Download core quotes

Chapter 8
Gender Inequality
. . . when we abolish the slavery of half of humanity, together
with the whole system of hypocrisy that it implies, then the
'division' of humanity will reveal its genuine significance and
the human couple will find its true form. . . To gain the
supreme victory, it is necessary, for one thing, that by and
through their natural differentiation men and women
unequivocally affirm their brotherhood.
Simone deBeauvoir, The Second Sex
CORE QUOTES
The following series of quotes may be viewed as representations of the central issues in
Chapter 8.
"For the most part, the state, the law, politics, religion, higher education, and the economy are
institutions that have been historically developed by men, that are currently dominated by men, and
that are symbolically interpreted from the standpoint of men." (text, p. 246)
"A United Nations Human Development Report released in the 1990s found that
there still is no nation that treats its women as well as its men." (text, p. 248)
"Today marriage and family have become less of an organizing force in the lives of
contemporary American women." (text, p. 251)
". . . some social scientists argue that sexual harassment, sexual aggression, and
rape are methods men use to intimidate women, keeping them dependent and powerless."
(text, p. 264)
"There is little that is psychologically either male or female, although our cultural
definitions often make it appear so. It seems that all societies have seized on the anatomical
differences between men and women to assign gender roles. . ." (text, p. 267)
"The great variation in the gender roles of men and women from one society to another points
to a social foundation for most of these differences." (text, p. 269)
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From these quotes, four major instructional objectives may be inferred. They are:
1.
Understanding the global role of women as members of a minority group--how it
developed, how it appears to be changing;
2.
Developing awareness about the shifting master status of American women away
from home and family and into the workplace;
3.
Understanding the impact of ongoing stereotypes of women in keeping them in a
powerless, dependent position in society;
4.
Understanding the interplay between biology and culture in forming the gender roles
of men and women.
FOCUS QUESTIONS FOR STUDENTS
As noted in Chapter 1, the following questions are designed to orient student thinking to help
them achieve the objectives identified above, as well as to challenge the student's prior beliefs and
biases while acquainting the student with the mode of sociological thinking on this topic.
1.
Is a woman's primary "place" in the home?
2.
Is a man's primary "place" in the workplace?
3.
Do men and women think and communicate differently?
Is their use of words handled differently? If so, how?
4.
Are both men and women hindered in their social
development by the social roles ascribed to them at birth?
How?
5.
What are girls/women like?
6.
What are boys/men like?
7.
Is it important that parents know the sex of their unborn
children? Why or why not?
8.
As a child, how were you treated in ways that conveyed the
message that boys are different from girls?
9.
How would your life be different today if you were the
other sex? Is the other sex an "opposite"?
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10.
How would your life have to change if gender equality were a reality?
PROJECTS & WRITING ASSIGNMENTS
CRITICAL THINKING EXERCISE
As noted previously, each chapter in this manual contains a critical thinking exercise
based on three elements: facts, values, and applications.
Because of the emphasis given to gender-role socialization in Chapter 8, students are
assigned a paper in which they are expected to respond to the following questions:
1.
Social Facts: Among the primary agents of socialization
identified in the text are the mass media. Among the media,
television has often been viewed as having a significant
impact on personal identity and on the development of self.
Think back to your earliest memorable experiences with
television. What were your favorite programs (children's
shows, sitcoms, newscasts, sports, etc.)? After identifying
your favorites, focus on the roles of males and females in
those programs. How were males and females portrayed?
How did the males and females interact together? What
expectations seemed to be attached to the participants
because of their gender?
2.
Values: As you continue to focus on the male and female
participants in these television programs, for what
qualities or abilities did each appear to be valued? What
general roles in life appeared to be attached to each person
by virtue of their gender? That is, do you note a split in the
value ascribed to each person because of their gender?
3.
Application: Do these early socialization experiences continue
to affect you today? Do they have an impact on your self-identity
and sense of worth? Do you feel "locked in" to a life pattern based
on your gender? And, if so, to what factors do you attribute this
feeling? Are you comfortable with the role orientation you have
developed?
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GENDER AND SELF-FULFILLING PROPHECIES
When initiating classroom discussion on race and ethnicity, I have often found students to be
reluctant to discuss their views openly. Their nonverbal behavior or "body language" suggests either
discomfort with the threat of exposing personal bias that could lead to classroom conflict, or
indifference towards the importance of the topic.
