...Cognitive explanation of gender essay (10) When explaining how gender identity and roles develop, the cognitive approach emphasises the role of thinking processes. It refers to how children gather and make sense of information about gender and how their understanding of gender changes over time. It assumes that changes in gender role behaviour reflect changes in how children understand and think about gender. These changes in understanding, in turn, reflect the gathering of information about gender taken from the environment and the developmental changes in the child’s brain that allow them to process information in more advanced ways. Kohlberg has a table to explain his theory of gender development. It says that a child’s understanding of gender strengthens in stages. At beginning, children think in characteristic ways about gender. As the child moves through the stages its understanding of gender becomes greater. The first stage is gender identity, which is usually reached by the age of 2 years. At this stage the child is able to correctly identify its own sex. The second stage is gender stability, which is usually reached by the age of 4 years old. At this stage the child realises that gender remains the same across time. However, its understanding of gender is heavily influenced by external features like hair and clothing. A boy at this stage might say that if he put a dress on he would be a girl. It is not until the third stage, gender constancy, that the child starts...
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...Diagnosis: Gender Dysphoria in Adolescents and Adults Code: 302.85 (F64.1) INTRODUCTION Jasmin “Jas” is a 19 year old girl. Jasmin was born on March 20, 1995 in Buliaw 1, Cotabato City. Her parents name was Mr. Michael and Mrs. Meriam. Jasmin’s mother is an Overseas Filipino Worker in Kuwait and her father is a businessman. Jasmin is the eldest among the four (4) siblings. She took her elementary education in Agape, Elementary School, Cotabato City. Her secondary education in Kabacan National High School and she is now pursuing her tertiary education in University of Southern Mindanao, Kabacan, North Cotabato. When Jasmin was still a kid, her parents decided to divorce because of some reasons. Jasmin’s father left home and find another wife. Also, Jasmin’s mother find another man and both Jasmin’s mother and step father live together with Jasmin and with their new 3 children. Two boys and a girl. Suddenly, Jasmin’s mother and step father decided to separate and have their own home together with their new children. Jasmin was left to Telican, Jasmin’s grandmother. Few years after, Jasmin’s mother, Meriam decided to go to abroad specifically in Kuwait. Because of the absence of parent’s guidance, Jasmin felt so sad and she thought that she was left alone. But despite of this, Jasmin was so thankful that Telican, her grandmother loves Jasmin very much. Since kindergarten, Jasmin felt the incongruence between what she feels inside about her gender and the assigned gender to her...
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...A New Era in Marriage Patrick Liou PSYC 359 Professor Barone A New Era in Marriage Robert Sternberg’s Triangular Theory of Love states that intimacy, passion, and commitment combine to produce different types of love, ranging from non-love to consummate love. In the 21st century, most Americans consider romantic love as key criteria in finding a marital spouse, but throughout history, the choice of a spouse usually had little if any to do with romantic love. In the 1960s, when the dynamics of a marriage followed the breadwinner-homemaker model, couples who married looked for a companionate partnership that would provide a stable living financially since financial stability was often a priority over individual happiness. Fast-forward fifty years, the economic prosperity has turned the United States into an individualistic society, and the lack of connection and chemistry would often be a deal breaker in a romantic relationship. This shift of prevalent love style from companionate partnerships to individualized marriages that stress romantic love can be attributed to women having better access of higher education and becoming economically independent of men, breaking the need for women to depend on a man as the breadwinner of the household. With women becoming financially independent, they are no longer limited to being a homemaker and can pursue the same opportunities that are offered to men. Thus, under the social exchange theory, men are no longer able to offer financial...
