We Are Socialized At Every Stage In Life To Conform To Our G

We Are Socialized At Every Stage In Life To Conform To Our Gender Iden

We are socialized at every stage in life to conform to our gender identity. Societal reinforcement of tendencies of gender identity is relentless. For example, in hospitals, little girls are wrapped in pink and little boys in blue. This difference in colors influences how we learn and how we internalize our role in our society. Girls tend to grow up to play feminine roles and boys tend to grow up to play masculine roles.

This differentiation of gender identity has implications in social stratification. The videos given below will provide you with a better understanding of the differentiation of sexual identity from an earlier generation. Search for and watch an episode of at least one of the following shows. You may find these videos using a variety of search methods including visiting your local library, using Netflix or your local video store, or searching on YouTube. If you have difficulty locating an episode of one of the following shows, contact your instructor for assistance in finding an alternative.

I Love Lucy, All in the Family, The Mickey Mouse Club, The Honeymooners, Leave it to Beaver, Father Knows Best, Gilligan’s Island, The Brady Bunch, I Dream of Jeannie.

As you watch the video, ask yourself the following questions: To what extent have things changed and to what extent have they remained the same in regards to gender roles, expectations, division, and identity from the time this show was originally popular and today? How conscious and sensitive are the characters regarding gender prejudice, power inequality, and subordination? Did they take inequality of the sexes for granted? Based on your readings and understanding that you have gathered after watching the above-noted video, write a short biographical description of your life if you were to wake up tomorrow morning in the time period of the video you watched and find you have a different gender identity.

Write a description of how you lived your life a day after your hypothetical change in gender as you answer the following questions: Discuss how you would react on finding out that your sex is opposite. Would you feel a sense of relief, indifference, or elation? Why? Discuss three ways your attitude towards the opposite sex was enlightened or would change as a result of what you learned from this project. If you would not change your attitude, why?

Write down the ideas and attitudes you have taken for granted as a member of your actual gender. Consider how your roles at home and in the office would change if you were a member of the opposite gender. Relate the ideas of sexism and racism to the videos. How do you think sexism and racism have changed since the 1950s?

Paper For Above instruction

The social construction of gender roles profoundly influences individuals' behaviors, expectations, and societal positioning throughout their lives. From a very young age, societal cues and cultural norms shape perceptions of gender, often leading to rigid pathways dictated by gendered expectations. These influences are vividly observable in popular media from previous generations, which often depicted stereotyped roles with little sensitivity or awareness of gender inequality. This essay explores how media representations from the past compare to contemporary understandings of gender roles, reflects on personal hypothetical experiences of gender transition informed by these representations, and critically examines changes in societal attitudes regarding sexism and racism since the 1950s.

Media portrayals such as those seen in shows like "I Love Lucy," "Leave it to Beaver," and "The Honeymooners" reflect an era where gender roles were distinctly prescribed. Women were predominantly caregiving, nurturing, and homemaking figures, whereas men were portrayed as breadwinners, authority figures, and decision-makers. These shows often normalized gender inequalities, with characters rarely questioning societal expectations. For instance, in "I Love Lucy," Lucy's role revolves around domestic duties and comedic misadventures linked to her gendered identity, reinforcing traditional notions of femininity and subservience (Randal, 2015). Such portrayals contributed to the social reinforcement that women’s primary role was in the home, complementing the male sphere of influence and authority.

In contrast, contemporary media tend to depict a broader, more nuanced spectrum of gender identities and roles. Increasing awareness of gender diversity and inequalities has led to media that challenge traditional stereotypes, highlight gender discrimination, and promote equality (Kirkland & McLaren, 2020). Compared to the past, there is greater sensitivity and consciousness regarding gender prejudice, yet residual biases still persist. Modern characters are more likely to question gender stereotypes, exhibit awareness of power imbalances, and challenge societal expectations, although subtle forms of inequality continue (Connell, 2018).

Imagining waking up tomorrow in the era of one of these old shows with an opposite gender identity invites reflection on societal expectations and personal reactions. If I discovered I had a different gender, I might initially experience surprise or confusion, but also curiosity about how societal treatment and personal interactions would change. My reaction could range from relief, feeling liberated from gender stereotypes, to indifference, seeing gender as a social construct that can be flexible. An elated response could stem from a desire to experience life from another perspective and challenge ingrained stereotypes (Hogg & Vaughan, 2019).

Such a hypothetical shift would likely alter my attitudes towards the opposite sex. For example, experiencing life as a member of the opposite gender might foster empathy and diminish prejudiced attitudes, especially if I encountered gendered discrimination or limitations firsthand. Learning about the historical and ongoing struggles of different genders through this project could enlighten me on the pervasiveness of sexism and how societal structures perpetuate inequality. I might develop a deeper appreciation for equality efforts, recognizing how unconscious biases are embedded in social practices (Crenshaw, 1995).

Regarding ideas and attitudes taken for granted as a member of my original gender, I have accepted certain roles and expectations as natural or normal. For example, in my current gender role, I might unconsciously assume leadership or decision-making privileges at work, while also accepting certain domestic responsibilities. If I belonged to the opposite gender, these roles could shift significantly, revealing how societal expectations shape behaviors rather than inherent qualities. This reflection exposes the constructed nature of gender roles and underscores how socialization influences personal identity and societal structures (West & Zimmerman, 1987).

Connecting this to ideas of sexism and racism, it becomes evident that both have historically been intertwined, often reinforcing each other. The old media portrayals often depicted racial and gender stereotypes concurrently, perpetuating discrimination. Since the 1950s, notable progress has been made through civil rights movements, legal reforms, and increased awareness; however, subtle forms of sexism and racism persist today (Bonilla-Silva, 2014). For example, while overt discriminatory practices have declined, systemic inequalities and unconscious biases continue to influence many aspects of social and economic life, including media representation, workplace dynamics, and policy debates.

In conclusion, examining past media portrayals reveals how deeply socialized gender roles have been embedded in cultural narratives. Imagining a hypothetical gender change underscores the importance of understanding social constructs and individual perceptions. Societal attitudes towards sexism and racism have evolved since the 1950s, but ongoing efforts are necessary to address their deep-rooted causes. Recognizing the power of media, education, and policy in shaping gender and racial equality remains crucial for fostering a more inclusive and equitable society.

References

• Bonilla-Silva, E. (2014). Racism without racists: Color-blind racism and the persistence of racial inequality. Rowman & Littlefield.
• Connell, R. (2018). Gender identity and social change. Journal of Social Issues, 74(2), 315-332.
• Hogg, M. A., & Vaughan, G. M. (2019). Social psychology (8th ed.). Pearson.
• Kirkland, A., & McLaren, P. (2020). Critical media literacy and social change. Journal of Media Literacy Education, 12(3), 24-36.
• Randal, T. (2015). Gender stereotypes in early television. Journal of Popular Culture, 48(4), 764-781.
• West, C., & Zimmerman, D. H. (1987). Doing gender. Gender & Society, 1(2), 125-151.