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79 Cards in this Set
- Front
- Back
- 3rd side (hint)
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Evolution
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To change over time in the characteristics of living organisms (ex. Giraffe's neck getting longer, takes time)
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Natural selection
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Explains relational development, maintenance, and interaction in a variety of family relationships- unparalleled in breadth and depth
Gene circulation through procreation "Survival of the fittest" - 2 key features Advantageous characteristics are passed on genetically - physical and psychological traits are capable of being passed on Limited by culture - Duggar family is the cultural oddity, not the norm (19 children) |
EX: "Because they have better access to food, giraffes with long necks are advantaged in survival and should produce more offspring, on average, than giraffes with shorter necks. To the extent that neck length is among giraffes. This is an illustration of a heritable characteristic-neck length-being selected for through the process of natural selection" (Floyd and Haynes article)
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Non-conscious
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Women on an unconscious level recognize paternal uncertainty and thus respond accordingly; nonconsciously make decisions to carry on your genes
Unconsciously aware that we are fundamentally driven by 2 factors 1. Gene circulation through procreation |
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Modernity
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Adaption
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Pair bonds
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People bond together through love, jealously, divorce, sexual and emotional infidelity
-jealousy is not a reward but mitigates the fidelity bond -love- links to survival and quality of life -romantic love- rewarding; promotes creation and maintenance; human's survival and procreation goals= offspring |
EX: "Romantic love, however, works to promote the creation and maintenance of romantic pair bonds, such as marriages, which contribute not only to humans' survival and procreation goals but also to the survival and eventual procreation of their offspring" (Floyd and Haynes)
"From the evolutionary perspective, love is an important adaption that acts to keep pair bonds together by making them rewarding. Another adaption jealousy, works to keep pair bonds together, not through its reward value but through its ability to mitigate threats to the fidelity of the bond" (Floyd and Haynes) |
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Marital subsystems
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Generally on love and tolerating our loved ones
- Levels of hormones and their ability to help numb us to our partners irritating habits - Higher levels of happiness = higher pregnancy chance - Sexual and emotional fidelity - Women and men have different ideas of infidelity; sexual infidelity is greater for men; emotional for women |
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Parent-child subsystem
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Sharing resources
Not all children are equal; children are viewed as a dead end, the parent will give more resources to the child who will carry on the genes |
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Nepotism
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Favor one’s own relatives over nonrelatives in distributing resources
- $, property, love, attention, affection, social/emotional support - provision of resources |
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Parental/guardian modeling
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Concept from psychological theories: best mode of explanation is through learning; how we explain gender
Process by which parents or guardians show children how to be a gendered human (masculine/feminine); how gender is/should be Parents are very significant models for learning gender - Cognitive internal desire to be competent of one’s behavior (Social learning theory) Parents model gender behavior through: interaction w/ other adults, dress, “boys don’t cry”- father to son (explicit), artifacts presented to child (toys) –b & g toys; appropriate ways of sitting; cleaning styles: women should be tidy while boys will be tended to by mom “boys will be boys”; |
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Monitoring
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Ability to observe and regulate ourselves; regulating our behaviors; gender is an axis of regulation
- High & Low - - High monitor: someone who engages rigorously in self gender observation and behavior regulation - - - Ex. Vigorous, meticulous presentation of self (even to the point of discomfort) (going out and your feet hurt) - - - - Bodily comportment (way you sit) - - - - - Particular clothes can make you a high self monitor (jeans vs dress) Low monitor: someone who doesn’t really engage in self- gender observation and behavior regulation (inverse) - Ex. Girls and cussing; guys and leg placement (crossing); internal dialogues |
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Ego Boundaries
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Learning models from parents/guardians-learning from monitoring them too
Point at which sense of self stops and the rest of the world begins - Sense of identity/individualism (ego) Thick & Thin ego boundaries - Thick: strong sense of self that is clearly bounded, very distinct from other people - - Men - Thin: connected to related/relationships to other people (social); quickly connected to other people (keenly connected); empathy; relations to others (self of self) - - women |
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Themes on "macho"
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Polar views
- Negative: Spanish Conquest; violence and male dominance; synthetic/exaggerated masculinity, male dominance/authoritarianism, violence/aggressiveness, self-centeredness/egoism - - Mexican/Chicano Men - Positive: film & music, idyllic; inner qualities; courage, honor, and integrity; assertiveness/standing up for rights, responsibility/selflessness, general code of ethics – principles, sincerity/respect - - White/Caucasian Men - Neutral: indifferent/ambivalent; just a word- denoted to male feature 2 Models - Cult of Virility - - Mexican males obsession with power and dominance - - - External attributes - Code of ethics - - Organizes and gives meaning to behavior - - - Internal qualities |
