Recommandé
Recommandé
Contenu connexe
Tendances
Tendances (20)
En vedette
En vedette (18)
Similaire à Eitzen13e.chapter9.lecture.ppt 193991
Similaire à Eitzen13e.chapter9.lecture.ppt 193991 (19)
Eitzen13e.chapter9.lecture.ppt 193991
- 1. Social Problems, 13e D. Stanley Eitzen Maxine Baca Zinn Kelly Eitzen Smith Chapter 9 Gender Inequality
- 3. Learning Objectives 9.1 Compare the nature versus nurture arguments regarding gender differences in behavior. 9.2 Understand how the socialization process molds individuals into gendered beings. 9.3 Explain how institutions reinforce gender inequality.
- 4. Learning Objectives continued 9.4 Explain the factors that contribute to the earnings gap between women and men. 9.5 Discuss the social and individual costs of gender inequality. 9.6 Understand the three stages of feminism.
- 5. Introduction • Sex refers to the biological differences between males and females. • Gender refers to the social and cultural patterns attached to women and men. • Social factors make women unequal to men.
- 6. 9.1 - Women and Men Are Differentiated and Ranked • Is Gender Biological or Social? • Gender and Power • What Causes Gender Inequality? • Socialization Versus Structure: Two Approaches to Gender Inequality
- 7. LO 9.1 - Is Gender Biological or Social? • Nature or nurture? • Biological Basis for Gender Roles – Males and females are different from the moment of conception • Social Basis for Gender Roles – Societies vary in their division of labor
- 8. LO 9.1
- 9. LO 9.1 - Gender and Power • Gendered Institutions • Male Dominance • Patriarchy • Intersections • Compulsory Heterosexuality • Sexuality
- 10. LO 9.1 - What Causes Gender Inequality? • Social structural conditions – Male control over valued resources • Division of labor • Macrostructural explanations
- 11. LO 9.1 - Video: Gender and Inequality http://media.pearsoncmg.com/ph/hss/SSA_SHARED_
- 12. LO 9.1 - Socialization Versus Structure: Two Approaches to Gender Inequality • Gender Roles Approach • Gender Structure Approach
- 13. LO 9.1 The fact that our economic, political, and religious systems are organized means that we operate with __________ institutions. A. structured B. gendered C. evolutionary D. equal
- 14. LO 9.1 The fact that our economic, political, and religious systems are organized means that we operate with __________ institutions. A. structured B. gendered C. evolutionary D. equal
- 15. LO 9.1 Every known society makes gender a major category for organizing social life. A. True B. False
- 16. LO 9.1 Every known society makes gender a major category for organizing social life. A. True B. False
- 17. 9.2 – Learning Gender • Children at Home • Children at Play • Formal Education • Socialization as Blaming the Victim
- 18. LO 9.2 - Children at Home • From birth we are gendered: – Clothing – Books – Toys – Language • Androgyny
- 19. LO 9.2 - Children at Play • Same-sex peers exert a profound influence on how gender is learned • Girls are often involved in cross-gender or neutral toy behavior • African American children are less dichotomous in gender roles than Whites
- 20. LO 9.2 - Formal Education • Title IX (1972) • Curriculum • Teacher-Student Interactions • Sports • Female Role Models
- 21. Many forms of gender bias exist in education. For example, girls receive less attention and different types of attention from classroom teachers. LO 9.2
- 22. LO 9.2 - Socialization as Blaming the Victim • Gender is learned. • Socialization alone does not explain the place of women in society.
