Opposite Sex

While reading “Gender,” an essay by Jack Halberstam, the topic of sexism was brought to the forefront of my mind. It has been brought up more often in conversation in the modern era, issues such as how a few cruel insults pertain to female reproductive anatomy and, in a sense, degrade females and ultimately identify them, as well as femininity, as inherently “bad”. Such a thought stemmed from how Halberstam touches on the “problematic stabilization of the meaning of ‘women’ and ‘female’”: meaning there is no room for argument when it comes to your gender—you’re either a girl or not. You either fit into a strict mold, or you do not.

As she criticizes men’s behavior towards herself she describes the way in which she is meant to be treated as “helped into carriages, and lifted over ditches, and to have the best place everywhere.” But right after she proceed to describe the way in which she is truly treated; “Nobody ever helps me into carriages, or over mud-puddles, or gives me the best place!” By directly showing this contrast in behavior she evokes a strong sense of hypocrisy and therefore provoking a strong emotional feeling in her audience directing their thoughts towards the issue of gender inequality. This incites the members of the audience to re-evaluate the instances where they have been treated in such a way and therefore Sojourner incites them to

Zhuo uses pathos at the opening of her argument by giving an anecdote about a girl in high school named Maggie Sunseri who experienced, as well as witnessed discrimination for the way she and her female peers dressed. This makes the reader feel sympathy for girls as well as creates anger in the reader towards the district. Zhou continues to build on these two emotions with other anecdotes throughout the article. She describes a high school prom in South Jordan, Utah, where she talks with another high school student named Cierra Gregersen. She explains Gregerson’s experience at her prom where girls weren’t allowed in because the didn’t meet dress code standards. Zhou quotes Gregerson saying ‘“Girls were outside the dance crying hysterically,”(Zhou, 2015) to continue making the reader feel sympathy for the girls in this situation. She also builds anger in the readers to help motivate them to stand up against school boards. She does this by villainizing many teachers and other school employees when she quotes teachers and principals from schools stating sexist remarks such as “boys will be boys”( Zhou, 2015) and “dressing sexy is “asking for a response” (Zhou, 2015) to show the male entitled environment schools produce. Zhou not only builds sympathy in the reader for girls, but also transgenders and gays. She describes how transgenders are also being negatively impacted. By giving a few more examples that cover more than just how girls are affected Zhou is able to impact more readers, creating anger and sympathy in them. She also begins to use ethos

The writer of the essay uses Adam Cox a Clinical Psychologist as the authority figures to help support her thesis. Adam's support for the writer’s thesis is shown through Adam's statement: "The primary missing ingredient in [their] lives [...] is purposeful work." (Wente 5). Throughout the essay, the author criticizes the way in which schools have started becoming more feminized discriminating and alienating male behavior. Which in turn has caused many young boys to lose interest in school because

In society, gender is a real struggle by reason of people do not believe that men and women should be treated as equals. Gender, although not directly mentioned is still a part of the story. In “The Minister’s Black Veil” (Hawthorne 28), the author indirectly mentions gender with,“The black veil, though it covers only our pastor’s face throws its influence over his whole person.” Like the black veil, gender is a prospect that individuals are fully judged based upon. Gender is an effective way

While many leaders in politics, business, science, and education strive for change, there still persists a deep divide between male and female roles in the workplace and in society. This gap begins in childhood as demonstrated in Sharon Olds’ (b. 1942) “The One Girl at the Boys’ Party” (1984). This poem describes a young girl who attends a swimming party where she is the only female guest. It relies on science and math imagery to contrast the boys’ physicality with the girl’s intellectual ability, and to juxtapose her physical features with the boys’ features. This figurative language creates a distinction to challenge the disparity between male and female roles and their separation in social life, which begins at a young age. Olds’ use of science and math imagery serves as an extended metaphor for the juxtaposition between the one girl at the party and the other guests, which represents the social divide between the genders.

Guys are expected to do certain things or they get called out for it. Girls on the other hand can be or do whatever they want. On page 461 in the reading it says “Whenever I ask a young women what they think it means to be a woman… say, basically, “Whatever I want”… “Nobody can tell me what it means to be a woman anymore.”” Even though in the reading about young women saying “Nobody can tell me what it means to be a woman anymore.” It stills effects young girls every day, maybe not physically but psychologically.

Women have been continuously institutionalized through out history. For many years, they have been subjected to being labeled as less than. During the 1950's women were institutionalized because they were expected to remain a house wife, cook, clean, and reproduce. Some men and husbands are to blame for these ideologies of how women are suppose to carry themselves within the household. The third paragraph on page 63 because it talks about how "institutions assigns various roles to women and men and are also places of employment where people perform gendered work. I agree with this because I see this a lot in especially in Pre- Kindergarten through 8th grade. Women are "supposed" to play a role of a baby sitter and interact with adolescences

No one lives with a specific gender until the age of three. That’s when most children begin to explore their surroundings and learn to categorize themselves as boys or girls. Moreover, the difference in strength between male and female turns into the foundation of gender stereotype. Generation by generation, we inherit this socially constructed rules that society puts on us. With a background like our society, Lois Gould----the author of “The Story of X” examines how individuals would blindly follow the mainstream under the impact of society and how they might force people to confront due to the faith in common values.

Fitzgerald gives a slight critique of gender roles in the class. Women`s feministic characteristics and their united life long struggle for quality in a man`s society. Miss Baker displays the typical feminist, and the character`s personality was that of a struggling but very independent woman. this type of personality was key to change the way of society at the time of this book was written.

When Devor claims that people are “scorned” when they go against societal gender roles she addresses how society does not like “blurring the lines” between genders. She states, “Persons who perform the activities considered appropriate for another gender will be expected to perform poorly; if they succeed adequately, or even well at their endeavors, they may be rewarded with ridicule or scorn for blurring the gender dividing line.” (88) By stating this quote, Devor makes known the stereotypes and backlash that comes across genders doing something that “they are not supposed to do”. Devor fortifies the idea when she mentions the “gender dividing line” that is not seen but very much prominent in society. Women get “ridiculed or scorned” when they for instance play football or men if they prefer to do drama instead of sports.

“Believe me, every heart has its secret sorrows, which the world knows not, and oftentimes we call a man cold, when he is only sad.” -Henry Wadsworth, Longfellow hyperion Humans are remarkably emotional creatures and every single person chooses to express how they feel, differently. In social psychological gender stereotypes, women are foreseen as emotional, passive and sensitive, while men are independent, assertive, and dominant. Embedded in these stereotypes are two main roles, women are allowed to express how they feel without the judgmental eyes of society looking down on them, and men are to remain strong willed, and uphold the integrity of their masculinity.

This short story details traditional gender roles immediately within. According to Amy, M. Blackstone, a sociology professor at the University of Maine, “gender roles are

Throughout the story we see the protagonist struggle with the gender roles placed upon her by her society; specifically the role she is supposed to play as

Throughout history, countless acts of gender inequality can be identified; the causes of these discriminating accounts can be traced back to different causes. The general morality of the inequity relies on a belief that men are superior to women; because of this idea, women have spent generations suffering under their counterparts. Also, a common expectation is that men tend to be more assertive and absolute because of their biological hormones or instinctive intellect. Another huge origin is sexual discrimination; even in the world today, many women are viewed by men as just sex objects rather than a real human being with