The purpose of these recap discussion boards is to create dialogue and analytical discourse about the material covered in the chapter. In answering t
The purpose of these recap discussion boards is to create dialogue and analytical discourse about the material covered in the chapter. In answering the recap discussion questions, you should engage in meaningful discussion with your fellow classmates. Please make sure to pay close attention to the specific due dates for each discussion board. You can contact me directly if you have any questions or post your question on the 'General Questions/Concerns' discussion form on the course site.
Due Dates:
**Initial post due 04/29
Please respond to the following questions with at least 5-7 sentence paragraph responses per question.
**Secondary posts due 05/01
You should respond to at least two of your classmates post by the above due date. Your responses should be substantial, meaning they should be about 5-7 sentences in length and relate to your classmates post in some way. Please review the discussion board rubric on the course site for an elaboration on the grading criteria.
Question:
Make a list of 3 ways your life would be different if you were a member of the opposite sex or gender. Think about obstacles, benefits, emotions/feelings, sexual activity, work/occupation, sports/leisure, etc. Attempt to explain why you believe these are obstacles and/or benefits. Find one research study that supports your claims and share the link with your classmates.
Chapter Learning Objectives:
To read these particular portions of the chapter, please click on the links below and you will be taken to that section of the book.
- Define and differentiate between sex and gender
- Define and discuss what is meant by gender identity
- Understand and discuss the role of homophobia and heterosexism in society
- Distinguish the meanings of transgender, transsexual, and homosexual identities
- Explain the influence of socialization on gender roles in the United States
- Understand the stratification of gender in major American institutions
- Describe gender from the view of each sociological perspective
- Understand different attitudes associated with sex and sexuality
- Define sexual inequality in various societies
- Discuss theoretical perspectives on sex and sexuality
Instructions:
For this week, you should review each section in the chapter reading and complete your chapter recap assignment and/or discussion board. You should also review all supplemental readings and/or videos that are provided for you in the module. Please remember that your responses for the chapter recap assignment should be approximately 5 to 7 sentences in length per question set (not individual questions). You should only upload word or pdf files (please DO NOT upload .pages files). Additionally, your discussion board responses are due on Friday (initial response to the discussion prompt) and Sunday (respond to at least TWO of your classmates posts). Your posts should also be approximately 5 to 7 sentences in length per question set (not individual questions). Please let me know if you have any questions concerns about the assignments.
Help:
Please find the assignments rubric under the 'Course Resources' module here: Link
You can also find book resources for your textbook here: Link (Links to an external site.)
I am always here to help so don't hesitate to contact me with any concerns you may have:
Happy learning!!!
COLLEGE PHYSICS Chapter # Chapter Title PowerPoint Image Slideshow
INTRODUCTION TO SOCIOLOGY
Chapter 12 GENDER, SEX AND SEXUALITY
What is Gender?
Gender
refers to the personal traits and life chances that a society links to being female or male.
Sex
is the biological distinction between females and males.
(click for video)
*
Gender identity: Psychological gender perception. Personal experience and performance of gender.
sociologist argue that gender is both externally and internally prescribed.
Gender role: cultural norms for male and female behavior. Social expectation in gendered behavior which is specific to culture.
What are Sex and Gender?
Intersex
people born with any of several variations in sex characteristics including
- chromosomes
- gonads
- sex hormones
- genitals that "do not” fit the typical definitions for male or female bodies
Intersexed (click for video)
*
Androgen (male hormone)
Androgen insensitivity syndrome (unable to respond to androgen) AIS
Klinefelter syndrome (XXY)
Triple X syndrome
Challenging the Gender Binary
- Third Gender
- Gender Fluidity
- Androgyny
- Agender
- Gender nonconformity
Gender fluidity: flexible range of gender and gender expressions that can change over time.
Third gender: a social category in which an individual can represent gender in a variety of ways independent of male or female or feminine or masculine; intermediate between genders; as neither gender; cross or swap genders.
Androgyny: display both feminine and masculine gender characteristics.
