Chapter 11: Race, Ethnicity, Gender, And Class

Chapter 11healey Race Ethnicity Gender And Class 8e Sage Publis

Chapter 11healey Race Ethnicity Gender And Class 8e Sage Publis

Chapter 11 Healey, Race, Ethnicity, Gender, and Class 8e. © SAGE Publishing, 2018. Gender Consider the narrative of Malcom and Maria at the beginning of Chapter 11 Is the difference due to sex? Should we be concerned? Is change needed? Healey, Race, Ethnicity, Gender, and Class 8e. © SAGE Publishing, 2018.

Malcom and Maria 3 Sex refers to biological characteristics based on genitalia, hormones, and chromosomes Gender refers to the socially defined meanings or characteristics (masculine, feminine) Gender statuses: positions in the social structure based on gender Gender socialization: the process by which people learn ideas about gender Gender norms: societal expectations for behavior based on one’s gender status Healey, Race, Ethnicity, Gender, and Class 8e. © SAGE Publishing, 2018. The Sociology of Gender: The Basics 4 Gender identity: one’s feelings of being a girl/woman, boy/man, or some other gender Most Americans are cisgender A small percentage of the U.S. population identify as transgender To achieve congruence between one’s body and gender identity, transgender people may change their name, hairstyle, or clothing Some transgender people may change biological aspects of their bodies Healey, Race, Ethnicity, Gender, and Class 8e. © SAGE Publishing, 2018.

The Sociology of Gender: The Basics 5 Gender fluid Gender expression shifts easily between masculine and feminine Gender display Most people display gender through their actions Clothing, walk, and talk “Doing» gender Healey, Race, Ethnicity, Gender, and Class 8e. © SAGE Publishing, 2018. The Sociology of Gender: The Basics 6 People who identify or express gender in nonconforming ways may be called genderqueer Since Americans are socialized within a binary gender system, this can be hard to understand Gender is a social construction People create gender-related beliefs, norms, and practices through their interactions Healey, Race, Ethnicity, Gender, and Class 8e. © SAGE Publishing, 2018. The Sociology of Gender: The Basics 7 Hunting and gathering Survival based Both sexes must participate equally Agrarian--beginning of sex specific tasks Strength required to operate farm equipment Beginning of private property and the passing of wealth Separate spheres Men in the field and marketplace Women--domestic and children More children required to keep the farm household running Healey, Race, Ethnicity, Gender, and Class 8e. © SAGE Publishing, 2018.

History and Background 8 Industrial Primarily adult and male labor Tiered wages and unionization defined ideal worker Family wage Ideal family--myth or reality? WWII major shift to women in traditional male workplaces Healey, Race, Ethnicity, Gender, and Class 8e. © SAGE Publishing, 2018. History and Background 9 Suffragists Declaration of Sentiments 1848 Demand right to vote and own property Attempt to expand value beyond childcare Women’s Liberation Movement Doldrum Period 1945–1960, women in home with modern conveniences Stigma of the unmarried woman Healey, Race, Ethnicity, Gender, and Class 8e. © SAGE Publishing, 2018. Movements for Gender Equality s movements Equal Rights Amendment (did not pass) Equal Pay Act Affirmative Action for Sex Executive Order Title IX and Educational Equity Act Healey, Race, Ethnicity, Gender, and Class 8e. © SAGE Publishing, 2018.

Movements for Gender Equality 11 Changing laws regarding use of birth control, no fault divorce, marital rape, and domestic violence Birth of feminism Cultural feminism Change values and norms associated with the positive view of masculine traits and the negative view of feminine traits Healey, Race, Ethnicity, Gender, and Class 8e. © SAGE Publishing, 2018. Movements for Gender Equality 12 Gender reform Equal treatment of men and women Gender resistant Attempt to change traditional societal views on what constitutes positive societal norms Gender rebellion Humans can choose their own forms of productive work, relationships, life, liberty, and pursuit of happiness without regard to their gender, race, or any other characteristic Healey, Race, Ethnicity, Gender, and Class 8e. © SAGE Publishing, 2018.

Three Types of Feminism 13 Postmodern and Postindustrial Multiracial woman--other factors separate needs of women (age, class, race, etc.) Womanist (Walker) --“Womanist is to feminist as purple is to lavender” Gender rebellion--attempt to reconstruct gender Cisgender--match of sex and gender Non-cisgender--where sex and gender do not match Healey, Race, Ethnicity, Gender, and Class 8e. © SAGE Publishing, 2018. Movements for Gender Equality 14 Institutional sex discrimination Sexual harassment and assault in the military Reproductive rights and freedoms Double bind Healey, Race, Ethnicity, Gender, and Class 8e. © SAGE Publishing, 2018. Recent Trends and Issues 15 Masculine activities are more valued, thus women who engage in them can do so with limited stigma; the reverse is not necessarily true Modern sexism Failure to achieve is the fault of the individual Men may achieve faster in traditional female occupations than women do in traditional male occupations Pink collar Glass escalator Healey, Race, Ethnicity, Gender, and Class 8e. © SAGE Publishing, 2018.