In contrast with this instructional struggle, I have discovered far less student reticence when
dealing with gender issues. In fact, students from a variety of racial and ethnic backgrounds actually
seem to enjoy classroom conflict on the subject of gender (particularly when elicited from a
somewhat homogeneous birth cohort), while hiding any potentially racist attitudes as much as
possible.
Socialization experiences may have desensitized students regarding the "battle of the sexes."
That is, they may be so used to encountering gender issues in everyday life that their familiarity with
the subject may result in less fear when dealing with the subject assertively. On the other hand, their
openness and somewhat "teasing" attitude toward one another gender-wise may suggest a trivialized
view that allows more superficial "play" with the subject; thus, the instructional need to push beyond
the superficial in order to facilitate a greater depth of learning about gender.
One of my approaches has been to utilize role playing in a lecture format, a technique that is
deliberately anti-political correctness and that may result in momentary conflict with one's teaching
colleagues and the school administration. With this caveat, I have found that the instructional payoff
in teaching about prejudice, stereotypes, and the power of self-fulfilling prophecies has been well
worth the occasional hassle.
During my first lecture on the topic of gender, I tell my students that for this class session I
wish to interact only with the males in the class, and that females are not allowed to participate
verbally. Their "place" is to listen. I then encourage my male students to discuss with me the
question: "What are women like?" (and I put the question at the top of the chalkboard in the
classroom). Initially, some males appear fearful to respond but, with prodding, they become active
participants. Some describe women in very "positive" terms, such as "attractive," "caring," and
"sensitive." In cases like these, I redefine their imagery into "great for sex," "naturally nurturing," and
"emotional," and I write my terminology on the board instead of theirs.
At this point, some of my female students will start whispering to one another, to which I
respond that their behavior suggests "passive-aggressiveness," and I put these terms on the board.
Some female students will try to speak on the point, and I remind them that they are not allowed to
speak, because they are women and not worthy of being heard. I put "dumb" on the board. I will also
note on the board at this point that women are "pushy," and when this results in hostility, I note
"over-emotional" and "feminazi" on the board. I also point out the female students in the class who
are sitting quietly without noticeable complaint and suggest that they "know their place." When this
brings out more aggressive hostility from the more out-spoken women in the class, I put "PMS" on
the board.
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Now the worm turns. If the instructor is fortunate and has developed a degree of comfortable
rapport with his or her students by this time, he (in this example) will have an assertive female
student willing to step up to the board and lead a similar lecture-discussion with the other women in
the class. Here the imagery of males as aggressive, insensitive, insecure, macho, power-mad, violent,
obsessed with sex, detached, etc. (borrowed here from Sam Keen in Fire In The Belly, Bantam
Books, 1991) is utilized and placed on the board next to the "What are women like?" list. I have also
taken this approach by utilizing a female guest lecturer to function as the facilitator of this side of the
discussion. In a pinch, I have done both sides myself; however, the impact is much greater when a
male and female are available to handle each separate set of images. Of course, the process is
reversed depending on the gender of the teacher of record for the class.
Now is the time to test the Thomas Theorem. Many students will have already noted that the
terms on the board represent a stereotype, and that stereotypes are basically false interpretations of
what people in social categories are like. I ask, "So you believed originally that such images (in this
case, of women) are inaccurate?" They generally all agree. But then I ask, "What about now? Are the
present images false ones?" Students will still tend to agree. But I press on by erasing the word
"women" and the word "men" in the questions heading each set of images on the board. I ask
whether most any student walking into the classroom at that moment would know the category of
people being referred to by each list. My students agree, though they still argue the point.
Now I pursue the alternatives. I ask, "How can people avoid the controlling power of a
stereotype?" If women do nothing to deal with it, they "know their place." If men do nothing with it,
they are "wimps." If women fight it, they are "pushy, emotional feminazis." If men fight it, they are
"power mad, defensive, and violent." How can stereotypes and prejudice be escaped, given the
numerous "blind alleys" erected through the controlling power of language alone?
There are many instructional follow-ups to the above activity. Lecture-discussion on the
power of stereotyping, self-fulfilling prophecies, the psychology of frustration-aggression, and, of
course, the racial and ethnic analogs are apt to be fruitful areas as well. I have also found that
students remember this session as much as any lecture or activity I do during the course of the
semester. As indicated previously, care must be exercised in role-playing politically incorrect
activities like this, but I haven't yet been fired for taking the approach.
