Slavery is not an Islamic invention. Slave trade was an accepted way of life, fully established in all societies. Most of these slaves were white people, the word ‘slave,’ comes probably from the people of Eastern Europe, the Slavs. Without exception, the ancient world accepted slavery as normal and desirable.
The great civilizations of Babylon, Egypt, Greece, Rome, were built upon slave labor. The Greeks, from whom we derive so many humanistic ideas, were dependent on slavery. Three quarters of the population of Athens were slaves. Even Plato’s Republic was based on slave labor. This was also the case of Rome. Under the Roman law, when a slave owner was found murdered, all his slaves were to be executed. In fact, half of the population of the Roman Empire were slaves.
However, Islam is unique concerning slavery, as it is legally and religiously permitted and endorsed. Slavery persisted in the Arab-Muslim world for centuries, from its beginning. Islam itself means “submission,” as in being a slave to Allah’s will. Slavery has been justified by Mohammed’s example, as laid out in the Hadith.
The main occupation of Arab tribes before Islam was raids on others (Ghazawat) in order to take booty (Ghan’im). They were not farmers nor traders, nor scientists or intellectuals. They were raiders. For the Arabs, warfare was an economic benefit to achieving human spoils of war: captives. Becoming Muslims has brought only a marginal change: instead of raiding on one another as a social-economic way of life, now came the religious order to raid on the infidels’ territories and the prize was to take much more valuable booty: fertile lands, rich property and huge amount of captives.
Muslims conquered, invaded, controlled countries and took spoils and prisoners as slaves. Islam allows Muslims to make slaves out of anyone who is captured among the infidels. Islam allows for the children of slaves to be raised as slaves. Islam allows for Christians and Jews to be made into slaves if they are captured in war. Muhammad and many of his companions bought, sold, freed and captured slaves. So it stands to reason that the Qur’an, the Hadith, and classical Islamic law have a notorious doctrine and practice of slavery. Islam perpetuated the institution.
While on a military campaign, Muslim soldiers had sex with their female captives, even though the women were married to polytheists. It is also permitted to have sex with prepubescent slave-girls. This is the attitude of Sahih Muslim, 008.3432. They also asked Muhammad about coitus-interruptus with their captive female slaves. Narrated Abu Said Al-Khudri: We got female captives in the war booty and we used to do coitus interruptus with them. So we asked Allah’s Apostle about it and he said, ‘Do you really do that?’ repeating the question thrice, ‘There is no soul that is destined to exist but will come into existence till the Day of Resurrection’ (Sahih Bukhari, 7:62:137; 5:59:459; 3:46:718; The Muwatta’ of Imam Ahmad, p. 240).
As Islam spread out across the globe, Muslims captured huge amount of slaves. Islam enslaved any nation or ethnic group that it conquered, from blacks in Africa to white men, and especially women from the Balkan, Hungary and Ukraine. Muslims also kidnapped young children, boys and girls, and Islamized them, the notorious one was the Ottoman Empire in the Balkans of the Devshirme system. Muslims also raided the European Mediterranean societies, from the 16th century on from North Africa, robed the inhabitants and kidnapped children and women, an era known as the naval piracy.
Slavery and the sexual exploitation of women are deeply ingrained in Islamic cultural tradition and religious commandments. Muslim slave owners were entitled by the Shari’ah to sexually exploit their slaves. Muslim nations had engaged in the slave trade for over 600 years before Europe became involved in the Trans-Atlantic slave trade. Almost 200 years after the British outlawed the slave trade Muslim markets continue in many countries the sale of slaves. There are persistent, credible reports that slavery exists in many Muslim countries in large numbers.
Muhammad owned slaves. He also traded with slaves, mainly women, and exchanged women concubines with others. He even asked his adopted son, Zayd, to give him his wife. Above all, he never decreed slavery as abolished. The institution was too lucrative and deeply rooted during the entire Islamic history. According to Ibn Qayyim al-Jawziyyah (Zad al-Ma’ad, 1:160), Muhammad had many male and female slaves. He used to buy and sell them, but he purchased more slaves than he sold.