- 23. LO 9.2 Title IX of the Educational Amendments Act was passed to make _________ equal. A. only sports B. all education C. the job market D. standardized testing
- 24. LO 9.2 Title IX of the Educational Amendments Act was passed to make __________ equal. A. only sports B. all education C. the job market D. standardized testing
- 25. LO 9.2 According to the textbook, the key reason gender inequality exists is socialization. A. True B. False
- 26. LO 9.2 According to the text, the key reason gender inequality exists is socialization. A. True B. False
- 27. 9.3 - Reinforcing Male Dominance • Language • Interpersonal Behavior • Mass Media • Religion • The Law • Politics
- 28. LO 9.3 - Language • He means us • Mankind • Studs versus bimbos
- 29. LO 9.3 - Interpersonal Behavior • Gender inequalities can be reproduced and resisted in everyday interactions • Differences in mixed-sex groups • Non-verbal communication
- 30. LO 9.3 - Mass Media • The media have tremendous power. – Power to distort – Power to change • Television • “New Woman”
- 31. LO 9.3 - Religion • Men are clergy • Worshipers are women • Language • Women in leadership roles
- 32. LO 9.3 - The Law • Right to vote in 1920 • 1963 Equal Pay Act • Title VII of the 1964 Civil Rights Act • 1978 Pregnancy Discrimination Act
- 33. LO 9.3 - Politics • In 1920, women received the right to vote. • Today, they still don’t hold their fair share of political offices.
- 34. The United States lags behind other countries in the number of women elected officials. LO 9.3
- 35. LO 9.3
- 36. LO 9.3 Which of the following best represents the “new woman” in the media, as described in the textbook? A. a stay-at-home mom B. a single, career woman with no kids C. a working mother still able to keep a clean house D. a female-headed household in poverty
- 37. LO 9.3 Which of the following best represents the “new woman” in the media, as described in the textbook? A. a stay-at-home mom with a “perfect” house B. a single, career woman with no kids C. a working mother still able to keep a clean house D. a female headed household in poverty
- 38. LO 9.3 Language perpetuates male dominance by ignoring, trivializing, and sexualizing women. A. True B. False
- 39. LO 9.3 Language perpetuates male dominance by ignoring, trivializing, and sexualizing women. A. True B. False
- 40. 9.4 - Structured Gender Inequality • Occupational Distribution • The Earnings Gap • Intersection of Race and Gender in the Workplace • How Workplace Inequality Operates • Gender in the Global Economy
- 41. LO 9.4 - Occupational Distribution • Work is “normal” • Dramatic increase in workforce participation of women • Typical female worker • Gender segregation
- 42. LO 9.4
- 43. LO 9.4
- 44. LO 9.4
- 45. LO 9.4 - The Earnings Gap • In 2010, women earned 81 cents for every dollar men earned. • Women of color. • Why the gap in wages?
- 46. LO 9.4
- 47. LO 9.4 - Intersection of Race and Gender in the Workplace • Most women of color segregated • Privilege in the workplace is the result of “combined” characteristics
- 48. LO 9.4 - How Workplace Inequality Operates • Human Capital Theory – Education, experience • Dual Labor Market Theory – Primary vs. secondary market • Social Structure • Glass Ceiling • Glass Escalator
- 49. 9.1 - Explorer Activity: Power Dynamics in the Workforce: the Case of Sexual Harassment http://www.socialexplorer.com/pearson/plink.aspx?Please log into MySocLab with your username and password before accessing this link.
- 50. LO 9.4 - Gender in the Global Economy • Transnational corporations • Displacement of men – Global assembly line • Disruption of male dominance
- 51. LO 9.4 Which of the following is an example of how the workforce creates a gender gap in wages? A. Job prestige diminishes as women enter certain markets. B. Women have less education than men. C. Women must take time off to have children. D. Men are better workers than women.
- 52. LO 9.4 Which of the following is an example of how the workforce creates a gender gap in wages? A. Job prestige diminishes as women enters certain markets. B. Women have less education than men. C. Women must take time off to have children. D. Men are better workers than women.
- 53. LO 9.4 Women of color are the most segregated group in the workforce. A. True B. False
- 54. LO 9.4 Women of color are the most segregated group in the workforce. A. True B. False
- 55. 9.5 – The Costs and Consequences of Sexism • Who Benefits? • The Social and Individual Costs
- 56. LO 9.5 - Who Benefits? • Inequality is profitable – Corporations – Men • “Daily maintenance”
- 57. LO 9.5 - The Social and Individual Costs • Sexism diminishes the quality of life for all people – Society – Women – Children – Men
- 58. LO 9.5 Which of the following is an example of how men suffer from sexism? A. Men are able to advance in careers faster, which creates pressure. B. Men don’t suffer as a result of sexism. C. Men are not able to move into female-dominated careers without some ridicule. D. Men maintain the status quo in the workplace.