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...sociologists to an understanding of family roles and relationships. In this essay I will explore the different schools of feminism such as Marxist, liberal and radical feminism, who share the view that women are oppressed in a patriarchal society but differ in opinion on who benefits from the inequalities. Each school of feminism has their own understanding of family roles and relationships which I will assess through this essay. Firstly one must look at the division of domestic labour and conjugal roles. Conjugal roles refer to the roles performed by men and women in relation to housework, childcare and paid work. Traditionally men had the instrumental ‘bread-winning’ role which the women had the expressive role (childcare and primary socialisation). Feminists say that the traditional division of labour is neither natural nor beneficial to women as their expressive role is unpaid and taken for granted. However different feminist views disagree on who benefits from this unpaid labour. Marxist feminists would argue it is capitalism that benefits most as wives keep their husbands happy and therefore they are left with a content workforce. On the other hand, radical feminists would argue that men are the main people to gain from women’s oppression as we live in a patriarchal society. A functionalist view from Wilmott and Young says that there has been a ‘march of progress’ in which the family has become more symmetrical with more joint conjugal roles (where both partners share the household...
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...structural forces such as my family; my world views; and the various persona, rational, communal, gender and ethnic identities that combine to make me who I am. Furthermore, this report highlights relevant literature pertinent intercultural communications and in support of my cultural identity, and critically summarises the main findings. To begin, I am a 26-year-old female, nvestigate and describe your own cultural identity. Describe your profile - Age group Gender Class Ethnic background Deep Structures (family context) – 500 words In this section you need to discuss how your cultural identity has been shaped by key structural forces such as your own family. For most people, family is one of the strongest forces of cultural identify. Try to identify how specific family members have influenced your identity. In doing so you need to discuss how your family functions in terms of: Gender roles Individualism and collectivism Age groupings Social skills, traditions and customs Rather than just describing your family, you need to discuss your ideas about the role of family in society and how families function in terms of perpetuating beliefs. In this respect, some of the most interesting discussion will come from instances where people might disagree with their family’s beliefs on key matters. If this is the case, you need to be able to identify and analyse where these alternative perspectives might come from. World views (how do you see the world?) – 500 words In...
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... What are the strengths and weaknesses of the Gender And Development (GAD) approach for oppressed communities in the Caribbean? Gender equality is more than a goal in itself. It is a precondition for meeting the challenge of reducing poverty, promoting sustainable development and building good governance within ones country. With a mouthful said, I can now turn my attention to the matter at hand. One could ask what is gender and development? The fact is, there is no true meaning for this, however theorist have pieced together that, the Gender and Development (GAD) approach is a way of determining how best to structure development projects and programs based on analysis of gender relationships, in other words it focuses on the socially constructed basis of difference between men and women, economic, political and cultural forces that determine how men and women participate in, benefit from, and control project resources and activities differently and it also places a great emphasis on the need to challenge existing gender roles and relations. This approach shifts the focus from women as a group to the socially determined relations between women and men. With the birth of this approach it is constantly being compared with the WID, they both have perspectives that are theoretically distinct; although in practice it is less clear, with a program possibly involving elements of both. It was developed in the 1980s as an alternative to the Women in Development (WID) approach that...
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...1) Billy Wilder's movie "Some Like it Hot" is regarded as a comic masterpiece. What are some of the ways the director plays with gender issues to create such a resilient comedy? 2) In the movie "The man who shot liberty valance", John Wayne plays the archetypical western hero, a man who is at once outside of the law who is also committed to upholding justice. Please discuss the contradictions inherent in his role in the film. "SOME LIKE IT HOT" The all-time satirical, comedy farce favorite and outrageous “Some like It Hot” produced in the year 1959, is one of the most comical films ever made. This film has had the combination of several elements, which include a part of 1920-1930s gangster films and romances. The director had one major objective, which was to include deceptive and entangled identities, cross-dressing, and reversed sex roles. It was for these reasons why the film gained so much popularity during the time and this lead to the director receiving six Academy Award nominations. Among the major themes presented in the film, the paper will discuss some of the ways the director plays with gender issues in creating such a resilient comedy. According to Martínez, María Jesús (p. 146), aspects of cultural negotiations among others has affected for long the sexual definitions and gender representation generally. Therefore, the representation of a woman has long provided a powerful and undecided patriarchal character, heavily determined as the expression of the male...
