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Throwing Like a Girl

Throwing Like a Girl is a science topic covered in the lgStudy science library. This page brings together a partial reference excerpt, illustrations, worked examples, real-world applications and a short study plan, so you can understand Throwing Like a Girl rather than just read about it. In short: "Throwing like a Girl: A Phenomenology of Feminine Body Comportment Motility and Spatiality" is a 1980 essay by political philosopher and feminist Iris Marion Young which examines differences in feminine and masculine norms of movement in the context of a gendered and embodied phenomenological perspective. Young's essay uses ideas from philosophers Simone de Beauvoir and Maurice Merleau-Ponty to examine how percepti…

Throwing Like a Girl — main illustration
Throwing Like a Girl — illustration

Key takeaways

  • Throwing Like a Girl belongs to science; place it in that map before memorising details.
  • Learn the definition first, then one example that makes the definition concrete.
  • Connect Throwing Like a Girl to a quantity you can measure, compute or draw — that is where exam questions come from.
  • Reproduce the core statement of Throwing Like a Girl from memory before moving on to harder problems.

Reference excerpt

"Throwing like a Girl: A Phenomenology of Feminine Body Comportment Motility and Spatiality" is a 1980 essay by political philosopher and feminist Iris Marion Young which examines differences in feminine and masculine norms of movement in the context of a gendered and embodied phenomenological perspective. Young's essay uses ideas from philosophers Simone de Beauvoir and Maurice Merleau-Ponty to examine how perceptions of the female body relate to task performance and confidence.

Summary

Introduction Young begins her essay with a critique of Erwin Straus and his conclusion that differences in movement between men and women are rooted in biology. Straus studied the differences in how young boys and girls each threw a ball, and noted that the boys utilized more physical space and energy to exert their throw, concluding that the differences were due to biological difference. Young argues that because these children were pre-pubescent and were physically quite similar, their differing approaches were due to differing understandings of body comportment. To elaborate, Young introduces Simone de Beauvoir’s account of women’s existence as constrained. Young asserts that de Beauvoir neglected several important aspects and, formulated to misconception that women's anatomies that determine their being unfree. The female body then becomes something to transcend, or break free from, rather than something that people recognize is in fact conditioned to be the way it is. Young explains this gap in understanding as her motivation in writing the essay; to examine further the functionality of women's bodies in a given space. The society she focuses on is about women in a "contemporary advanced industrial, urban, and commercial society" specifically, with attention to how the modalities of the feminine body are restricted in attempt to achieve specific goals, such as throwing a ball. To outline the framework of her essay, Young first defines what it means to be feminine as "a set of structures and conditions which delimit the typical situation of being a woman in a particular society, as well as the typical way in which this situation is lived by the women themselves." Femininity is therefore not a characteristic or trait, but a quality of the female existence. Young argues women are "Others" in society, and are deprived of basic human qualities because of their sub-ordinance within the patriarchy. Women must therefore struggle to transcend this bodily comportment, Young argues.

Section I: Observations on Feminine Body Comportment Young returns to Straus's observations of women engaging in physical activity, incorporating her own experiences to make the argument that women are physically no less capable than men, but underperform due to psychological barriers. She claims that women engage in a self-fulfilling prophecy, in which they do not see themselves as capable, so they do not “summon the full possibilities of our muscular coordination, position, poise, and bearing” that men do. This is partially attributable to the idea that a woman has a constricted space to move in, while a man does not feel these limitations. In addition to the fear of taking up too much space, women also have a stronger fear of getting hurt, and underestimate their bodily capacity. Young writes, "We decide beforehand — usually mistakenly — that the task is beyond us, and thus give it less than our full effort." This concept results in the phrase, "throwing like a girl"; although women are physically capable of throwing, and performing other physical tasks, successfully, their understanding of societal bodily comportment restricts their performances of those tasks.