- 59. LO 9.5 Which of the following is an example of how men suffer from sexism? A. Men are able to advance in careers faster, which creates pressure. B. Men don’t suffer as a result of sexism. C. Men are not able to move into female-dominated careers without some ridicule. D. Men maintain the status quo in the workplace.
- 60. LO 9.5 Transnational corporations benefit from gender inequality. A. True B. False
- 61. LO 9.5 Transnational corporations benefit from gender inequality. A. True B. False
- 62. 9.6 - Fighting the System • Feminist Movements in the United States • Women’s Struggles in the Twenty-First Century
- 63. LO 9.6 - Feminist Movements in the United States • First stage grew out of abolition movement of the 1830s • Second stage focused on women’s suffrage • The 1960s and other protest movements • Opposition to the movements
- 64. LO 9.6 - Women’s Struggles in the Twenty-First Century • The women's movement remains an influential sources of social change, even though no unified organization represents feminism.
- 65. LO 9.6 Why did a strong antifeminist opposition emerge in the mid-1970s? A. Women gave up trying to gain equality. B. Recession and unemployment led to a backlash against advances made. C. Politicians did not want women to have the right to vote. D. Women felt that they had achieved equality and stopped the movement.
- 66. LO 9.6 Why did a strong antifeminist opposition emerge in the mid-1970s? A. Women gave up trying to gain equality. B. Recession and unemployment led to a backlash against advances made. C. Politicians did not want women to have the right to vote. D. Women felt that they had achieved equality and stopped the movement.
- 67. LO 9.6 There is a unified global feminist organization fighting for women’s rights. A. True B. False
- 68. LO 9.6 There is a unified global feminist organization fighting for women’s rights. A. True B. False
- 69. LO 9.6 Question for Discussion Discuss the global influence of women in the workforce.
Notes de l'éditeur
- Today, there is no nation where women and men are equals. Worldwide, women perform an estimated 60 percent of the work, yet they earn only 10 percent of the income and own only 10 percent of the land. Two-thirds of the world's illiterate are women. Despite massive political changes and economic progress in countries throughout the world, women continue to be the victims of abuse and discrimination.
- This chapter takes a feminist approach to understanding gender inequality.
- Both men and women are gendered (expectations placed on male/female behavior). Gender divisions make women and men unequal. But the gender system, or women's and men's experiences, is connected to other power systems (e.g., race, class, and sexual orientation). These intersecting categories produce different gender experiences for women and men of different races and classes. Gender inequalities produce social problems.
- Gender stratification: the ranking of the sexes in such a way that women are unequal in power, resources, and opportunities Gender inequality exists in most parts of the world. Scientists have competing explanations for gender differences.
- One side of the debate points out that males and females are different (nature). The other side contends that the differences are only averages and thus there must be some social construction (nurture). Biological Approach: From the moment of conception there are differences in: Chromosomes and reproductive systems Hormones Biology cannot explain why there are greater differences among men and among women, than between men and women. Masculinity and femininity are shaped differently from one culture to another within one culture over time over the course of one’s life depending on the group you are in (race, class, ethnicity, sexuality) Sociological Approach: Biology can’t be the whole story because cross-cultural evidence shows a wide variation of behaviors for the sexes. Despite differences in gender roles across cultures, every known society makes gender a major category for organizing social life. Understanding how society transforms males and females into socially interacting men and women (going from biology to social).
