Law and sociology at the Universidad Nacional de Cordoba, receiving her Ph.D. from UCLA in 1973. She has published numerous articles and book chapters on Marxist Feminist Theory, the political economy of population, U.S. politics of racial/ethnic construction, and problems of democratization in the global economy. Gimenez is the founding editor of PSN — the Progressive Sociologists Network, PPN — the Progressive Population Network, and together with Chrys Ingraham and Rosemary Hennessy, founded MATFEM — Materialist Feminism, and together with Malgosia Askanas and Carrol Cox, moderates M-Fem — Marxist-feminism. In her work, Martha E. Gimenez has sought to use Marx’s methodology and theoretical framework for understanding the oppression of women under the capitalist mode of production. Her work aims to demonstrate the continuing relevance of Marx and Marxist theory for feminist theorizing and feminist politics.
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Introduction

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A taken for granted feature of most social science publications today, especially those about inequality, is the ritual critique of Marx and Marxism in the process of introducing theoretical alternatives intended to remedy its alleged “failures.” This practice became popular in early feminist literature: Marx and Marxists were criticized for not developing an in-depth analysis of the oppression of women, their “economism,” “class reductionism,” and “sex blind” categories of analysis. Soon after it became common place to assert that Marxism was also at fault for neglecting race, demography, ethnicity, the environment and practically everything that mattered to the “new social movements” in the West. As the movements died, scholarship informed by those political concerns flourished; the energy that might have been spent in the public arena found expression in academic programs (e.g., women’s studies, racial/ethnic studies) and efforts to increase “diversity” in the curriculum and the population of educational institutions.

Publication of the journal Race, Sex, & Class (changed afterwards to Race, Gender, & Class), in 1993, signaled the convergence of those political and intellectual interests into a new social science perspective that soon acquired enormous visibility, as demonstrated by the proliferation of journal articles and books with race, gender and class in their titles. This perspective, put forth primarily but not exclusively by social scientists of color, emerged as a reaction to feminist theories which neglected racial/ethnic and class differences among women, theories of racial/ethnic inequality which neglected sexism among men of color and, predictably, as a corrective to Marxism’s alleged shortcomings. For example, Jean Belkhir, editor and founder of Race, Sex, & Class, prefaces an article on this topic as follows: “The ‘failure’ of Marxism to develop adequate tools and a comprehensive theory of ethnicity, gender, and class issues is undisputable” (Belkhir, 1994: 79). The list of putative “failures” could be as long as we wanted it to be but what would that prove, beyond the fact that Marx’s and Engels’ political and theoretical priorities differed from those of contemporary social scientists? Less biased, albeit debatable, is the conclusion that Marxism, although offering “crucial and unparalleled insights” into the operation of capitalism, “needs to develop the analytical tools to investigate the study of racism, sexism and classism” (Belkhir, 1994: 79). To refer to class as “classism” is, from the standpoint of Marxist theory, “a deeply misleading formulation” (Eagleton, 1996: 57; see also Kandal, 1995: 143) because class is not simply another ideology legitimating oppression; it denotes exploitative relations between people mediated by their relations to the means of production. Nevertheless, it is the case that neither Marx nor Engels devoted the intensity of effort to the investigation of gender and race (and other issues) that would have satisfied today’s critics. It is (and any literature review would support this point) far easier to emphasize their “sins” of omission and — in light of current political sensibilities — commission, than it is to use their theoretical and methodological contributions to theorize and investigate those aspects of capitalist social formations that today concern us. Notable exceptions are Berberoglu (1994), who has examined the underlying class forces leading to gender and racial divisions in the U.S. working class, linking gender and racial oppression to capital accumulation, and Kandal (1995), who has forcefully argued for the need to avoid the racialization and feminization of social conflicts while minimizing or overlooking the significance of class.

In this essay, I intend to argue that Marxism does contain the analytical tools necessary to theorize and deepen our understanding of class, gender, and race. I intend critically to examine, from the standpoint of Marxist theory, the arguments for race, gender, and class studies offered by some of their main proponents, assessing their strengths and limitations and demonstrating, in the process, that Marxism is theoretically and politically necessary if the study of class, gender, and race is to achieve more than the endless documentation of variations in their relative salience and combined effects in very specific contexts and experiences.
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Race, gender, and class as part of a social science perspective

