Sex, Gender, And Gender

Gender has been described as masculine or feminine characteristics that encompass gender identity sex as well as social roles (Nobelius 2004). According to sexologist John Money, there is a difference between gender as a role and the biologically of differences in sex (Udry 1994). Within scholarly disciplines, cultures and contexts, gender frequently has its own mean, contextual frame of reference and the manner in which it is used to describe a variety of issues and characteristics. The sociocultural codes, conventions and the suggested and literal rules that accompany the notion of gender are vast and diverse. There has been and continues to be much scholarly debate regarding the idea of gender and how it has been viewed historically; as well as changes in the grammatical use of the

In many shops, there seems to be an obvious separation between boys and girls items, for example, the birthday cards, books, clothes, and toys. This is shown in a variety of ways the boy's items are mainly the color blue and the books have pictures of either action figures, superheroes or tools. Whereas the girl's items are mainly the color pink. The books show pictures of fairies, princess, and Bratz. The cards also have the theme of the color pink for girls and blue for boys. The girl's cards have a lot of sparkles and pretty pictures whereas the boy's cards are covered in camo kind of illustrations and also have action figures on the covers. The children's clothes are separated into sections where there are labels for the boy's clothes and labels for the girl's clothes. The girl's clothing is all pretty and pink, it is covered in sparkles. Whereas boys clothing has camo patterns, blue colors, and pictures of action figures.

In present day all around the world, society has certain expectations for the actions and behaviors of males and females. There are many factors in our everyday lives that contribute to the gender norms that society has set. This essay will discuss how situations in life can play a part in how people treat other people based on their gender. It is believed that males are the leaders of our world, but in present day woman can do as much as men can do. From The Journal of Marriage and Family, Hu states, “Differentiated gender roles in adulthood are rooted in one’s gender role socialization. In order to understand the persistence of gender inequalities in the domestic sphere, we need to examine the gendered patterns of children’s housework time.”(2015, P.1). Gender roles are society’s expectations of the proper behavior, attitudes, and activities of males and females that they must be taught. These roles define how females and males are viewed in society, their household, and workplace. In The Journal of Sports behavior by Hardin, he states, “Although gender role differences from biological and “Natural” exists in popular consciousness, research has long demonstrated that instead, many are long time socially constructed… Individuals understand their gender because they are given names and treated in particular ways, such as dress in pink for girls and blue for boys, that reflect social construction of gender. Bandura's social cognitive theory is key in understanding the factors in socialization”(2009, P.3). Bandura's theory of of social cognition is that behavior, environmental events, and cognitive factors are the main keys that shape attitudes and actions of an individual. Although, gender roles play a very big part in our society, specific genders are treated differently while dealing with peer influence, media influence, as well as employment.

"I am an American," says over 308,745,538 people in the United States this year ("2010 Census Data.") These people originate from everywhere; America is a "melting pot" of culture, and that can unfortunately cause social inequalities to arise through the Matrix of Domination, a theory that mirrors the intersectionality of race, class, and gender, as coauthor of Race, Class, & Gender, an Anthology Patricia Hill Collins claims (Andersen, and Collins xi-xiii.) These two terms give label to the commonplace phenomena of race, class, and gender work within a system of social relationships. The understanding of people from other

The idea of race and gender is an idea that has been socially constructed. Society has created roles for race and gender, they are determined by what society thinks is appropriate for the gender or race. Some people argue that certain behavior roles are based on gender where as others may believe that it is based on race. I will first discuss how in today’s society we promote to stop racism yet it is still happening everyday, and people are just blind to see it. Creating a role for race is racism, some people do not understand that. I will then talk about gender, how it is socially constructed, and labeling “roles” for men and women. I will also discuss how race and gender intersect in the formation of identities. How gender and race is socially constructed, us people have the power to change it but we use our power to look past it and pretend like it does not exist. Majority of society has been blinded to the fact gender and racial roles do not exist, society has created it and now we think it is the norm.

What is gender and how is it defined? Gender and its definition have been argued over for decades, by the religious, scientific and civilian community. Everyone has created their own definition and their opinion on how to define gender. From a nonscientific perspective, gender is defined by society, which is based on anatomy and basic aesthetics.

Women of colour were the first to advance frameworks for recognizing the intersection of gender, sexuality, race, and class (11). Frankenberg and hooks share a racist discourse of hyper visibility towards African Americans; however, Frankenberg notes the invisibility towards Asian Americans and Native American minorities (12). Here, race is constructed as a biological category while whiteness embodies superiority. Hooks argues that stereotypes; however inaccurate, are one form of representation for a desired category and project a myth of sameness (341). Stereotypes perpetuate a single story thus excluding any opportunity for unique difference. Categorizations are a fantasy of whiteness that validates the dominant status quo. White supremacists demonstrate an inability to comprehend reason by projecting their inadequacies onto the Other. hooks does not claim white people are evil nor does she intend to evaluate them, rather she is acknowledging the terror she feels in response. Whites feared interracial relationships would erode the colour line and thus segregation was an effective strategy that limited people of colours opportunities to compete in the marketplace or hold political power. Lastly, both scholars criticize the educational systems lack of popular discourse towards multiculturalism in the curricula or media (15).

Throughout the second season of ABC’s American Crime, there were an extreme amount of ways in which race, sexuality, gender, and ethnicity were depicted, troubled, and interrogated. While watching the second season of American Crime in class, it almost seemed as if the entire series was made just to explore each and every component of this course, Ethnics 1010. The series successfully explored through numerous situations with all of these important components that we have discussed throughout the semester. However, there happens to be three specific components that I would like to elaborate on throughout this essay.

