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Aislin Daugherty

Mrs. Philips

AP Literature and Composition

15 March 2023

Jane Eyre’s Lifelong Development of Feminism and Fight for Equality

The term “feminism” has been loosely used for decades to describe women’s attributes,

but at its roots, feminism is the “belief in and advocacy of equal rights for women based on the

idea of equality of the sexes” (McAfee). Feminism and feminist beliefs are motivated by

women’s real encounters with inequality because of their gender in the home, the workplace, and

throughout the entirety of society (Su 59). The nineteenth century sparked a dramatic change in

analyzers’ approaches to reading literature, and through new developments in society, the

Gender Studies Approach evolved. The Gender Studies Approach recognizes gender stereotypes

and sheds light on the inequality between women and men. In the novel Jane Eyre, author

Charlotte Brontë explores Jane’s desire to achieve equality throughout her development as an

orphan, student, teacher, wanderer, and wife. Although Jane represents a figure that experiences

severe injustices due to her gender and social class, she is motivated to defy the odds in order to

overcome the conventions of the time and exhibit feminist values. Through the readers’ use of

the Gender Studies Approach and the portrayal of feminism in each stage of Jane’s life at

Gateshead Hall, Lowood School, Thornfield Hall, Moor House, and Ferndean Manor, Brontë

explores Jane’s development in her values and her dedication to gaining equality.

To begin, Jane’s inimical experience at Gateshead Hall shapes her mindset for the

remainder of her life. Upon Jane’s initial arrival and entire evolution at Gateshead, the Reed

family succeeds in establishing their superiority and condemning Jane for her gender and social
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standing (Godfrey 856). They consistently belittle Jane and domineer over her because of her

inferior status as a female orphan. For example, in the first chapter of the novel, Jane’s oldest and

most violent cousin John Reed bullies her, and when Jane tries to defend herself, Mrs. Reed

castigates her and scolds, “’For shame! for shame! What shocking conduct, Miss Eyre, to strike a

young gentleman, your benefactress’ son! your young master!...you are less than a servant, for

you do nothing for your keep’” (Brontë 17). In the Victorian Era, the lower class was deemed

inferior to the upper class in a similar way that women were deemed inferior to men (Gao 927);

in both of these aspects, Jane experiences inequality that pushes her to grow up quickly, and in

the process, she gains a better understanding of herself and her values (Homans 30).

Additionally, Jane’s lack of true family negatively impacts the beginning of the development of

her feminist thought. French author and feminist Julia Kristeva presents the idea that feminism is

based on the relationship between mother and daughter, which Jane is dispossessed of (Murfin

460). Kristeva’s thought applies to Jane’s life inversely; she cannot enjoy the bond between

mother and daughter, so she must learn feminism by either resembling or disassociating from

other figures in her life. Jane’s childhood at Gateshead Hall places her at a disadvantage in many

aspects of vital guidance that a child needs for growth, and the hostile environment at Gateshead

forces Jane to learn on her own. This is supported by other experts’ ideas that negligence in

female relationships provoke “rage, hurt, and a feeling of betrayal,” which Jane exhibits as she

grows up trapped in Gateshead’s contentious environment (Flax 179-180). Jane’s willingness to

defend herself and necessity to learn on her own at Gateshead aid in developing her strong sense

of self, which readers can be inspired from.

Next, more prejudice is aimed towards Jane upon her arrival at Lowood School. Jane

encounters various mentors who uplift her and guide her throughout her time at Lowood;
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however, one of her biggest antagonists is Mr. Brocklehurst, the hypocritical proprietor of