After Muhammad fought the ‘Battle of the Trench,’ he slaughtered the Jewish men of Banu Qurayzah tribe and sold the women and children into slavery: verse 33:26-27: “And he drove down those of the People of the Book who backed them from their fortresses and He cast terror into their hearts; some of them you killed and some you took captive.” Ibn Ishaq records Muhammad’s massacre of the Jewish tribe, Banu Quraythah (pp. 465-66). Then the apostle dug trenches, and he sent for them and struck off their heads in those trenches as they were brought out to him in batches… There were 600 or 700 in all, though some put the figure as high as 800 or 900… Then the apostle divided the property, wives, and children among the Muslims. Some of the captive women he sent to Najd and sold them for horses and weapons.
The same happened when Muhammad attacked Khaybar, where the women were distributed amongst the Muslims.’ Muhammad (then about 60 years old) obtained for himself the very beautiful teenage girl, Safiya who appealed for her freedom. Instead he had sex with her (Ibn Ishaq, p. 511; Sahih Bukhari, 4:52:143; Sahih Muslim, 8:3326; Sunan Abu Dawud, 2:11:2118). Sahih Bukhari (5:59:512) records the occupation of Khaybar: “Khaybar is destroyed. The inhabitants of Khaybar came out running on the roads. The Prophet ordered their warriors killed, their offspring and woman taken as captives” “We conquered Khaybar, took the captives, and the booty was collected. Dihya came and said, ‘O Allah’s Prophet! Give me a slave girl from the captives.’ The Prophet said, ‘Go and take any slave girl’” (1:8:367).
The same horror occurred with beautiful Juwairiyah, after her peaceful tribe was attacked as they watered their cattle. The men were killed and the women and children enslaved and shared amongst the Muslims (Sahih Bukhari, 3:46:717; Sahih Muslim, 19:4292; Sunan Abu Dawud, 29:3920).
In many cases Muhammad gave girls to two of his sons-in-law and to a friend just to enjoy them (Ibn Ishaq, p. 593; al-Tabari, vol. 8, pp. 29-30). On pp. 592-3 we read that Muhammad enslaved 6000 women and children plus innumerable sheep and camels. As for Ali he said “Women are plentiful, and you can easily change one for another.
The Qur’an includes multiple references to slaves, slave women, slave concubines. Islam accepts the institution of slavery. It was also perceived as a means of converting non-Muslims to Islam. Slaves are mentioned in at least twenty-nine verses of the Qur’an. Muslims are allowed to have sexual relation with slave-girls. Slaves are called in the Qur’an as Mulk al-Yamin, “the right hand possesses” (4:24). All Islamic Schools of Jurisprudence agree about the enforcement of this verse. ‘What your right hand possesses’ refers to slaves and is found in many places: 4:3,24,25,36; 16:71; 23:6; 24:31,33,58; 30:28; 33:50,52,55; 70:30.
The verse (4:24) says: And forbidden to you are wedded wives of other people… except those whom your right hands possess. Ibn Kathir, one of the most authoritative and highly regarded classical commentators of the Sunni world, writes of these female captives of war: “except those whom you acquire through war, for you are allowed such women after making sure they are not pregnant. Imam Ahmad recorded that Abu Said Al-Khudri said, “We captured some women from the area of Awtas who were already married, and we disliked having sexual relations with them because they already had husbands. So, we asked the Prophet about this matter, and this Ayah was revealed… Consequently, we had sexual relations with these women.”
Thus, women captives are forced to have sex with their Muslim masters, regardless of the marital status of the women. That is, the masters are allowed to break their marriage and have sex with them. Other verses maintains: “…you may marry other women who seem good to you: two, three, or four of them. But if you fear that you cannot maintain equality among them marry one only or any slave-girls you may own” (4:3). “Prophet, we have made lawful for you the wives to whom you have granted dowries and the slave-girls whom Allah has given you as booty…” (33:50).