Sexism and Discrimination 16 Masculine activities are more valued, thus women who engage in them can do so with limited stigma The reverse is not necessarily true Men may achieve faster in traditional female occupations than women do in traditional male occupations Pink collar and glass escalator Healey, Race, Ethnicity, Gender, and Class 8e. © SAGE Publishing, 2018. Sexism and Discrimination 17 Gender socialization Process by which boys and girls are taught expectations for appropriate gender behaviors Gender scripts Gender-based verbal expectations Physical attractiveness more important for women than men Healey, Race, Ethnicity, Gender, and Class 8e. © SAGE Publishing, 2018. Acculturation 18 Education is equal Women majority of college attendees Political power More women vote but not as represented as office holders Jobs and income Improvement but some gap remains The extent of the gap and its causes are of controversy Healey, Race, Ethnicity, Gender, and Class 8e. © SAGE Publishing, 2018.

Secondary Structural Assimilation 19 Contact hypothesis applies Contact generally reduces negatives across the spectrum Access to networks of power Homosocial reproduction White men have greater access to informal networks of power than does any other race/gender group Healey, Race, Ethnicity, Gender, and Class 8e. © SAGE Publishing, 2018. Primary Structural Assimilation 20 The size of the gender income gap varies by racial and ethnic group Systems of gender inequality and oppression are not the same for all women The quality and nature of gender privilege is not the same for all men Women of all groups and social classes face considerable resistance to further progress We should not let our celebration of progress in some areas blind us to the barriers that remain throughout the social structure and across the life course Healey, Race, Ethnicity, Gender, and Class 8e. © SAGE Publishing, 2018.

Implications for Dominant-Minority Relations 21 My name, Draft 1 Oliver Sacks is one of the world’s best brain doctors. He became popular from his astonishing stories related to brain conditions. He became popular from his astonishing stories related to brain conditions. He involved the patients and subjects in conducting research on the unique brain condition and provided detailed information to the relevant experts concerning the brain condition. This provided the experts with information to make decisions required in controlling or eradicating the condition.

In fact, it helped people suffering from the condition to understand the abnormality undergoing within their brains. He edited brain-related conditions through the media publications, which made the people aware of the conditions. Consequently, his study engaged the variety of tests to the unknown condition to establish the cause and suggest the appropriate treatments required (Sacks). He was a doctor who played the role of a friendly doctor as a condition diagnosed. Although he engaged several tests, it was meant to confirm his suspicions.

Embracing a friendly healthcare environment managed to create confidence in the patients. He handled his duties with a perceptive that ensured the patients were able to understand the state of their brains. The main reasons for undertaking his researches in brain-related conditions lies in the compassion he had on understanding the insight of the brain. He as a profession as a brain expert who combined with his writing passion to write books that reveal mild brain conditions. The information provided in the books came from the researches he undertook after a patient forwards his or her problem to him.

This helped to gather relevant information as well as conducting tests to establish the problem and obtain information required to inform the writers. He needed to conduct research to acquire enough information required in writing books. Book writing requires detailed information, particularly when relating to health conditions where the reading provides satisfactory information to the readers (Sacks). He understood that the target audience of his writings is people of all abilities and disabilities. In this regard, he wanted to create awareness since health conditions are uncertain and inevitable to humankind and it is essential to understand the conditions and have a better way to handle it from his writings.

The doctor works best when he able to communicate with his patient and create a friendly environment that can be able to gather relevant information required in writing his books. He indicates that he prefers playing the role of interface between biology and humanist perspective. Diseases and conditions obviously affect how we understand ourselves. Whenever conditions affect our abilities, people no longer maintain the same confidence they had before the occurrence. They tend to undertake several trails until they realize that the condition has a negative impact and it is impossible to operate things in the normal way.

In the case of the artist, it took a while to acknowledge that the condition has negatively affected his profession and life. “He shunned soial intercourse and found sexaul intercourse impossible (Sacks).’ As a painter color was everything and the condition also affect things in his everyday life. This advanced the need to acquire health assistance from experts. Having a different perception from the previous and normal one made the artist lose confidence in his work and he no longer believe in himself. However, the research conducted by Oliver Sacks helped to establish the problem and identify other areas that the colorblind artist could advance his career.

