Welcome

Welcome Welcome 1. Grab your folder1. Grab your folder

2. check and make sure the following papers 2. check and make sure the following papers are in your folders and in order: (if you need are in your folders and in order: (if you need any of these let me know now)any of these let me know now)– 1. Unit 1 Study Guide1. Unit 1 Study Guide– 2. New Table of contents2. New Table of contents– 3. Chapter 5 Notes3. Chapter 5 Notes– 4. Birth order survey HW4. Birth order survey HW– 5. Analyzing the stages in childhood socialization5. Analyzing the stages in childhood socialization– 6. Analyzing Childhood Socialization HW6. Analyzing Childhood Socialization HW

Skittle activity…Skittle activity…

Warm-up:Warm-up: 7 min.7 min.

How did you show me Piaget’s stages of How did you show me Piaget’s stages of development?development?

1. Sensory-motor Stage 1. Sensory-motor Stage (birth-age 2)(birth-age 2)Children learn by interacting with their environment through Children learn by interacting with their environment through the use of their senses and through muscular movementsthe use of their senses and through muscular movements

2. Preoperational Stage 2. Preoperational Stage (ages 2-7)(ages 2-7)Children begin learning the use of symbols (language), have Children begin learning the use of symbols (language), have self-centered thinking, and do not understand the law of self-centered thinking, and do not understand the law of conservation (the matter can change in appearance and conservation (the matter can change in appearance and shape and size and configuration without changing in volume). shape and size and configuration without changing in volume).

3. Concrete Operations 3. Concrete Operations (ages 7-11)(ages 7-11)Children do understand the law of conversation and are Children do understand the law of conversation and are capable of concrete, logical thinking.capable of concrete, logical thinking.

4. Formal Operations 4. Formal Operations (ages 11-adult)(ages 11-adult)Children are capable of “higher” thinking and thinking in the Children are capable of “higher” thinking and thinking in the abstract abstract

Video:Video:

With that being said it is time to With that being said it is time to revisit classroom expectations:revisit classroom expectations:

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List of general classroom expectations we List of general classroom expectations we are to follow:are to follow:

With that being said it is time to With that being said it is time to revisit classroom expectations:revisit classroom expectations:

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List of general classroom expectations we List of general classroom expectations we are to follow:are to follow:

HW from last class:HW from last class:

Analyzing Childhood Analyzing Childhood Socialization Socialization worksheet…what did worksheet…what did you find?you find?

Extra credit last class:Extra credit last class:

Anyone observe children play groups?Anyone observe children play groups?

What did you find?What did you find?

GenderGenderChapter 11:1Chapter 11:1

10

Objectives:Objectives:

Analyze how Analyze how gender rolesgender roles affect the affect the opportunities available to men and women opportunities available to men and women in society.in society.

Explain how Explain how gender roles are affected gender roles are affected by socializationby socialization..

Section 1: Gender

Answer the following Answer the following question:question:

In what ways do In what ways do menmen and and womenwomen differdiffer??

Sex Roles…Sex Roles…

Although many young people today say Although many young people today say that they do not believe in any of the “old-that they do not believe in any of the “old-fashioned” traditional sex roles, many are fashioned” traditional sex roles, many are unaware of the existence of those roles in unaware of the existence of those roles in their own lives. their own lives.

To identify where the roles do exist, fill out To identify where the roles do exist, fill out the questionnaire…the questionnaire…

Identify those activities that are Identify those activities that are traditionally considered for girls or boys traditionally considered for girls or boys only. only.

Discuss..Discuss..

Write a complaint or “pet peeve” about Write a complaint or “pet peeve” about members of the opposite sex members of the opposite sex

Be absolutely certain that what you write is Be absolutely certain that what you write is non-gender specific. Use no other non-gender specific. Use no other pronouns other than they pronouns other than they

I will collect your complaint and read it out I will collect your complaint and read it out loud…lets identify if it is for a male or loud…lets identify if it is for a male or female…female…

Gender differences 1Gender differences 1

Analyzing Attitudes WSAnalyzing Attitudes WS

Gender Differences 2Gender Differences 2

What is Gender?What is Gender?