Lowood. While the girls at Lowood live in extremely poor conditions, Mr. Brocklehurst basks in

his wealth. Although he haughtily flaunts his expensive clothing, he demands that the young girls

demonstrate Evangelical values and embrace societal gender roles, and in one case, Brocklehurst

requires a girl cut her naturally curly hair. Brocklehurst’s strict implementation of his views onto

the girls but his direct objection of them for himself show his exertion of his superiority over

them. He views himself as righteous and imposes the accepted values of modest femininity onto

the girls at Lowood. Victorian men viewed women as living in a “separate sphere” that led them

to become homemakers and mothers only; Brocklehurst manipulates his superiority over the girls

to lock them into a position of inferiority, a common practice for arrogant men, especially those

of authority (Godfrey 853-860). Brocklehurst’s distinction between what the girls can do versus

what he can do portray an opposition to feminist views, and Jane’s rejection of his beliefs further

portrays the beginning of her feminist ideals that she truly undertakes in the next chapter of her

life. Mr. Brocklehurst’s character represents a condescending figure against equality for both

genders, and through Jane’s overcoming of his hypocrisy, she learns the power of resilience and

exemplifies to readers the importance of perseverance in times of injustice.

Furthermore, Jane grows more steadfast in her beliefs and actively exhibits them as she

gets older and stronger in her foundation at Thornfield Hall. In Jane’s first encounter with her

master Mr. Rochester, she portrays masculine feminism by protecting him from injury (Godfrey

864). On her way to deliver a letter to the city, Jane rushes to an injured man’s aid, who she later

discovers is Mr. Rochester. Through this encounter, Jane pursues androgynous roles by

performing both masculine and feminine acts. She exhibits traditional masculinity through her

protection of Rochester and femininity through her motherly instinct to care for him; thus, Jane
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reverses the status quo through her protection of her master and establishes her desire for

equality that she fights for throughout the remainder of their relationship. Likewise, Jane stands

up for herself and follows her mind even when Rochester’s temptations captivate her heart.

Nineteenth-century relationships commonly involved dominant older men and submissive

younger women, a characteristic of Jane and Rochester’s work-related and affectionate

relationships (Godfrey 860). Throughout her time as a governess at Thornfield, Jane is looked

down upon by members of the upper class like Blanche Ingram, but Jane remains in Rochester’s

peripheral (Gao 927). In Rochester’s pursuit of Blanche, Jane persists in the forefront of

Rochester’s mind, and later on, he confesses his love for Jane when she expresses to him,

“And if God had gifted me with some beauty, and much wealth, I should have

made it as hard for you to leave me, as it is now for me to leave you. I am not

talking to you now through the medium of custom, conventionalities, nor even of

mortal flesh; it is my spirit that addresses your spirit; just as if both had passed

through the grave, and we stood at God’s feet, equal – as we are!” (Brontë 296).

Although he is of a higher social class, Jane does not submit to Rochester’s will; she is in love

with him but keeps him humble and accountable. Jane’s assertion of equality to Rochester shows

her true attainment of independence that she achieves throughout her relationship with her

master. Jane’s denial of traditional gender roles and pursuit of equality in her position as a low-

status governess exhibit her true commitment to her feminist thought in the novel and show

readers that equality is possible in various types of relationships.

Moreover, Jane’s transition from a plain governess to a seeking wanderer discovering

Moor House further instills strength within her to build new relationships and stand up against

others who misvalue her. Upon her arrival at Moor House, Jane quickly builds a relationship
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with Diana and Mary. Jane seeks knowledge from the sisters and through their mutual

relationship, she establishes her first healthy female relationship since Lowood School. Feminist

author Jane Flax quotes that “feminism, however, has made it possible for many women to

develop strong one-to-one intimate relationships with other women” that heal the trauma

suffered in childhood (179-185). The close bond that Jane obtains with Diana and Mary acts as a

reflection of her overcoming toxic relationships from her past, and she finally receives the

desired, supportive relationship of philia. In addition to Jane’s newfound relationship with the

sisters, she also establishes a relationship with St. John. He provides her a home and income;

however, he also offers her the option to join him in his work and marriage, which Jane refuses.

St. John condemns her and believes she is rejecting God’s plan for her, but Jane knows she can

achieve better than being only a minister’s wife; she is independent and deserves to be loved for

her, not for her work. This awareness of herself and her potential shows how she has achieved

equality throughout the novel, and in her denial of St. John’s wishes, she rises up against

everyone in her life that has viewed her as inferior. From her time at Moor House, Jane embraces

the true equality she has achieved throughout her life through her ability to form healthy

companionship and recognize her own worth.

