A Nuanced Understanding About Gender And Development

Donna Laframboise and Stevie Cameron have written two very different articles on the topic of gender. Laframboise argues that today’s society treats boys worse than girls. Cameron argues that the poor treatment of women and the relatively high risk of physical danger has shown no improvement from when she was growing up to now. Both Laframboise and Cameron’s articles discuss gender, and the implications that it can have on a person’s life. Cameron displays the strength of her article by exclusively arguing her own point. Laframboise opts to utilize and disprove other’s statements about girls as her proof. Negating other arguments is only an effective tactic when an opposition exists. Arguing ‘who has it worse?’ does not help anyone, and in fact can be detrimental in cases like this. Both articles have their own strengths and weaknesses, but Laframboise hinders her article by prioritizing denying female struggle over substance.

Throughout the readings, a major theme that kept reoccurring was the idea of gender inequality. Gender inequality is an issue that is still happening today, but it’s now

My parents did not have many options. They come from very poor families and started working at very young ages, not having the opportunity to finish their basic education. They only went back to school to pursue their high school equivalency certificates in their forties (when I was

In order to better comprehend the issues in which I will be examining, it is important to have an understanding of the difference between sex and gender, the role and definition of a 'patriarchal society',

The mental and physical abuse these women endure from men displays the unequal treatment among the genders within the Dominican culture portrayed in Diaz’s story.

Furthermore, your last paragraph (para. 3) is, I believe, a significant contribution of the feminist theory. Systematic oppression of female (and other minorities’) voice in history has influenced people’s experiences and responses. The feminist perspective normalizes minority groups’ experiences. At the same time as Muzak (2009) pointed out, it is important that we do not get stuck in the victim’s

Families provide the logic that translates women's into many material vantages places greater depth of emphasis on sex oppression Radical feminists and labor market, As Hamilton explains, med capitalist relations, bur rather argue that is sex oppression is buried far deeper Esoterically and psychically.

The first time that I ever took a woman’s and gender studies class was this semester, and before taking the course all information regarding gender, class, sex, language, identity, exile, agency, power, and race was based on personal experience. I have never formally learned about the proper terminologies that define the systems of oppression that I experienced in my everyday life. I feel that this information was vital to me because now that I can properly identify these problems I have the tools necessary to fix them. I also learned that may of those themes are universal and the way that women in particular suffer is the same across various cultures. Considering the theories, novels lectures, class discussions, and presentations I can say that I am walking away from this class with an ample amount of critical information. Most importantly are the themes that contributed to my new perception of the world and the role that I play in it. I have learned that gender and sex, contrary to popular belief, are not synonymous terms. This is important because society has a set of sex and gender roles that society says people are supposed to follow. While one is not given the opportunity to choose their sex, they are given the opportunity to choose what gender and behavioral expectations they uphold. This in turn means that gender is not assigned at birth; it is culturally mandated and therefore allows for change. Additionally, one of the most important terms that I learned in this

Women all over the world have been mistreated for more than a century. It has been exploited throughout the world as how “women aren’t currently treated the same as men in certain situations” but it is far more beyond that. Only half of the world seems to at least know what is really happening behind the curtain. Ambiguous people have manipulated the very much realness with what is exactly taking place in our society. In this essay, I will be talking about the following things; Inequity in the workplace, “Asking for it”, Violence against women globally, Education, and The psychology of it all. These five topics need to be demanded attention. Our younger generation needs to be cognizant of what has been going on for many millenniums. Girls and women should be able to walk around at night and not be afraid, nor should they be afraid to oppose another man. There is no real justification on why women should be treated like this but there is plenty of justification on why they shouldn 't, so genuinely why is this problem happening? Some of the books that I read to have mostly validation on this paper from other human beings but also to enlighten myself even more that I already am. “Subjection of Women” by John Stuart Mill, “Created Equal: Voices on Women 's Rights” by Anna Horsbrugh-Porter, and “Equal Pay for Equal Work” by Grace C. Strachan. I chose these three texts because each one yet talks about the same thing but has a little bit of a different perspective on each. I