In 33.50, Allah gives Muhammad and all Muslim men the right to take slaves and have sex with female slaves. These are Allah given religious rights. See also 23:1-7; 70:29-30; 4.24. The Hadith contains many hundreds of descriptions of Muslims raping women captured in battle or having sex with their household slaves. This is their right ordained by Allah. Many descriptions of sex with slaves is also found dealing with ‘Azl. Coitus interruptus, withdrawing the penis before ejaculation (Sahih Muslim, 22:8; Sahih Bukhari, 8:77:600; Sunan Abu Dawud, 11:2166).
So, A Muslim men were allowed to have sex anytime with slave females (4:3, 4:29, 33:49). A Muslim could not be put to death for murdering a slave (2:178). Verse 33:52 says: “You [Prophet] are not permitted to take any further wives, nor to exchange the wives you have for others, even if these attract you with their beauty. But this does not apply to your slave-girls. Muhammad took a slave woman right immediately after his massacre of the Qurayza Jews, taking an extra-beautiful one from them.
Beheading the men and dividing up the boys as human spoils of war carry on Muhammad’s policy seen in Quran 33:26-27, in which he enslaved the women and children of the Qurayzah tribe of Jews. Tabari (vol. 11, p. 55), describes conquests during the caliphate of Abu Bakr (632-634) that represent many others throughout Islamic history. In Ayn al-Tamr, Iraq, Khalid bin al-Walid, Sayf al-Islam, “beheaded all the men of the fortress and took possession of all that their fortress contained, seizing as spoils what was in it… Khalid found in their church forty boys who were studying the Gospels behind a locked door, which he broke down in getting to them. He asked, “Who are you?” They replied, “Hostages.” He divided them among the Muslims who had performed outstandingly in battle.
In Islam Jihad to occupy the world and to force it to follow or be subjugated under Islam encompasses the ‘institutions’ of Dhimmitude and slavery. The major source of slaves was the constant Muslim raids into infidel areas, which were depopulated. Islam’s slavery was genocidal as males were generally slaughtered, while females and children were taken. The children were removed from their family and culture, forcibly converted, and used as soldiers. Slaves and their offspring were owned by the master and passed on as part of his property to inherit. Under Islam slaves have no legal rights at all – they are just a property.
Dhimmis were also forced to hand over their women and children either to pay their taxes or under laws demanding them as tribute so they became slaves and concubines. Hence the entire occupied populations were destroyed.
Most important the Shari’ah legalizes slavery, and if it is permitted in the Scriptures, nobody can abolish or even change it. All Schools of Islamic Jurisprudence traditionally accepted the institution of slavery. Slaves are regarded as inferior in Islamic law. They are not permitted to possess or inherit property, or conduct independent business. The testimony of slaves is not admissible in court; slaves cannot choose their own marriage mate, and can be forced to marry who their masters want. Slave women were required mainly as concubines and menials. A Muslim slaveholder was entitled by law to the sexual enjoyment of his slave women. There is no limit on the number of concubines a master may possess. The Islamic market demand for children was much higher than adults. Organized slave traders smuggled children into Islamic markets where they are enslaved, mutilated, and also serve as male concubine.
The Shari’ah sets Jihad laws as ‘warfare to establish the religion’ (Reliance of the Traveller, o9.0 p. 599), specify the enslavement or death if they resist, of women and children (o9.10 p. 603). Captured women and children become slaves and the woman’s previous marriage is immediately annulled (o9.13 p. 604). Vassal states were forced to supply thousands of their children annually as ‘tribute’ and these people became slaves.
Ibn Rushd compiled a compendium of the opinions of jurists up to his time. He summarizes various legal opinions about slavery: it is allowed to harm the enemy’s life, property and personal liberty, enslavement and ownership. There is a consensus about slavery, their men and women, old and young, the common people and the elite. For Ibn Rushd the example of Muhammad was extremely important for establishing the Shari’ah concerning slavery.
Bernard Lewis has put it correctly: the essence of the Shari’ah is three key elements: a) Muslim superiority over non-Muslims; b) male superiority over females; c) the legitimacy of violence to extend Islam to occupy the world. In his Race and Color in Islam, he brings many quotations and historical examples as to introduce the high need for slaves, whether acquired by violence or by commercial exchange. It was also legitimized by Islamic Scriptures and by racist felling of the Arabs, being superior species compare to the inferiority of blacks.
