Opinion - page 9

As a student at Goucher College, living in a county outside of Baltimore city proper, I want to take the time to address a very important issue that affects residents of the city and should be of concern to students as well. I recently wrote a paper about the impact of eviction on women of color in Baltimore. A 2015 report by the Public Justice Center found that Baltimore ranked second in the nation, along with Detroit, in the percentage of residents who faced eviction notices, particularly single black mothers.
The Goucher Community’s commitment to working towards a just and fair world necessitates that we are aware of the injustices that are happening at the core of our extended community beyond our campus. Though our campus commitment to feminism is palpable, similarly to the movement at large, sometimes our lens is limited and exclusive, perhaps due to our lack of experience and exposure. I’ve noticed that the conversation amongst feminists in general, as well as within the Goucher community, is lacking in two critical ways. First, those identifying as feminists do not consistently use an intersectional lens in understanding and solving issues impacting women and communities, and second, important issues are overlooked in favor of an almost singular focus on issues related to women’s bodies and reproductive rights. “Mainstream” feminists often forget that women of color cannot just think about reproductive freedom because they are not yet afforded the basic freedoms and fundamental rights granted to the majority–in particular, access to safe and affordable housing. We need to widen our focus and strive for an intersectional feminist lens both in understanding and effecting change on campus and, as importantly, within our broader community.
What do evictions look like in Baltimore, Maryland? Scholars Matthew Desmond and Rachel Kimbro have found that the effects of being evicted are felt economically and mentally by all those subject to eviction but particularly on women of color on whom the impact is even more acute. Often, following an eviction, black women and their children will face prolonged homelessness and loss or confiscation of their possessions. In effect, evicted mothers and their families suffer doubly because they are left to spend additional money on new items for the temporary household, all the while budgeting for a new unit. The Baltimore Sun and NPR reported that following homelessness, the family is often forced to relocate, forcing the mother to find a new school for her children, a new job for herself with full knowledge that layoff rates are 11 to 15 percent higher for workers who have experienced an eviction, and rebuild networks of support. During these relocation periods, women of color are often faced with moving to even poorer neighborhoods where food deserts go hand in hand with a lack of other necessary services. All these factors result in a significant, often debilitating, burden on women of color in the city of Baltimore.
Both the physical and mental health effects of an eviction have as great an impact, or more so, on poor, black women’s lives as the economic consequences because these are more long term. Desmond and Kimbro explain that single mothers are desperate to find a new home after being evicted, and thus are often more likely to settle for substandard living conditions. This can lead to significant health issues, such as asthma or lead poisoning. When housing becomes the most pressing and a disproportionately severe cost for a mother, access to other essential needs–like healthcare–become acutely strained. Black mothers evicted from their homes are more likely to face depression and psychological distress due to the extended periods of homelessness and instability as a result of eviction. The American Journal of Public Health reports that not only does homelessness cause depression, but it is demonstrably related to suicides as well. Clearly, the effects of eviction on health and access to health care often are interconnected.
What exactly we, as Goucher students, do from here about the impact of eviction on women of color in Baltimore, I can not say precisely. I hope that this has brought awareness to the topic at the very least, and that perhaps it serves as an invitation to effect change. There are many organizations in the city of Baltimore that can be a start of change such as The Women’s Housing Coalition, Right to Housing Alliance, and the Public Justice Center. However, in the long run, in Baltimore and across the country, we must reimagine public policy to mitigate and address evictions and their indelible effects head on. If we fail to do so, poor people, people of color, and particularly, black mothers will continue to face entrenched poverty and socio-economic marginalization as a result of the eviction process and its prevalence.

