Attached is the instructions on completing a News
Attached is the instructions on completing a News Report. In the instructions is a list of articles in which you can pick one and use that to complete the assignment. Please follow these instructions step by step with in text citations and proper citation. Include quotes and examples to support your discussion as part of your responses to questions 3-7. Remember to include in-text citations and a References list for all references to the article or class learning resources, whether quoted, paraphrased, or summarized.
This is due on Tuesday Morning 9am EST.
Also attached is some classroom material that can be used as references.
News Report Requirements:
The subjects we cover in WMST 200 appear in the news daily. Part 1 of the Current Topic Project is a report on a news article which will connect our course work to the most current developments of interest to the field, especially those that impact people's day-to-day lives.
1. Chose news article published in the last 12 months that focuses on a topic of interest to Women's Studies [choose from the list below]
2. After you have read your chosen news article, respond to the questions below in a 700-1,000 word (3-4 page) report about the article and what you have learned, focusing on the aspects of interest to Women's Studies:
0. Title, author, publication, date, and url for your news article.
1. Brief (1-2 sentence) summary of the main topic of the article.
2. Why would this article be of particular interest to a Women's Studies student or scholar? If you're not sure, one place to start is to review the information about Women's Studies found in Module 1: What Is Women's Studies?.
3. What did you learn that you didn't already know by reading this article?
4. Which topic, person, example, or idea in the article would you like to know more about? What questions would you suggest the reporter ask in a follow-up article?
5. What social, political, personal, historical, economic, artistic, or other impact might the information in this article have? Why?
6. Is there anything you read or thought about while reading the article that has relevance to your life outside of this class or outside of the article itself?
Include quotes and examples to support your discussion as part of your responses to questions 3-7. Remember to include in-text citations and a References list for all references to the article or class learning resources, whether quoted, paraphrased, or summarized.
Please note that this assignment is a report, not an essay. You must write in complete sentences, but you do not have to write it as an essay with a thesis, body paragraphs, etc.. Instead, it is recommended that you number each response as you answer the questions. To meet the word count requirement, be sure to answer questions 3-7 in detail, and give specific examples or quotes (cited!) for each answer.
Choose one of the approved articles in the list below:
· Brazilian butt lift: behind the world's most dangerous cosmetic surgery (The Guardian) [February 2021]
· Does allowing transgender women to compete spell the end to women’s sports? (Deseret News [February 2021]
· Marine calls out Corps for sexual misconduct in 'deeply disturbing' video (Task & Purpose) [February 2021]
· A woman gave birth alone in a Kentucky jail. It's a harrowing example of a bigger problem, experts say. (The Lily) [March 2021]
· The Pandemic Has Made Women Angry (The Atlantic) [March 2021]
· Trump Judge: Professor Has a First Amendment Right to Misgender a Trans Student in the Classroom (Slate) [March 2021]
· Leaving Xinjiang has not meant Uyghur women are free of Beijing’s grasp (The Atlantic) [April 2021]
· How Becky Lynch Became ‘The Man:’ On the eve of another WrestleMania, go inside the WWE Superstar's brutal, bloody fight to shape the world to her will. (Elle) [April 2021]
· Living Nonbinary in a Binary Sports World (Sports Illustrated) [April 2021]
· “It’s All About What Makes You Feel Good”: Billie Eilish On New Music, Power Dynamics, And Her Internet-Breaking Transformation (Vogue) [May 2021]
· Out Major General Tammy Smith retires after 35 years of service (LGBTQNation] [May 2021]
· Hall of Fame-bound Tamika Catchings and our conversation that affirmed everything (ESPN) [May 2021]
· Colorado bill aims to protect pregnant women’s rights (APA News) [May 2021]
· Trans Identity Is Not a Social Media Fad (Slate) [June 2021]
· These innovative designs are tackling taboo health issues for women (CNN) [June 2021]
