• Labels that others put on us based on how we perform gender 
• "I think you are male, I think you are female"

• Gender is something that we do, not have - Gender is always a work in progress 

• The activity of managing situated conduct in light of normative conceptions of activities appropriate for one's sex category
• Once you're placed into a sex category, you take on a set of accountabilities

• Institution (i.e. situated expectations)
• Individual (i.e. your agency)
• Interaction (i.e. our negotiation through communication) 
• The place where individuals meet institution and friction happens

• The reason why we can't celebrate the gender binary we currently perform:

1. Doing masculinity = doing dominance/power 
2. Doing femininity = doing deference (2nd place to men)

• Language that purports to include both men/women yet refers to only men
• Ex: businessman, spokesman, mailman

• Men - defined by activities, accomplishemtns, or positions 
• Women - defined by appearance or relationships with others 

• The power of naming - terms like "sexual harassment" and "date rape" have made us aware that these occurences are actual issues, not just things that happen.

• Stereotyping - can distort our perceptions 
• Women who are assertive = bitchy 
• Men who are emotional = wimps
• Polarized thinking - concieving of things as absolute positives 
• Creates binary - doesn't allow for others

• Boys games = large groups, competitive, goal oriented, physically rough, rules

1. Use comm to assert opinions/identity
2. Use comm to achieve/solve problems
3. Use comm to attract/maintain attention

• Girls games = pairs/small groups, unstructured, discussion heavy, less roles 

1. Create/maintain relationships 
2. Establish egalitarian relations
3. Include others
4. Show sensitivity 

1. Regard comm as primary way to establish and maintain relationships 
2. Participatory - respond/build on each other's ideas
3. Demonstrate support for others 
4. "Maintenance work" - sustaining convo by inviting others 
5. Responsiveness - make person feel valued
6. Personal/Concrete style 

1. Effort to establish power/control 
2. Instrumentailty - problem-solving efforts 
3. Conversational command 
4. Direct and assertive speech 
5. More abstract than feminine speech 
6. Less emotionally responsive than feminine speech 

1. Showing support 
2. Troubles talk 
3. Point of the story 
4. Relationship talk
5. Public speaking 

1. Repeat ("right!")
2. Contradict ("I'm fine"... really crying)
3. Replace (*shrug*)
4. Compliment ("I never want to see you again" *frown*)
5. Accent (I love you) 

• Non-verbal comm demonstrates our wish to speak or that we have finished speaking 

1. Responsiveness - showing attentiveness and interest in what others say/do 
2. Liking - use NVC to signal that we like or dislike 
3. Power - degree to which we act as if we are equal, dominant, or deferential to others 

• A personal object that can both express identity and influence how we see ourselves 
• Ex: Pink/blue blankets for babies 

• Refers to space and our use of it 
• Executive large office vs. Secratary small office 
• Men having private "studies" in the household

• The use of touch
• Parents touch daughters more often and gently than they do sons 
• Boys likely to associate touch w/ control 

• Face and body movements 
• Women - tilting head, smiling, taking up less space
• Men - large gestures, taking up space, entering other's spaces

• Vocal cues that accompany verbal comm 
• Women - higher pitch, softer tone, more infleciton
• Men - lower pitch/greater volume in order to assert

• Men - tend to focus on achieving "good" musculature 
• Women - more likely to be dissatisfied, usually look to be thinner 

• Women - more skilled at inerpreting others' NVC in order to identify emotions
• Men - faster than women at recognizing "angry" faces 

• Language is a shaper of ideas - when sexist language/theories are culturally available, the observation of reality is also likely to be sexist 
• Males have produced language, thought, and reality - making them central figures

• Term 'man/mankind' = whole human race, idea of masculine domination inscribed 
• Males are always named, females included in male name

• Males encoded sexist rules into language that makes "he/man" standard use and makes women invisible
• Male placed before female - husband/wife, brother/sister, son/daughter
• Man = entire species, but enforces the MALE of the species 
• "Man has difficulties in giving birth" - sounds wrong

• Ability to think about, reflect on, and respond to ourselves 
• We look at ourselves through the eyes of others
• See ourselves as projects to work on

• How you work on yourself depends on this constant dialogue that you are having with messages we get from other people 
• Internal dialogue of other's messages tell us how to think, look, feel, and do 

• Girls - identify with the mother and internalize feminine views
• EX: "Mommy's little helper"
• Boys - to develop masculine gender identity boys need to lessen identification with mother and focus on identifying w/ a male 
• EX: rewarded for being independent

• Fem = permiable ego boundaries 
• Do not perveive absolute lines between themselves and others
• Masc = firm/rigid ego boundaries
• Have a clear sense of where they stop and others begin - see other's feelings as distinct from their own

1. Don't be female 
2. Be successful - in school/work 
3. Be aggressive - rewarded for this behavior
4. Be sexual - all the time, any time
5. Be Self-Reliant - real man doesn't need others
6. Embody/Transcend traditional masculinity - be tough, but be sensitive