According to Peter Hammond, Slave Raids into Africa, the overall toll of black Africans who were transited to American and Muslim slave markets, is estimated at least 112 million, and more than 50%, in some areas and eras even 80% of those killed in the raids or died in transit. Over a million of white Europeans also ended up in the Islamic slave markets, women being a particular favorite of Arab slavers.
Humphrey J. Fisher, in his book, Slavery in the History of Muslim Black Africa, shows the ever cruel history of Islamic slave trade in Africa. The tribes’ territories were harshly Islamized, while 120 million blacks were captured as slaves, almost half of them were perished while driven on the routes to be shipped to America and the Middle East markets.
Ronald Segal in his Islam’s Black Slaves documents that from its emergence Islam has established and institutionalized slavery and slave trade. When Islam conquered the Persian Sassanid Empire and much of the Byzantine Empire, female slaves were required in considerable numbers as concubines and domestic workers. The harems of rulers became enormous in size, and castration of male slaves was common place.
Segal records: In the 1570’s, a Frenchman visiting Egypt found many thousands of blacks on sale in Cairo markets. In 1665 Father Antonios Gonzalis, a Spanish/Belgian traveler, reported 800-1000 slaves on sale in the Cairo market on every single day. In 1838, it was estimated that 10000 to 12000 slaves were arriving in Cairo each year. He also observed that “White slaves from Christian Spain, Central and Eastern Europe’ were also shipped into the Middle East and served in the “palaces of rulers and the establishments of the rich.”
Even as late as the 19th Century, it was noted that in Mecca “there are few families that do not keep slaves, and they all keep mistresses in common with their lawful wives.” Even Ronald Segal, who was most sympathetic to Islam and prejudiced against Christianity, admits that well over 30 million black Africans have died at the hands of Muslim slave traders or ended up in Islamic slavery.
The Islamic slave trade took place across the Sahara Desert, from the coast of the Red Sea, and from East Africa across the Indian Ocean. The Trans Sahara trade was conducted along six major slave routes. As for the 19th Century alone, of which we have more accurate records, 1.2 million slaves were brought across the Sahara into the Middle East, 450000 down the Red Sea and 442000 from East African coastal ports. That is a total of 2 million black slaves. At least 8 million more were calculated to have died before reaching the Muslim slave markets.
For John Alembillah Azumah, Legacy of Arab Islam in Africa, “…the worst, most inhumane and most diabolical institution of the black African slave trade was initiated, refined, perpetrated and implemented by the Mohammedan Arabs and later aided and abetted by the black converts to Mohammedan Islam.”
Robert O. Collins and James M. Burns in their A History of Sub-Saharan Africa, prove that “The advent of the Islamic age coincided with a sharp increase in the African slave trade.” Africa has become a major supplier of slaves for North Africa and Islamic Spain. The other route was through the shores of East Africa to the Americas. The earliest Muslim account of slaves crossing the Sahara to Tripoli on the Mediterranean coast was written in the seventh century. From the ninth century to the nineteenth slave trade was the biggest Islamic industry in Africa. In fact it was the only industry.
By the Middle-Ages, the Arab word ‘Abd’ was in general use to denote a black slave while the word “Mamluk” referred to a white slave. Ibn Khaldun (1332–1406) wrote: “The Negro nations are as a rule submissive to slavery, because they have attributes that are quite similar to dumb animals.” When the Fatimid came to power in Egypt they slaughtered all the tens of thousands of black military slaves and raised an entirely new slave army. From Persia to Egypt to Morocco, slave armies became common-place. After Muslim armies attacked and conquered Spain, they took thousands of slaves back to Damascus. The key prize was 1000 virgins as slaves. They were forced to go all the way back to Damascus.