Last Friday, the U.S. Senate passed a two-year budget deal in the early hours of the morning, which was subsequently signed by President Donald Trump. The budget will increase federal spending by close to $300 billion over the course of the next two years, with military spending set to increase by $165 billion and non-defense spending by $130 billion. This is bad news for Americans, in particular young Americans who will have to foot the bill for the future costs of these decisions. Unfortunately, it is also young Americans who pay the least attention to these sorts of issues. Here’s why it matters.
In the simplest terms, we spend more than we have the money to pay for. Many believe that the Federal deficit—the amount by which our government’s expenditures exceed its tax revenues—does not matter. The argument is that we can just make up for this deficit by borrowing money; generally speaking we do not have an issue borrowing at favorable rates because we are trusted to pay back our debts. We have the largest economy in the world, so this is not a crazy assumption. I generally agree that it is okay to run a deficit, but within reason. We start running into problems when the deficit-to-GDP ratio gets too high, or the trend continues in the wrong direction. This is exactly what will happen when we combine this spending deal with the latest round of Republican tax cuts. As things stand, by 2021, we will be facing budget shortfalls above 1 trillion dollars. With entitlement—Social Security, Medicare, Medicaid—reform unlikely in this political climate and being as close to the midterm elections as we are, this means there is very little hope of reigning in federal spending any time soon. While we may not face the worst consequences in the near term, we are extending an already dangerous standard for fiscal irresponsibility.
Don’t worry, it’s not just the federal government. Many state governments are coming to the realization that they are on the hook to pay for things they can’t afford either. Connecticut’s most recent state budget positions the state to run a deficit of $3.5 billion over the next two fiscal years. New Jersey has a debt per capita of $4,937, nearly three times the national average. Illinois and Kentucky are in the same boat. There are two huge problems for these fiscally imploding states that the federal government does not deal with: they cannot print money, and their richest residents and businesses—the ones that states raise crucial revenue from in the form of tax dollars—can just move if taxes get too high. They are beginning to do so.
If we continue on this track, relatively soon we are going to have a Federal government in fiscal crisis and state governments, already struggling to fund their liabilities, that will receive less state aid. This is a math problem, and it is a problem for all of us — Republicans, Democrats, people of all ideological affiliations and walks of life. It will be our responsibility to pay for this, just as soon as we’re done paying our student loans. If you think Bernie Sanders is going to relieve us of our college and healthcare payments, that’s fine, just stack it on top of the national debt. We’ll pay for it eventually.
The only way out is if we start electing politicians who are fiscally responsible. I suppose the reason that this problem doesn’t have more purchase amongst our age cohort or even the general U.S. electorate is because it’s not directly related to the culture wars. Whatever your stance on all of these issues we love to debate, you should put them to the side for a second, or at least also demand fiscal responsibility from your elected officials—regardless of whether it says (R) or (D) next to their name. If young voters do not begin to care about spending issues and turnout on election day, this problem will get worse. Elected officials will continue to appease the aging generations ahead of us and pass the burden right on down.

Day after day, you perform your quotidian tasks mindlessly, without reason or inquiry.

While you walk the same paths to get to that same place to see the same people to learn the same things, you continually daydream about more exciting times and places. As you daydream and contemplate the existential questions floating in your head, the uncomfortable empty space between your ribs expands. You hopelessly search for a way to fill this void, while a solution to this hopelessness and monotony has existed all along. This solution is creative engagement.

Reflect on the role art played in your childhood. You colored, painted, and crafted for the sheer joy of it. You approached the day with wonder in your eyes. The world was your playground. The unfortunate truth is that society and school has since attempted, and most likely succeeded, to milk you dry of your creativity. Most of us lead lives involving minimal creativity. Starting in middle school, art is entirely separate from the “essential” classes, like math, science, languages, and English. Because art is not prioritized by the education system, many students view art as useless and don’t take any classes. Many students also believe they are inherently unartistic, and therefore do not take classes. The most common perception of art is what is displayed in museums, and consequently, art is seen as unachievable for the normal person— destined for the few that are born with artistic talent. On the other hand, individuals who are talented and enjoy art are steered away from pursing it because of the notion of the “starving artist”. For these reasons, most people avoid art both in and out of school.

We fail to recognize the variety of art forms that exist, and how many of these forms are achievable to the everyday person. We don’t recognize that art has the potential to fulfill us, to assist us academically, to give us new perspectives, to de-stress us, and to assist us in future careers. We are not cognizant of the impact the implementation of creativity can have on every aspect of our daily lives. All of us can get so much out of art, and for this reason, we must reclaim the creativity we once had as children. Now is the time to do it. As college students, we are exploring and diving into different subjects, living on our own for the first time, and preparing to enter a career; art and creativity can assist us along this journey.