GenderGender: comprises the : comprises the behavioral and behavioral and psychological traitspsychological traits considered considered appropriate for men and women:appropriate for men and women:

VS.VS.

SexSex: Biological identity: Biological identity

Universal?Universal?

Sex characteristicsSex characteristics are are SAMESAME in in ALLALL societies.societies.

Gender traitsGender traits …are …are socially createdsocially created and and vary from culture to culture.vary from culture to culture.

Gender Roles and Identity:Gender Roles and Identity:

Gender roles:Gender roles:– The specific behaviors and attitudes that a The specific behaviors and attitudes that a

society establishes for men and women.society establishes for men and women.

EX:EX:–WomenWomen: child-care and domestic duties: child-care and domestic duties–MenMen: Economic support and physical : Economic support and physical

safety safety

for family.for family.

What are sociologists concerned What are sociologists concerned about?about?

Gender identity: Gender identity: – The awareness of being masculine or The awareness of being masculine or

feminine as those traits are designed by feminine as those traits are designed by culture.culture.

– However, cultural values influence gender However, cultural values influence gender identity and roles…identity and roles…have changed over the have changed over the yearsyears..

Between Cultures:Between Cultures:Margaret Mead Margaret Mead studied 3 New Guinea studied 3 New Guinea societies…discovered differences in societies…discovered differences in culture.culture.

Tchambuli Society:Tchambuli Society:

Men & women care for children.Men & women care for children.

Women provided food for family.Women provided food for family.

Women were bossy and efficient.Women were bossy and efficient.

Men were gossipy and Men were gossipy and

artistic.artistic.

Men wore cosmetics and Men wore cosmetics and

curled hair.curled hair.

Mundugumor Society:Mundugumor Society:

AggressivenessAggressiveness was the norm for men was the norm for men ANDAND women.women.

Arapesh Society:Arapesh Society:

Both men Both men ANDAND women were expected to women were expected to be be passivepassive and and emotionally warm.emotionally warm.

What does this mean?What does this mean?

Gender roles are Gender roles are sociallysocially createdcreated rather than rather than biologically basedbiologically based..

Gender Identity and Gender Identity and Socialization:Socialization:

Learn appropriate gender-role behavior Learn appropriate gender-role behavior through through socializationsocialization..– Begins at birth.Begins at birth.– HOW?HOW?

Is this nursery rhyme true Is this nursery rhyme true todaytoday??

What are little boys made of?What are little boys made of?

What are little boys made of?What are little boys made of?

Frogs and snails,Frogs and snails,

And puppy-dogs’ tails, And puppy-dogs’ tails,

That’s what little boys are made That’s what little boys are made of.of.

Expectations of Expectations of Little BoysLittle Boys::

AdventuresomeAdventuresome

AggressiveAggressive

Physically activePhysically active

Good at math and scienceGood at math and science

Encouraged to prepare for careerEncouraged to prepare for career

Raising Cain:Raising Cain:

http://www.pbs.org/opb/raisingcain/

http://nicolettepost.com/2010/12/21/review-pbs-documentary-raising-cain-a-look-at-a-lost-generation-of-boys/

Still Face Experiment: Still Face Experiment:

What are little girls made of?What are little girls made of?

What are little girls made of?What are little girls made of?

Sugar and spiceSugar and spice

And all that is nice,And all that is nice,

That’s what little girls are made That’s what little girls are made of.of.

Expectations of Expectations of Little GirlsLittle Girls::Polite, gentle, passivePolite, gentle, passive

Excel in reading and social sciencesExcel in reading and social sciences

Creative in artsCreative in arts

Look for marriage and family.Look for marriage and family.

HOWEVERHOWEVER, more young women , more young women encouraged to pursue careers.encouraged to pursue careers.

Killing us softly: Killing us softly:

A Girls Life:A Girls Life:

““What is wrong with a society What is wrong with a society having sex role stereotypes?”having sex role stereotypes?”

Brainstorm the negative consequences of Brainstorm the negative consequences of this form of stereotyping. this form of stereotyping.