· Malala Yousafzai's Interview In 'British Vogue' Sparks Anger In Her Native Pakistan (NPR) [June 2021]
· Tampa teens reported a teacher’s sexual comments. Then a student’s life was upended. (Tampa Bay Times) [June 2021]
· Is there an inherent catch 22 in women’s issues? (CEO World) [June 2021]
· UN Women Hopes $40 Billion Will Accelerate Gender Equality (US News and World Report) [Aug 2021]
· Why sexism is still a problem at the most ‘gender-equal’ Olympics (Aljazeera) [Aug 2021]
· Women in STEM: 3 Challenges we face ̶ and how to overcome them (CNBC) [Aug 2021]
· Time to Bring Clinical Light to Shadowed Women’s Health Issues (Managed Healthcare Executive) [Aug 2021]
· As Texas ban on abortion goes into effect, a religion scholar explains that pre-modern Christian attitudes on marriage and reproductive rights were quite different (The Conversation) [Sept 2021]
· Women’s Group Supermajority Aims To Push Women’s Issues And More Women Into Office In Pennsylvania (CBS Pittsburgh) [Oct 2021]
· The Gabby Petito case shows the limits of America’s domestic violence laws, experts say (Deseret News) [Oct 2021]
· Women are still being blamed for society’s problems with fertility (The Guardian) [Oct 2021]
· COP26: Why are women still missing at the top climate table (Forbes) [Oct 2021]
· Women of Color and the Wage Gap (CAP) [Nov 2021]
· How States Are Addressing Violence Against Indigenous Women (US News and World Report) [Nov 2021]
· The problem with PPE: women reveal why construction kit is not fit for purpose (Construction News) [January 2022]
· Some gender disparities widened in the U.S. workforce during the pandemic (Pew Research Center) [January 2022]
· Stop Telling Working Women They Just Need an Equal Partnership at Home (Harvard Business Review) [January 2022]
· Was the women's cycling boom of Covid lockdown about more than quiet roads? (Cycling Weekly) [January 2022]
,
6/5/22, 10:01 PMAlmost 90% of Men/Women Globally Are Biased Against Women | Human Development Reports
Page 1 of 2https://hdr.undp.org/en/content/almost-90-menwomen-globally-are-b…id=IwAR1AQiq5X5IS5alnj3WlM1I0FrhmfyqQumvOviEl0uotQ4VErq1AclX6-ME
Almost 90% of Men/Women Globally Are Biased Against Women 05 March 2020 By HDRO
Click here for FRENCH (https://hdr.undp.org/sites/default/files/fr_press_release_gender_social_norms_index.pdf) SPANISH (https://hdr.undp.org/sites/default/files/sp_press_release_gender_social_norms_index.pdf)
New York – How big and thick is the Glass Ceiling? New analysis suggests that it covers all aspects of women’s lives – including the household – and that it is constructed, not of glass, but of pervasive bias and prejudice against women held by both men and women worldwide.
These were the findings behind the new Gender Social Norms Index (https://hdr.undp.org/en/GSNI) released by the United Nations Development Programme (UNDP) today. This index measures how social beliefs obstruct gender equality in areas like politics, work, and education, and contains data from 75 countries, covering over 80 percent of the world’s population.
This new analysis reveals that, despite decades of progress closing the equality gap between men and women, close to 90 percent of men and women hold some sort of bias against women, providing new clues to the invisible barriers women face in achieving equality, and a potential path forward to shattering the Glass Ceiling.
According to the index, about half of the world’s men and women feel that men make better political leaders, and over 40 percent feel that men make better business executives and that men have more right to a job when jobs are scarce. 28 percent think it is justified for a man to beat his wife.
Information is also available on how bias is changing in around 30 countries. It shows that while in some countries there have been improvements, in others, attitudes appear to have worsened in recent years, signaling that progress cannot be taken for granted.
“We have come a long way in recent decades to ensure that women have the same access to life’s basic needs as men. We have reached parity in primary school enrollment and reduced maternal mortality by 45 percent since the year 1990. But gender gaps are still all too obvious in other areas, particularly those that challenge power relations and are most influential in actually achieving true equality. Today. the fight about gender equality is a story of bias and prejudices.” said Pedro Conceição, head of UNDP’s Human Development Report Office.