The first benefit when integrating creativity into your life is the academic advantage. Using art processes develops specific skills sets that can assist you in education. Art educator, Beth Dickson, highlights the skills you can achieve through art, including “problem identification, solution design, implementation and experimentation, and processes of reflection in order to achieve their outcomes” (71). Personally, creative engagement has given me skill sets that I couldn’t acquire by any other method. I allow myself to experiment and think in more abstract ways which results in more original creations in essays and projects. Thinking out of the box makes problem solving an easier task. I am a visual and kinesthetic learner, so integrating art into my studying facilitates my understanding of ideas learned in class.

Creativity is also a sought after ability in most careers. The aforementioned skills can be carried into one’s career. Employers seek out people who can apply these skills, because “‘creativity’ is synonymous with the innovation necessary for economic growth” (Dickson 57). If a company wants to grow, they must have people that can think creatively and develop new, never before seen ideas. Without creative employees, companies would keep producing the same things, over and over. Creative and innovative minds help the companies to grow. Through nurturing your creativity and obtaining these skills, you will be at an advantage and therefore be sought after by employers.

In addition to benefiting your in education and career, art can help to facilitate your happiness and well being. Releasing repressed emotions through art works to calm and distress your body and mind. Making art allows you to be fully present in the moment, keeping your mind active and awake, and making you more mindful. Art enlightens you with new perspectives on life. Art intensifies our feelings, thoughts, ideas and imagination. Art causes us to admire our everyday life. Art provokes conversation, brings communities together and encourages solidarity. Art preserves history while encouraging change (Howard 2).

Art and creativity contribute countless benefits to your life, and—in the long run—will allow you to lead a happier, more fulfilling life. Don’t have the time or money to take an art class? There are small changes you can apply to your life that can make a large impact, without costing you extra money, stress or time.

First, you must realize you are an artist. Relocate the inner artist that was present when you were a child. You colored because it was an enjoyable activity, not because you were good at it or had the intention of putting your coloring page in a museum. People avoid making art because of the fear of judgement and the fear of their art “not being good enough.” They believe that the function of the artist is to produce likable and wanted art. They believe that the artist is few and far between, as they must be someone with talent and training. This notion is dangerous because art is fundamental for any and every human. Many don’t realize that everyone can, and should, be an artist. Art, in any form, creates an emotional outlet. Art assists you in expressing and releasing emotions when traditional conversation can’t. If you make art, you are an artist— regardless of the quality of the product.

Many believe the notion of “everyone is an artist” makes art less valuable. In an interview, artist Joesph Beuys was asked, “A well-known saying of yours asserts that ‘Every man is an artist.’ If every man is an artist, then why have art academies and art professors at all?” To which Beuys answered, “To be sure, ‘every man is an artist’ in a general sense: one must be an artist for example, to create self-determination. But at a certain stage in his life every man becomes a specialist in a certain way; one studies chemistry, another sculpture or painting, a third becomes doctor, and so on. For this reason we understandably need special schools” (255). Beuys understands that humans are creative beings by nature, and therefore can engage creatively in some capacity, but not necessarily to the capacity of art becoming one’s entire life. Art can be a part of your life, without it being your whole life. You can create art without aesthetic value and without the intention of producing it. Nevertheless, you are still an artist because you are creating art.

Make art. Figure out what works for you. There are so many different forms of art to explore that can allow express yourself in ways that stand out from then the monotony of everyday life. When creating art, focus on the process rather than the product. The actual process of creating art is often ignored. Professor Ellen Langer further explains, “Unfortunately, our culture leads us to evaluate almost everything we do…We look at the end product and pass judgment on whether is it ‘creative’ or not without regard for whether a mindfully engaged individual created it. We distinguish the product from the experience of creating it” (5). As a result of society focusing on the final product, people do not make art for the fear of judgement. The artist’s personal experience in creating the art is what where the importance should be focused, because the process is what provides the artist with personal benefits. The process is cathartic, enjoyable, makes us more creative, and allows us to be fully present and mindful.

