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40 Cards in this Set
- Front
- Back
beliefs informing Freud's Theories |
1. Freud dislocates gender and sexuality from the realm of biology 2. sexuality is the sole purpose of pleasure seeking 3. sex is more important in defining us and causes conflict between people and society 4. sex drive must be managed to avoid conflict, but not overly managed. 5. society plays a major role in shaping how our sex drive is directed 6. gender identity failure 7. viewed homos as a variation of the human sex drive 8. traditional stereotypes were viewed as badges of successful negotiation of gender identity development |
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Feminist challenges to "Penis Envy" |
demonstrates an overemphasis on the influence of anatomical differences on girls' development and implies that women will always feel inferior to men. |
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Feminist challenges to the "mature" vaginal orgasm |
Freud argued that female development required women giving up the pleasure they received from their clitorises, which is women's biggest source of sexual pleasure and agency. |
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Structural Functionalism Constructs Sex Roles |
Talcott Parsons argues that society's two major functions are production and reproduction in order for these functions to occur, sex roles in the nuclear family must be filled |
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isolated nuclear family |
composed of husband, wife, and their dependent children Functions: primary socialization of children stabilization of the adult population of society |
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what are the two adult roles to complete the functions of society and the nuclear family |
instrumental (male)- leadership, decision making, etc. expressive (female)- taking care of children, housework, and sees to the emotional needs of the family |
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Lasting problems with sex roles |
1.Assumes one monolithic sex role for menand one for women. 2. Provides no explanation for thedifferences that are observed among men and among women. 3. Fails to acknowledge power differentialsand privilege/subordination accompanying gender roles. 4.Fails to acknowledge that our socialworlds contain gendered institutions. |
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social learning theories |
focus on observable events and their consequences |
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social learning theories and reinforcement |
Awards v. Punishment behavior consistently followed by a reward will likely occur again whereas behavior followed by a punishment will rarely occur |
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social learning theories and modeling |
the process by which children imitate the behavior of their same-sex parent, especially if the parent rewards their imitations or is perceived by them to be warm, friendly, or powerful |
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cognitive devlopmental theories |
goal is to understand the mental process children use to understand observations and experiences these theories locate gender development and gender identity formation slightly later in life than early childhood view children as being born essentially gender neutral and they look for patterns in the physical and social world |
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schema |
the organizing categories that children develop. |
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boys toys tend to encourage |
exploration manipulation invention construction competition aggression |
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girls toys tend to encourage |
manipulation nurturance attractiveness |
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A social constructionist perspective on gender (4 of them) |
1. Definitions of masculinity and femininity vary from culture to culture 2. definitions of masculinity and femininity vary in any one culture over historical time 3. Gender definitions also vary over the course of a person's life 4. definitions of masculinity and femininity will vary within any one culture at any one time- by race, class, age,etc. |
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A Macro-level institutional analysis- Gender as an Institution |
Institutionscreate gendered normative standards, express a gendered institutional logic,and are major factors in the reproduction of gender inequality. Thegendered identities of individuals shapes those gendered institutions, and thegendered institutions express and reproduce the inequalities that composegender identity. |
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the gendered processes include |
1. divisions of labor, allowed behaviors 2. construction of gendered symbols and images that explain, express, reinforce or sometimes oppose gender divisions 3. interactions between individuals between man and woman, woman and woman, man and man, including all those patterns that enact dominance and submission 4. gendered choice of appropriate work, language use, clothing and presentation of self as a gendered member of an organization |
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"doing gender" |
Instead of gender being a fixed, gender is a product of interactions. We areconstantly “ doing gender”, performing the activities and exhibiting the traitsthat are prescribed for our gender as we interaction with others and withobjects. |
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misplaced nostalgia |
a romanticized notion that the family form of the 1950s is a timeless trope that all family forms should strive to achieve. |
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the sentimental model |
when individuals talked about or thought about their families, their recollections often bore little resembles to the families in which they actually lived. |
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factors that have caused men and women to wait longer before they marry |