Agender: someone who does not identify with either gender; gender neutral
Gender non-conformity: doing gender in ways that are atypical for their prescribed gender assignment.
*
Gender Identity and Gender Role
- Native
- Fa’afafine
- Latin America
- Muxe/Muxhe (click for video)
- African
- Mashoga
- Europe
- Burrnesha
- Asian
- Hijra (click for video)
*
Gender Roles and Gender Identity
Theories of Gender
Theories of Gender Roles
- Essentialists
- Evolutionary
- Materialist/Economic
Essentialists: rely on biological or natural explanations of gender and gender role assignments: gender behavior is shaped by hormones
Evolutionary: Also based on biological or natural explanations of gender, but claims human beings are in constant state of adaptation to their environment in order to ensure survival. Gendered division of labor is functional need for the human family to survive. This is a very functionalist perspective.
Materialist/Economic: emphasize the impact of basic human economic needs in the formation of gender roles. Also explore and critique gender roles within the economic system of capitalism.
According to Bourdieu, cultural capital comes in three forms—embodied, objectified, and institutionalized. One’s accent or dialect is an example of embodied cultural capital, while a luxury car or record collection are examples of cultural capital in its objectified state. In its institutionalized form, cultural capital refers to credentials and qualifications such as degrees or titles that symbolize cultural competence and authority.
*
Structural-Functional Analysis: Gender and Complementarity
- Differences between men and women help build families, integrate society as a whole
- People of each sex need people of the other sex.
- Boys and girls are raised differently:
- Masculinity involves an instrumental orientation
- Femininity involves an expressive orientation
*
The Functionalist Perspective
Talcott Parsons posited that sex roles became divided along the lines of instrumental tasks and expressive tasks.
Functionalists argue that a problem exists when the sex-role division of labor is no longer consistent with the needs of a particular society.
Structural Functionalism:
- Functionalists stress the importance of regulating sexual behavior to ensure marital cohesion and family stability.
- homosexuality cannot be promoted on a large-scale as an acceptable substitute for heterosexuality.
Symbolic-Interaction Analysis: Gender in Everyday Life
- Men have greater freedom in personal behavior because they have more power.
- Men tend to use more space and move into others’ “personal space.”
- Female pronouns used for possessions.
- Criticism of this micro-theory is that it overlooks the broad importance of gender to society.
*
Men and Women in Society
- The Interactionist Perspective
- social definitions and symbolic representations of appropriate behavior for males and females in trying to understand sexual inequality.
- Conversational styles of men and women can reflect and reinforce gender patterns of dominance and subordination.
*
Social Learning Theory
Gender differences are products of differently socializing males and females.
- Learning Gender Roles and Playing Gendered Roles through numerous agents of socialization:
Childhood and Adolescence
i. Soon after birth, parents begin to describe their sons and daughters based on gender stereotypes.
ii. Parents react to young children based on their social and cultural ideas about gender and are important socialization agents.
a) They construct the physical and social environment in which the child will develop.
b) In general children are socialized by their parents through four subtle processes: manipulation (treating boys and girls differently), channeling (exposing children to gender specific objects such as toys and clothing), verbal appellation (using different words to describe the same behavior), and activity exposure (exposing boys to different, often opposing activities for example sports).
In general fathers pressure their children more to behave in gender appropriate ways.
Sociologists found that there were five general patterns of parental behavior regarding gender in their children:
a) Naturalizers, who see gender as a biological fact.
b) Cultivators, who see gender as largely social.
c) Refiners, who see gender as a mixture of biology and social learning.
d) Resisters, who resist gender structures.
Innovators, who oppose gender stereotypes, but worry about nonconformity.
*
Gender and Socialization
Gender socializations’ 4 major agents:
Family
Education
Peer groups
mass media
Children learn at a young age that there are distinct expectations for boys and girls at about 2 or 3 years of age.
*
Social-Conflict Analysis:
Gender and Inequality
- Gender generates conflict between male “haves” and female “have-nots.”
- Friedrich Engels expanded Marx’s theory to include gender.
- Patriarchy is a system by which wealthy men transmit their wealth to their sons.