Robert C. Davis, in his Christian Slaves, Muslim Masters: White Slavery in the Mediterranean, the Barbary Coast and Italy, 1500-1800, estimates that North African Muslim pirates abducted and enslaved more than 1 million Europeans between 1530 and 1780. Thousands in coastal areas were seized every year to work as galley slaves, laborers and concubines for Muslim slave masters in what is today Morocco, Tunisia, Algeria, Libya, Oman and Saudi-Arabia. He indicates that perhaps one and one-quarter million white European Christians were enslaved by Barbary Muslims. Jihad piracy and slave raids were a fact of life in the Mediterranean and Black Sea regions for the better part of a thousand years.
Hugh Thomas, The Slave Trade, records. In 1796, a British traveler reported a caravan of 5000 slaves departing from Darfur. Just in the Arabic plantations off the East Coast of Africa, on the islands of Zanzibar and Pemba, there were 769000 black slaves. In the 19th Century, East African black slave trade included 347,000 slaves shipped to Arabia and Persia.
Suzanne Everett, in her History of Slavery records: In 1818, al-Mukani ruler in Tripoli “waged war on all its defenseless neighbors and annually carried off 4000 to 5000 slaves. The traders speak of slaves as farmers do of cattle. Murders, tortures and rape abuse were day by day habits. Records in Morocco in 1876 show that the market prices for slaves varied from £10 to £30; female slaves comprised vast majority of sales with ‘attractive virgins’ £40 to £80. “A considerable majority of the slaves crossing the Sahara, were destined to become concubines in North Africa and the Middle East.”
Murray Gordon records: “Muhammad took pains in urging the faithful to free their slaves as a way of expiating their sins. Some Muslim scholars have taken this to mean that his true motive was to bring about a gradual elimination of slavery. Far more persuasive is the argument that by lending the moral authority of Islam to slavery, Muhammad assured its legitimacy. Thus, in lightening the fetter, he riveted it ever more firmly in place.”
He analyzes the sexual aspects of slavery. “For a better part of the Middle-Ages, Europe served as a valuable source of slaves who were prized in the Muslim world as soldiers, concubines, and eunuchs.” It is important to note that this pattern was established long before the European colonial period. In fact, “Eunuchs commanded the highest prices among slaves, followed by young and pretty white women… White women were almost always in greater demand than Africans, and Arabs were prepared to pay much higher prices for Circassian and Georgian women.” This was also the Fate of Slav women from the Balkans and Hungary. Abyssinian (Ethiopian) girls were considered the “second best.”
Slave taking rapidly advanced into a full-scale industry, with a disastrous impact that was apparent at the time and for centuries to come. Giles Milton in his White Gold, has noticed that the seventeenth century represented a dark period out of which Spanish and Italian societies emerged as mere shadows compare to the past. Arab slavery raids of kidnapping women and young children continued just below the surface of the coastal culture of the European Mediterranean even into the first years of the twentieth century.
The Indian historian, K. S. Lal, in his books, Theory and practice of Muslim state in India, and Islamic Jihad: the Legacy of forced conversion, imperialism and Slavery, brings horrible data of how Islamic Jihadists conquered India, butchered its inhabitants by millions, and developed a huge peculiar system of slavery there. Raiding non-Muslim territories became a constant phenomenon. Five centuries after Muslims came to power in the territory, the animist hill peoples completely disappeared as a result of their conversion through enslavement into the Muslim populace of Malaya, Sumatra and Borneo. By the raiding system, especially of children, these areas has become Islamic. In many places of Southeast Asia, the enslavement was so entrenched so that the entire population, polytheistic Hindu, Buddhist and Animist creeds, became Muslim or exterminated.
Women outnumber men in higher education but gender stereotyped subject choices persist
Education is essential to achieving gender equality. From the earliest schooling to the highest levels of post-graduate study, education influences the opportunities that can shape people’s lives.
This is why education and training of women is one of the 12 critical areas of concern in the Beijing Platform for Action, while target 4.5 of the Sustainable Development Goals (SDGs) calls for the elimination of gender disparities in education by 2030.
In the UNECE region girls tend to outperform boys in terms of learning outcomes in schools, and women outnumber men in tertiary education (university level and beyond) in almost all countries of the region.
Women remain in the minority, however, as students of stereotypically “masculine” subjects such as ICT and engineering, although in recent years they have begun slowly gaining ground.