Be sure to include the negative Be sure to include the negative consequences that are suffered by men as consequences that are suffered by men as wellwell

The The familyfamily is the most powerful is the most powerful agent of agent of socializationsocialization!!!!

Gender Roles and Social Gender Roles and Social Inequality:Inequality:

WomenWomen::– Adult years in pregnancy/nursing babies.Adult years in pregnancy/nursing babies.– Took on roles allowed them to stay close to home.Took on roles allowed them to stay close to home.

MenMen::– Required strength and travel away from home base.Required strength and travel away from home base.– Hunters, traders, warriorsHunters, traders, warriors– Gained much prestige…source of power within group.Gained much prestige…source of power within group.

PatriarchyPatriarchy: men are dominant over women.: men are dominant over women.

Conflict Perspective on Conflict Perspective on Gender Roles:Gender Roles:

Gender roles = reflection of male Gender roles = reflection of male dominance.dominance.

Through their control of economic and political Through their control of economic and political spheres of society, men have established laws spheres of society, men have established laws and customs that project their dominant position.and customs that project their dominant position.

In so doing, men have blocked women's access to In so doing, men have blocked women's access to power.power.

Sexism:Sexism:– The belief that one sex is by nature superior to The belief that one sex is by nature superior to

the other.the other.

– Can become a Can become a self-fulfilling prophecyself-fulfilling prophecy::

People who believe that women are in some People who believe that women are in some way incapable of occupying positions of way incapable of occupying positions of power make choices based on this belief.power make choices based on this belief.

ResultResult lack of women in business, lack of women in business, political, and professions.political, and professions.

Gender Inequality in the United Gender Inequality in the United States:States:

The Women’s MovementThe Women’s Movement

EducationEducation

The World of WorkThe World of Work

The Political ArenaThe Political Arena

The Women’s Movement:The Women’s Movement:

Sexes were socially, politically, and Sexes were socially, politically, and economically economically equalequal..

SuffrageSuffrage: the right to vote.: the right to vote.– Nineteenth AmendmentNineteenth Amendment (1920) (1920)

Betty Friedan’s book Betty Friedan’s book The Feminine MystiqueThe Feminine Mystique

She She REJECTEDREJECTED the notion that women were the notion that women were content with roles of wife and mother.content with roles of wife and mother.

She argued that the “feminine mystique” – the She argued that the “feminine mystique” – the glorification of these roles – was simply a ploy to glorification of these roles – was simply a ploy to keep women in a secondary positions in society.keep women in a secondary positions in society.

Women began to demand greater opportunities Women began to demand greater opportunities and fairer treatment.and fairer treatment.

Other gains in equality:Other gains in equality:

Congress passed several acts outlawing Congress passed several acts outlawing gender discrimination in education and in gender discrimination in education and in the workplace.the workplace.

EducationEducation::In In today’stoday’s American education: American education:

– 57%57% women make up in total college women make up in total college population.population.

– 56%56% women earning all bachelor's degrees women earning all bachelor's degrees awarded.awarded.

Differences in Degrees:Differences in Degrees:MenMen::– Engineering, physical science, architecture.Engineering, physical science, architecture.

WomenWomen::– Education, humanities, Education, humanities,

library science.library science.

What About Graduate School?What About Graduate School?

More womenMore women attending graduate school. attending graduate school.– Women make up more than Women make up more than 57%57% of those of those

enrolled in graduate courses.enrolled in graduate courses.– 58%58% earn Master’s degrees awarded each earn Master’s degrees awarded each

year.year.

HOWEVERHOWEVER,,– Women Women are are LESSLESS likely to pursue doctoral likely to pursue doctoral

or professional degrees.or professional degrees.

Turn to Turn to pg. 269pg. 269

What about Athletics?What about Athletics?

1970s:1970s:

Funding for women’s athletics practically Funding for women’s athletics practically nonexistent at most coeducational nonexistent at most coeducational colleges and universities!colleges and universities!Female College athletesFemale College athletes: 16%: 16%

Female High school athletesFemale High school athletes: 8%: 8%

Education Amendment Act of 1972:Education Amendment Act of 1972:– Bans discrimination on the basis of gender in Bans discrimination on the basis of gender in

any program- including athletics – at any any program- including athletics – at any educational institution receiving federal educational institution receiving federal funds.funds.