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Macha/hembrismo
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Macha- Someone who stands up for herself; someone with principles; has a code of ethic and is assertive
Hembrismo- Femaleness,womanness Verbal play, e.g. Womyn |
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Colonization/colonized man
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"This view holds that the origins of the excessive masculine displays and the cult of masculinity in Mexico and other Latino countries can be traced to the Spanish Conquest, as the powerless Colonized Man attempted to compensate for deep-seated feelings of inadequacy and inferiority by assuming a hyper- masculine aggressive, and domineering stance" (Mirande)
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Male deficit model
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Men are less skilled in developing and sustaining personal relationships
Care and intimacy best expressed through emotional talk “feminine” way of communicating intimacy or affection are best/better ways (presumption) - “feminist of love” General assumptions - Men learn differently of expressing intimacy and do it wrong |
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Feminization of love
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women’s magazine’s headlines: “10 ways to get him to talk or tell you what he’s thinking”
- over invested in feminized version of love |
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Alternate paths model
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Men have emotions
Men have relationships Different; not equal, but both valid Socialization - A reason we see these differences - Men do it differently with expressing intimacy - - Not equal to women-but valid |
2-Departures
- masculine people do not lack feelings and that unemotional depth is unimportant in their lives - - strain’s men’s comfort in verbally expressing feelings - - limit’s opportunities to practice - emotional talk express closeness- but not like feminine; M/F different and equally valid ways which intimacy is learned is heavily gendered activities express intimacy offering support - both - - overtly sensitive comforting women than men - men - - more sensitive comforting (major stresses / daily events) - women - - sensitive comfort for both (major stresses / daily events) |
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Bilingualism
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To learn to understand and use both ways of expressing and experiencing intimacy
- Meaning masculine people may find that intimate talk doesn’t make them feel close, just as some feminine people find instrumental demonstrations of commitment unsatisfying. |
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Social Aggression
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Women’s feminine friendship: challenges such as social aggression: attacking others using social tactics
- Ex. Exclusions: implicit/explicit- not inviting someone to a party (blatantly); lies, gossip, rumors - - Women taught not to be aggressive (i.e. envy, jealous) |
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"Man date"
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heterosexual- interactions between men that are not involving sports/business- “two heterosexual men socializing without a crutch of business or sports”
- sitting across the table from each other while talking and dining; eating together in a sports bar while watching a game is not a man date - taking a walk together in a botanical garden; jogging together isn’t - attending a showing at an art gallery; attending a baseball game is not |
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Homosociality
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Socializing with the same sex; guys are just hanging out; guys night out;
you must create a barrier to create a threat to homoeroticism - Difference between sociality and eroticism is managing people’s perception of you (creating strategies to contain threat of sociality vs. icism) |
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Homoeroticism
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Guys at the movies sitting next to each other
strategies used to contain the threat of being seen as a couple- “no homo”, talking about manly things in case someone overhears; physicality in (in a non pleasurable way, pain) |
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Covert intimacy
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A specific practice; overt- explicit, covert- hidden/subtle; indirect, secretive ex. Nicknames, teasing
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Hegemonic masulinity
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Dominant form of masculinity (masculinity and hierarchy)- establish norms for what is masculine; established norms based on hierarchy
At any given time, and any given place that shows hierarchy dominance- General idea: any given time there is a dominant masculinity |
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"Symbolic women"
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concept used as a way of understanding hierarchy of masculinity
- “A moment in time where research found that men failed at expressing emotion and intimacy” – male deficit model related, women are even better indicators of friendship - - women: superficial, flighty - - men: deeper, stronger - - - across time different ways of viewing gender emerge then disappear; of men’s dominate models intimacy - - being out of power, far removed from dominate form of masculinity - - - some men fall into peripheries of masculinity - - - women don’t belong to group or are devalued - - - Peripheries: - - - Uses women as devalued status to talk about how men are periphery - - - - Less experience in sports |
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Gender ideology
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Values, attitudes, and beliefs about gender; each of us holds this
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Gender behavior
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Basic behaviors, the things that we do; action, speech
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Autonomy and connection