Tertiary level graduates
In 39 out of the 47 UNECE countries with data, more than 55 per cent of tertiary graduates are women. Iceland has the highest share, with 66 per cent women. Seven countries are close to gender parity, with the share of women ranging from 48 to 55 per cent, and only in Uzbekistan are women in a clear minority, with 38 per cent of tertiary graduates.
After decades of increase in women’s participation in higher education, women substantially outnumbered men among tertiary level graduates in most countries by 2012. Since then, women’s share has declined in 32 out of the 47 countries with data. Whilst in Azerbaijan and Turkey fewer than half of tertiary graduates were women in 2012, more women have entered tertiary education in these countries since and the 2017 data already show gender parity there.
Subject choices of women and men
The subjects studied at tertiary level by women and men can reflect stereotypes of “masculine” and “feminine” subject areas. Some subjects may be preferred by potential employers and may affect occupational segregation once graduates enter the labour market. Information and Communication Technologies (ICT) and Engineering, Manufacturing and Construction (EMC) are two broad groups of subjects where male students have historically predominated.
Women remain a minority among ICT students in the UNECE region, with percentages ranging from 11 in Belgium to 33 in Greece. The four countries with the largest share of women among ICT students are all in the Balkan region. Among students of EMC, the share of women is somewhat higher, but still falls far short of parity, ranging from 14 per cent in Georgia to 44 per cent in North Macedonia.
In both of these subject groups, the recent trend shows small gains for women in some countries but reductions in others. Overall, progress towards gender equality in these two typically male-dominated subject areas is uneven and slow.
UNECE Beijing+25 Regional Review Meeting
Progress in achieving gender equality in education will be one of the areas in focus at the upcoming Beijing+25 Regional Review Meeting for the UNECE region, with a particular emphasis on how women and girls can enter currently male-dominated fields.
The Beijing Declaration and Platform for Action of 1995 (Beijing Platform for Action) is the most ambitious road map for the empowerment of women and girls everywhere. In 2020, it will be 25 years since the Beijing Platform for Action outlined how to overcome the systemic barriers that hold women back from equal participation in all areas of life.
The Beijing+25 Regional Review Meeting (29-30 October 2019) will take stock of where the UNECE region stands on keeping the promises of the Beijing Platform for Action. Bringing together government representatives and key stakeholders from the UNECE region, the meeting will tackle a number of obstacles that keep girls and women from realizing their full potential. UNECE is joining forces with the UN Women Regional Office for Europe and Central Asia to deliver a two-day multi-stakeholder meeting to exchange concrete policies to accelerate the realization of gender equality. The outcomes of the meeting will feed into the global review of the Beijing Platform for Action taking place at the sixty-fourth session of the Commission on the Status of Women in New York from 9 to 20 March 2020.
Call for Action from Leaders and Business on Violence against Women
Spiralling levels of violence against women in Africa require immediate action from governments and businesses, including tangible measures to create safe spaces, experts from across the continent told the World Economic Forum on Africa today.
Protesters in South Africa have taken to the streets and social media to demand action, following the rape and murder of a Cape Town university student who was attacked in a post office. Uyinene Mrwetyana was just the latest of many victims of brutal assaults in a region where approximately 45% of women and girls over 14 years have experienced physical or sexual violence.
“I’m dumbfounded by the idea that we can continue with business as usual,” said Namhla Mniki-Mangaliso, Director of African Monitor, who urged technology companies to take a lead in delivering solutions. “It would take a click of a finger for a tech company to say we are going to deploy a software that can assist us with an emergency response system for poor women in South Africa free of charge.”
The potential for technology to help in the fightback highlights the need for businesses to think creatively, given that cyberbullying can also contribute to discrimination in the first place. Mniki-Mangaliso said the wider business community should also step up to the plate by backing a gender-based fund to address the deep-rooted problems behind the rising tide of physical and sexual assaults.
Hafsat Abiola-Costello, President and Chief Executive Officer of the Women in Africa Initiative, said Africa could learn from China, where decisive action was taken to ban harmful practices like foot binding and polygamy. African governments, by contrast, too often fail to enforce bans on polygamy or genital mutilation, thereby reinforcing a culture of discrimination against women that becomes embedded from childhood.