The “Power Gap” This new analysis sheds light on why enormous “power gaps” still exist between men and women in our economies, our political systems, and our corporations despite real progress closing gender inequalities in basic areas of development like education and health; and the removal of legal barriers to political and economic participation.
For example, while men and women vote at similar rates, only 24 percent of parliamentary seats worldwide are held by women and there are only 10 female heads of government out of a possible 193. Women in the labour market are paid less than men and are much less likely to be in senior positions: less than 6 percent of CEOs in S&P 500 companies are women. And while women work more hours than men, this work is more likely to be unpaid care work.
“The work that has been so effective in ensuring an end to gaps in health or education must now evolve to address something far more challenging: a deeply ingrained bias – among both men and women – against genuine equality. Current policies, while well intentioned, can only take us so far.” said Achim Steiner, Administrator of UNDP.
2020 marks the 25th anniversary of the Beijing Declaration and Platform for Action (Beijing+25), the most visionary agenda on women’s empowerment to date.
UNDP is calling on governments and institutions to use a new generation of policies to change these discriminatory beliefs and practices through education, and by raising awareness and changing incentives. For instance, by using taxes to incentivize fairly sharing child-care responsibilities, or by encouraging women and girls to enter traditionally male-dominated sectors such as the armed forces and information technology.
(/en) Human Development Reports (/en) UNITED NATIONS DEVELOPMENT PROGRAMME
English (/en/content/almost-90-menwomen-globally-are-biased-against-women)
Towards HDR 2021/22 (https://hdr.undp.org/en/towards-hdr-2022) 2022 Special Report (/en/2022-human-security-report)
6/5/22, 10:01 PMAlmost 90% of Men/Women Globally Are Biased Against Women | Human Development Reports
Page 2 of 2https://hdr.undp.org/en/content/almost-90-menwomen-globally-are-b…id=IwAR1AQiq5X5IS5alnj3WlM1I0FrhmfyqQumvOviEl0uotQ4VErq1AclX6-ME
“#MeToo, #NiUnaMenos, #TimesUp. #UnVioladorEnTuCamino. The women’s rights demonstrations we’re seeing across the world today, energized by young feminists, are signaling that new alternatives for a different world are needed,” said Raquel Lagunas, UNDP Gender Team Acting Director. “We must act now to break through the barrier of bias and prejudices if we want to see progress at the speed and scale needed to achieve gender equality and the vision laid out in the Beijing Declaration over two decades ago and the Sustainable Development Goals.”
Link to Index and Report: http://hdr.undp.org/en/GSNI (https://hdr.undp.org/en/GSNI)
Contact us (/en/content/contact- form)
Sign in (/en/user/login)
Terms of use (/en/content/copyright- and-terms-use)
Subscribe to HDRO Newsletter (https://visitor.r20.constantcontact.com/manage/optin? v=001uHIazSht99_SmsMvQ6fh7VDbVfe0kU0qRgc7Dsix0RqRJpTPO2HMS2- xOnzqaQUSgYQzHF_D8wHKMsLKYD3KcnbIectMQqQLXzaVY0akbmuV_r4MiP7uGavRZFAXupF30IdsLx84iMRaJRXR9tgcn6ZPJbsX6P6kMzkH1ikSOF8%3D)
(https://www.facebook.com/HumanDevelopmentReport) (https://twitter.com/HDRUNDP)
(https://www.youtube.com/channel/UC49v448- WnuNWJs4xmzT-QA)
Search
,
Talking about gender for most people is the equivalent of fish talking about water. Gender is so much the routine ground of everyday activities that questioning its taken-for-granted assumptions and presup- positions is like thinking about whether the sun will come up. Gender is so perva- sive that in our society we assume it is bred into our genes. Most people find it hard to believe that gender is constantly created and re-created out of human interaction, out of social life, and is the texture and order of that social life. Yet gender, like culture, is a human production that de- pends on everyone constantly “doing gen- der” (West and Zimmerman 1987).
