Gender And Society Exam 2

Front 1

beliefs informing Freud's Theories

Back 1

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

Front 2

Feminist challenges to "Penis Envy"

Back 2

demonstrates an overemphasis on the influence of anatomical differences on girls' development and implies that women will always feel inferior to men.

Front 3

Feminist challenges to the "mature" vaginal orgasm

Back 3

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.

Front 4

Structural Functionalism Constructs Sex Roles

Back 4

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

Back 5

composed of husband, wife, and their dependent children

Functions: primary socialization of children

stabilization of the adult population of society

Front 6

what are the two adult roles to complete the functions of society and the nuclear family

Back 6

instrumental (male)- leadership, decision making, etc.

expressive (female)- taking care of children, housework, and sees to the emotional needs of the family

Front 7

Lasting problems with sex roles

Back 7

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.

Front 8

social learning theories

Back 8

focus on observable events and their consequences

Front 9

social learning theories and reinforcement

Back 9

Awards v. Punishment

behavior consistently followed by a reward will likely occur again whereas behavior followed by a punishment will rarely occur

Front 10

social learning theories and modeling

Back 10

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

Front 11

cognitive devlopmental theories

Back 11

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

Front 12

schema

Back 12

the organizing categories that children develop.

Front 13

boys toys tend to encourage

Back 13

exploration

manipulation

invention

construction

competition

aggression

Front 14

girls toys tend to encourage

Back 14

manipulation

nurturance

attractiveness

Front 15

A social constructionist perspective on gender (4 of them)

Back 15

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.

Front 16

A Macro-level institutional analysis-

Gender as an Institution

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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.

Front 17

the gendered processes include

Back 17

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

Front 18

"doing gender"

Back 18

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.

Front 19

misplaced nostalgia

Back 19

a romanticized notion that the family form of the 1950s is a timeless trope that all family forms should strive to achieve.

Front 20

the sentimental model

Back 20

when individuals talked about or thought about their families, their recollections often bore little resembles to the families in which they actually lived.

Front 21

factors that have caused men and women to wait longer before they marry

Back 21

today, it is more acceptable to be single.

increased use of contraceptives

financial constraints

Front 22

what are some reasons why housework is not considered real work

Back 22

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

Front 23

gender stereotyping children

Back 23

infant boys described as: tall, large, athletic, serious, and having broad hands

infant girls are described as: small, pretty, with fine and delicate features.

Front 24

how parents interact differently with daughters vs sons

Back 24

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.

Front 25

formal curriculum

Back 25

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

Front 26

hidden curriculum

Back 26

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

Front 27

differences noted about girls vs boys during elementary school

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girls have somewhat higher self esteem than boys

girls have higher achievement levels than boys

boys are more likely to repeat a grade

Front 28

differences noted about girls vs boys during middle school through highschool

Back 28

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

Back 29

Pathologizing boyhood

mask of masculinity

Front 30

the pathologizing boyhood explanation

Back 30

we have failed to meet the specific needs of boys in the classroom

we ignore the inherent differences of boys in the classroom

Front 31

the mask of masculinity explanation

Back 31

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

Front 32

micro- inequalities

Back 32

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

Front 33

purpose of doing gender article

Back 33

provide understanding of gender as a routine, methodical and recurring accomplishment

Front 34

why should researchers view gender as an accomplishment

Back 34

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

Front 35

why is it problematic to view gender as either a role or display

Back 35

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.

Front 36

types of responses parents displayed toward their gender non-conforming behavior by their daughters

Back 36

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

Front 37

types of responses parents displayed toward their gender non-conforming behavior by their sons

Back 37

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.

Front 38

what do these reactions suggest

Back 38

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

Front 39

River High's Formal curriculum

Back 39

school wouldn't let an interviewer ask students about sex, abstinence-only sex education programs, dress code emphasized gender difference

Front 40

River High's informal curriculum

Back 40

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