- Be sure to read and thoroughly respond to all parts of the questions using the textbook: Short Introductions GENDER
, 2nd edition, Raewyn Connell, ISBN:978-0-7456-4568-1
? -All responses are to be typed, double-spaced, using 12-point font.
-Provide a work cited page that details any source you use that is NOT required reading for the course(ASA or APA formats).
? -Properly cite any ideas or quotes (excluding lecture slides) you use (ASA or APA).
? -Grades are determined by the effort and competency of the course material demonstrated by your responses.
- Be as thorough and clear as possible to ensure a high grade. Add examples and greater depth to insure higher grade.
Answer Five of the Following:
1) Provide an overview of the relationship between the gender
regimes, and gender relations
. Use the following as a guide:
a. What is the difference between the gender
regimes, and relations
? Using a single example, how clearly explain how these concepts help connect the relationship between the gender
order and gender relations
b. Where does “structure” come into play? What is structure again? Why does Connell differentiate types of gender
c. Choose TWO structures provided and answer the following for EACH:
i. Provide a clear definition, what area of social life does this structure cover?
ii. Summarize the various ways this structure is thought to influence gender relations
(between men and women; among women and women; and/or men and men).
2) Briefly describe Connell’s critique of sex-role/social learning theories, keeping the following in mind:
a. Provide an overview of sex role/social learning theory. What does this perspective assume about why society reproduces the gender
order? Summarize the ways in which this process is considered to be unique for boys and girls.
b. Why is this socialization perspective considered to be lacking? How does Connell (and others) describe how we acquire gender
? How is it a project? How does this tend to coincide with the broader social order?
c. Apply these ideas to the experiences of the children in Thorne and Luria’s article, “Sexuality and Gender
in Children’s Daily Worlds.” To do this effectively you will need to at least:
1. Describe these “worlds” in terms of their patterns of behavior & values.
2. How they do their genders
, effectively or not effectively (competence).
3. Consider how these lessons (potentially) establish patterns for behavior and relations
d. (OPTIONAL) For some extra points, you could apply Connell’s critique of the sex-role/ social learning approach to the experiences of those who face multiple marginalization!
3) Provide an overview of hegemonic masculinity with the following as a guide:
a. What is hegemonic masculinity and tell me why it is important when trying to understand all forms of masculinity? What is ultimately accomplished by maintaining hegemonic masculinity? Where does homophobia fit?
b. How does Kimmel define masculinity? Why does he claim that men are fearful? What are they afraid of? How do they respond to this fear? Why does this further the oppression of women, minorities, and marginal men-even when men themselves are not being oppressive?
d. What is the paradox men find themselves in regards to power and powerlessness? What does Kimmel suggest needs to be done in order for men to not feel powerless?
c. Apply these ideas to the following link “Stephen Colbert??"It Gets Better:” http://www.youtube.com/watch?v=BThRZbCs-p8&feature=player_embedded
4) One of the most obvious measures of gender
inequality can be found when examining income and workforce participation. Connell discusses this in both her discussion of the structure of production (Ch. 5) and the corporation (Ch.7). Provide an overview of what we know in regards to labor/economic inequality:
a. Provide a historical overview of the gendered
nature labor in the US and globally. (Consider type of work, compensation, barriers, opportunities, etc.). Where are we today in terms of labor participation/compensation?
b. The link will direct you to information provided by the U.S. Department of Labor regarding occupation by sex and age: http://www.bls.gov/cps/cpsaat9.pdf
Using the information provided answer the following:
1. Think back to when you were a child, what did you want to be (in terms of employment when you grew up? Why? Using the table provided, find the area that BEST fits this occupation and report the information regarding the gendered
nature of the field. Is it gendered
? Would you have been a minority? What is your reaction?
2. What do you want to do when you grow up (in terms of employment) today? Follow the same steps as above.
3. Tie the information into what your own personal experience of seeking/dreaming of your ideal employment. Do you feel that your gender
influenced your initial or present day choices? Why, why not?
5) Another one of the most obvious measures of gender
inequality can be found when examining political rights and participation. Connell discusses this in both her discussion of the structure of power (Ch. 5) and the state (Ch.7). Provide an overview of what we know in regards to the gendered
pattern of political power:
a. Provide a historical overview of the gendered
nature political power and rights in the US and globally. Where are we today in terms of political opportunity today?
b. Connell critiques the current understandings of the (indirect) power of the state. Summarize this critique.
c. Apply these ideas (political inequality, and the indirect oppression of women) in the example of the instances of “Bride Burning” in India.
1. Have fun! Just be thorough!
6. Use all of that you have learned throughout this semester to make sense of the ONE following interesting messages provided below. To be clear, pick ONE of these as your focus. You have complete control over what you choose to focus on, but make it worth up to 25 points??"which means make it as good as your other responses!
Here you go:
1) Commercial: Women (well their vaginas) Rule the World:
2) Article: Prisoners engaging “sexual misconduct” made to wear pink:
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