- Societies are not uniform in their gendered division of labor. Even activities requiring strength, presumably a male trait, are not strictly apportioned to males. There is wide variety in the social roles assigned to women and men; their roles seldom vary “randomly.” Chapter 9, Activity 2 Communication and Power We learn from the text that men and women have different communication styles. Discuss with the class the following: Gaze—Women look at men (and other women) more while they talk. Men interrupt women more; men talk significantly more, especially in mixed-sex groups. Gestures—Men’s gestures are more expansive. Women tend to use more tentative and polite speech patterns. Men generally use more space and invade the space of women more than women invade the space of men. Touch—Men and those of higher status are more likely to initiate touch. Women’s clothing generally makes women more vulnerable. Women’s gestures—a generally closed body position caused by restrictions of clothing causes less power. Have the class write up a short summary of a conversation that they have (or witness) outside of class. They will present what they found to the class. They should include the following: What is the setting? Who (without names) is involved and what is their relationship? What gendered conversation styles were witnessed? What conversation styles were witnessed that refute the research findings? What do they conclude about power from what they witnessed? Do they feel that the relationship between the parties involved affects communication style?
- Gendered Institutions means that entire social institutions are patterned by gender. Men dominate in politics, economics, religion, and family. Why do men have power? Society justifies male dominance. Beliefs, meanings, and placement value men over women. Society institutionalize male control of socially valued resources. Male dominance is based on socially defined differences. Dominance stem s from patriarchy. Patriarchy exists in most societies, but it doesn’t always result in lower status and value of women. Gender inequality tied to race, class, and sexual inequalities are intersections. Intersections create differences among men and among women. Some women have an advantage because of their social class. Some men are disadvantaged because of race. Compulsory heterosexuality is an important component of the gendered system. Enforces the dichotomy of “opposite” sexes. Leads to negative treatment of homosexuals and bisexuals. Sexuality is also a form of inequality in its own right because it grants privileges to those in heterosexual relationships. Like race, class, and gender, sexual identities are socially constructed categories. Sexuality is a way of organizing the social world on the basis of sexual identity.
- Division of labor Stems from work by Marx and Engels As we shifted into an industrial based economy work moved outside of the home Men went with the work, giving them power over resources they earned Macrostructural explanations (the gendered society is related to men’s and women’s economic roles in society) Women's reproductive roles and their responsibilities for domestic labor limit their association with resources that are highly valued. Men's economic obligations in the public sphere ensure them control of highly valued resources and give rise to male privilege. Chapter 9, Activity 1 Stereotypes Separate the chalkboard into two parts. On one half write masculine and on the other write feminine. Have students come up one at a time and write a stereotypical gender attribute on the board. Discuss the fact that many of the stereotypical male attributes are the same ones that could be used for a competent executive. Somehow masculinity and competence have become synonymous. What kinds of jobs do the words for feminine fit best with? This could be a good start for a discussion of stereotyped gender roles at home and in the workforce.
- The gender roles approach emphasizes traits that individuals acquire during the course of socialization, such as independent or dependent behaviors and ways of relating. The gender structure approach emphasizes factors that are external to individuals, such as the social structures and social interactions that reward women and men differently. Approaches differ in how they view the sexes and the origin of inequality. This textbook takes a structural approach.
- Casting” for one's gender role takes place immediately at birth, after a quick biological inspection. The role of “female” or “male” is assigned. Assignment lasts one's entire lifetime and affects virtually everything one ever does. After birth, the next twenty years or so are spent gradually learning and perfecting one's assigned sex role. This is gender socialization.
- Once parents find out if a baby is a boy or girl the socialization begins. Clothing is gendered. Books are gendered. Toys are gendered. Room decorations are gendered. How we speak about babies is gendered. Girls are “sweet” and “pretty” Boys are “handsome” and “manly” Androgyny refers to the combination of feminine and masculine characteristics in the same individual. Studies have found that parents who foster androgynous attitudes and behaviors in their children ultimately cause their girls and boys to have high self-esteem and self-worth. Androgynous individuals appear to be able to more effectively manage stress and practice good health. Androgynous college students report having better relationships with their parents.