During the time I observed Mass there was a dominate race in attendance—mostly Caucasian (around 200) with several Hispanics (around 50) and very few African Americans (only three); however, there was not a dominate sex or age of the attendees. There seemed to be an equal amount of males and females, and a vast degree of age—newborns to very elderly among the participants. The clothing of the participants was very formal and respectful. Most women either wore long dresses or skirt with leggings or tights underneath, some women wore pants; however, there was only a few women in pants; all women wore shirts that did not show very much (if any) cleavage—some women (around ten) wore black, white, gray, or brown veils over their heads—at first I believed that the veils were a sign that the women wearing them were preparing to become nuns; however, several small children were wearing the veils over their heads, and according to Lauren, the veils are symbolic—they show respect to the Saints and God by allowing women to observe submissiveness and obedience. There seems to be no correlation between the veils color and a symbolic meaning behind the veil color. Men wore suits or khakis and a button up shirt. Women and men were all aware that they were in a church and must be modest—not shorts or t-shirts or cocktail dresses were seen of the participants—if someone was to show up to Mass in this attire it would be deemed inappropriate. Even the priest and altar servers and choir member

Diversity is increasing in the western countries rapidly, hence it leads to discrimination in race, ethnicity and gender. The question that arises is about fairness, appropriateness and equality between among races and ethnicities. The paper is focused determining whether offenders are discriminated because their race in parole decision making process. Parole is permanently or temporarily release from prison or from offender’s sentence. There are three types of parole releases: discretionary release, mandatory and unconditional release. The primary focus will be on discretionary release and what factors come to play when board members make a decision for a parole. There is no definite evidence that there is racism in parole because the results of the studies are complex. However, racial inequality exists throughout the justice system. Racial inequality exists in the process of the parole decision making because a race is discriminated when looking at the legal criteria for parole, assessing future risks to protect the community and when the system experiences overcrowding.

The Virginia Military Institute was a higher education school in Virginia. It claimed to train the leaders of the future, or “citizen-soldiers” and impart to its students great discipline; however, it only enrolled male students. In 1996, the United States government sued the state of Virginia and the Virginia Military Institute for its male-only policy as a violation of the Fourteenth amendment’s Equal Protection Clause. The District Court ruled in the school’s favor. The Fourth Circuit demanded Virginia to reverse this constitutional violation (Van Camp). In response to this complaint, Virginia proposed a similar program for women: the Virginia Women’s Institute for Leadership. The District Court found that this plan satisfied the equal protection requirement, and the Fourth Circuit affirmed that although these two institutions would differ in prestige (and the historical benefit), they would still offer essentially similar educational opportunities. The United States then appealed to the Supreme Court, and it raised the issue whether this new women’s only academy satisfied the Fourteenth Amendment’s Equal Protection Clause. The Supreme court ruled, in a 7-to-1 decision, that Virginia Military Institute’s male-only policy was unconstitutional. In order to not violate the Equal Protection clause of the amendment, VMI must make its program available to women as well. VMI

In the All-New Volvo XC90 commercial the first words to appear on the screen is “What is Luxury?” In this commercial it appears that luxury can only be afforded by primarily white, rich males. The media in the United States has made a lot of progress towards showing gender and racial equality on TV but America still has a long way to go. As of 2015 white men still have a patriarchal ranking in media compared to women and minorities. This essay will be discussing how intersectionality, such as gender, race, and class, play a key part in gender roles in TV media today.

Gender socialization often begins early once parents are shown the sex of their child; from then on, baby showers are planned according to gender “appropriate” colors, which are often pink for girls and blue for boys. Even differences in how children are spoke to can be picked up easily in Western cultures. Girls are called pretty and sweet, whereas boys are handsome and strong. Ultimately, the way children learn to identify with their gender culture is in part due to not only family and friends, media, schools, and religion, but also from the toys that may inexplicitly advertise gender expectations. Gender-typed toys may be bought for children as a way for parents to encourage and reinforce gender-appropriate behaviors. However, recent debates have engulfed toy manufacturers and major retailers, which has brought about changes in toy design and marketing in an effort to make reflect more realistic and gender neutral options.

In this essay I discuss that "doing gender means creating differences between girls and boys and women and men...." (West & Zimmerman 2002:13) I am concentrating on the female perspective, how societyputs forth expectations of what is 'natural' or biological even though, in some cases, it can be quite demeaning and degrading. I am using some examples from the local media and also a few childhoodexperiences that have helped me to now strongly suspect that the quote from Simone Beauvoir (1972) "One is not born a woman, but rather becomes one" most likely has quite a bit of truth to it.

The construction of a self-identity can be a very complex process that every individual is identity is developed through the lenses of cultural influences and how it is expected to given at birth. Through this given identity we are expected to think, speak, and behave in a certain way that fits the mold of societal norms. This paper aims to explain how gender perform gender roles according these cultural values. I intend to analyze the process in which individuals learned and internalized their respective gender identities, through their cultural background. I will be conducting a set of interviews with the intention to compare my experience as a self-identified male of Mexican descent, to the experience of another male character of Japanese heritage in order to understand how we come to self-identify as masculine in diverged cultures. In this paper, I argue that the construction of gender identities is a direct consequence of societal influential factors such as family values; values that reflect the individual’s culture. This analysis will not only utilize evidence from these identity formations, but also in explaining why and how these self-identities were constructed using both theoretical sources and empirical studies as a framework.