Page Paper Due Tomorrow 7 According To Dorothy Smith Sociolo

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According to Dorothy Smith (sociologist), the role of women is central both in the work that is done and in the management of its routine daily order. Whatever the relations between school achievement, career success, and the intricate psychosocial processes of the family, the conscious, planned, thoughtful work of women as mothers has been part of its actuality. Discuss the extent to which behind-the-scenes women's work is still taken for granted in both schools and the workplace today, including the class dimensions of this issue. Do you think that this aspect of gender roles has changed in the last twenty years? How so or why not? Do you think full gender equality can be achieved? Why or why not?

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The sociologist Dorothy Smith emphasizes the centrality of women's roles in both the overt and routine management of daily life, highlighting their often unnoticed yet crucial contributions within families, educational institutions, and workplaces. Despite significant advancements toward gender equality over the past century, women’s behind-the-scenes work continues to be underestimated and undervalued in contemporary society, with disparities evident across class divisions. This essay explores the ongoing nature of this issue, evolution over the last twenty years, and the prospects for achieving full gender equality.

Historically, women have performed vital roles that maintain the social fabric yet remain largely unrecognized or taken for granted. In family life, women’s labor—whether as homemakers, caregivers, or emotional supporters—has traditionally been seen as natural or inevitable, not requiring compensation or acknowledgment. This perspective has persisted despite increased participation of women in the workforce and educational sectors. For example, research indicates that women continue to bear a disproportionate share of domestic responsibilities, even when they are employed full-time (Bianchi et al., 2012). The conceptual framing of women’s work as an extension of their "natural" roles has served to diminish its perceived importance, effectively rendering it invisible in institutional settings like schools and workplaces.

Within educational settings, teachers, counselors, and administrative staff often overlook the emotional and social support that women provide, whether consciously or unconsciously. Female teachers, especially those from lower socioeconomic backgrounds, frequently assume caretaking roles that extend beyond their formal duties, reinforcing gendered expectations (Keddie & Mills, 2007). Similarly, in workplaces, women often perform "emotional labor," managing relationships and morale—tasks that are essential for organizational functioning but are seldom acknowledged or rewarded (Hochschild, 1983). This persistent undervaluation of women's implicit contributions underscores the ongoing gendered division of labor and reflects societal norms that associate caregiving and emotional support primarily with women.

Over the past twenty years, there have been noticeable shifts in perceptions and policies aimed at promoting gender equality. The rise of feminist movements and the implementation of equal employment opportunity legislation have challenged traditional gender norms. Significant improvements include increased awareness of work-family conflict and the development of paternity leave policies that encourage shared domestic responsibilities (Lamb & Tamis-LeMonda, 2004). However, while women have gained increased visibility and opportunities, the underlying societal expectation that they will manage the emotional and routine aspects of care and domestic work persists. The advent of digital technologies and flexible work arrangements has helped some women balance multiple roles, but the burden of unpaid domestic labor remains disproportionately theirs in many contexts (Anderson & Kelliher, 2020).

The question of whether full gender equality can be achieved remains complex. Structural barriers, cultural norms, and ingrained societal expectations continue to perpetuate gender disparities (World Economic Forum, 2022). Achieving true equality requires not only policy changes but also a fundamental shift in societal attitudes toward gender roles. Recognizing and valifying women's unseen work—both paid and unpaid—is essential for dismantling gendered hierarchies. Education, media representation, and workplace reforms should focus on challenging stereotypes that confine women to specific roles (Fletcher, 2017). Moreover, promoting shared responsibilities within families and workplaces can foster a culture of equality, where routine work and emotional labor are recognized as vital contributions regardless of gender.

In conclusion, while progress has been made, women’s behind-the-scenes work remains undervalued and often invisible. Continued societal effort is necessary to recognize, redistribute, and appreciate this work openly. Full gender equality may be an aspirational goal, but sustained commitment to challenging gender norms and restructuring societal expectations is crucial. Achieving a society where men and women share equally in all aspects of work and care requires cultural, institutional, and policy reforms that make the invisible visible and value the contributions of all.

References

• Bianchi, S. M., Milkie, M. A., Sayer, L. C., & Robinson, J. P. (2012). Is anyone doing the housework? Trends in the gender division of household labor. Distribution of domestic work has shifted over time, but disparities persist. Journal of Marriage and Family, 74(2), 262-278.
• Fletcher, R. (2017). Gender, work, and the family. Challenges to gender equality and societal norms. Gender & Society, 31(5), 675-694.
• Hochschild, A. (1983). The Managed Heart: Commercialization of Human Feeling. University of California Press.
• Keddie, A., & Mills, M. (2007). Emotions and pedagogy: The emotional labor of teachers. Educational Review, 59(2), 189-204.
• Lamb, M. E., & Tamis-LeMonda, C. S. (2004). The role of the father in children's development: An historical overview and conceptual framework. Applying research to practice. In M. E. Lamb (Ed.), The Role of the Father in Child Development (4th ed., pp. 1-31). Wiley.
• Smith, D. (1987). The Everyday World as a Program of Research. Gender and Sociology. University of Toronto Press.
• World Economic Forum. (2022). Global Gender Gap Report 2022. Tracking progress towards gender parity. Geneva: WEF.
• Anderson, A., & Kelliher, C. (2020). Flexible working and gender inequality. Work, Employment & Society, 34(4), 635-651.