Be mindful. Realize that you already use creative processes everyday. Take notice when you are in situations that require creative, out-of-the-box thinking. Find ways you can you expand on these situations and use creative processes more often. Be mindful of your everyday surroundings. We get so caught up in the monotony of our daily schedules that our surroundings become boring. We become blind to what is going on around us. If you look at everyday things with a creative, fresh perspective, life will become more intriguing and exciting. As Joseph Beuys once said, “Even the act of peeling a potato can be an artistic act if it is consciously done.”

Works Cited

Adriani, Götz, Winfried Konnertz, and Karin Thomas. Joseph Beuys, Life and Works.

Woodbury, N.Y: Barron’s, 1979. Print.

Cannatella, Howard. Why We Need Arts Education : Revealing the Common Good: Making

Theory and Practice Work Better. Sense Publishers, 2015. EBSCOhost, goucher.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx? direct=true&db=nlebk&AN=1057255&site=ehost-live&scope=site.

Dickson, Beth. Education and the Arts. Dunedin Academic Press

Limited, 2011. Policy and Practice in Education. EBSCOhost, goucher.idm.oclc.org/ login?url=http://search.ebscohost.com/ login.aspxdirect=true&db=nlebk&AN=380339&site=ehost-live&scope=site.

Langer, Ellen J. On Becoming an Artist: Reinventing Yourself through Mindful Creativity. Ballantine Books, 2006.

Currently, our country’s education system is under attack due to a troubling trend: the neglect of art programs in schools. Serious budget cuts to the National Endowment for the Arts are resulting in many public schools struggling to maintain their arts programs (Mahnken). This is causing many schools to lay off teachers and, in extreme cases, cut funding for arts programs entirely (Fang). While many supporters of budget cuts would say that the STEM field should receive more funding because of the potential work applications and use in research, this ignores all the developmental, interdisciplinary, historical, and expressive benefits of art in education.

When teachers provide diverse activities for children to choose from, they are not only providing options for children to discover personal interests, they are also opening up children to new experiences, which is, of course, crucial for development. A teacher’s primary goal is not only to educate, but to aid in children’s development, and art can provide a perfect outlet for this. Simply providing access to art materials, such as crayons or paints, can help children develop their fine motor skills, which are a necessity for skills such as writing (Hwang Lynch). Exposure to new and varied experiences can help facilitate a child’s development of language and vocabulary. Thus, exposure to art in the classroom can help children gain a myriad of vocabulary, such as words relating to shape, color, texture, and process of creation (Hwang Lynch).

The inclusion of art in education enriches a student’s ability to express creativity, which, although overlooked, is a critical skill. A strong sense of creativity is applicable in problem solving processes and the ability to adjust to new or unfamiliar tasks. The ability to think creatively may help a student who struggles with abstract concepts, such as algebra. Creativity can also improve social intelligence, since it fosters self-expressive skills (Zimmerman).

Clearly, art can aid mental development, and it has many interdisciplinary applications as well. For example, it has been shown that asking students to illustrate what they want to write about improves their ability to describe the scene or character in writing (Noden & Moss). In a biology course, in order to ensure that students can fully grasp the why parts of the cell look and interact, the teacher could design a project where the student has to create a replica of the cell. Art has the ability to awaken talents in students who think differently than their classmates and make use of their strengths. Simultaneously, it forces students who are not as experienced in the arts to think in more abstract and creative ways. Thus, for teachers, an art-infused curriculum can be a powerful tool in developing the minds of their students. After all, it has been shown in multiple studies that there is a correlation between participation in the arts and academic success (Hwang Lynch).

Art has been a constant force in human history and can show insight into the lives of people in the past (Reiss). Art breathes life into society, and its absence would be catastrophic (Bazalgette). Art can also bring attention to the negativity present in our society: the racism, homophobia, sexism and any number of injustices, injustices that can only be expressed in such a human form. After all, art is uniquely human.

