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| the ability to distinguish a relationship between the actions of an individual and large-scale social forces |
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a direct effect on the individual
ex. Alex cant afford health care |
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| an effect to many or society ex. the general public doesn't have access to good health care |
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| ability to act and make choices vs. pattern of social arrangements that form society ex institutions, rules, organizations |
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| people have ability to choose but they are strained by structures/norms and don't have equal access to make the same choice |
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biological=genitalia
anatomical=muscles(boy), boobs(girl)
hormones=huge variation in levels |
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set of attributes imposed on sexed bodies
always changing
central way in which we organize society |
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the cycle of genes and environment
sex and gender not differentiated
- Martin article: passive egg/woman(depends on sperm)
sperm has velocity(independent) |
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| adaptations to environment define men and women ex. women are monogamous because they have one egg whereas men can give many sperm |
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| hormone and brain research |
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| the more testosterone the more aggression but the rise and fall of of testosterone is due to social experiences. brain: whites had big/best brain, size=ability(supposedly), jim fallon: killer brain has low activity in orbital cortex |
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| amplification and suppression |
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| amp: small biological difference gets enlarged by social factors ex men more biologically capable to grow muscles hense better athletes, higher pay in sports sup: biological influences get overpowered by social factors ex. desire to smoke genetic norms is women dont smoke |
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| social construction of gender |
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| society gives meaning to gender: 1. across culture(country to country) 2. over time in one culture(100 years ago) 3. across the lifetime(little girl wants to be princess) 4. within gender at the same time(CEO man, construction man) kessler: parents need to know if boy or girl to treat them as such |
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| 3 levels individual, interaction and institutional, gender can't be isolated to one but is played into by a variety |
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one's biology and psychology
-taking apart nature vs. nuture |
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| interactions in social situations (1+), gender is a performance |
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| how institutions are gendered or expect gender ex. family-woman, work-men |
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| biological differences create gender differences. the power of framing something as natural= no accountability |
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| inequalities that lead to difference |
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| expectations between men and women create variation amongst gender |
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| biology as a justification for inequality |
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theres a visible difference in pay between men and women and they use biology to explain that men are more athletic which creates a more exciting game, therefore being a justification of the difference in pay.
(WNBA vs. NBA) Lorber |
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| the process through which individuals take on gendered qualities and characteristics acquiring a sense of self |
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| target and agents of socialization |
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target: younger than adult
agents: anything that can be an influence on a target |
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| gender as an important way to organize and interpret behavior |
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| we use gender to organize people into groups and also to understand why they act the way they do. acceptable default |
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reinforcement: positive: encouragement
negative: punishment
observation and modeling: mommy-makeup daddy-mows the lawn
kids have no agency, no bad intentions
clearfield and nelson article: mother played with boy(freedom/explanations) and girl(?s) diff. |
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kids learn gender meanings: being a man or woman is important to their identity
critique: before the label? gender is only organized tool? |
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frued: unconscious. based on relationship with caregiver(mom in u.s.)
critique: how to study? all moms the same? |
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| gender crossing and power |
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Definition
girls acting boyish= okay
boys acting girly= not okay
gives boys the power |
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| internalized gender messages |
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| rose petal cottage reinforces idea that girls should work in the home |
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| status characteristics theory |
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| we associate traits(gender) with status expectations about other people, helps "smooth" interactions |
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| "birds of a feather flock together" groups of similar people hangout together, being different is difficult |
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| interaction, gender is a performance, gives accountability/agency, "normative conceptions" how time and situations have affected how gender is played out |
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"dominant" varies across society, time, history. what is hegemonic at the time appears as dominant or subordinate
-aggressive
-limited emotion
-heterosexual
-contrasts with all things feminine |
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| girls/boys and gender non-conformity |
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Definition
-generally viewed as positive for girls, negative for boys
-degrees (cant be TOO boyish)
-boys should know how to care for child/be empathetic |
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| overly emotional and passive. parents are afraid when boys take any interest in icons |
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| homophobia and masculinity |
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| fathers fear homophobia because it reflects their own sexuality |
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| -Kane: parents force expectations on boy/girl, in the performance they are the prop manager |
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| organizations vs. institutions |
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org: has specific goals
has boundaries to distinguish
has rules, procedures
specific ways of communicating
inst:organized established pattern
features of social life that seem so regular, ongoing and permanent that are accepted as "just way things are" |