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Two basic needs of all humans; the idea that we all need to feel that we have both personal freedom and meaningful interrelatedness with others
- Gender affects how much of each of these we seek and find comfortable - - Masculine Individuals: want greater autonomy and less connection than feminine people (f. are reversed) Discrepancy level of autonomy and collection can derive to withdraw and demand Autonomy: decide for yourself - Demand-withdraw pattern |
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Demand- withdraw
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The desires for different autonomy and connection creates friction
- One partner feels distant and tries to close the distance by engaging in personal, intimate talk, and the other partner withdraws from a degree of closeness that stifles his or her need for autonomy - - The more one demands talk, the more the other withdraws - - The more one withdraws, the more the other demands talk and time together - - - Greater intensity of withdraw when a women requests change in a man vs. man requesting change in a woman |
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Psychological responsibility
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The responsibility for remembering, planning, and making sure things get done
- Women have the choice of this because of expectation that man will forget ex. Share responsibility of taking kids to appts.; but women is expected to remember when various inoculations are due, to schedule appts, notice child needs attention, keep track on whose turn it is to take child - - Women’s psychological responsibility is planning and organizing |
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Second shift
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Two working people; 1st shift: work that you get paid for; 2nd shift: unpaid at home labor – typically gendered
- Gender dynamics: disproportionally experienced by women (dinner, cleaning) - $138,096 |
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Relational maintenance
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Who’s responsible for the work of making the relationship work
- “Feminine individuals more typically defer compromise to reduce tension, and they employ indirect strategies when they do engage in conflict, which is consistent with feminine speech communities’ emphasis on maintaining equality and building relationships” |
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Schooling
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Forms of learning that serve/support dominant interests
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Education
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Forms of learning geared toward the elimination of oppression including sex, class, race (fight dominant oppression)- action against dominant interest
(his point: we go to school and think that we are learning, but what are we learning?) |
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Hidden curriculum
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The instructor expressing his/her personal beliefs filtered the culture; covert lessons that schools teach- not written(explicit)
- These often are means of social control - Quiet mundane behaviors that teach us things - - Ex. Hand raising and speaking in class (hidden b/c not in syllabus) Components - Curricular Content: content is there but no explicit definition of why (these are out textbooks, period) - Organization of schools: no policy states teachers should be predominantly female and superintendents/principals will be males - - Practices we engage in that aren’t part of explicit policy - Communication Policy: instructors will remember male students names quicker than female |
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Gender performance
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Gender doing: Gender as a perpetual act; every moment of our lives we're "doing" our gender
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Discipline
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Takes place through training, monitoring, punishing, and rewarding
- Karen Martin key points - - “What is a soldier?”- things become naturalized - - “well that is just how it’s done”- male-female marriage and women taking the name - - This training/monitoring makes us forget we’re doing this discipline, starts to feel natural so gender identity feels natural |
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Naturalize/-ing
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Martin suggests that the hidden school curriculum of disciplining the body is gendered and contributes to the embodiment of gender in childhood, making gendered bodies appear and feel natural
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Gender neutrality
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The principle or goal of treating people of different genders/sexes the same; learning is unaffected by gender- the idea that we treat everyone the same
The removal of gender as a factor in behavior; each person is ‘blank’ gender |
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Ideological discourse formation
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Asks us to pay attention to how the communication practices that we can observe relate to these deeper, enduring, historical structures of ideology
Communication focuses of practices (what people are saying, how they are behaving)- researcher’s can focus on practices to explain something (why boys pick stronger male character) |
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Structures and practices
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Structures (formal and informal) and practices (formal and informal)
- Reflect, create, and sustain cultural beliefs - - Helps create and constitute culture, not absent |
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Ines Sainz and the New York Jets
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Hispanic reporter who got harassed by football players; cat calling, throwing things, trying to grope her
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Sexual Harassment
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Unwelcome sexual advances, requests for sexual favors, and other verbal or physical conduct of sexual nature constitute sexual harassment when this conduct explicitly or implicitly affects an individual’s employment, unreasonably interferes with an individual’s work performance, or creates an intimidating, hostile, of offensive work environment.