- Capitalism exploits men in factories for low pay and exploits women in the home for no pay at all.
*
The Conflict Perspective
Sexual differentiation becomes a “battleground” for the struggle over scarce resources.
Conflict theorists view sexual inequality as a problem when some group, such as women, realizes it is being exploited and strives to do something to change the situation.
Intersection Theory: The Case
of Minority Women
- Intersection theory: analysis of how race, class, and gender interact, often creating multiple disadvantages for some categories of people.
- Minority women earn less than white women and less than minority men.
- In 2012, African American women earned 64% as much as white men and Hispanic women earned 54% as much as white men
*
HEGEMONIC MASCULINITY
- Establishing and Maintaining Domination
- Through practice and ideology
- ‘Justifies position and the subordination of women
- Male Norms Stress;
- Courage
- Autonomy
- Adventure
- Aggression
- A lack of ‘feminine’ emotion
R.W. Connell (1995)
Embodies the ideas and stereotypes of masculinity including the claim of authority and privilege
*not every man can fit the hegemonic standard and, in fact, most do not!!
Complicit masculinity: men who do not fit the characteristics of hegemonic masculinity but do not necessarily challenge such ideals either.
admire the characteristics of hegemonic masculinity, but do not live up to them.
Marginal masculinity: describes men who sit on the margins of dominant social groups, but still subscribe to hegemonic masculinity in ways that are closer to their specific group ideals.
*men of color or men with disabilities
Subordinate masculinity: Exhibits qualities that are opposite of those valued in dominant society
*those who are effeminate, gay or emotional
*
Emphasized Femininity
- Exaggerated form of feminine gendered behaviors and compliance to expected sex roles of femininity.
- This is about women’s subordination.
- Sexual desires
- Acceptance of marriage
- Childcare
- Beauty
Passivity, dependence, nurturing, submissiveness, emotional, irrationality
Pariah femininity: when women do not exemplify ideals of femininity and instead enact masculine behavior. Behaviors that threaten or contaminate the relationship between masculinity and femininity. Usually stigmatized and sanctioned.
Alternative femininities: those that don’t articulate a complimentary reaction to dominance and subordination.
Hyper-femininity: exaggeration of feminine behaviors as they relate to heterosexual relationships; women believe their success is determined by maintaining a romantic relationship with a man; the use of sexual behaviors to obtain/maintain relationships;
*
Gender Stratification and Patriarchy
- Gender is an important dimension of social inequality.
- Patriarchy, a social pattern in which males dominate females, is found in varying degrees around the world.
- Societies, more than biological factors, shape the social differences between the sexes.
*
Unequal distribution of resources (money, power, rights, etc.) along gender lines and boundaries
Social Stratification and Inequality
The United States is characterized by stratification: race, income, occupation, economy, ethnicity, and gender.
Gender stratification is especially evident within the economic realm.
Men outnumber women in powerful, authoritative and higher-earning positions
Women generally make only 77 cents for every dollar a man makes.
Before 1809—Women could not execute a will
Before 1840—Women were not allowed to own or control property
Before 1920—Women were not permitted to vote
Before 1963—Employers could legally pay a woman less than a man for the same work
Before 1973—Women did not have the right to a safe and legal abortion
The Problem of Sexism
- Sexism is the belief that one sex is innately superior to the other.
- Sexism supports patriarchy.
- Is sexism harmful to men?
- Sexism is built into the operation of U.S. social institutions, including:
- Workplace
- Religious life
- Family life
- Education
*
Sexism means discrimination based on sex or gender or the belief that men are superior to women and thus discrimination is justified. Such a belief can be conscious or unconscious. In sexism, as in racism, the differences between two (or more) groups are viewed as indications that one group is superior or inferior.
Sexist discrimination against girls and women is a means of maintaining male domination and power. The oppression or discrimination can be economic, political, social, or cultural.
Thus, included in sexism are:
Sexist attitudes or ideology, including beliefs, theories, and ideas that hold one group (usually male) as deservedly superior to the other (usually female), and that justify oppressing members of the other group on the basis of their sex or gender.