1. Appearance counts - look pretty/slim always 
2. Be sensitive/caring - be nice, deferential
3. Expect negative treatment 
4. Be superwoman 
5. No single meaning of feminity anymore

• Encouraged - to be straight, and follow hegemonic masc.
• Accept sons w/ domestic ability and nurturance/empathy 
• Discouraged - wearing pink/girl clothes, painted nails, dance/barbie dolls, crying in public

• Encourage - sporty apparel, "boy" toys (cars, trains, etc), male sports/activities 
• Discourage - being TOO much like a boy

• Take accountability for accomplishment of boys being masculine/straight 
• Negative response to icons of femininity and homosexuality

• Take less accountability for masculinity by placing it on others
• Fear sons will be treated negatively by OTHERS if they don't follow hegemonic masc./heterosexuality

• Male - struggle in K through Elementary because of feminine environment that make classrooms less boy friendly 
• Also more likely to drop out of HS
• Female - faculty/peers assume that females are less able in math/sciences 
• This makes it hard for F to succeed in these subjects

• History focuses on the contributions of men, not women
• Highlighted women either fit a stereotype or distinguished themselves in masculine context
• Science - The active sperm "invade" the passively waiting egg

• Male athletes/coaches have more support, get paid more 
• Female student athletes are still minority
• Lots of male coaches in women's sports - get paid more than females 

Male

• Rigid socializaiton - must be strong, tough, aggressive 
• Often engage in drinking/sexual activity to demonstrate masculinity

Female

• Exclude girls based on clothing brand and weight 
• Pressure to be successful as a woman and to be successful in academics 
• Effortless perfection

• Both M/F focus more on academics 
• Both focus less on sexual romance

• Elementary = mostly female teachers, but male principal
• High School = still more female, less pronounced
• College = at top Universities 75% of professors are male 

• Women/Minorities more likely to be hired when selection process is "blind"
• Women's performace more closely scrutinized than mens 
• Women judged as incompetent more easily
• Women judged on accomplishment vs. Male on showing promise 

• Tenure/child birth happens at similar times with women, making them choose between family/job
• Males - not allowed 'leave' to tend to kids
• Females - expected to advise students and serve on committees

1. Separates sex from intimacy - what you have w/guys is friendship, not sex
2. Teaches emotional control (strength/coolness) 
3. Sets men up to think - this is the ideal time to joke
4. College prepares you for the work world - jokes help develop skills to navigate

1. Sex object - judgement of workers on appearance 
2. Mother - expected to take care of "emotional labor", in positions that support others
3. Child/Pet - cute, but not taken seriously
4. Iron Maden - scrutinized for being independent, ambitious, competitive

1. Sturdy Oak - self-sufficient, never weak/reliant on others
2. Fighter - considered brave warriors, must be fully committed
3. Breadwinner - male identity tied to earning 

1. Think manager, think male - poses a major barrier to women's advancement in workplace
2. Comm styles don't change - we think M/F styles are rigid, but really both can adapt to opposite 
3. Careers as Linear/Full-time - doesn't allow time for family/other interests, women on maternity leave scrutinized

1. Leave policies - don't allow all preg. women to leave, usually unpaid absence 
1. Reinforces male = breadwinner, female = caretaker
2. Work schedules - don't accomodate families w/small children 
1. Leads to mom staying home/childcare

1. Unwelcoming environments 4 women - language/behavior in orgs emphasize men's experiences
2. The informal network - largely or exclusively male 
3. Mentoring Relationships - women/minorities less likely to have mentors
4. Glass Ceilings/Walls - invisible barriers limit women/minorities 

1. Equal Opportunity Laws - focus on discrimination against individuals
2. Affirmative Action - aims to increase representation of qualified women/minorities
3. Quotas/Goals - specifies number of women/minorities to be admitted, hired, promoted
4. Diversity Training - aims to increase awareness/respect for differences 

• Workplaces value masculine communication style 
• Problem = men/women lead differently, yet we value masculine style
• Creates double binds/standards, exclusions, glass ceilings 
• Solution = Diversity training 
• View of Comm: individuals have fixed habits formed by gender 

• Gender is reproduced in comm paterns at work every day 
• Problem: Doing gender = doing dominance & deference 
• Solution: undoing gender through creative performace
• View of Comm: Communication produces gender

• Org system values men over women, form is gendered before bodies walk in door
• Problem = split of public/private - women constructed as bringing "private" with them 
• Women can't often separate from private
• Analytical/strategic jobs = framed as complex
• Vs. emotional/service - coded as emotional work intuitive to women

• Cultural arenas beyond workplace organize expectations of work 
• Shows like "The Office" tell us how we should act at work 
• Usually point at diff |b| men/women at work

