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Vasiliy Sobolev
Vasiliy Sobolev

Assigned: Life With Gender (The Society Pages) Books Pdf File


In recent years, elementary schools in the U.S. have started carrying chapter books that include either non-traditional families with same-sex parents, homosexual role models, or (in fewer cases) an adolescent who is discovering and accepting their own sexuality/sexual orientation. Hermann-Wilmarth and Ryan acknowledge this rise in representation, while critiquing the way that the limited selection of books present these characters with an eye towards popularized characterizations of homosexuality.[18] The authors characterize this style of representation as "homonormative", and in the only example of a book where the protagonist questions their gender identity, it is left ambiguous as to whether or not they are a trans man or that they were simply pretending.[18]




Assigned: Life With Gender (The Society Pages) Books Pdf File



In the U.S., changes in gender ideology relate to changes in an individuals life, such as becoming a parent, getting a job, and other milestones.[31] Racial differences and gender are determiners of treatment in the workplace; African American mothers suffer a wage penalty if they are married with big families, while white women are penalized upon becoming a mother.[31] African American husbands are not seen as serious economic providers, and do not receive a wage premium for parenthood, while white fathers do.[31] Current, full-time working women have a more egalitarian gender ideology than non-working or part-time women.[31] Men relate work to providing roles and only shift to a more egalitarian gender ideology when opportunities are blocked and they learn to redefine success; blocked opportunities are more prevalent for black men.[31]


The idea around gender performativity, when applied to infancy and young childhood, deals with the idea that from the moment one is conceived, arguably even before that, who they are and who they will become is predetermined. Children learn at a very young age what it means to be a boy or girl in our society. Individuals are either given masculine or feminine names based on their sex, are assigned colors that are deemed appropriate only when utilized by a particular sex and are even given toys that will aid them in recognizing their proper places in society. According to Barbara Kerr and Karen Multon, many parents would be puzzled to know "the tendency of little children to think that it is their clothing or toys that make them boy or girl".[41] Parents are going as far as coordinating their daughter with the color pink because it's feminine, or blue for their son because it's masculine.[42][43] In discussing these points, Penelope Eckert, in her text titled Language and Gender, states: "the first thing people want to know about a baby is its sex, and social convention provides a myriad of props to reduce the necessity of asking".[44] Thus, this reinforces the importance and emphasis that society places not only on sex but also on ways in which to point towards one's sex without implicitly doing so. Eckert furthers this in stating that determining sex at one's birth is also vital of how one presents themselves in society at an older age because "sex determination sets the stage for a lifelong process of gendering".[44] Eckert's statement points to Judith Butler's view of gender as being performative. Similar to Butler, Eckert is hinting to the fact that gender is not an internal reality that cannot be changed. What Eckert is instead stating is that this is a common misconception that a majority of the population unknowingly reinforces, which sees its emergence during infancy.


Gender features strongly in most societies and is a significant aspect of self-definition for most people.[54] One way to analyze the social influences that affect the development of gender is through the perspective of the social cognitive theory. According to Kay Bussey, social cognitive theory describes "how gender conceptions are developed and transformed across the life span".[54] The social cognitive theory views gender roles as socially constructed ideas that are obtained over one's entire lifetime. These gender roles are "repeatedly reinforced through socialization".[55] Hackman verifies that these gender roles are instilled in us from "the moment we are born".[55] For the individual, gender construction starts with assignments to a sex category on the basis of biological genitalia at birth.[56] Following this sexual assignment, parents begin to influence gender identity by dressing children in ways that clearly display this biological category. Therefore, biological sex becomes associated with a gender through naming, dress, and the use of other gender markers.[55] Gender development continues to be affected by the outlooks of others, education institutions, parenting, media, etc. These variations of social interactions force individuals to "learn what is expected, see what is expected, act and react in expected ways, and thus simultaneously construct and maintain the gender order".[57]


Gender is a cultural construction which creates an environment where an adolescent's performance in high school is related to their life goals and expectations. Because some young women believe that they want to be mothers and wives, the choice of professions and future goals can be inherently flawed by the gender constraints. Because a girl may want to be a mother later, her academics in high school can create clear gender differences because "higher occupational expectations, educational expectations, and academic grades were more strongly associated with the expected age of parenthood for girls than for boys".[61] With "young women recognizing potential conflicts between the demands of work and family", they will not try as hard in high school allowing males to achieve higher academic achievement then girls. Crocket and Beal in their article "The Life Course in the Making: Gender and the Development of Adolescents", "gender differences in the anticipated timing of future role transitions, the impact of expectations and values on these expected timings, and the extent to which expectations foreshadow actual behavior".[61] The actions of a youth in high school greatly impact the choices the individual will have over a lifetime. Women especially are constrained in the way they view their adulthood even at a young age because of motherhood.


According to the 1994 report Intelligence: Knowns and Unknowns by the American Psychological Association, "[m]ost standard tests of intelligence have been constructed so that there are no overall score differences between females and males." Differences have been found, however, in specific areas such as mathematics and verbal measures.[73] Even within mathematics, it is noted that significant differences in performance as a result of gender do not occur until late in high school, a result of biological differences, the exhibition of stereotypes by teachers, and the difference in chosen coursework between individual students.[74] While, on average, boys and girls perform similarly in math, boys are over represented among the very best performers as well as the very worst.[75][76] Teachers have found that when certain types of teaching (such as experiments that reflect daily life), work for girls, they generally work for boys as well.[77]


The Internet reflects the values of offline society, and the jokes made online reveal the values and opinions reflected in those jokes, despite them being couched in humor.[84] Memes are used to make sexist ideas into 'jokes', reinforcing sexist gender stereotypes, making threats against women, and mocking transgender people.[84] Many of these views, when questioned or concerns are raised about them, are hidden, saying it was just a joke or a meme.[84] However, memes and internet communities are also very common in feminist and transgender spaces, where jokes about gender are kinder and come from within the community rather than outside of it.[84]


Because the theory says that one can "do" gender whether they conform to gender norms or not (and is always held accountable for behaving in accordance with gender norms), change seems impossible. If essential differences between the sexes are problematic, a society where gender is omnirelevant could be argued to always uphold gender inequality. The language of "doing" gender implies doing difference instead of unraveling it. Most studies that rely on social constructionism explore the ways in which gender is constructed but nevertheless demonstrate how those gender constructions uphold gender as a construct and gender inequality.


All of us are inundated with gender messages from the time we are born, yet we offer children few opportunities to more deeply consider or understand this fundamentally important aspect of life. Basic gender literacy is essential for children to understand their own gender, engage in healthy relationships, identify and place media and social messages in context, and have agency in determining aspects of their gender now and in the future. Societal ideas about gender will affect every critical aspect of their lives, from education to career, finances, relationships and more.


Social gender: how we present our gender in the world and how individuals, society, culture, and community perceive, interact with, and try to shape our gender. Social gender includes gender roles and expectations and how society uses those to try to enforce conformity to current gender norms.


Social gender is the third dimension. This includes gender expression, which is the way we communicate our gender to others through such things as clothing, hairstyles, and mannerisms. It also includes how individuals, communities and society perceive, interact with, and try to shape our gender. Social gender includes gender roles and expectations and how society uses those to try to enforce conformity to current gender norms.


Other Americans took larger steps to reject the expected conformity of the Affluent Society. The writers, poets, and musicians of the Beat Generation, disillusioned with capitalism, consumerism, and traditional gender roles, sought a deeper meaning in life. Beats traveled across the country, studied Eastern religions, and experimented with drugs, sex, and art.


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