I have been an artist since I was a small child, and one of my earliest memories is being praised by my parents for drawing “fireworks” or, swirly, chaotic scribbles on a page of sketch paper. My parents’ encouragement of my art and my personal love for it is what truly solidified my practice for it. For me, art was an escape. I was able to travel into the world of my drawings. Just imagine my excitement when I started attending school and learned that art would be one of my regular classes. While I am now a good student, I struggled in my younger years, so art class acted as a release. It was the reason I wanted to go to school each day.

As I grew older, art allowed me to better understand myself. My school did not have the best arts program, but my art classes allowed me to express what I kept pent up.

One could make the argument that careers in the sciences make more money, that the sciences are a more revered career, that a person who studies them will gain more respect. One could choose to ignore all the evidence that art enriches development and learning and say that in the STEM fields, students gain more skills than when studying arts. Obviously scientific research is crucial in the development of our society. However, just like the world needs scientists, children need art, and the world needs artists.

Arts provide children with the chance to explore their identity, gain confidence, move around, improve their technical skills, and make beautiful, precious things. No one can deny the spark that art ignites in children. All of educational benefits aside, why deny children the chance to have fun?

Works Cited

Bazalgette, Peter. “We Have to Recognise the Huge Value of Arts and Culture to Society.” The Observer, Guardian News and Media, 26 Apr. 2014,

Fang, Marina. “Public Schools Slash Arts Education And Turn To Private Funding.” ThinkProgress, 5 Aug. 2013,

Hwang Lynch, Grace. “The Importance of Art in Child Development.” PBS, Public  Broadcasting Service, 25 May 2012,

Mahnken, Kevin. “An Arts Education Crisis? How Potential Federal Cuts Could Decimate School Arts Programs.” The 74 , 29 Jan. 2017,

Noden, Harry, and Moss, Barbara. “Nurturing Artistic Images in Student Reading and Writing.”    The Reading Teacher, vol. 48, no. 6, Mar. 1995, pp. 532–534.

Reiss, Mitchell B. “The Value and Importance of the Arts and the Humanities in Education and Life.” by Barbara Ernst Prey. Huffington Post, 9 Nov. 2014,

Zimmerman, Enid. “Reconceptualizing the Role of Creativity in Art Education Theory and Practice.” Studies in Art Education, vol. 50, no. 4, 2009, pp. 382–399.

JILLIAN SMIDA-WOOD

You often find many students in high school and college saying “When are we going to use this stuff in real life?”. The Pythagorean theorem is not going to help with me in life and I cannot name a time in which I needed to memorize it, since I took the SAT or ACT. Many high school. College students often complain about what they learned in high school because they realize that once they get out into the real world, they do not have many of the skills that they need to survive. Before many high school students leave to go to college, they do not know how to take out student loans. Is this not an issue? If it was not for the help and stress of our parents, we would not even be in college. Here are five major of things that not only our parents, but our schools, should be teaching us:
Financial management: Many students are entering college without the experience of a real job,. Because of this, students may not know how to manage their money. Even kids who had a job previously, before coming to college, may not know how to manage money correctly. From paying for textbooks to attending fun events, college students need to learn how to maintain their money and not just go broke. The habits they build will stick with them into their thirties. Building healthy financial habits will enable students to prosper in the future life.
Using “I” in essays: In high school English classes, teachers forbid using first person. Students may have written one paper in which they were allowed to use the letter “I”. Since I came to college, most of my papers have involved me using the first person “I”. Some professors have questioned their students: why are they so afraid to type papers in first person? High school English classes have forbid using it for multiple reasons: the paper is not an opinion paper and it sounds unprofessional. However, high school teachers should stop scaring students into not using first person when writing essays because it is necessary in college writing.
Self-Defense Skills: Every high school should have an option of self-defense class, or at least places where you can find classes. Many college campuses are now starting to offer self-defense classes (Goucher College is one of them!). Assault in college is common, and men and women are both victims of it. Knowing how to protect yourself never hurts.
Studying and Note-Taking Skills: Although high school teachers mention that you should know how to study and take notes, it often is more complicated in college. The way in which a student studies and take notes may need to change, because the old skill set is not working. There are also professors who put so much on the slides that it is hard to take notes. Luckily, we have phones to take pictures nowadays, but many teachers ban phone use in their class. Note taking used to be a class for our parents’ generation; it would not hurt to bring it back.
Time Management: There is so much to do in college. You have your freedom, and many students no longer have the stress of parents pushing them to get good grades. This can cause students to slack on their grades. It can be hard juggling academics, extracurricular activities, and social life. Lack of any  one of these can result in less self-care. Although college campuses have many centers that can help with time management, it would not hurt to have a class that can teach you better time management. It would reduce stress and complications in college.
Although I’ve listed these five skills, there are so many more things (taxes is a major one) that students must learn how to do. Although these are little issues, they can easily be fixed. Adding courses to the curriculum that students actually need will cause better student performance, especially for incoming freshman. Some of these basic issues can be solved in college, but some can’t.