• Claims men are less skilled in developing & sustaining personal relationships 
• Assumption = emotional talk is the hallmark of intimacy

• Claims there are different and equally valid paths to closeness - Doing vs. Talking
• Women - express intimacy by talking
• Men - Express intimacy by doing

Men - express affection by doing, very activity-focused

Women - more emotionally expressive, more talk-focused

• Masculine - want greater autonomy and less connection
• Feminine - less autnomy and greater connection 
• Demand-Withdraw - one demands more talk, the other withdraws; the more one withdraws, the more the other demands talk

• Heterosexual relationships - Both men and women tend to assue that women have primary responsibilty for keeping relationships on track 

• Distribution of labor - even with 2 wage-earners, women are expected to do housework, and take care of kids/parents
• Women do less gratifying and more taxing work than men do in the home 

• Members of one sex are treated in ways that make them feel humiliated, unsafe, or inferior because of their sex
• EX: Whistling at girls on streets

• Sexual activity that occurs W/O informed consent

• Physical, mental, emotional, verbal, or economic power used by one partner against the other in a romantic relationship
• Both men/women who abuse partners have strong masculine gender orientations

• Unwelcome non-/verbal behavior of a sexual nature that links academic/professional standing to sexual favors OR interferes with work/learning
• Quid Pro Quo - use of rewards and/or punishments to gain sexual compliance
• Hostile environment - conduct of a sexual nature that interferes with ability to perform

• Male Circumcision - removal of sheath of the penis
• Sunna - removal of sheath and tip of clitoris
• Clitordectomy - removal of entire clitoris and parts of labia 
• Infibulation - complete removal of clitoris and labia, then sewn together leaving small opening for urination/menstration 

• Exposure to sexual violence in media is linked to increased tolerance, or even approval, of violence in actual relationships 
• Gansta rap/Pornography - encorages to think violence in real relationships is acceptable/normal

• In families where violence exists, kids may grow up assuming that violence is a part of marriage

• Police officers often reluctant to intervene in violence in families 
• EX: let OJ Simpson go though he clearly beat his wife

• Often urge women to return to battering partners in order to "be a good wife", "keep the family together", and "not be selfish" 

• Language obscures seriousness of violence 
• Ex: domestic dispute or spousal conflict - make them sound less serious

• Men - use media primarily for instrumental purposes 
• More likely to read/watch news and use internet to gather info 
• Entertainment = sports, videogames
• Women - use media to build relationships
• Use phones to massage relationships
• More apt to blog/create web content

• Agenda setting - claims media set the public agenda by telling us whats imporant 
• Gatekeepers - shape perceptions by deciding which stories to feature, how to represent issues, and how to depict women/men

1. Underrepresent women/minorities 
2. Portray men/women stereotypically
3. Gendered Advertising - contains stereotypical portrayals 

1. Women's dependence/Men's independence 
2. Women's incompetence/Men's authority 
3. Women as caregivers/Men as breadwinners 
4. Women as victims and sex objects/Men as aggressors

• Media convinces us we need to own more things, buy more products/services

1. Asses ourselves unfairly - media presents unrealistic images of men, women, relationships 
2. Normalize violence against women 

1. Women are primary audience/consumers of advertising, yet women are exploited and oppressed in advertising 
2. Men outnumber women 2:1 in ads - use men as "experts" or to convey authority of product
3. Nuclear family shown out of proportion
4. Over-emphasizes young/beautiful

1. Advertising agencies create a problem in order to sell the "solution" 
1. EX: unattractive armpit commercial
2. Uses shame/disgust in order to sell 

• Sex is used to sell products that have no relation to sex 
• EX: Swifer ads - depicts women having intimate relationships w/cleaning products

• Shows female homemakers as happy with their role
• Shows women with careers as undesireable to men
• Househusbands are usually depicted doing somthing very stupid
• EX: Dad starting blender W/O top

• In recent history, we have become more obsessed with being slim 
• 1800's - "fat" body was perferred, sign of wealth 
• Early 1900's - slender body now maker of cultural sophistication/refinement 
• 60's-80's - Hard bodies became desired, thin but flabby isn't even acceptable

• Cultural tension in USA between role as producers and role as consumers 
• Pressure to consume AND stay fit - we take the body and it's "hardness" as someones ability to balance 

• Expectations for "slenderness" are highly gendered 
• Voluptuous female body represents excess in our socitey - hence, women's bodies more disciplined
• Increasing pressure on men to conform to body ideals 

• Boys - perpetrators, agressors, always wanting sex
• Girls - depicted as victim and as needing protection 
• Instructors - create fear and give clear black/white messages about sex

1. Sex only talked about in sex education 
2. Isn't taught in ways to match experience of a teenager
3. Depicts boys/girls in stereotypical roles and reinforces stereotypes 

• Sex Ed - should integrate pop culture for the extra dimensions it can give to teens 
• Education - sexuality should be integrated into other classes that are not sex ed