THE IMPACT OF PREJUDICE AND DISCRIMINATION
A. An effective method of demonstrating the effects of gender socialization is to utilize a
technique developed by Loewen and Sampson in "Getting Gender on Their Minds: A Classroom
Exercise on Sex Roles" (Teaching Sociology, July 1986, Vol. 14). Loewen and Sampson give their
students a matching quiz that tests the students' knowledge of football terms and colors. The test is
designed to discriminate against students with stereotypically "male" knowledge (i.e., knowledge of
football and ignorance of colors). The activity not only creates an awareness of gender socialization,
but also shows how such socialization practices can add to discriminatory hiring practices in
different kinds of work.
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B. A second option is based on an article published in the December 1971 issue of Ms.
magazine. Written by Judy Syfers, and entitled "I Want a Wife," the article ironically examines the
characteristics that society considers to be inherent in the ideal wife. I have assigned a modification
of this approach by asking my female students to write a paper entitled "I Want a Wife" and my male
students to write a paper entitled "I Want a Husband." The paper assigned the males is based on the
same principle as Syfers's article, except that they are asked to describe what they believe society
considers to be characteristics of the ideal husband. Since I began utilizing this assignment, I have
found little change in the expectations regarding husbands, but significant changes regarding wives,
with the addition of "breadwinner" gradually being viewed as a part of the ideal type. The papers
provide the framework for improved awareness of the impact of socialization on gender roles.
THE FIRST THREE WORDS:
SEX AND SOCIALIZATION
A question often explored in the study of gender is whether biology is destiny in human
personality development. A technique for examining this topic is to suggest that the first three words
a newborn baby with English-speaking parents hears are either, "It's a boy!" or "It's a girl!" [Of
course, in the current high-tech age of medicine, many parents already know the sex of the child
before s/he is born.] Our preoccupation with either having advance knowledge of the sex of the
unborn or making the sex of the child a surprise proves that gender is likely to be an important
variable affecting the manner in which the child will be socialized. But, the question remains: How
do heredity and environment interact to produce what we call masculinity and femininity?
An approach to the question is to ask students to distinguish clearly and concretely the
behavioral traits of masculinity and femininity. Their observations are noted on the chalkboard for
group examination. During the process, students are urged not to think in terms of male and female,
but rather to think purely in terms of behavioral traits without connecting such traits to either men or
women. In spite of the urging, most students find this a virtually impossible rule to follow.
After the "ideal types" are on the chalkboard for all to examine, the students are asked why
they had so much difficulty keeping the sex of the person separate from the personality traits
identified as masculine and feminine. Is it because the traits are "natural" ones; that is, innate
hereditary characteristics resulting from one's chromosomes? Or, are such traits learned through
socialization? After hearing some of the responses, students are then asked to substantiate their
positions. On what information are their conclusions based? Are their positions based on verifiable
evidence, political correctness, or learned bias? Here, the opportunity is ripe to explore classic
studies such as John Money's research at Johns Hopkins Medical School, Margaret Mead's
participant observations in New Guinea, or any other, more recent work done regarding the interplay
between biological and sociological variables in the development of gender roles.
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INTERNET EXERCISE
In order to examine current information on the women's movement in the United States, visit
the site of the National Organization for Women (NOW) at http://now.org/now/home.html.
Explore the goals of the organization and current issues being addressed.
Then, in order to examine some information on the men's movement, go to the site at
http://www.vix.com/pub/men/history/history.html.
After reaching this page, click on "What are Mens Issues?" to get a list of seven different
men's movement groups, along with summaries of their specific political agendas.
After comparing the goals and issues addressed for both men and women, students are
asked to evaluate each in terms of their potential impact on men's and women's lives and
ultimately society.
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QUIZ
Matching
1.
The term that refers to whether one is genetically male or
female
A. Social Equality
2.
A form of social differentiation that refers to the
sociocultural distinction between males and females
B. Glass Ceiling
3.
The belief that one sex is superior to the other
C. Sexual
Harassment
4.
The policies, procedures, and practices that produce
unequal outcomes for men and women
D. Patriarchy
5.
A system of social organization in which men have a
disproportionate share of power
E. Sex
6.
The element lacking in a social group that identifies it
as a minority
F. Institutional
Sexism
7.
The unequal involvement of working mothers and
wives in household work
G. Second Shift
8.
A set of invisible barriers that prevent women from
advancing in the work world
H. Power
9.
Unsolicited and unwelcome flirtation on the job
I. Gender
10.
The primary focus of the "second wave" of women's
movements
J. Individual
Sexism
Answer Key
(1) E
(2) I
(3) J
(4) F
(5) D
(6) H
(7) G
(8) B
(9) C
(10) A
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FILM/VIDEO & AUDIO
Breaking The Glass Ceiling (n.d.). This new, two-part series examines the obstacles preventing
women from getting to the top of the corporate ladder. It includes case studies of women in the
U.S. and the U.K., providing practical insights for future breakthroughs.