HANNAH CLAGGETT

Although the pill allows American women to feel more in control of their body, many do not realize the dark history behind this method of birth control. In 1956, a researcher from Massachusetts named Gregory Pincus conducted the first experiment in Puerto Rico (specifically Rio Piedras and Humacao) to test the effectiveness of birth control. Pincus had to perform the experiment in Puerto Rico in order to avoid legal conflicts within the United States, since birth control did not become legal in America until the 1960s.
The experimenters had nearly 1,500 women try the birth control. Many of the women were poor and  illiterate, but they wanted to take the pill because they wanted to plan out their families. None of the women were told about the side effects of taking this pill, and Puerto Rican doctors often were distrustful of the pill.  Although at the time many were unsure about the potential side effects of the pill, Pincus was quite confident in his product and told women that they could not get pregnant as long as they took the pill regularly.
On August 2nd, 1959 Pincus wrote an article in the Washington Post detailing his observations of the experiment. He notes that at least 25 percent of women quit taking the pill because it had not been effective, causing less interest and desirability. Many participants found that the pill made them nauseous and dizzy. After these concerns were raised, in August of 1962, the FDA (Food and Drug Administration) was notified that 26 of the women endured blood clots, resulting in three deaths. Other side effects included weight gain, vomiting, headaches, stomach pain, severe cramping, constant mood changes, lack of sexual desires, and depression.
Although these women were participating in an experiment, none of them were informed that this was a trial. Since there was a major language barrier, none of them were warned about the side effects and possible risks. The experimenters only promoted a free pill and a way to prevent pregnancy. The fact that many Puerto Rican women were illiterate and lived in poverty helped the researchers select Puerto Rico as a site for the experiment.
Why was Puerto Rico chosen to be the site of these trials? In the early 1950s, Margaret Sanger, the founder of Planned Parenthood, became aware of Pincus’s creation of the pill to prevent unwanted pregnancies. Sanger was a promoter of contraception, so it is not surprising that she wanted to test the pill to see if it worked. Sanger and Pincus decided Puerto Rico would be the perfect site to do so. In 2013, Planned Parenthood claimed they went to Puerto Rico for the following reasons: Puerto Ricans accepted contraception, they were geographically close to the United States, and researchers were testing to see if illiterate women could responsibly take the pill.
Basically, what Planned Parenthood is saying is that they tricked vulnerable women into taking something that could have potentially lead to death. How are women suppose to take a pill “responsibly” if they are not even told that they are participating in an experiment, nor that there are dangerous side effects? Pincus clearly did not handle this experiment “responsibly.” Rather, the experiment was a violation of human rights.
The United States has history of racism towards Puerto Ricans and this experiment can be added to the list of human rights violations. The researchers preyed on Puerto Rican women who lived in poverty and were illiterate. They tricked them into taking a pill, not warning them about the dangerous effects. Through the suffering of these women, the researchers found out that the root of the problem was the dosages that the Puerto Ricans were taking. The women were taking very high dosages, causing them to be more prone to the side effects, so the researchers learned to lower the dosage when presenting the pill to Americans.
While Americans have been provided with proper education on the pill as a method of birth control, many of the Puerto Rican women were left suffering and some dead. Pincus and the creator of Planned Parenthood is to blame for these unjust actions. Sanger is a self-proclaimed feminist, yet she did this to other women, especially vulnerable women.  Planned Parenthood is a great organization that has helped many women, but that does not justify its dark history. This organization must acknowledge its wrongdoings and apologize to the women they have hurt.

