| A | B |
|---|
| One process involves the ability to take | self as object. |
| Mean viewed the ability to reflect upon oneself as | subject and object of one's thinking as a uniquely human characteristic. |
| Because identity develops in the context of a broader society, | one's sense of self is infused with the meanings of the culture. |
| Another process central to development of identity is | Monitoring. |
| Unconscious processes contribute to gender development through | identification adn internalization. |
| Mothers recognize and emphasize | similarity between themselves and their daughters. |
| Sons, in contrast, must | separate and differentiate from mothers more fully. |
| The different early family relationships for boys and firls result in | different roles internalized by male and female children. |
| Girls tend to develop feminine identity | within relationships, which leads to an emphasis on closeness. |
| Boys tend to form masculine identity | by distancing themselves from others. |
| Ego Boundaries | represent an intrapsychic structure that defines where an individual stops and the rest of the world begins. |
| Feminine individuals | tend to emphasize connection with others and have thinner ego bondaries. |
| Masculine individuals | tend to emphasize separation from others and have more rigid ego bondaries. |
| Attitudes communicated by parents, starting at birth, | affect a child's gender identity. |
| Male children tend to be | valued more highly than female children. |
| Male children are treated more | roughly, and aggressiveness is encouraged. |
| Female children are treated more | gently and are encouraged to be more emotional. |
| Toys, games, clothing, and chores all communicate | gender expectations to children. |
| Masculinity involves | independent and competitive activities. |
| Femininity involves | nuturance and connection with others through verbal communication and physical closeness. |
| Male children tend to be more | rigidly socialized into masculinity than female children into femininity. |
| Parental modeling of | masculinity and femininity creates powerful models. |
| Mothers generally emphasize relationships | caring, eye contact, face-to-face interactions, and playing with children at their level. |
| Fathers typically emphasize focus on | playing physically, skill development, meeing challenges, competition, achievement, and initiative. |
| American Society | values men and masculinity, particularly white men. |
| The first and most powerful element of the male role is the | antifeminine edict. |
| The U.S. culture is often described as patriarchal | "rule by fathers." |
| A second element of the male role dictates | professional success as vital to masculinity. |
| Being aggressive | is the third element of the male role. |
| The fourth role of the male element is | being sexual. |
| The fifth element of the male role is | being self-reliant, independent, and autonomous. |
| Images of and expectations of femininity today are | confusing and conflicting. |
| One key element of the female rols is | the role is an emphasis on appearance. |
| Cultural ideals of feminine beauty reflect | white standards, which has lead to a color caste system. |
| A second element of the female role is | sensitivity and caring confirming expectations of women as caregivers. |
| Being female also involves | being treated negatively by others, both culturally and physically. |
| A fourth expectation is that a woman should be | superwoman: balancing responsibilities of home, work, and romance-excelling in all! |
| One final element of femininity is | no single definition or meaning of femininity exists today. |
| Personal relationships endure over time | involve interdependence between individuals and are characterized by strong feelings. |
| The male deficit model | regards women as relationship experts and views feminine ways of forming and maintaining relationships as the right way to intimacy. |
| The alternate paths model | asserts that there are different routs to creating and sustaining close relationships, routes thta are valid for bring closeness between individuals. |
| Gender differences in ways of | expressing care reflect patterns observed in friendships. |
| Distinctions between the genders occur with | regard to responsibility for relational maintenance. |
| Gender differences also are | present in power dynamics. |
| The second shift duties | typically are a part of woman's responsibilities. |
| Psychological responsibility for planning and remembering | things that need to be done increses the burdens of second shift duties. |
| The hidden curriculum | exists within the educational system that reinforces views of women as subordinate. |
| The organization of schools is one element of the | hidden curriculum that normalizes and perpetrates traditional gender roles. |
| Educational institutions | reflect gender stratification. |
| Schools instill beliefs in male and female students of | appropriate positions that may limit career aspirations of female and minority students. |
| The curricular content of courses and instructional materials | at all levels within the educational system reflect the hidden curriculum present in the academic environment. |
| Instructional materials, such as readers, | misrepresent the white male as standard. |
| The content of curricular material often | makes women invisible in public life. |
| Using the white male as standard | misrepresents the breadth of human experiences, diminishing education. |
| The communication process that characterize the educational system | reflect the devaluation of women and their experiences and ways of learning. |
| One primary way teaching styles reflect a gender bias within the educational system involves | unequal attention to male and female students. |
| Professors and teachers tend to | take female students less seriously than male students. |
| Communication within the classroom | also reflects patterns that privilege male students. |
| Communication amongst peers exercises | strong influence on attitudes and identites, especially for males. |
| Difference in teaching style displayed through verbal and nonverbal communication | consistently provides less recognition and encouragement to female students. |
| Teaching styles that value assertion and forcefulness are more | conducive to masculine ways of learning and expressing ideas. |
| The stereotype of women as mother | defines as individual by her nurturing, supportive, deferential nature. |