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...superior to men and society nowadays continues to treat women even in the workplace, The glass ceiling however is mostly used to describe the limitations imposed on qualified women in the workplace. Woman who is graduated from bachelor degree has less chance to apply the work due to the gender. It has conducted me the question about gender inequality at workplace is still in the society. B.The purpose of this paper is to show that women nowadays are afforded more opportunities than in the past and the role of women in the workplace. 1. Society has changed over time but a glass ceiling is still, The glass ceiling symbolises a variety of obstacles. C. There are 3 main...
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...Catherine Jauch Vanno DE Language & Composition 2 November 2012 Pink vs. Blue: the Not-So Subtle Gender Stereotypes of Our Youth From the moment children are born, they are wrapped into pink or blue blankets. Pink is deemed feminine, frilly, and solely for girls. The color blue is far more masculine, so it is assigned to the male gender. Regardless of whether that baby grows up to be, a high school jock, a mall-fiend, a conservative, homosexual, or transgender, he was brought into the world in a blue blanket and she, a pink blanket. These gender roles are enforced from children’s first breaths, and it only signifies what is to come. Yet, why is this? Why is there such a heavy emphasis on stereotypes of our youth? Does the media spark these ideas or are they based upon long-standing evolutionary concepts? Can gender roles ever be subverted? Growing up, I dabbled in both male and female stereotypes, much to the confusion of my peers. I could beat any boy at kickball, and I played it regularly during recess. My favorite color was pink, and I was obsessed with sparkles and Barbies. I’d climb trees in dresses. My classmates thought my behavior was odd because I didn’t fit into their schema of boy or girl. Was I a boy or a girl? Both? Neither? Boys never picked me for their teams simply because I was a girl. How could I be a stronger player than the boys, who they regularly saw play and fight, when I represented something so delicate, meant to nurture baby dolls and quietly...
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...post-2000 political power struggle and the gender struggle in Zimbabwe. In both cases, a patriarchal power hierarchy shaped by tradition and history is perpetuated and justified as the mark of the nation’s unique identity. In cultural, political, and economic spheres, the status of most urban Zimbabwean women is still reflected as inferior to that of most men. During this economic and political crisis period, the prevailing gender power-relations evolved into gendered appraisals of the impact of the crisis and this created the potential for rather universal and androcentric conclusions. The consequent eclipse of female-centric voices of the political and gender struggle tends to suppress women’s perspectives, consequently inhibiting a gender-inclusive imagining of the nation. This article argues that discourses about gender struggle in Zimbabwe’s post-2000 crisis have not sufficiently addressed the question of space; that is, the significance of the oppressed women’s physical and social space in shaping their grievances and imaginings of exit routes. Similarly, the article argues that representations of this historic period in literary fiction have accentuated the wider political and economic struggles at the expense of other (especially gender) struggles, thereby rendering them inconsequential. Using two short stories by Valerie Tagwira (“Mainini Grace’s Promise” and “The Journey”), the article explores the stories’ focalization of gender-entangled women in an urban space to understand...
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...marriage. Due to inherited social structure rules, different genders in the South African countries hold different roles in the communities. One of the most important roles of women in the South African countries is reproducers. According to the article “Gender Roles, Marriage and Family”, “Childbearing is the most crucial function of the family. The birth of a child confirms the bridewealth contract between the woman’s family and that of her husband and validates her status as an adult and a complete woman” (Afolayan, p.190). After marriage, several rights of women transfer from women’s father to her husband and his family. Those rights include sexual access which now exclusively preserved to her husband and his family, control over the woman’s labor and productive powers domestically as well as in the fields, and procreative power. Besides childbearing, women have to take the responsibility of rearing, cooking, and how to better take care of the expanded family. Afolayan also mentioned the changing status of women in the South African countries: “Due to the labor migration, the discovery of minerals, industrialization, and urbanization, rural South African communities became settlements of old men, children, and women.” Women perform duties traditionally reserved for the men, be considered as heads of household and become mainly responsible for the maintenance of the whole family (Afolayan, p.204). Men’s roles in the South African country are mainly producers focusing...