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Long before the popularization of the race, gender, & class (RGC) perspective, I suspect that most Marxist sociologists teaching social stratification were already adept practitioners. For many years, for example, the Section on Marxist sociology of the American Sociological Association included in its annual program a session on Class, Gender, and Race. I certainly called my students’ attention, in twenty nine years of teaching social stratification and other subjects in which inequality matters, to the fact that everybody’s lives are affected by class, gender, and race/ethnic structures (in addition to age and other sources of inequality). We are, in Marx’s terms, “an ensemble of social relations” (Marx, 1994: 100, emphasis added), and we live our lives at the core of the intersection of a number of unequal social relations based on hierarchically interrelated structures which, together, define the historical specificity of the capitalist modes of production and reproduction and underlay their observable manifestations. I also routinely called students’ attention to the problems inherent in the widespread practice of assuming the existence of common interests, ideologies, politics, and experiences based on gender, race, and ethnicity because class location, and socioeconomic status differences within classes, divide those population aggregates into classes and strata with contradictory and conflicting interests. In turn, aggregates sharing the same class location, or similar socioeconomic characteristics within a class, are themselves divided by gender, race, and ethnicity so that it is problematic to assume that they might spontaneously coalesce into class or status self-conscious, organized groups. This is why, in the late sixties and early 1970s, I was critical of feminist theories which ignored class, racial and ethnic divisions among women and men, and theories of patriarchy that ignored how most men under capitalism are relatively powerless (Gimenez, 1975). Later on, I published a critical assessment of the “feminization of poverty” thesis because it was not sensitive to the effects of class, socioeconomic status, racial and ethnic divisions among men and women; it neglected the connections between the poverty of women and the poverty of men and overlooked the significance of this thesis as a powerful indicator of the immiseration of the lower strata within the U.S. working class (Gimenez, 1990).

I am aware, however, that most sociologists do not take Marxism seriously and that theorists of gender and racial oppression have been, on the whole, hostile to Marxism’s alleged reductionisms. More importantly, this is a country where class is not part of the common sense understanding of the world and remains conspicuously absent from the vocabulary of politicians and most mass media pundits. Continue reading

Persecutedness euphemized as “difference”

Elif Batuman, from “Get
a real degree” (9.23.2010)
London Review of Books
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The law of “find your voice” and “write what you know” [in creative writing programs] originates in a phenomenon perhaps most clearly documented by the blog and book Stuff White People Like: the loss of cultural capital associated with whiteness, and the attempts of White People to compensate for this loss by displaying knowledge of non-white cultures. Hence Stuff White People Like #20, “Being an Expert on Your Culture,” and #116, “Black Music that Black People Don’t Listen to Anymore.” Non-white, non-college-educated or non-middle or upper-class people may write what they know, but White People have to find the voice of a Vietnamese woman impregnated by a member of the American army that killed her only true love.

The situation is summed up in [Mark] McGurl’s construct of the “World Pluribus of Letters” (a play on the critic Pascale Casanova’s “World Republic of Letters”):

While the citizen of the Republic of Letters disaffiliates from the nation in order to affiliate with art, the citizen of the World Pluribus of Letters disaffiliates from…the super-nation, in order to reaffiliate with a utopian sub-nation, whether that be African or Asian or Mexican or…Native American…The expression of formerly enslaved, immigrant or indigenous populations, these subnational cultural interventions…forge symbolic links to an international literary space which is not, however, the space of universal literary values but a pluralized…space of decolonized global cultural difference.

The World Pluribus of Letters has replaced a primary standard of “universal literary value” with a primary standard of persecutedness, euphemized as “difference.” It seems strange to me that McGurl, who sees the situation so clearly, seems not to view it as a problem. Perhaps his status as a White Person prevents him from objecting to the ideals of the Pluribus. But my hardworking immigrant parents didn’t give me a funny name and send me to Harvard for nothing, so I’m going to go ahead and say how damaging I think this all is. Although there is nothing intrinsically wrong with writing about persecution, for either the persecuted or the non-persecuted, there is a genuine problem when young people are taught to believe that they can be writers only in the presence of real or invented sociopolitical grievances.

This really is the message that some young people take from the [creative writing] program, as we learn in a quotation from the Chicana writer Sandra Cisneros (The House on Mango Street, 1984):

Until Iowa I had never felt my home, family and neighborhood unique or worthy of writing about. I took for granted…the strange speech of my neighbors, the extraordinary lives of my family and relatives which was nothing like the family in Father Knows Best…What could I write about that my classmates, cultivated in the finest schools in the country like hothouse orchids, could not? …What did I know that they didn’t? …What did I know except third-floor flats…that’s precisely what I chose to write: about third-floor flats, and fear of rats, and drunk husbands throwing rocks through windows…anything as far from the poetic as possible.

There is nothing objectionable in a young writer plumbing her childhood and family for literary material. It isn’t even a huge problem that poor people have been a “poetic” subject since at least Romanticism. But I was deeply depressed to learn from McGurl that Cisneros here is making “canny use of an operational paradox involved in…the ‘wound culture’ of the contemporary US: a paradoxically enabling disablement.” Continue reading