THE HARASSER’S CONDUCT MUST BE UNWELCOME |
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Quid Pro Quo
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(this for that) an explicit form of sexual harassment that includes threats, bribes, and promises of rewards in return for sexual favors.
-very clear |
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Hostile Work Environment
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“Unwelcome advances of a sexual nature that unreasonably harm a person’s ability to do their work”.
hostile work environment is difficult to define because it is often subtle. Impacts someone’s ability to do their job, don’t have to be touched Witnessed and became offended (sexual coercion is related to quid pro quo) |
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Formal Structures
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Leave policies
1993 Family Medical and Leave Act 12 weeks of leave, Companies with 50+ employees; Parental leave in the US; does not require pay paternity and maternity; family and personal illness US suggesting that men and women can take same amount of time (structure)- US seems to be more equal with other countries, particularly women Women taking time off more than men (Practice |
Maternity leave:
- UK:26 weeks, usually paid - Netherlands: 16 weeks, full salary - Russia: 20 weeks, with some payment - Australia: 52 weeks, unpaid Paternity leave: - UK: 1 or 2 weeks, usually paid Netherlands: 2 days, full salary (plus) Russia: 10 weeks, some payment Australia: 1 week, unpaid (unless primary caregiver) |
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Work schedules
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9-to-5 scheduling
flexible scheduling (4 days a week 9-to-7); something that helps experience themselves as both workers and gender |
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Informal structures
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Informal networks: Examples: Expectation that people will do unpaid labor, and value of those people (being a team player); part of corporate culture is that twice a year go out on golf outing (possible advantages in job); meal groups (go to lunch together), no formal policy saying that everyone can’t go, but if not in “in group” may miss out on information
- “old boys” network Mentor relationships: - Fewer for women because of the difference in m&f managers (fewer upper level women management positions), (males tender to prefer males; females tend to prefer females) - Concerns about: public presentation- males doesn’t want to risk being seen as a sexual predator; women’s seriousness- may be less serious because of home life |
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Ideal worker norm
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Someone who exists solely for the purpose of working (paid); linked to men/masculinity - breadwinner; workaholic, dedicated to fulfillment of task and responsibilities, value job over family
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Male gender stereotypes in organizations
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Sturdy Oaks: need to be strong, unemotional, self-contained, supposed to protect others
Fighters: always aggressive/competitive-expected of them Breadwinners: expectation that man is supposed to be making the money in the organization and family |
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Female gender stereotypes in organizations
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Sex object: expectation that women should fit cultural norms of attractiveness
Mother: figurative- women actually mother people in organizations; literal- people discriminate against you because you are a mother - Ex. Not taken seriously anymore, or get demoted after maternity leave Iron Maiden: - Women act assertive and masculine in organizations; ambitious and direct women in workplace are seen as too masculine (seen as a bitch); unemotional |
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Organizational Hero
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Work day and night to meet deadlines; dedicated to saving the company from an array of adaptors; being able to help out, doing the dirty work; if you have a problem this person will solve it; typically get praised and valued for masculine type of work; pulls all-nighters
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Gender Discrimination Laws
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EEOC(Equal Employment Opportunity Commission)-
- wrote definition of sexual harassment Title VII - Creates definition of sexual harassment/affirmative action and what it entails - Prohibits employment discrimination gender, race, religion, sex, or national origin Title IX - Forbids discrimination in educational programs including universities and school relating to sports ; if education settings are giving money to sports teams – money needs to go to boy and girl teams Equal Pay Act of 1963 - Prohibits discrimination is rights of pay and benefits |
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How does the biological theory of natural selection deal with cultural variation?