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...surface of the earth. Scientists and researchers have argued that the increase in the earth’s surface temperature can cause climate change which can lead to catastrophic and disastrous events such as the raise of the ocean water levels due to the melting of the polar ice and flooding the coastal areas. 1.2 INTRODUCTION Climate change is the world phenomenon in which the temperature of the earth’s surface increases to the level in which it threatens the wellbeing and proper operation of the ecosystems thereby affecting the life of humans and other animals due to the unpredictable seasons and effects of droughts, floods and higher temperatures that lead to the great loss of biodiversity( )…………………states that the term ‘gender’ refers to sexually ascribed roles responsibilities and opportunities associated with women and men, as well as...
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...General Certificate of Education Psychology 5186 Specification B Unit 1 (PYB1) Introducing Psychology Mark Scheme 2007 examination - January series Mark schemes are prepared by the Principal Examiner and considered, together with the relevant questions, by a panel of subject teachers. This mark scheme includes any amendments made at the standardisation meeting attended by all examiners and is the scheme which was used by them in this examination. The standardisation meeting ensures that the mark scheme covers the candidates’ responses to questions and that every examiner understands and applies it in the same correct way. As preparation for the standardisation meeting each examiner analyses a number of candidates’ scripts: alternative answers not already covered by the mark scheme are discussed at the meeting and legislated for. If, after this meeting, examiners encounter unusual answers which have not been discussed at the meeting they are required to refer these to the Principal Examiner. It must be stressed that a mark scheme is a working document, in many cases further developed and expanded on the basis of candidates’ reactions to a particular paper. Assumptions about future mark schemes on the basis of one year’s document should be avoided; whilst the guiding principles of assessment remain constant, details will change, depending on the content of a particular examination paper. Further copies of this Mark Scheme are available to download from the AQA Website:...
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...How and why have feminists been critical of the ‘public/private’ divide? The public/private divide is a particular concern for feminists. The public/private divide is a divide between the public sphere of work and politics usually dominated by men, and the private area of home and family in which typical gender roles are applied. This divide can be said to create the problem of gender inequality, as women are often pushed into being a housewife due to the societal norms; they are heavily discouraged from breaking out into the public sphere and beginning an alternative career. In this way, patriarchy has been created – whilst the women traditionally stay at home, the men are therefore the ones who are earning money and occupying important positions within society. Feminists believe that this gender inequality should be overthrown, although different types of feminists have different views on the subject. Liberal feminists wish to keep the public and private spheres separate. They do not want to completely remove the divide between the two, because they believe in maintaining a woman's personal freedom of choice between a domestic or public role. Moreover, they believe that men and women do have different natures – women have a natural leaning towards the domestic life and motherhood, rather than the more traditionally male public career. However, liberal feminists do believe that there is a need for reforms in the public sphere, for example equal pay is one of their concerns...
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...transmit to their children or that confer advantage in the education system. • Compensatory education: additional educational opportunities/resources directed at deprived or under-achieving pupils. • Cultural deprivation: a lack or deficit of values (or of norms, attitudes, skills or knowledge). Partial answer [immediate gratification / a lack of culture] • Vocational education: relating to a career or specific work roles. • Ethnocentric curriculum: the subjects taught in school being biased towards one particular culture. One mark for a partially satisfactory answer. 02 Suggest three ways/reasons ... (6 marks) Two marks for each of three appropriate ways. One mark will be awarded where there is a partially appropriate answers. Marxists see school as being similar to the world of work: • A hierarchy of authority • Fragmentation of work/learning • Extrinsic rewards • Based on competition • Alienation • Status differences. Boys’ educational under-achievement: • Lack of male teacher role models • Feminisation of assessment • Boys’ poorer literacy • Laddish subcultures • Decline of traditional ‘male’ jobs. Educational policies that may have contributed to social class differences in achievement: • The tripartite system/ the eleven-plus exam/Butler Act/1944 Act • Streaming • Marketisation • Private schooling • Fees for higher education. Note: Award...
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