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| the predominant cultural views in which gender and sex are seen; reality. |
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| analyze by providing analytical tools to examine common assumptions about gender, sex, & communication. |
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| the ingredients of cultural identities are all interwoven; avoid overgeneralization. |
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| construction, maintenance, & change of social identities. |
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| the tensions commonly present in one's communication, identity, relations with others, & relations to the larger culture. |
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| learned patterns of behavior & attitude; shared meanings (group identity). |
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| interests of a ruling group dominate by common sense; cultural ideology. |
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| assumptions of the biological approach |
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| biological determinism; primary causation to genetics. |
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| research methods of the biological approach |
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| study chromosomes, hormones, & brain development. |
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| benefits of the biological approach |
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| determines physical sex; levels of testosterone/estrogen determine feminine/masculine attributes. |
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| downfalls of the biological approach |
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| attempts to generalize across contexts; fails to include society/cultural factors. |
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| assumptions of the psychological approach |
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| gendered through early childhood experiences. |
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| research methods of the psychological approach |
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| psychoanalysis; social learning; cognitive development. |
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| benefits of the psychological approach |
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| explains interpersonal influences; can be easily tested. |
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| downfalls of the psychological approach |
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| places blame on caregivers; reinforces social norms of gender (early imprint). |
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| assumptions of the descriptive cultural approach |
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| learn gender through cultural socialization. |
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| research methods of the descriptive cultural approach |
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| symbolic interactionism; anthropology; two-culture theory. |
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| benefits of the descriptive cultural approach |
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| studying in natural habitat; looks at the person as a whole; better understanding of culture. |
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| downfalls of the descriptive cultural approach |
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| biased on past interpretations; only 2 categories considered (male/female). |
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| assumptions of the critical cultural approach |
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| focus on cultural distinctions; to deconstruct from different points of analysis. |
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| research methods of the critical cultural approach |
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| standpoint theory; social constructionism; gender as performance; queer theory; post-structuralism. |
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| benefits of the critical cultural approach |
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| use multiple theories; interdisciplinary. |
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| downfalls of the critical cultural approach |
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| theories can change/be disproved; political; biased. |
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| sex-exclusive language; ex: using "dude" to refer to anyone. |
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| oppress: semantic derogation |
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| 2 terms exist that ought to represent parallel concepts, but one term carries negative connotations; ex: spinster & bachelor. |
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| oppress: semantic imbalance |
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| an overabundance of terms existing to describe the other; ex: promiscuity terms for women, in comparison to men's. |
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| oppress: semantic polarization/polar opposites |
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| 2 parallel concepts are treated as though they are opposed; ex: "opposite sexes". |
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| oppress: marked & unmarked terms |
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| when sex/race tends to dominate a category, people may sex or race-mark the category only when a non-dominate person fills it; ex: "male nurse". |
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| the use of diminutives; ex: referring to a black man as "boy". |
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| oppress: the truncated passive |
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| the use of a passive verb allows the agent of action to be deleted from the sentence. |
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| talking back, counter-public spheres, developing a new language, re-signification, moving over, & verbal play. |
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| the daily, non-conscious doing of gender, in which agency & intent play a limited role. |
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| women & girls are often socialized to see themselves as objects, not subjects of behavior; acted upon, not as acting. |
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| why we should look to institutions to understand gender... |
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| limit personal choice; normalize & reinforce gender practices; define reality for us. |
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| characteristics of institutions |
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| complex & intersecting; all influence & influenced by the institution of gender; often intertwined with the state. |
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| what lies outside of typical "normativity". |
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| what is focused on; what is accepted as universal, even though it may not be. |
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| the rules that people carry around in their heads about what they ought to be like as men or women (LGBT) & what others ought to be like; no one ever lives up to expectations. |
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| benefits of single-sex education |
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| able to pay more attention, no distractions; more personalized to typical needs. |
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| downfalls of single-sex education |
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| reinforce stereotypes; false-reality; assumes that sex=gender. |
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| gender sensitive models of communication |
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| connected teaching; co-educational programs; focus on all students. |
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| stereotypes of professional women |
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| seductress/sex object; mother; pet; iron maiden. |
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| adaptation; accommodating; achieving reputation; rationalization; assimilation. |
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| multi-evaluation; important for understanding gender in the media because it helps to indicate the differences of interpretation; audience might not get the same message. |
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| ideology of a culture & the impression that comes with it; media plays a role because it attempts to reflect the typical roles a culture dominantly accepts; allow it to happen. |
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| critically analyze what is being seen; media plays a role because it creates a critical lens for the viewer in order to have a realistic view of reality. |
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| problems with past media research |
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| audience plays no role; universal responses; images only good or bad. |
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| developed on the margin; see the differences between how you live & how society lives. |
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| dominant ideologies as invisible |
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| not necessarily thought of in day-to-day life; assumed; ex: married in churches, Obama's religion mattered. |
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