And everyone “does gender” without thinking about it. Today, on the subway, I saw a well-dressed man with a year-old child in a stroller. Yesterday, on a bus, I saw a man with a tiny baby in a carrier on his chest. Seeing men taking care of small chil- dren in public is increasingly common—at least in New York City. But both men were quite obviously stared at—and smiled at, approvingly. Everyone was doing gender— the men who were changing the role of fa-
thers and the other passengers, who were applauding them silently. But there was more gendering going on that probably fewer people noticed. The baby was wear- ing a white crocheted cap and white clothes. You couldn’t tell if it was a boy or a girl. The child in the stroller was wearing a dark blue T-shirt and dark print pants. As they started to leave the train, the father put a Yankee baseball cap on the child’s head. Ah, a boy, I thought. Then I noticed the gleam of tiny earrings in the child’s ears, and as they got off, I saw the little flowered sneakers and lace-trimmed socks. Not a boy after all. Gender done.
Gender is such a familiar part of daily life that it usually takes a deliberate disruption of our expectations of how women and men are supposed to act to pay attention to how it is produced. Gender signs and sig- nals are so ubiquitous that we usually fail to note them—unless they are missing or am- biguous. Then we are uncomfortable until we have successfully placed the other per- son in a gender status; otherwise, we feel socially dislocated. In our society, in addi- tion to man and woman, the status can be
32
The Social Construction of Gender
J U D I T H L O R B E R
276
Judith Lorber, “Night to His Day: The Social Construction of Gender,” Paradoxes of Gender, 13–17, 22, 25–27, 32–35, 305–306. Copyright © 1994 by Yale University Press.
0813343453-03.qxd 7/11/06 2:12 PM Page 276
transvestite (a person who dresses in oppo- site-gender clothes) and transsexual (a per- son who has had sex-change surgery). Transvestites and transsexuals carefully con- struct their gender status by dressing, speaking, walking, gesturing in the ways prescribed for women or men—whichever they want to be taken for—and so does any “normal” person.
For the individual, gender construction starts with assignment to a sex category on the basis of what the genitalia look like at birth. Then babies are dressed or adorned in a way that displays the category because par- ents don’t want to be constantly asked whether their baby is a girl or a boy. A sex category becomes a gender status through naming, dress, and the use of other gender markers. Once a child’s gender is evident, others treat those in one gender differently from those in the other, and the children re- spond to the different treatment by feeling different and behaving differently. As soon as they can talk, they start to refer to them- selves as members of their gender. Sex doesn’t come into play again until puberty, but by that time, sexual feelings and desires and practices have been shaped by gendered norms and expectations. Adolescent boys and girls approach and avoid each other in an elaborately scripted and gendered mating dance. Parenting is gendered, with different expectations for mothers and for fathers, and people of different genders work at dif- ferent kinds of jobs. The work adults do as mothers and fathers and as low-level work- ers and high-level bosses, shapes women’s and men’s life experiences, and these experi- ences produce different feelings, conscious- ness, relationships, skills—ways of being that we call feminine or masculine. All of these processes constitute the social con- struction of gender.
Gendered roles change—today fathers are taking care of little children, girls and boys are wearing unisex clothing and get- ting the same education, women and men are working at the same jobs. Although many traditional social groups are quite strict about maintaining gender differ- ences, in other social groups they seem to be blurring. Then why the one-year-old’s earrings? Why is it still so important to mark a child as a girl or a boy, to make sure she is not taken for a boy or he for a girl? What would happen if they were? They would, quite literally, have changed places in their social world.
To explain why gendering is done from birth, constantly and by everyone, we have to look not only at the way individuals ex- perience gender but at gender as a social in- stitution. As a social institution, gender is one of the major ways that human beings organize their lives. Human society de- pends on a predictable division of labor, a designated allocation of scarce goods, as- signed responsibility for children and oth- ers who cannot care for themselves, common values and their systematic trans- mission to new members, legitimate leader- ship, music, art, stories, games, and other symbolic productions. One way of choos- ing people for the different tasks of society is on the basis of their talents, motivations, and competence—their demonstrated achievements. The other way is on the basis of gender, race, ethnicity—ascribed mem- bership in a category of people. Although societies vary in the extent to which they use one or the other of these ways of allo- cating people to work and to carry out other responsibilities, every society uses gender and age grades. Every society classi- fies people as “girl and boy children,” “girls and boys ready to be married,” and “fully
277The Social Construction of Gender
0813343453-03.qxd 7/11/06 2:12 PM Page 277
adult women and men,” constructs similar- ities among them and differences between them, and assigns them to different roles and responsibilities. Personality characteris- tics, feelings, motivations, and ambitions flow from these different life experiences so that the members of these different groups become different kinds of people. The process of gendering and its outcome are le- gitimated by religion, law, science, and the society’s entire set of values. . . .