today, it is more acceptable to be single. increased use of contraceptives financial constraints |
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what are some reasons why housework is not considered real work |
1. it is unspecialized and repetitive 2. homemakers rarely get time off 3. housework is intertwined with feelings of love and care 4. housework is privatized 5. housework is unpaid |
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gender stereotyping children |
infant boys described as: tall, large, athletic, serious, and having broad hands infant girls are described as: small, pretty, with fine and delicate features. |
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how parents interact differently with daughters vs sons |
parents use more "emotion words" for girls than for boys parents engage in rough play with the boys than girls both mothers and fathers are more likely to believe that daughters need more help than boys. |
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formal curriculum |
the set of subjects officially and explicitly taught to students in schools ex. math and pe. class, heterosexist bias in textbooks. women are often described in terms of passive or dependent role. textbooks leave out entire groups of people |
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hidden curriculum |
the value preferences children are taught in school that are not an explicit part of the formal curriculum but rather are hidden or implicit in it. ex. the way teachers talk to students and make jokes, the importance of boys athletics |
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differences noted about girls vs boys during elementary school |
girls have somewhat higher self esteem than boys girls have higher achievement levels than boys boys are more likely to repeat a grade |
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differences noted about girls vs boys during middle school through highschool |
girls are more likely to participate in extracurricular activities girls self-esteem falls and their IQ fall by about 13 points girls realize they become valued more for their appearance than for their talents boys more important source of prestige and popularity is athletics boys are more likely to be diagnosed with a learning disability boys are more likely to drop out, flunk out, and act out in class |
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explaining the problems found among boys |
Pathologizing boyhood mask of masculinity |
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the pathologizing boyhood explanation |
we have failed to meet the specific needs of boys in the classroom we ignore the inherent differences of boys in the classroom |
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the mask of masculinity explanation |
boys learn that they are supposed to be in power and act like it they end up possessing and expressing a false sense of bravado, overvaluing their abilities, and remaining in programs though they are less qualifies and capable of succeeding |
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micro- inequalities |
subtle, everyday forms of discrimination that single out, ignore, or in some way discount individuals and their work or ideas simply on the basis of an ascribed trait such as sex ex. gesture, different kind of language, treatment or even tone of voice |
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purpose of doing gender article |
provide understanding of gender as a routine, methodical and recurring accomplishment |
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why should researchers view gender as an accomplishment |
when we view gender as an accomplishment our attention shifts from matters internal to the individual and focuses on interactional and institutional arenas. individuals "do" gender but it is a situated doing carried out in the virtual or real presence of others |
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why is it problematic to view gender as either a role or display |
both gender role and gender display focus on behavioral aspects of being a woman or a man as opposed to biological differences between the two. the notion of gender as a role obscures the work that is involved in producing gender in everyday activities. and the notion of gender as a display relegates it to the periphery of interaction. |
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types of responses parents displayed toward their gender non-conforming behavior by their daughters |
mothers and fathers often celebrated this. they reported enjoying dressing their daughters in sports themed clothing, as well as buying them toy cars, trucks, trains, and building toys |
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types of responses parents displayed toward their gender non-conforming behavior by their sons |
most parents of sons expressed at least some negative responses and 6 of these offered only negative responses regarding what they perceived as gender nonconformity. the most common combination was to indicate both positive and negative responses. |
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what do these reactions suggest |
parents are accepting yet they are not so positive towards icons of femininities. parents are carefully balancing an openness to some crossing of gender boundaries but only within limits gender conformity and heterosexuality are linked closely |
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River High's Formal curriculum |
school wouldn't let an interviewer ask students about sex, abstinence-only sex education programs, dress code emphasized gender difference |
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River High's informal curriculum |
while administrators didn't want adults actually talking to students about sex, they did want to know about students' sexual behavior Ms. Mac would make comments effectively transforming a cross-gender friendship into a heterosexualized pairing. homophobic jokes between teachers and students, usually boys (weight room or auto shop) senior pictures |