The failure to protect women is not just a moral issue; it also comes with a high economic cost. “Who drives African communities? It’s our women. Our women can drive Africa’s development, if given the chance, if protected, if their rights are respected,” Abiola-Costello said. “Africa missed the first industrial revolution, we missed the second, we missed the third. If we don’t address this issue, we will miss the fourth.”
Obiageli Katryn Ezekwesili, who spearheaded the #BringBackOurGirls campaign in Nigeria and is a fellow of the Robert Bosch Academy, said calls for women to help drive African development will simply ring hollow if violence is not addressed. “The world lacks the moral pedestal to stand on to ask girls to aspire if we cannot have the back of those who are vulnerable,” she said.
With 16,000 deaths due violence against in women every year in South Africa alone, Akudo Anyanwu, Associate Dean at Johns Hopkins University, said: “Our presidents and the leaders in government need to come out and take a position. We need to have our leaders come out and call crimes a crime.”
Young women learn government fundamentals in nationwide leadership program
This July, two teenage girls from every state in the country met in Washington, D.C., for the 73rd annual American Legion Auxiliary Girls Nation. This one-week government-in-action leadership development program is designed to educate future leaders on U.S. government fundamentals and the rights, privileges and responsibilities of citizens.
The girls selected to go to ALA Girls Nation are chosen from week-long ALA Girls State programs in each state. The young women become “senators” for a week and participate in mock political campaigns and debates, visit historical sites, and meet their real-life counterparts on Capitol Hill. For a number of the participants, the program’s impact extends beyond the weeklong event: Many go on to serve in the military and credit ALA Girls Nation as their source of inspiration.
New ALA member and U.S. Army Capt. Virginia Clark, stationed at Fort Benning in Georgia, is an ALA Girls Nation alumna. Though she says she has always been patriotic, her experiences at ALA Girls State and ALA Girls Nation helped her realize she wanted to serve her country. “Being around really motivated people made me realize I wanted to be around people who were spending their time doing things rather than looking for the next great party,” Clark said.
Reflecting on where she has been and where she is going, Clark says she owes it all to the American Legion Auxiliary. “I wouldn’t have gotten into West Point without ALA Girls State and ALA Girls Nation … I 100 percent owe, I think, my current life and my career — I met my husband at West Point — to the fact that I went to ALA Girls State and ALA Girls Nation.”
For some girls, the Washington, D.C., leadership program is their first opportunity to connect with peers with common interests. For others, it is the first time they encounter students whose perspective differs from their own. For all, it is a moment in time where similarities and differences come together to symbolize strength, democracy and freedom.
Former ALA Girls State and ALA Girls Nation attendee Allyson Snelling, who is attending the U.S. Military Academy at West Point, chose a career in the military because she “loves everything it represents.” She adds, “The values and lessons I’ve learned during my short time at West Point have made me a better person and leader.” Snelling said the program taught her the power of one voice and the importance of communicating with others. “Being able to communicate with someone you may completely disagree with is becoming a lost art,” she said. “ALA Girls Nation taught me that it doesn’t matter if you agree; it matters that you understand.”
ALA Girls Nation alumnae have gone on to hold leadership roles in industries spanning government, media, education and law, and many have become high-ranking members of the military.
Notable alumnae include Jane Pauley, national media personality; Susan Bysiewicz, lieutenant governor of Connecticut; retired Lt. Gen. Michelle D. Johnson, former superintendent of the U.S. Air Force Academy and former Air Force aide to the President; Ann Richards, former governor of Texas; and Susan Porter-Rose, former chief of staff to First Lady Barbara Bush, among many others. ALA Girls Nation is proud to be a foundation of support to the future strong women of this great nation.
The American Legion Auxiliary (ALA) is a nonpartisan organization committed to advocating for veterans’ issues, mentoring America’s youth and promoting patriotism. They advance the mission of The American Legion, incorporated by Congress in 1919 as a patriotic veterans organization founded on four pillars: Veterans Affairs & Rehabilitation, National Security, Americanism and Children & Youth.
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