Chap4

• Kurt Lewin


  German-American psychologist active from 1890 to 1947, known for his work in the mid-20th century, introduced a theory in 1954 that emphasized the concept of an individual's "life space"
• Life space


  Encompasses not only external factors but also internal aspects like thoughts and emotions, all of which are essential for understanding a person's behavior in a specific context and time
• Gender roles


  • Taught from infancy through primary socialization
  • Parents give the notion that blue is for boys and pink is for girls
  • The family sets a social norm that the father is the head and breadwinner and the wife takes care of household chores
• Parson and Bales (1955)


  Mentioned that parents perform among other functions not only familial roles but also roles related to the structures of the society
• In modern life today


  The culture and tradition in the family have changed and diverted to creating an equal society
• Traditional family practices


  Shatter with the influence of modern role
• Adolescence


  • A transitional stage of physical, emotional, and psychological development preparing individual to play the roles of adults
  • Marks the beginning of puberty to include changes in physical growth and the ability to think and to reason more effectively due to change in brain structure and organization
• Identity development


  A crucial aspect of adolescence, during which individuals begin to define themselves in alignment with their values, thoughts, and opinions
• Approaches to understanding identity development

  • Self-esteem
  • Relationships
  • Sense of identity
• Self-esteem


  Plays a significant role in identity formation<|>Female teenagers often experience high self-esteem when they receive social and moral support from friends, reinforcing their sense of identity<|>Males tend to assert their authority and boost their self-esteem when they successfully connect with their peers
• Peer relationships


  Become a crucial aspect of adolescence<|>Adolescents spend more time with peers and less under adult supervision<|>They tend to associate with friends of the opposite sex more than in childhood and identify with peers of the same age who share similar characteristics<|>Provide opportunities for developing social skills such as empathy and sharing experiences, thereby offering mutual support
• Sense of identity


  Erik Erikson characterized adolescence as a period when individuals grapple with fundamental questions like "Who am I?" and "What can I be?"
• Gender differences in social interaction

  • Men tend to talk more than women in public situations but women tend to talk more than men at home
  • Women are more inclined to face each other and make eye contact when talking, which men are more likely to look away from each other
  • Men tend to jump from topic to topic, but women tend to talk at length about one topic
  • When listening, women make more noise such as "mm-hmm" and "uh - hun" which men are more likely to listen silently
  • Women are inclined to express agreement and support, while men are more inclined to debate
• School


  The second home of children wherein they learn how to deal and adjust with people of different qualities and family orientation<|>Teachers equip them with knowledge and skills in preparation for life<|>Exists to reinforce what parents have failed to do in educating the young men and women with essential knowledge, skills, and tools to live a good and comfortable life<|>The varied experiences that they engage in school life would serve as a foundation for the development of strong character and respectability
• Since children spend more time in school

  Traditional expectation continues to practice
• Teachers believe that boys are good at mathematics


  Influence them to pursue further education towards computer science or engineering
• Girls are assumed to be more compassionate and caring for others


  Encouraged to go for home caring, dressmaking, and other less analytical skills like social work, nursing, or engage in teaching profession
• Social learning theory of Bandura (1977)


  Learning takes place when one person observes and then imitates the behavior of others<|>Many forms of social behavior are learned though imitation<|>Learners do not simply do what adults tell them to do but instead what they see adults do
• Gender differences in the school


  • Boys are more likely to speak up during a class recitation even if not called upon or even if they do not know as much about the topic as the others
  • When working on a project in a small co-ed group they have the tendency to ignore girl's comments and contributions to the group
• Gender in government and law

  Individuals continue to develop their social interactions with the larger group of society<|>With government, they familiarize themselves with the laws and perform social duties and responsibilities in their communities with dedication
• Law and justice in the society


  Play the role in fostering and hindering gender equality differences on women and men's social, economic and political provisions which affect the way they experience law in their lives which adversely affect their productivity
• Traditions handed down from generation to generation would remind us the principle of "equal pay for equal work"
• Language


  A system of symbols that we use to communicate with each other<|>A vehicle of idea that has existed for years which has been influenced greatly
• Sexism in language


  Represents one of the major issues of sociolinguistics<|>Sexism is reflected through language that expresses inclination in favor of one and treats the other one in a discriminatory manner<|>It perpetuates images of dominance and submission, and powerless women and powerful men<|>It subtly reminds women of their place as a soft, submissive girl whose identity is defined by a man
• For Spender, D (1980)

  Language is sexist because men, who are in a position of power, dominate and control it<|>Male grammarians, politicians, philosophers and linguists have the power to name the world from their own perspective, and create a language that suits their own needs<|>It is precisely because men have a monopoly over language that they are able to impose their world view on everyone and ensure the (myth) of male superiority
• Sexist language examples: "have his notebook", "Everystudent should notebook with him in class", "Chairman", "Policeman", "Mailman"
• Feminist views on gender and language

  Women's powerlessness and subordinate status<|>Male dominance and control of the language<|>Men and women's language differences are equally valid communicative styles
• The linguistic disparities maybe explained with reference to women's socialization
• The media play an important role in the language development and therefore must be objective and encourage people to speak in the proper way that is not sexist or racist but to carefully observe certain language patterns which are nonetheless still part of the language system
• Human Rights


  Basic rights and freedoms that belong to every person in the world, from birth until death
• The idea of human rights is part of human history and are fundamental as it provides fairness and equality in human society
• Universal Declaration of Human Rights (UDHR)


  The foundation of freedom, justice, and peace in the world
• Violation of human rights includes treating an employee or an applicant because he or she does not follow conventional notions of femininity or masculinity
• Domestic Violence


  Violence that occurs when one person tries to assert power over their partner. It can be emotional, financial, physical, or sexual abuse
• Types of Domestic Violence

  • Physical abuse
  • Emotional/Psychological abuse
  • Financial/Economic abuse
• Rape and Sexual Assault occurs if a woman is forced to participate in a sexual act without her consent
• Prostitution


  The act of engaging in promiscuous sexual relations, especially for money
• Human Trafficking


  The recruitment, transport, and transfer of persons with or without their consent or knowledge within or across national borders using different forms of coercion, including abduction
• Female Genital Mutilation (FGM)


  The partial or total removal of the external female genitalia of a girl for cultural or other non-therapeutic reasons
• Forced Marriage


  Violence against women that takes place when the bride does not want to marry the groom but is forced to by others, usually by their families