Western society’s values legitimate gen- dering by claiming that it all comes from physiology—female and male procreative differences. But gender and sex are not equivalent, and gender as a social construc- tion does not flow automatically from gen- italia and reproductive organs, the main physiological differences of females and males. In the construction of ascribed social statuses, physiological differences such as sex, stage of development, color of skin, and size are crude markers. They are not the source of the social statuses of gender, age grade, and race. Social statuses are care- fully constructed through prescribed processes of teaching, learning, emulation, and enforcement. Whatever genes, hor- mones, and biological evolution contribute to human social institutions is materially as well as qualitatively transformed by social practices. . . .
For Individuals, Gender Means Sameness
Although the possible combinations of gen- italia, body shapes, clothing, mannerisms, sexuality, and roles could produce infinite varieties in human beings, the social insti- tution of gender depends on the produc- tion and maintenance of a limited number of gender statuses and of making the mem-
bers of these statuses similar to each other. Individuals are born sexed but not gen- dered, and they have to be taught to be masculine or feminine. As Simone de Beau- voir said: “One is not born, but rather be- comes, a woman. . . ; it is civilization as a whole that produces this creature . . . which is described as feminine.” (1952, 267).
Children learn to walk, talk, and ges- ture the way their social group says girls and boys should. Ray Birdwhistell, in his analysis of body motion as human com- munication, calls these learned gender displays tertiary sex characteristics and ar- gues that they are needed to distinguish genders because humans are a weakly di- morphic species—their only sex markers are genitalia (1970, 39–46). Clothing, paradoxically, often hides the sex but dis- plays the gender.
In early childhood, humans develop gen- dered personality structures and sexual ori- entations through their interactions with parents of the same and opposite gender. As adolescents, they conduct their sexual be- havior according to gendered scripts. Schools, parents, peers, and the mass media guide young people into gendered work and family roles. As adults, they take on a gendered social status in their society’s stratification system. Gender is thus both ascribed and achieved (West and Zimmer- man 1987). . . .
For human beings there is no essential femaleness or maleness, femininity or mas- culinity, womanhood or manhood, but once gender is ascribed, the social order constructs and holds individuals to strongly gendered norms and expectations. Individuals may vary on many of the com- ponents of gender and may shift genders temporarily or permanently, but they must fit into the limited number of gender sta-
278 J U D I T H L O R B E R
0813343453-03.qxd 7/11/06 2:12 PM Page 278
tuses their society recognizes. In the process, they re-create their society’s ver- sion of women and men: “If we do gender appropriately, we simultaneously sustain, reproduce, and render legitimate the insti- tutional arrangements. . . . If we fail to do gender appropriately, we as individuals— not the institutional arrangements—may be called to account (for our character, mo- tives, and predispositions)” (West and Zimmerman 1987, 146).
The gendered practices of everyday life reproduce a society’s view of how women and men should act (Bourdieu [1980] 1990). Gendered social arrangements are justified by religion and cultural produc- tions and backed by law, but the most pow- erful means of sustaining the moral hegemony of the dominant gender ideol- ogy is that the process is made invisible; any possible
Collepals.com Plagiarism Free Papers
Are you looking for custom essay writing service or even dissertation writing services? Just request for our write my paper service, and we'll match you with the best essay writer in your subject! With an exceptional team of professional academic experts in a wide range of subjects, we can guarantee you an unrivaled quality of custom-written papers.
Why Hire Collepals.com writers to do your paper?
Quality- We are experienced and have access to ample research materials.
We write plagiarism Free Content
Confidential- We never share or sell your personal information to third parties.
Support-Chat with us today! We are always waiting to answer all your questions.