Information from:

The Dark History of the Birth Control Pill in Puerto Rico

HANNAH CLAGGETT

In the last couple weeks, I noticed my receipt for tampons from Goucher’s Bookstore included a 6% sales tax. Like most college bookstores, Goucher’s Bookstore is run by Barnes and Noble. This surprised me because I knew that Maryland’s state law now exempts feminine hygiene products from sales tax. I felt urged to do something about this because I feel it is unjust for women to be taxed on these products in general. The Maryland’s government’s website for taxes, Comptroller of Maryland, states that they exempt feminine hygienic products, sanitary napkins and tampons from a sales tax. The law went into effect in July 2017, and was enacted by the Department of Legislative Services. When I brought this up to the cashier, he contacted a representative of Barnes and Noble. The representative replied that they were unaware about this policy change and subsequently updated the system to comply with the new law for all the stores in Maryland. Within a week, the cashier was also able to remove the tax from the products. It was an issue that was easily resolved. He informed me by saying, “Once the register is updated, it takes the tax off and it won’t process the item anymore as a taxable item.”
The pain and effort to maintain personal hygiene caused by women’s menstrual cycles is taxing enough. As a Goucher student, Allie Sklarew explained her opinion on the topic. “I would feel like if I was taxed for these products, it’s a complete insult to women, saying something that is natural to your body is somehow a horrible thing.”  Before I noticed this issue at Goucher, I had already begun research on feminine hygienic tax issues. A Washington Post article titled, “The ‘tampon tax,’ explained” stated, “tampons (and similar products) are tax-exempt in only a handful of states, including Maryland and New Jersey”. The image displays certain states that exempts feminine by sales tax (Fusion, 2015).
When it becomes a woman’s time of the month, it is necessary to purchase products that assist with menstrual hygiene. “Its not a choice to have our menstrual cycle so to be charged is unethical and unjust.” Goucher student Maria Kyriakakos states on the matter, “I think just having that natural occurrence doesn’t mean that we should be priced.” To buy feminine hygienic products are under no choice and menstrual health care is pricey as well as limited in access. Rewire states that, “Feminine products are a $2 billion industry in the United States alone.” Purchasing these various products, including tampons and sanitary napkins, are a monthly necessity, not a luxury.
The amount for these products adds up. As USA Today states, “The average woman spends $150-$300 a year on feminine hygiene disposables.” Over time, the hefty expenses and lack of accessibility can cause significant health issues. Homeless, incarcerated, or low-income women are prone to the most suffering. The price of poor menstrual hygiene can be devastating, even deadly. The New York Times states that, “It is linked to high rates of cervical cancer in India; in developing countries, infections caused by use of filthy, unwashed rags are rampant.” Luckily enough Maryland exempts these products from the sales tax. Most states don’t, and thankfully this issue with Goucher’s bookstore was quickly resolved. Being able to make a change concerning this issue at campus shows that we can all make steps towards change when faced with injustice by utilizing assertiveness, curiosity, and research.

Works Cited
Comptroller of Maryland. (n.d.). Medicine and Medical Equipment. Retrieved October 22, 2017
Larimer, S. (2016, January 08). The ‘tampon tax,’ explained. Retrieved October 22, 2017
Maryland General Assembly, D. (2017). Sales and Use Tax – Hygienic Aids – Exemption. Retrieved October 22, 2017
Meyer, Z., & McDermott, M. (2017, March 27). Tampons are out among younger women. Why feminine hygiene is newest consumer battlefield. Retrieved October 22, 2017
O’hara, M. E. (2015, April 21). ‘Robin Danielson Act’ Would Mandate Independent Testing on Tampon Safety. Retrieved October 22, 2017
Wolf, J. W. (2015, August 11). America’s Very Real Menstrual Crisis. Retrieved October 22, 2017