Results:Results:

About About 40%40% of all college athletes are of all college athletes are women.women.

HOWEVERHOWEVER::– Less than Less than ¼ of funding for college sports¼ of funding for college sports

goes to women's athleticsgoes to women's athletics– Female athletes receive Female athletes receive less than one thirdless than one third

of available scholarship money.of available scholarship money.

The World of Work:The World of Work:

Wage gapWage gap have changed among have changed among women:women:– The level of women’s income relative to that The level of women’s income relative to that

of men.of men.

Glass ceilingGlass ceiling::– The invisible barrier that prevents women The invisible barrier that prevents women

from gaining upper-level positions in from gaining upper-level positions in business.business.

What does sociologist What does sociologist Arlie HochschildArlie Hochschild say?say?

Working wives work a Working wives work a second shiftsecond shift::– Have Have household duties to complete.household duties to complete.

What about husbands?What about husbands?::– Normally, do Normally, do NOTNOT volunteer to help. volunteer to help.– May purposely May purposely make a mess in hope that will not make a mess in hope that will not

be asked again.be asked again.

On average, women in U.S have at least On average, women in U.S have at least 10 10 hours per week lesshours per week less leisure time than men. leisure time than men.

The Political Arena:The Political Arena:

Women are Women are MORE LIKELYMORE LIKELY to vote in to vote in elections!elections!

However, more men hold political positions.However, more men hold political positions.

Society is more accepting of women Society is more accepting of women leaders:leaders:– EXEX: Hillary Clinton, Condoleezza Rice, etc…: Hillary Clinton, Condoleezza Rice, etc…

Homework:Homework:

Options:Options:1.1. In American society the media plays a part in the socialization of In American society the media plays a part in the socialization of

sex roles. To examine the occurrence and significance of sex sex roles. To examine the occurrence and significance of sex roles in advertising, do the following:roles in advertising, do the following:

Survey magazine ads and TV commercials that have references to Survey magazine ads and TV commercials that have references to sex. Log at least 4 examples of eachsex. Log at least 4 examples of each1. what image of females is portrayed?1. what image of females is portrayed?2. what image of males is portrayed?2. what image of males is portrayed?3. Are these images stereotypes?3. Are these images stereotypes?4. why do ads use sexuality to sell?4. why do ads use sexuality to sell?5. How does the media affect the socialization process regarding 5. How does the media affect the socialization process regarding sex roles?sex roles?6. What problems can arise from this?6. What problems can arise from this?

Option 2:Option 2:Watch 2 hours of TV in which you expect to see Watch 2 hours of TV in which you expect to see different settings for gender roles-situation different settings for gender roles-situation comedies, dramas, rock videos.comedies, dramas, rock videos. Keep a list of how often females and males Keep a list of how often females and males present themselves as sex objects.present themselves as sex objects. Keep another list of how often males and Keep another list of how often males and females treat members of the opposite sex as females treat members of the opposite sex as sex objects. sex objects. Examine these lists and determine any media Examine these lists and determine any media patterns of general role portrayal. patterns of general role portrayal. Are these patterns traditional? Liberal? Sexist? Are these patterns traditional? Liberal? Sexist? Realistic?Realistic?

Option 3:Option 3:To identify sexism in your school, conduct a To identify sexism in your school, conduct a survey to determine whether or not students in survey to determine whether or not students in your school would vote for a female president of your school would vote for a female president of the U.S.the U.S.11stst; what is your hypothesis? Who is more likely ; what is your hypothesis? Who is more likely to vote for a female president? Males or to vote for a female president? Males or females?females?22ndnd; Take a poll (maybe in the cafeteria) how ; Take a poll (maybe in the cafeteria) how many males and how many females would vote many males and how many females would vote for a female president..for a female president..33rdrd; what were your findings….; what were your findings….