Sexist practices and institutions, the ways in which oppression is carried out. These need not be done with a conscious sexist attitude but may be unconscious cooperation in a system which has been in place already in which one sex (usually female) has less power and goods in the society.
Sexism is a form of oppression and domination. As author Octavia Butler put it, "Simple peck-order bullying is only the beginning of the kind of hierarchical behavior that can lead to racism, sexism, ethnocentrism, classism, and all the other 'isms' that cause so much suffering in the world."
Some feminists have argued that sexism is the primal, or first, a form of oppression in humanity and that other oppressions are built on the foundation of oppression of women. Andrea Dworkin, a radical feminist, argued that position: "Sexism is the foundation on which all tyranny is built. Every social form of hierarchy and abuse is modeled on male-over-female domination."
Feminist Origins of the Word
The word "sexism" became widely known during the Women's Liberation Movement of the 1960s. At that time, feminist theorists explained that the oppression of women was widespread in nearly all human society, and they began to speak of sexism instead of male chauvinism. Whereas male chauvinists were usually individual men who expressed the belief that they were superior to women, sexism referred to collective behavior that reflected society as a whole.
Australian writer Dale Spender noted that she was "old enough to have lived in a world without sexism and sexual harassment. Not because they weren’t everyday occurrences in my life but because THESE WORDS DIDN’T EXIST. It was not until the feminist writers of the 1970s made them up, and used them publicly and defined their meanings – an opportunity that men had enjoyed for centuries – that women could name these experiences of their daily life.“
Many women in the feminist movement of the 1960s and 1970s (the so-called Second Wave of feminism) came to their consciousness of sexism via their work in social justice movements. Social philosopher bell hooks argues that "Individual heterosexual women came to the movement from relationships where men were cruel, unkind, violent, unfaithful. Many of these men were radical thinkers who participated in movements for social justice, speaking out on behalf of the workers, the poor, speaking out on behalf of racial justice. However, when it came to the issue of gender they were as sexist as their conservative cohorts."
How Sexism Works
Systemic sexism, like systemic racism, is the perpetuation of the oppression and discrimination without necessarily any conscious intention. The disparities between men and women are simply taken as givens and are reinforced by practices, rules, policies, and laws that often seem neutral on the surface but in fact disadvantage women.
Sexism interacts with racism, classism, heterosexism, and other oppressions to shape the experience of individuals. This is called intersectionality. Compulsory heterosexuality is the prevailing belief that heterosexuality is the only "normal" relationship between the sexes, which, in a sexist society, benefits men.
Can Women Be Sexist?
Women can be conscious or unconscious collaborators in their own oppression if they accept the basic premises of sexism: that men have more power than women because they deserve more power than women.
Sexism by women against men would only be possible in a system in which the balance of social, political, cultural, and economic power was measurably in the hands of women, a situation which does not exist today.
Are Men Oppressed by Sexism Against Women?
Some feminists have argued that men should be allies in the fight against sexism because men, too, are not whole in a system of enforced male hierarchies. In a patriarchal society, men are themselves in a hierarchical relationship to each other, with more benefits to the males at the top of the power pyramid.
Others have argued that males benefit from sexism, even if that benefit is not consciously experienced or sought, is more weighty than whatever negative effects those with more power may experience. Feminist Robin Morgan put it this way: "And let's put one lie to rest for all time: the lie that men are oppressed, too, by sexism — the lie that there can be such a thing as 'men's liberation groups.' Oppression is something that one group of people commits against another group specifically because of a 'threatening' characteristic shared by the latter group — skin color or sex or age, etc."
Some Quotes on Sexism
Bell Hooks: "Simply put, feminism is a movement to end sexism, sexist exploitation, and oppression… I liked this definition because it did not imply that men were the enemy. By naming sexism as the problem it went directly to the heart of the matter. Practically, it is a definition which implies that all sexist thinking and action is the problem, whether those who perpetuate it are female or male, child or adult. It is also broad enough to include an understanding of systemic institutionalized sexism. As a definition it is open-ended. To understand feminism it implies one has to necessarily understand sexism."