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???
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Why do researchers recommend not limiting children to toys for one sex?
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You might push them into a gender that they do not identify with.
Up to age 5, children don't make gender distinctions. |
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In what way is masculinity more difficult to ‘accomplish’ than femininity?
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With the father being less present; masculinity might be harder to convey to the child if the role model isn't there.
The father has more insistence on masculinity than the mother. He doesn't except a sissy. According to the psychoanalytic theory, boys must separate form their mothers. |
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Why do children typically prefer their father as a playmate?
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The mother is normally the person that is there all the time taking care of them, so when the father gets home the children want to play with him because time spent with him is more rare then the time spent with the mother.
It also has a lot to do with the activities that the dad does. He is more active and fun with the children |
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How might race and ethnicity influence family perceptions of education for boys and girls?
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What are some ways in which race/ethnicity and gender intersect in families’ support for children’s learning?
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Know what Mirandé discovered about the multiple meanings of “Macho.” What were some negative conceptions? What were some positive conceptions?
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???
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What are common characteristics of female-female friendships? What are common characteristics of male-male friendships? What are some possible challenges to cross-sex friendships?
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???
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What are some rules that govern a “man date”?
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Nothing that would constitute as a date, such as candle lit dinners or brunch
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Know the challenges faced in cross-sex friendships.
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Sexual dynamic
Emotional bond challenge= hard for women and men ot bond because of sex segregation. Equality challenge Public presentation challenge= M and F friendships may be seen as something more than just a friendship .People will assume that they are in a intimate relationship when they could j just be friends. |
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Know the generalizations that can be made about heterosexual, lesbian, and gay male relationships. Which type tends to have the highest levels of equality between partners? The highest levels of gendered role-playing? Least likely to have an emotional leader or emotional nurturer? Etc.
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???
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Be familiar with Harvey’s claims about what sports teams are interesting to study. Be familiar with the dynamics that produced core, central, and peripheral groups among the baseball players that Harvey studied.
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???
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What main points did Dr. Brouwer’s narrative of attending Howard University illustrate?
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It is a historically black university, he spent a semester there
He stressed what it means to feel visible in an educational situation. He had an acute awareness of his own presence within the class Role-modeling: There were African American students from Ivy League schools who wanted to see what it would be like to have African American professors |
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Be familiar with Martin’s study design in the article “Becoming a Gendered Body.” Know the various types of communication practices Martin discovers in her study that display, train, monitor, punish, and/or reward students’ gender performances
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In Martin’s article, what are her findings about the covert lessons that schools teach? How do these lessons relate to social control?
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What is the “whispering game”? What is “borderwork”? dsu
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Be familiar with examples of the ways instructors treat female and male students differently.
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In elementary schools and public doctoral institutions, what evidence supports the observation of sexed/gendered “organization of schools” that is part of the hidden curriculum?
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Why are Oberlin College and Mount Holyoke College significant in a discussion about the “explicit curriculum” of university education?
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What claims does Niemi make about the mission of “gender neutrality” in White Oaks Middle School?
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What are the key arguments that “Brighter Choice” makes in favor of single-sex education?
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???
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What are important theses on “organizational culture”?
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Structures (formal and informal) and practices (formal and informal)
Reflect, create, and sustain cultural beliefs |
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Know specific types of formal and informal organizational structures and the ways in which they treat sexes differently or are disparately available to sexes (e.g., maternity and paternity leave in the U.S. and internationally).
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Leave policies
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What are key differences among different types of formal organization reform?
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???
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Be able to recall the key points from the Gender in the News item highlighted in class.
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???
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