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| the unstated lessons that students learn in school: subtext: teachers communicate behavior norms and individual status in the school culture |
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| border-work (ex and def.) |
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Definition
| boy areas and girl areas interacting across the boundary, 2 genders interacting reinforces gender differences |
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| invasions, aggression, play and power |
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Definition
| Thorn: starts a pattern where its ok for boys to invade girls space, connected to power, is legitimized. |
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classroom styles favor girls
boys more likely to:
drop out of school
get in fights
ADD
lower grades on standardized tests
commit suicide
not go to college
lower class rank |
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| class and race really make the difference instead of gender |
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| individuals are multiple identities not just what society says |
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| ranking of traits as viewed by society over individual: race,gender,class |
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| invisibility and privilege |
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Definition
| whites dont have race, heterosexuals dont have sexuality. creates a privilege |
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| assumes that we get where we are based on how hard we work/try when in reality your traits do play a role in how well you succeed. |
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| violent masculinity as American identity |
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Definition
broader than hip hop
-Historically, American men turned to guns to expand West and protect their families
-Guns became a symbol of power and essential to define masculinity |
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| hip hop as a response to systematic violence |
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Definition
| neighborhoods destroyed by ignorant city planners, violence errupted; state of anomie (no solid identity), results: violent new york. |
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| access to power and bodies |
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Definition
| limited access to oppurtunities, use their bodies for identity and power |
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| women sexuality and mens' desires |
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Definition
not their own but as men's object only purpose is to please men.
youth have been socialized to internalize this message |
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| white voyeurism and black culture as a commodity |
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| white people consume black culture |
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| systematic inequality in the hip hop industry |
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| white record makers: choose what to produce/sell, black artists, consumed by white people (blacks to please whites) |
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| women choose to be in the videos that portray them as "hoes" |
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its the straight adolescent males' dream.
they have the money they're willing to spend on the dream.
women engage in the men's dream world but men do not engage in women's |
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| female sexuality as a commodity |
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Definition
| female sexuality is something to be bought. when women fulfill what men want it has consequences. |
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| femininity in the dreamworld |
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Definition
women are always available/ want to party.
emotionally dependent on a strong man.
act diligent in duties as: nurse, stripper, teacher.
identity is defined by how pretty they are |
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women are seen as body parts: only pieces, their boobs, butt, legs
creates an idea that women want to be watched and desired |
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women=passive and submissive
men= power, intimidation, force
when is it a game, when is it real? |
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men feel entitled to do what they want to women: creates stalkers and domestic abuse
where is the line drawn between reality & fantasy? |
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a way adolescent boys talk about the world, “Fag” doesn’t always mean “gay”… can be used to emasculate heterosexuals
-more connected with masculine incompetence than sexuality |
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| this is internalized by young boys, creates strain for actual homosexuals. social construction of gender |
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| concept that homophobia is not actually based on sexuality but gender. lesbianism is more acceptable because it fulfills a man's fantasy. Gay is seen as not masculine. |
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| importance of relationships to girls' identity |
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| girls often define themselves based on their relationship status |
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| girls as responsible for sexuality |
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Definition
| guys are oversexed, its the girls job to say no |
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| missing discourse of desire |
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Definition
| women don't know how to talk about their sexuality due to lack in society for tools and skills. attention is on looks not feelings |
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| either a slut"bad" or a virgin"good" keeps girls worried about their reputation, more controlling/damaging |
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| belief that you get where you are based on how hard you work. -clothes -peers -how you speak(accents,vocab) |
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| things that demonstrate accomplishment or capability: either grades, going to college, praise from teachers (preps) OR sexuality (working class) |
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| what knowledge you have about popular culture to get ahead in society. ex. cup is to saucer as ___ is to ____. must be exposed to this aka upper class only |
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| rituals about youth based on heterosexuality. this assumption is damaging to their comfort in developing their own sexuality |
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| adults think teens dont know what love is, which invalidates experiences |
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| the public side of sexuality |
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| public display of sexuality can have consequences, most often is suppressed by social norms |
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| limitations on youth sexuality |
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| youth have limited access to resources: need parental notification or consent for most things sexual. ex. abortion, rated R movies, explicit CDs |
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| effects of abstinence-only education |
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Definition
| limited because of who can marry. makes the institution heterosexually biased. |
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