Caitlin Moran: “I have a rule for working out if the root problem of something is, in fact, sexism. And it is this: asking 'Are the boys doing it? Are the boys having to worry about this stuff? Are the boys the center of a gigantic global debate on this subject?”
Erica Jong: "Sexism kind of predisposes us to see men's work as more important than women's, and it is a problem, I guess, as writers, we have to change."
Kate Millett: "It is interesting that many women do not recognize themselves as discriminated against; no better proof could be found of the totality of their conditioning."
Gender and the Family
- In low-income countries, sons are valued more highly than daughters.
- Men: provide economic support for the family and make key decisions
- Women: provide emotional support to husbands and raise children
- The second-shift
*
In some cultures, women do all of the household chores with no help from men, as doing housework is a sign of weakness, considered by society as a feminine trait. (Photo courtesy of Evil Erin/flickr)
Gender and Politics
- Thousands of women serve at the local level as mayors and council members.
- At the state and national levels, the numbers are much smaller:
- In 2019, 25.4% of state legislators
- 9 of the 50 state governors
- 23.7% of the members of the U.S. Congress
- Globally, women hold just 23% of seats in the world’s 188 parliaments.
*
Gender and Work
- In 1900, 1 in 5 women worked for income; today, 58% do, most full-time:
- 60% of women with children under age 6
- 71% of women with children ages 6 to 17
- In 52% of all married couples, both work for income
*
For example, white women narrowed the wage gap in median hourly earnings by 22 cents from 1980 (when they earned, on average, 60 cents for every dollar earned by a white man) to 2015 (when they earned 82 cents). By comparison, black women only narrowed that gap by 9 cents, from earning 56 cents for every dollar earned by a white man in 1980 to 65 cents today. Asian women followed roughly the trajectory of white women (but earned a slightly higher 87 cents per dollar earned by a white man in 2015), whereas Hispanic women fared even worse than black women, narrowing the gap by just 5 cents (earning 58 cents on the dollar in 2015).
Gender Stratification: Income
- Reasons for the “gender gap” in pay:
- Men and women hold different kinds of jobs.
- Men end up with more seniority than women who take time off to raise young children or care for aging parents.
- Gender discrimination
- Women in Authority and stereotypes
- “Glass Ceiling” refers to subtle discrimination that effectively blocks the movement of women into the highest positions in organizations.
© 2014, XXXX, XXXX Pearson Education, Inc. All rights reserved.
© 2014, XXXX, XXXX Pearson Education, Inc. All rights reserved.
*
- 2012: Women represented 15% of U.S. military force in Iraq and Afghanistan.
- 3.6% of all U.S. military deaths from 2003 to 2014 were of women.
- 2013: women permitted to engage in ground-combat operations
- Serious problem of sexual assault
Sexuality, Gender, and Globalization
- Global flows related to sex and sexuality
- Sex trafficking, sex tourism, and the sexual diaspora provide opportunities to disperse sex globally.
- Global Sex Industry
- The sex industry is a multi-billion dollar industry.
- Sex Trafficking
- Sex Tourism
Violence Against Women
- Violence is the most serious problem linked to patriarchy.
- Violence is a gender issue because physical aggressiveness is a key element of the cultural definition of masculinity.
- Domestic Violence/IPV (click for video)
- Most violence against women takes place in the home.
- Female genital mutilation: using violence to control the behavior of women
*
Domestic violence can be:
- Physical. This includes (but is not limited to) slapping, hitting, punching, kicking, physical restraint, aggravated assault, and forcing someone to take drugs.
- Emotional. This includes (but is not limited to) extreme displays of jealousy and/or possession, intimidation, blaming you for their problems, degrading and/or disrespectful behavior and comments, withholding communication, social isolation (i.e. preventing you from seeing friends or family), and threats of physical or sexual violence.
- Verbal. This includes (but is not limited to) name-calling; yelling; criticizing your appearance, actions and/or beliefs; humiliating you in public.