Section II: A Phenomenological Account of the Modalities of Feminine Bodily Comportment & Mobility In Section II, Young explains three modalities of feminine mobility that prevent a woman from engaging in the world to her body's full capacity. She cites Merleau-Ponty, Sartre, and previous "intellectual thinkers," who argued that a person could transcend societal boundaries by consciousness alone. Young contests this idea, observing that the body itself must remain aware of its surroundings in the effort to transcend. She identifies feminine transcendence as ambiguous transcendence, explaining that "all transcendence is ambiguous because the body as natural and material is immanence." Young refers to her previous observations that women only use parts of their body to perform a task, and thus concludes that while these parts move, the rest of the female body remains rooted in immanence. Women simultaneously view their bodies as a burden and as something that needs protecting. Young explains this existence as in an inhibited intentionality. She writes, "When the woman enters a task with inhibited intentionality, she projects the possibilities of that task — thus projects an "I can" — but projects them merely as the possibilities of "someone," and not truly her possibilities — and thus projects an "/ cannot." This again refers to her previously stated self-fulfilling prophecy, in which women do not succeed in tasks to the best of their ability because they do not believe that they can do so. The third modality of feminine mobility presented in Young's essay is discontinuous unity. Young theorizes that the female body sees its surrounding space as "a continuous extension of its own being," thus restricting its own movement. Additionally, the parts of a body that move when performing a task are isolated from the rest of her body, which remains immobile. Merleau-Ponty explains that women thus see their bodies as both the subject and object of an action; for example, "women have a tendency to take up the motion of an object coming toward them as coming at them." When a woman views her body as the object of the action rather than the subject, it is even more difficult for her body to transcend and perform to its full capability. Young concludes that women therefore have constrained bodily comportment and mobility, because they see their bodies as objects rooted in an imminence they are unable to transcend.

… excerpt ends here. Continue reading the full article.

Worked examples

Example 1 — a first encounter with Throwing Like a Girl

Start with the simplest possible case. Write down what Throwing Like a Girl claims or describes in one sentence, then invent the smallest concrete situation in which that sentence is true. In science, the smallest case is usually a single object, a single equation or a single measurement. Check that every symbol or term in your sentence has a meaning in that case.

Example 2 — changing one variable

Take the situation from Example 1 and change exactly one quantity: double it, halve it, or set it to zero. Predict what should happen to Throwing Like a Girl before you calculate. Comparing your prediction with the result is the fastest way to find out whether you understand the idea or only the words.

Example 3 — an exam-style question

Typical questions about Throwing Like a Girl ask you to (a) state it precisely, (b) apply it to given data, and (c) explain a limitation. Practise writing all three answers in under five minutes; the third part is what separates a full-mark answer from an average one.

Applications of Throwing Like a Girl

In research
Throwing Like a Girl appears in science research whenever the underlying quantities have to be modelled precisely. Papers usually cite it as a starting assumption and then explore where it breaks down.
In technology and industry
Engineering practice reuses Throwing Like a Girl in design rules, simulations and safety margins. Knowing the idea lets you read a specification sheet and understand why the numbers look the way they do.
In the classroom
Throwing Like a Girl is common in secondary-school and first-year university syllabi. It links to neighbouring topics Academic journal articles, Books about perception, Contemporary philosophical literature, so understanding it makes those chapters shorter.
In everyday life
Look for Throwing Like a Girl outside the textbook — in sport, cooking, traffic, electronics or the sky above you. An example you found yourself is remembered far longer than one you were given.
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How to study Throwing Like a Girl in 20 minutes

  1. Read the reference excerpt below once, without taking notes.
  2. Close the page and write down what Throwing Like a Girl means in your own words.
  3. Compare your version with the excerpt and mark what you missed.
  4. Work through the three examples above with pen and paper.
  5. Explain Throwing Like a Girl out loud to somebody else — or to Teacher Smith in the lgStudy chat.

Frequently asked questions

What is Throwing Like a Girl in simple terms?

"Throwing like a Girl: A Phenomenology of Feminine Body Comportment Motility and Spatiality" is a 1980 essay by political philosopher and feminist Iris Marion Young which examines differences in feminine and masculine norms of movement in the context of a gendered and embodied phenomenological pers…

Why does Throwing Like a Girl matter?

Because it connects several science ideas at once: it gives you a definition you can apply, a quantity you can calculate, and a way to check whether a result is plausible.

How should I study Throwing Like a Girl?

Read the excerpt, restate it from memory, then work through the examples and applications listed on this page. The five-step study plan above takes about twenty minutes.

What does this page cover?

It gives you a compact reference excerpt plus original lgStudy explanations, examples, applications and study material on Throwing Like a Girl.

Tags

  • Academic journal articles
  • Books about perception
  • Contemporary philosophical literature
  • Phenomenology

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