Dating Rites: Gang Rape on Campus (Alison Stone) (n.d.). A documentary that explores the
issues of rape on college campuses. This film includes some examination of both gang and
acquaintance rape.
The Differences Between Men And Women (1995). This presentation explores the "nature versus
nurture" issue in regard to gender differences.
Dreamworlds (1995). This program displays footage from over 165 music videos, probing the
relationship between the airing of objectified images of women and sexual violence.
For Better or Worse: Love and Marriage in the 1990s (n.d.). This CBS News "48 Hours"
segment examines a variety of relationship issues between the sexes. Some specific gender
communication problems are examined.
A Gathering of Men (1990s). A conversation between Robert Bly and Bill Moyers regarding the
male role and the men's movement. Humorous, yet at times quite moving, this film includes clips
of men's groups in action and some of Bly's verse.
Gender: The Enduring Paradox (1991). This Smithsonian World film explores a variety of
issues regarding gender. It includes interviews and observations of children, sociologists,
psychologists, and authors. The contradictions of gender are explored along with the question of
whether men and women are significantly different.
Gender And Communication: She Talks, He Talks (1994). This video explores the
communication gap between men and women, including some of the forms that it takes and why it
occurs.
Gender And The Interpretation Of Emotion (1997). This program poses the question: “Do the
sexes differ in their ability to judge complex emotions in others?” Research findings are presented in
evaluating this question.
Gender And Relationships (1990). Based on recent research, the program examines some of the
most beguiling mysteries of the ages: What is love? What makes sexual behavior "normal" and
"abnormal"? Why and in what ways do men and women differ in their sexual attitudes, motives, and
behaviors?
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Gender Issues In The U.S.A., Parts I And II (1992). These two presentations deal with women in
the workforce, feminism, recent legislative changes promoted by women, the rise of men's groups,
and other stimulating topics related to sexual inequality.
Gender Socialization (1993). This program discusses how gender socialization affects self-esteem,
emotions, behavior, and world view. It considers how social action has influenced gender
socialization in the past, as well as what can be done to effect future change.
The Idea Of Gender (1995). This presentation deals with how the idea of gender has evolved in
Europe and America over the past 200 years, discussing how it has been challenged and transformed
over time.
Men And Women: Talking Together (1993). Deborah Tannen (You Just Don't Understand) and
Robert Bly (Iron John) discuss communication between the sexes before a live audience. They field
questions from the audience concerning such topics as male/female conversational rituals, the
politics of shame, and comforting as a power device.
Men Are From Mars, Women Are From Venus: Gender Differences In Relationships (1999). In
this ABC News program, correspondent Barbara Walters interviews John Grey, author of the bestseller, Men Are from Mars: Women Are from Venus. In this presentation, Grey applies his theories
and techniques to real-life situations in illustrating more successful, satisfying, and harmonious
partnerships between men and women.
Men, Women, And The Sex Difference: Boys And Girls Are Different (1995). In this ABC News
program, correspondent John Stossel raises questions about the nature/nurture debate, and seeks to
uncover real, rather than stereotypically fabricated differences between men and women. The
program features feminists Gloria Steinem, the late Bella Abzug, and Gloria Allread, who question
whether the issue of gender differences should even be raised.
The Men’s Movement (1998). This program profiles the new “men’s movement” and explores the
various reasons why men become involved. The implications of this male activism are evaluated in
light of relationships between men and women in the 21st century.
Not a Bedroom War: New Visions of Feminism (1993). This film explores the goals of
feminism from a global perspective.
Paving The Way (1996). This video profiles four women in public life who "broke the mold"
several decades ago by constructing careers for themselves in realms into which women were not
expected to venture.
Sex And Gender (1991). This video examines the lives of three women of different generations
from a sociological point of view, showing how they have been treated differently as women,
depending upon the generation in which they were raised. The effects of gender-related norms
are analyzed and perspectives on gender-based social stratification are assessed. Finally, social
changes that have occurred as a result of the women's movement are examined.
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Sex Hormones And Sexual Destiny (1992). This program visits a Rutgers University laboratory
where research has demonstrated that hormone levels have a distinct and measurable effect on
"masculine" and "feminine" behaviors and that the anatomical structures of male and female
brains differ. The program also discusses the effects of right-brain and left-brain communication
and the influence of environment on male and female behavior.