- We learn a lot from our peers while at play. Gender differences in play: Males are more likely to play in larger groups, in more competitive games, in age-heterogeneous groups Boys control more space, violate females’ activities, and treat females as contaminating Females have greater latitude in the toys parents allow them to use Males restricted to “boy toys” African Americans females and males expected to be nurturing and expressive emotionally as well as independent, confident, and assertive Chapter 9, Activity 3 Media Coverage of Sports Collect newspapers of sports sections. Put students get in groups and answer such questions: How many articles are there in total? How many articles were written by men, by women, or by unknown? How many pictures feature male athletes, female athletes, or are mixed?
- Title IX Outlawed gender discrimination in public schools About more than sports Schools shortchange girls in every dimension of education Curriculum Gender differences in the types of math courses boys and girls take Gender differences in the science fields they study Girls have higher average grades, but lower test scores Sex education is lacking in public schools Teacher-student interactions Boys given preferential treatment, despite efforts to curb gender bias of teachers Girls receive less attention and different types of attention, despite efforts to curb gender bias of teachers Sports Sport in U.S. high schools and colleges have been almost exclusively male Clearly evident if one compares by sex the number of participants, facilities, and administrative and financial support Traditional assumption is that males are more competitive than females Major changes occurred after the passing of Title IX Female role models When looking for role models in the workforce we see gender inequality Women occupy the bottom rungs while men have the more powerful positions Women make up a large percentage of the nation's classroom teachers but a much smaller percentage of school district superintendents
- Teachers try to interact with their students in non-gender-biased ways, but studies show that they continue to do so.
- Gender is a learned behavior, but it doesn’t explain why we see gender inequality in society. Socialization approach to understanding gender inequality can be misused in such a way that it blames women themselves for inequality. Socialization approach ignores social structure and expects that for inequality to change women should change (or change how they parent).
- Male dominance is both a force that socializes and a force that structures the social world. It exists at all levels of society, from interpersonal relations to larger institutions.
- Language perpetuates male dominance by ignoring, trivializing, and sexualizing women. The male personal pronoun is used as gender neutral pronoun. Mankind means all of humanity. But, humanity includes women. Sexual promiscuity (usually the term is only applied to females) Male insults (“son of a bitch,” “bastard”) demean women’s roles as a mothers.
- Unlike other forms of inequality (race and class), men and women have to interact with each other on a daily basis. These interactions can either reinforce gender inequalities or help change them. In mixed-sex groups, men interrupt more, show visual dominance, and talk more. In mixed-sex groups, women use more “polite” interaction. Nonverbal communication. Men take up more space Men touch women without permission more than women touch men Women use more eye contact, smile more, and exhibit behavior associated with a low status
- Media can distort women's images and they can bring about change as well. Women still underrepresented on op-ed pages, on Sunday chat shows, and as experts in news stories With the rise of feminism, many magazines devoted attention to women's achievements. Television commercials have long presented the sexes in stereotyped ways. Women appear less frequently in ads than men Women are much more likely to be seen in the home than in work settings Women are much more likely to appear in ads for food, home, and beauty/clothing products Advertising aimed at the “new woman” places additional stresses on women and at the same time upholds male privilege. Television commercials show women breezing in from their jobs to sort the laundry or pop dinner in the oven Television commercials reinforce the notion that it is all right for a woman to pursue a career as long as she can still handle the housework
- Most U.S. religions follow a typical pattern: clergy are male; majority of worshipers are women Despite important differences in religious doctrines, there are common views about gender. women and men have different missions and different standards of behavior although women and men are equal in the eyes of the deity, women are to some degree subordinate to men The role of women as subordinate to men is rooted the Old Testament and continued in the New Testament. There is a push by some to remove sexist language in the Bible. The number of women in seminaries has exploded, as some denominations now allow women to pursue leadership roles.