| The sterotype of a woman as child | reflects a view that women are less mature adn competent at making decisions and being professionals. |
| Stereotyping a woman as iron-maident | defines a woman as unfeminine or manly. |
| The sex object | defines a woman's role through her appearance and sexuality. |
| Three stereotypes of men | exist that limit men's role in the workplace and society. |
| Our stereotype view men as | sturdy oaks; men are expected to be tough. |
| A second stereotype view men as | fighters or warriors; themes emphasize dominance and aggressiveness. |
| The third stereotype view men as | breadwinners; a man's identity and worth often may be defined by his job and salary. |
| An incorrect assumption is that | communication types are static (unchanging). |
| Leave policies | stipulate acceptable reasons for employees to take time to attend to illness, disability and personal and family issues. |
| New legislation is needed | to correct the lack of family-care leave policies. |
| Communication climates | that emphasize gender differences provide different opportunities for women and men in organizations. |
| A hostile environment | often exists for women in business because of masculine norms. |
| Informal networks | that establish collegial relationships tend to exclude women. |
| Mentor relationships | that pave the way for professional advancement frequently overlook or ignore women in the workplace. |
| A glass ceiling | restricts the advancement of women and minorities into the upper ranks of business and reflects subtle discrimination in the workplace. |
| Glass walls | sex-segregate jobs in organizations and restrict women to more feminine activities and roles. |
| Equal Opportunity Laws | grew out of the Brown V. Board of Education case in 1954; separate but equal - black & white students. |
| Title VII of Civil Rights Act of 1964 | prohibits employment discrimination based on color, race, sex, religion, or national origin. |
| Title IX | prohibits discriminiation in educational programs that receive federal assistance. |
| Equal opportunity | applies to present practices. |
| Affirmative Action Policies | grew out of President Lyndon Johnson's commencement speech in 1965. |
| Affirmative actions | address historical patterns that have affected groups of people. |
| Efforts to redress pejudice involve | preferential treatment for members of groups that have suffered discrimination. |
| Affirmative Action | stipulates that the effectiveness of efforts to correct discrimination rests on the results, not the intent. |
| Quotas and goals | represent other efforts to address discrimination. |
| Quotas | specify a set number or percentage of women and/or minorities that must occupy positions within instituitons. |
| Increasing sensitivity to gender issues | is another effort that intends to address discrimination. |
| Goals and quotas | can work against women and minorities. |
| Three stages of psychological development | innocent wholeness; separation and differentiation between inner and outer worlds; and enlightenment. |
| Six forms of gendered violence: | Gender intimidation; sexual assault; abuse between intimimates; sexual harassment; genital mutilation; gender-based murder. |
| Gender mutilation: | alteration of the genitals. |
| Genital mutilation | includes male circumcision, sunna, clitoridectomy, and infibulations. |
| Gender intimidation | results from feeling unsafe or vulnerable because of how members of your sex are perceived and treated. |
| Sexual assault | includes rape and other forced sexual activities w/strangers. |
| Sexual assault | sex that is coerced by "friends" or dates, forced sex in marriaged and incest. |
| Sexual assault | sex without informed consent. |
| Abuse between intimates | includes verbal, psychological (emotional) and physical abuse. |
| Stalking | is general committed by ex-partners or men who have dated a woman at least once. |
| Violence between intimates typically follows a | cyclical pattern: build-up, explosion & violence, remorse & apology, honeymoon. |
| Sexual harassment | is unwanted and unwelcome verbal or nonverbal behavior or a sexual nature. |
| Quid pro quo sexual harassment | is actual or threatened use of professional or academic rewards and/or punishment to gain sexual compliance from a subordinate or student. |
| Hostile environment sexual harassment | is unwelcome conduct of a sexual nature that interferes with a person's ability to perform a job or gain education. |
| The reasonable man standard and the reasonable woman standard | have been used by courts to judge whose perspective counts. |
| Gender-based murder | is selective murder of remale fetuses, girls, and women. |
| Gendered violence | is socially constructed and sustained. |
| Extreme masculine socialization | can promote appalling violence. |
| Families, social instituitons, law enforment, counselors & language | uphold tolerance of violence. |
| Trivialized gendered violence, blaming the victim, and dismissing victims' feelings | examples of institutional communication that upholds gendered violence. |
| Language sometimes reflects and sustains cultural acceptance of | gendered violence. |
| Language such as "domestic dispute," "domestic violvence," & "spousal conflict" conceal the brutality & increases | acceptance of violence. |
| A good deal of change has occurred as a result of | the second wave of femininsm in the US. |
| Societal views of | communication have changed considerably. |
| Women's communication | is being recognized for its distinctinve strengths, as women choose to break silences. |
| Men's communication | styles have undergone change; open collaborative styles now recognized as more acceptable. |
| Women's and Mens movements | have brought considerable change. |
| Liberal feminism | represented by NOW has achieved impact in reducing discrimination against women. |
| Educational System | is extremely gender biased. |
| The media | present remarkably visible indications of changing views of gender. |
| The increase in women's music | produced by and for women are giving voice to new experiences. |
| Personal relationships | represent another area in which change has occurred in how the genders are viewed and defined. |
| Changes have been made in institutional settings, however, | the majority of women still have been excluded from positions of leadership and power. |
| Pregnancy discrimination | continues to increase. |