Sex Roles: Charting The Complexity Of Development (1991). Beginning with a look at the
cultural ramifications of sex roles and the myths associated with them, this program examines
three theories of socialization: Freudian, social-learning, and cognitive-developmental. The
presentation analyzes how each theory views the nature/nurture debate and explores the impact of
sex-role stereotypes on the developing child.
Sexism In Language (1990). This presentation shows how sexism and antisexism may be
contained in the use of our language -- in song lyrics, everyday conversation, newspaper reports,
written conventions, and satire.
Sexism In Language: Thief Of Honor, Shaper Of Lies (1995). This presentation shows how
gender bias infuses the English language, often with significant consequences, especially for
women.
Sexual Stereotypes In Media--Superman And The Bride (1991). This program shows how
pervasive gender stereotypes are in film and TV, in the fiction on which they are based, and even
in so-called documentaries.
Six Generations Of Suffragettes: The Women’s Rights Movement (1999). This program
provides a concise overview of the women’s movement in America, utilizing interviews, archival
footage, and photos, spotlighting key contributors, such as Elizabeth Cady Stanton and Susan B.
Anthony.
Stale Roles And Tight Buns: Images Of Men In Advertising (1990). This video uses common
advertising images to show how men are stereotyped in the media; through these images, the
viewer sees the myths used to define and limit the American man.
Taking On The Boy’s Club: Women In The Workplace (1999). This ABC News program
examines the workplace that emerged during the 1990s–one that has been indelibly influenced by
sexual discrimination and sexual harassment lawsuits. This presentation examines sexual
harassment in quid pro quo terms and in terms of the creation of a “hostile environment.”
Women: A True Story (1997). This 6-part series is narrated by actress Susan Sarandon: “The
Gender Tango,” “The Double Shift,” “The Need to Know,” “Body Politics,” “The Power Game,”
and “Postcards from the Future.” The installment on the “double shift” fits in well with the
text’s discussion of this phenomenon. The installment entitled “The Power Game” aligns
perfectly with the text’s treatment of power and male hegemony.
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In My Country: An International Perspective On Gender (1993). This is an excellent
resource on cultural attitudes related to gender, covering household labor, types of discipline for
boys and girls, marriage decisions, society's view of rape, and attitudes toward homosexuals.
READING RESOURCES
Bly, Robert. Iron John. 1990. MA: Addison-Wesley Publishing Company, Inc. Through the use
of ancient mythology and legends, Bly explores male initiation rites in American culture. Offers
thought-provoking images of modern manhood.
de Beauvoir, Simone. The Second Sex. 1952. New York: Alfred A. Knopf. Labeled the "first
manifesto of the liberated woman," this classic explores the history, the psychology, and the
sociology of an emerging image of womanhood.
Fallows, James. "Throwing Like a Girl" in Sport. August 1996. This article promotes the idea
that one's throwing style is not determined by biology; rather, anyone can learn to throw like an
athlete, and the author explains how.
Gerzon, Mark. A Choice of Heroes. 1992. New York: Houghton Mifflin Company. A
significant examination of masculinity, men's feelings, and how changes in men's awareness may
affect the future.
Keen, Sam. Fire in the Belly. 1991. New York: Bantam Books. Examines past socialization
experiences of males, while attempting to guide the reader to a new image of manhood.
Keyes, Ralph (ed.). Sons On Fathers: A Book of Men's Writing. 1992. New York: HarperCollins
Publishers. Men from many different backgrounds write about their relationships with their
fathers. The focus is on "a compelling need to understand, forgive, and reconcile.
Lavender, Abraham. Ethnic Women and Feminist Values: Toward a New Value System. 1986.
Lanham, MD: University Press of America. After evaluating women's similarities and
differences in ethnic groups based upon religion and national origin, the author argues that dual
identities of ethnicity and feminism are both compatible and supportive.
Matthaei, Julie A. An Economic History of Women in America. 1982. New York: Schocken
Books. Examines the role of women in labor from colonial times to the present. Effective in
explaining the changing roles and lives of women.
Roiphe, Katie. The Morning After: Sex, Fear, and Feminism. 1994. New York: Little, Brown
and Company. A provocative critique of the feminist movement and its image of freedom.
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Rubin, Lillian B. Women of a Certain Age. 1979. New York: Harper Colophon Books. An
examination of midlife challenges being faced by women.
Schaef, Anne Wilson. Women's Reality. 1985. New York: Harper & Row, Publishers. A biting
commentary that illuminates the anger behind some in the women's movement
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