- Women were legally denied the right to vote until 1920. Through other legal changes women were given equal rights. Other reforms have provided the framework for important institutional changes. Discrimination in the granting of credit has been ruled illegal Discrimination against pregnant women in the workforce is now prohibited by the law Affirmative action (which is now under assault) remedied some kinds of gender discrimination in employment
- Women’s political participation has always been different than men. 1992 was a landmark year for women in politics. Controversies such as Anita Hill's harassment allegations, the abortion rights battle, and the lack of representation at all levels of politics propelled women into the political arena. Congress experienced its biggest influx of women (and minorities) in history. Subsequent elections have increased the number of women in our national legislature. Ninety years after the first woman was elected to Congress, women still hold fewer than a fifth of all national seats.
- Most women in politics in the United States are invisible. That is, rather than holding political office, they are doing clerical and office work
- If Congress were representative of the nation, the Senate would have fifty-one women and the House, 222.
- The United States has one of the highest levels of workplace gender inequality in the industrial world. The workplace distributes women and men in different settings, assigns them different duties, and rewards them unequally.
- Increasingly viewed as “normal” for adult women and men, regardless of parental status, to be employed Dramatic increase in participation of women in labor force Increase in women's participation in the U.S. labor force one of the most important social trends of the past century Since 1980, women have taken 80 percent of the new jobs created Typical female worker has job with poor pay, little control over work, and little advancement opportunity Gender segregation refers to the pattern whereby women and men are situated in different jobs throughout the labor force. The overall degree of gender stratification has not changed much since 1900 Women and men are still concentrated in different occupations Women's rate of labor force participation is holding steadily, while men's is declining. In 2010, 58 percent of women over 16 were in the labor force, compared with 71 percent of men. African American women have a long history of high workforce participation rates. In 2004, they edged ahead of other women in workforce participation. By 2011, they participated in the labor force at a rate of 59 percent (versus 58 percent of White women and 56 percent of Hispanic women)
- Women’s labor force participation is holding steady and men’s is declining.
- Female labor force participation rates are evenly distributed among race.
- While women’s labor force participation has increased. They have not achieved equality. Traditional female jobs are not rewarded well and are not viewed as worthy.
- The earnings gap persists for several reasons: Women are concentrated in lower-paying occupations Women enter the labor force at different and lower-paying levels than men Women as a group have less education and experience than men Women tend to work less overtime than men
- Women's incomes are lower than men's in every racial group Among women and men working year-round and full-time in 2010 White women earned 79 percent of White men's earnings Black women earned 93 percent of Black men's earnings Hispanic women earned 90 percent of Hispanic men's earnings
- They are the most segregated group in the workplace They are concentrated at the bottom of the work hierarchy, in low-paying jobs with few fringe benefits, poor working conditions, high turnover, and little chance of advancement Mexican American women are concentrated in secretarial, cashier, and janitorial jobs Central American women in jobs as household cleaners, janitors, and textile machine operators Filipinas as nurses, nurses' aides, and cashiers Black women as nurses aides, cashiers, and secretaries White women are a privileged group in the workplace compared with women of color. Workplace inequality, then, is patterned by both gender and race and also by social class and other group characteristics
- Why is the labor market unequal? Human capital plays a part, but research shows that ideas and practices are embedded in the structure of the workforce. Thus, the workforce produces gender disparities. Dual labor market theory points to the labor market as the source of gender inequalities. The labor market is divided into two separate segments, with different characteristics, different roles, and different rewards. The primary market is characterized by stability, high wages, promotion ladders, opportunities for advancement, good working conditions, and provisions for job security. The secondary market is characterized by low wages, fewer or no promotion ladders, poor working conditions, and little provision for job security. Women's work tends to fall in the secondary segment. The social structure plays a role in the disparities. How? Workers in low-mobility or blocked situations (regardless of their sex) tended to limit their aspirations, seek satisfaction in activities outside work, dream of escape, and create sociable peer groups in which interpersonal relationships take over other aspects of work. Even as women flooded the workforce into “men’s work” they were not at the same level as men. Women gained entry into these fields only after earnings and upward mobility in each of these fields declined; that is, salaries had gone down, prestige had diminished, or the work had become more like “women's work.” The glass ceiling is the invisible barrier that keeps women out of upper level positions. A structural disadvantage. Men have a structural advantage in that they can move ahead in careers faster. A glass escalator.