He is able to draw black and white images that are attractive to the audience (Sacks). In this regard, this condition changed the way he understood himself including the abilities that promoted his profession. Oliver Sacks explains how people become happy after understanding the condition affecting them. In the case of Vigil, because of his passiveness it cost him a lot. Virgil had a normal life.

He was able to complete his daily task just the way he was. This was his normal and he use it to live his life to fullest even though he is limited. After the surgery which he show no preference in the matter (Sacks) he try for a while to use his new sense. After a while it started to become a burden. Sacks tell his wife that he not “Seeing’ and she presume he is.

He went to blindness, to able to see to, blindness again. But this was a gift for him to be where he is most comfortable at. The moment after the occurrence of the condition and understanding, it is usually stressful to the patient. This is probably because they lack an idea of the condition and usually thinks it is uncontrollable which might lead to death. However, after conducting the research and the condition is diagnosed, the patients become happy again.

Paper For Above instruction

The narrative presented at the beginning of Chapter 11 from Healey’s work illustrates complex intersections between biological sex, gender identity, and societal expectations. Malcolm and Maria exemplify the nuanced distinctions between sex and gender—where sex refers to biological differences, such as genitalia, chromosomes, and hormones, while gender encompasses societal roles, norms, and identities that are socially constructed (Healey, 2018). Analyzing whether the differences between Malcolm and Maria are due to sex raises questions about innate biological determinism versus social influences shaping 행동 and identity. While biological sex plays a role in physical attributes, gender as a social construct significantly influences individual behavior, societal expectations, and opportunities (Connell, 2009). Such prompts urge society to consider whether gender differences are natural or culturally imposed and whether social change is necessary to foster greater equality and understanding.

Concerns about gender differences often stem from stereotypes and discriminatory practices rooted in traditional gender norms. For instance, the notion that men should be assertive and women nurturing constrains individual expression and perpetuates inequality (Butler, 1990). Recognizing that gender roles are learned through socialization processes—through family, education, media, and peer interactions—underscores the importance of addressing gender socialization to combat stereotypes (West & Zimmerman, 1987). Challenging gender norms and norms about masculinity and femininity becomes crucial in creating inclusive environments where individuals can pursue their interests regardless of gender expectations.

Change is undoubtedly needed in addressing gender inequalities. Legal reforms, such as the passage of the Equal Pay Act and Title IX, aim to reduce discrimination and promote equal access to opportunities (Heilman, 2012). However, law alone cannot eradicate deeply embedded societal beliefs; cultural shifts are equally vital. Movements advocating for gender equality, including feminism and gender reform initiatives, have sought to reconstruct gender roles, challenge social norms, and advocate for equitable treatment (hooks, 2000). For example, cultivating a culture that values skills and contributions over gendered stereotypes fosters an environment conducive to genuine equality.

Theoretical perspectives, including social constructivism, help us understand gender as a fluid and dynamic phenomenon constructed through everyday interactions (Bem, 1993). This view encourages dismantling rigid gender binaries and recognizing multiracial and multicultural identities. It advocates for inclusive policies that reflect the diverse realities of individuals across different age, race, and class groups (Crenshaw, 1991). Moreover, contemporary feminism encompasses various branches, including womanism, which explicitly addresses intersectionality and focuses on the unique experiences of women of color and marginalized groups (Walker, 1983).

In conclusion, understanding whether gender differences are inherent or socially constructed impacts societal approaches to equality. It is essential to promote policies and cultural changes that challenge stereotypes, support diverse gender identities, and ensure equitable opportunities for all individuals. Recognizing gender as a social construction fosters a more inclusive society where differences are embraced rather than perceived as obstacles, aligning with the ongoing efforts to achieve gender justice (Kumashiro, 2001). Only through continuous social reform, legal support, and cultural shifts can the disparities rooted in gendered expectations be dismantled, creating a more equitable future.

References

• Bem, S. L. (1993). The lenses of gender: Transforming the debate on gender identity. Yale University Press.
• Butler, J. (1990). Gender trouble: Feminism and the subversion of identity. Routledge.
• Connell, R. W. (2009). Gender: Basic concepts. In Gender and Power. Princeton University Press.
• Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241-1299.
• Healey, D. (2018). Race, ethnicity, gender, and class. Sage Publications.
• Heilman, M. E. (2012). Gender stereotypes and workplace bias. In The Oxford Handbook of Organizational Psychology.
• hooks, bell. (2000). Feminism is for everybody: Passionate politics. South End Press.
• Kumashiro, K. K. (2001). Unlearning the myopia of dominant discourses: Toward a critical anti-oppressive pedagogy. Educational Researcher, 30(3), 15-24.
• West, C., & Zimmerman, D. H. (1987). Doing gender. Gender & Society, 1(2), 125-151.