Ultimately, Jane’s final destination at Ferndean Manor fully culminates the feminist

journey she endures throughout the novel. Upon her arrival, Jane finds Rochester blind and

handicapped from his honorable actions in saving Thornfield residents from a fire; she once

again serves him, but they switch positions of power. Many nineteenth-century novels explore

the development of feminism, and often, “when the older man actually becomes subordinate to

the younger woman either psychically, sexually, [or] economically,” the woman’s fight for

equality is completed (Godfrey 861). In Jane Eyre, however, Rochester’s destiny fulfills his
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divine retribution and establishes Rochester and Jane as equals. Through this power reversal,

Jane truly gains her equality; Jane and Rochester ultimately understand one another openly as

equals and can be married in good faith and morals. Through the power reversal that occurs in

the final setting of the novel, Jane acts as an inspiring example to readers, achieves the

independence and equality she fights for throughout her many trials, and likewise, reaches the

end of her feminist growth.

Overall, feminist teachings and feminist criticism regarding Jane Eyre can be used to

identify Jane’s thoughts and actions on her journey to achieve equality. For centuries, women,

especially those of low status, have been deemed inferior to others in all aspects of society. By

examining Jane Eyre with the Gender Studies Approach, readers can view the novel through the

perspective of a woman during Victorian Era England and understand the inequalities that

women faced in all stages of their lives. Analyzing Jane as an orphan, student, teacher, wanderer,

and wife opens the reader’s mind to the unique journey she endures and to the idea that although

difficult, equality is achievable for all who fight for it.

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Works Cited

Brontë, Charlotte. Jane Eyre. Barnes & Noble, Inc., 2003.

Flax, Jane. "The Conflict between Nurturance and Autonomy in Mother-Daughter Relationships

and within Feminism." Feminist Studies, vol. 4, no. 2, Toward a Feminist Theory of

Motherhood, Jun. 1978, pp. 171-189. JSTOR, doi.org/10.2307/3177468.

Gao, Haiyan. "Reflection on Feminism in Jane Eyre." Theory and Practice in Language Studies,

vol. 3, no. 6, Academy Publisher, Jun. 2013, doi:10.4304/tpls.3.6.926-931. Google

Scholar, https://scholar.google.com/schhp?hl=en&as_sdt=0,39.

Godfrey, Esther. "Jane Eyre, from Governess to Girl Bride." Studies in English Literature, 1500-

1900, vol. 45, no. 4, Rice University, Autumn 2005, pp. 853-871. JSTOR,

www.jstor.org/stable/3844618.

Homans, Margaret. "Jane Eyre, Incidents in the Life of a Slave Girl, and the Varieties of

Nineteenth-century Feminism." Chapter 3, Cambridge University Press, 1 Dec. 2015, pp.

27-41. Literature and the Development of Feminist Theory, edited by Robin Truth

Goodman,

https://books.google.com/books?hl=en&lr=&id=wXDjCgAAQBAJ&oi=fnd&pg=PA27&

dq=jane+eyre+feminism&ots=z3u_ZrSL9t&sig=heLmYY8Z4ZdRKoEj7F9a5e853jY#v=

onepage&q=jane%20eyre%20feminism&f=false.

McAfee, Noëlle. "Feminist Philosophy." The Stanford Encyclopedia of Philosophy, edited by

Edward N. Zalta, The Metaphysics Research Lab, 28 Jun. 2018,

https://plato.stanford.edu/entries/feminist-philosophy/#Aca.

Murfin, Ross. "Feminist Criticism and Jane Eyre." Eastern Illinois University,

https://www.ux1.eiu.edu/~rlbeebe/what_is_feminist_criticism.pdf.
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Su, Sha. "The Image in the Mirror‐A Feminist Study on the Autobiographical Elements in Jane

Eyre." International Journal of Education and Humanities, vol. 6, no. 1, 2023,

https://pdfs.semanticscholar.org/eaa7/ad88c914a05e224c09b48e6f649028bedf8f.pdf.