- Transnational corporations have changed the workplace. In a quest to make the most money, they urn to labor markets that have few restrictions on workers. Women and children are a cheap labor force for these companies. In addition, the labor market is shifting. As countries move from manufacturing to low-wage economies, many men find themselves displaced in the job market. The global assembly line uses women in much of its low-wage work. This leaves men without employment. The global economy is altering gender relations around the world by bringing women into the public sphere. There are new opportunities for women, but the disruption of male dominance can also result in the reaffirmation of local gender hierarchies through right-wing militia movements, religious revival- ism, and other forms of masculine fundamentalism.
- Chapter 9, Activity 4 Discussion on Feminism Use the following passage as a classroom handout. Pass it out and read it aloud to the class. It is a good springboard for the topic of feminism and gender equality. Because women’s work is never done and is underpaid, unpaid, boring or repetitious and we’re the first to get the sack and what we look like is more important than what we do and if we get raped it’s our fault and if we get bashed we must have provoked it and if we raise our voices we’re nagging bitches and if we enjoy sex we’re nymphs and if we don’t we’re frigid and if we love women it’s because we can’t get a “real” man and if we ask our doctor too many questions we’re neurotic and/or pushy and if we expect community care for children we’re selfish and if we stand up for our rights we’re aggressive and “unfeminine” and if we don’t we’re typical weak females and if we want to get married we’re out to trap a man and if we don’t we’re unnatural and because we still can’t get an adequate safe contraceptive but men can walk on the moon and if we can’t cope or don’t want a pregnancy we’re made to feel guilty about abortion and ... for lots and lots of other reasons we are part of the women’s liberation movement. - Author Unknown Then ask some questions: How do students feel about the passage? Do they agree and/or disagree with it? Could a similar passage be written about men? Why or why not?
- Transnational corporations derive extra profits from paying women less than men. Women's segregation in low-paying jobs produces higher profits for some economic sectors—namely, those where most workers are women. Women who are sole breadwinners and those who are in the workforce on a temporary basis have always been a source of exploitable labor. The daily maintenance of the economy is done by women. Caring for the home, children, and elders.
- Some may benefit, but all of us lose something as a result of inequality. Our society is deprived of half of its resources when women are denied full and equal participation in its institutions. If women are systematically kept from jobs requiring leadership, creativity, and productivity, the economy suffers. The pool of talent consisting of half the population will continue to be underutilized. Women around the world suffer to help keep economies going. As a result of women’s exploitation and inequality, children also suffer. Increasingly, those in poverty are women, many of whom are heads of single-parent households. Sexism also denies men the potential for full human development because gender segregation denies employment opportunities to men who wish to enter such fields as nursing, grade-school teaching, or secretarial work.
- Gender inequality in this society has led to feminist social movements.
- Working to abolish slavery, women found that they could not function as equals with their male abolitionist friends. They became convinced that women's freedom was as important as freedom from slavery. The women's suffrage amendment, introduced into every session of Congress from 1878 on, was ratified on August 26, 1920. From 1920 until the 1960s, feminism was dormant. Social movements aimed at inequalities gave rise to an important branch of contemporary feminism. The civil rights movement and other protest movements of the 1960s spread the ideology of equality. But like the early feminists, women involved in political protest movements found that male dominance characterized even movements seeking social equality. Formal organizations like the National Organization for Women evolved, seeking legislation to overcome sex discrimination. The contemporary women's movement may be the first in U.S. history to face the opposition of an organized antifeminist social movement. Periods of recession, high unemployment, and inflation in the late 1970s fed a backlash against feminism. From the mid-1970s, a coalition of groups calling themselves profamily emerged. These groups, drawn from right-wing political organizations and religious organizations, oppose feminist gains in reproductive, family, and antidiscrimination policies.
- This statement says it all. Women around the world are fighting for their freedom and equality. Activists across the country and around the world are using community-based organizations to fight for social justice. Instead of responding passively to the outside world, women are forging new agendas and strategies to benefit women.