- Sexual. This includes (but is not limited to) sexual activity following a physically abusive incident, threats of infidelity, coerced sex acts, and forcible intercourse.
- Reproductive. Sexual. This includes (but is not limited to) includes explicit attempts to impregnate a partner against their will, control outcomes of a pregnancy, coerce a partner to have, and interfere with contraceptive methods and reproductive choices.
- Economic. This includes (but is not limited to) refusing to share control of family finances; destroying, giving away or selling your property without your consent; and using money as a tool to control your behavior or get what they want.
© 2014, XXXX, XXXX Pearson Education, Inc. All rights reserved.
© 2014, XXXX, XXXX Pearson Education, Inc. All rights reserved.
Sexuality
What Determines Sexual Orientation?
- Cultural Factors
- Diversity of sexual expression around the world suggests cultural influence
- Patterns of socialization have an impact
- Biological Factors
- Sexual orientation largely fixed at birth
- Studies focus on genes, hormones, epigenetic research
Homosexuality
- Homosexuality refers to sexual feelings, attractions, and actions directed toward members of the same sex.
- Common synonym for homosexual is gay
- Used to describe homosexual men and women, as well as social and political concerns related to homosexual orientation
- May also be used as a negative label
Stage 1: Identity Confusion
This is the "Who am I?" stage associated with the feeling that one is different from peers, accompanied by a growing sense of personal alienation. The person begins to be conscious of same-sex feelings or behaviors and to label them as such. It is rare at this stage for the person to disclose inner turmoil to others.
Stage 2: Identity Comparison
This is the rationalization or bargaining stage where the person thinks, "I may be a homosexual, but then again I may be bisexual," "Maybe this is just temporary," or, "My feelings of attraction are simply for just one other person of my own sex and this is a special case." There is a heightened sense of not belonging anywhere with the corresponding feeling that "I am the only one in the world like this."
Stage 3: Identity Tolerance
In this "I probably am" stage, the person begins to contact other lgbt people to counteract feelings of isolation and alienation, but merely tolerates rather than fully accepts a gay or lesbian identity. The feeling of not belonging with heterosexuals becomes stronger.
Positive contacts can have the effect of making other gay and lesbian people appear more significant and more positive to the person at this stage, leading to a more favorable sense of self and a greater commitment to a homosexual self-identity.
Stage 4: "Identity Acceptance"
There is continued and increased contact with other gay and/or lesbian people in this stage, where friendships start to form. The individual thus evaluates other lesbian and gay people more positively and accepts rather than merely tolerates a lesbian or gay self-image. The earlier questions of "Who am I?" and "Where do I belong?" have been answered.
Coping strategies for handling incongruity at this stage include continuing to pass as heterosexual, and limiting contacts with heterosexuals who threaten to increase incongruity (e.g. some family members and/or peers). The person can also selectively disclose a homosexual identity to significant heterosexuals.
Stage 5: "Identity Pride"
This is the "These are my people" stage where the individual develops an awareness of the enormous incongruity that exists between the person's increasingly positive concept of self as lesbian or gay and an awareness of society's rejection of this orientation. The person feels anger at heterosexuals and devalues many of their institutions (e.g. marriage, gender-role structures, etc.) The person discloses her or his identity to more and more people and wishes to be immersed in the gay or lesbian subculture consuming its literature, art, and other forms of culture. For some at this stage, the combination of anger and pride energizes the person into action against perceived homophobia producing an "activist."
Stage 6: "Identity Synthesis"
The intense anger at heterosexuals — the "them and us" attitude that may be evident in stage 5 — softens at this stage to reflect a recognition that some heterosexuals are supportive and can be trusted. However, those who are not supportive are further devalued. There remains some anger at the ways that lesbians and gays are treated in this society, but this is less intense. The person retains a deep sense of pride but now comes to perceive less of a dichotomy between the heterosexual and gay and lesbian communities. A lesbian or gay identity becomes an integral and integrated aspect of the individual's complete personality structure.
*
Sexuality: Language and Identification
Bisexuality: Emotional and sexual attraction to members of both sexes
Lesbian: Homosexual woma
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