Louis May Alcott plays with the social construction of gender and sexual attraction in her story by using the first-person narrative of an English gentleman and his incorrect perceptions and assumptions of what constitutes a lady. On a trip to see his dying sister, George Vane shares his train cabin with a “charming little mademoiselle.” Vane admires her “long curled lashes,” “rosy mouth,” and “golden hair” and is reminded of his first sweetheart. Her behavior is read also as feminine: She curls up “like a kitten” and appears to be a “poor little thing.” Vane sees himself as her protector and feels strongly attracted to her, choosing to pose as her husband since “the idea of passing of her father disgusted” him.
In fact, when she asks him how she can thank him for his help, he asks for an “English good-by,” a kiss on the lips. When he finds out that he has mistaken a lady for a young man, Vane unconvincingly tries to hide his attraction behind the guise of acting a part. The author intentionally blurs the boundaries between genders and affection- related bonds, thereby challenging one of the traditional stereotypes – that of proper dressing and behaving as a lady.
It should be noted that due to such author as Wharton and Alcott, a trend from patriarchal and traditionalism toward liberalism may be observed. More urban women report joint family decisions and husbands’ eventual collaboration with some traditionally feminine chores. Society as a whole, however, could still be considered as putting political, economic, and religious power, almost exclusively, in males’ hands.
In the developing cultures, life cycles with stages of specific responsibilities may be found in coastal populations of Westernized culture. In contrast, in the highlands and jungle, for example, despite rites of passage, it is usual to find children assuming important adult responsibilities and roles regarding younger siblings, land, or cattle. This means that at one stage, characteristics of other stages overlap or prevail.
There is a clear link between each life stage and the stereotypes of masculinity and femininity. Social masculinity–for example, aggression, dominance, leadership–is expected in young boys; femininity–sensitivity, tenderness, warmth–is expected in young girls. Internal masculinity–assertiveness, independence, self-confidence, self-esteem–is not ascribed to young boys and girls. As evident in the character of Wythorn, men are taught to always be harsh in the lives and deeds: “In his own room, he flung himself down with a groan. He hated the womanish sensibility which made him suffer so acutely from the grotesque chances of life” (Wharton 15).