In Transnational Cycles of Gendered Vulnerability: Theory of Global Gender, Alison Jaggar argues that across the globe, women are entrapped in cycles of poverty, abuse, and disenfranchisement of multiple varieties. Part of her argument emphasizes women 's lack of education, which contributes to their inability to find work, escape abusive relationships etc. While I agree that women worldwide are continuous victims of vicious patriarchal oppression and subjection, and that said despotism should be viewed as a universal injustice, Jaggar’s particular view of the role of education, race, socioeconomic status and sexuality is fallacious. Her criticism of Susan Moller Okin’s theory of gendered vulnerability relies heavily on her perceived privilege of the “traditional woman” in the United States that Okin was describing; White, upper class, and heterosexual. In doing this, Jaggar subsequently downplays the education levels and accomplishments of minority women, portraying their setbacks as correlated to race, or class, instead of gender. Additionally, she dismisses the subjective plights of white, straight, rich women, implying that they are not included in the realm of oppression and subjection to patriarchy because of the advantages they have in other spheres. This leads to a cycle that discredits and stigmatizes most women. I will be arguing that even though privilege in other spheres appears to transpire into an advantage in the sexual sphere, to use this as the basis of a

My experience, or “biography” with gender and gender inequality can be attributed to what C. Wright Mills’s calls “history”, or the social world. According to Mills, our individual lives interact with society to formulate our experiences. This perspective “enables us to grasp history and biography and the relations between the two within society” (C. Wright Mills 3). As discussed in Module Twelve: Gender, Work, and Family, women and men are placed into two separate spheres; the private sphere and the public sphere. My life experiences relate to the private sphere, which is associated with femininity and domestic work. Society reserves the public sphere for men only, in which they are dominant and “breadwinners”. This is the sphere that I have been conditioned by society to not pursue.

IV. PREVIEW: I will explain exactly how damaging gender stereotypes are, the truth of feminism and its effects worldwide, how you can help make change, and what the future will look like if change isn’t allowed to happen.

Gender is the characteristics of people as females and males. During preschool years, children begin to fall into their cultures gender roles. Gender roles are the expectations that society has in regards to how females and males should think, act, and feel. Two social theories that are central to children’s gender development are psychoanalytic theory of gender and social cognitive theory of gender. Freud proposed in the psychoanalytic theory of gender that children develop a sexual attraction to their opposite-sex parent, but eventually loses this attraction causing them to identify with their same-sex parent. In the social cognitive theory of gender, children’s gender develops through the rewards and punishments from their parents for gender-appropriate behavior. Both theories rely heavily on the influence of parents. Moreover, children in both theories learn about gender roles through observation. They adopt the sources characteristics and imitate what they see. In contrast, social cognitive theory contains other sources from which children learn gender roles such as culture, school, peers, etc. Also, psychoanalytic theory believes that children are aware of their gender much earlier, while social cognitive believes that children become aware through the negative or positive experiences they encounter. Bandura believed in reinforcement, while Freud took a biological approach.

Although some people believe that the sex role theory or the socialization model of gender as a process, in which we absorb instructions prescribed by the social institutions to act in the acceptable way to our biological sex, is a trivial issue, it is in fact crucial in terms of today’s concern over the gender formation. This significance is accurately noticed by Raewyn Connell, a renown sociologist who proclaimed her views in the essay “Gender in Personal Life” published in Gender: in World Perspective. In her work, the author reveals the flaws of the socialization model, states that psychoanalysis provides a moderately better clarification for the contradictory character of human development and offers a solution that people should actively learn through the dynamic character of gender formation. According to Connell, therefore, the definition of how we acquire gender should not be represented by the socialization model of gender but rather through the emotional contradiction as a part of psychoanalysis and, more importantly, thorough the active and dynamic character of gender formation.

Since the beginning of time gender inequality has been an obstacle towards the human development of countries around the world. The Human Development Index was created to showcase the average achievement of males and females. However, females have been oppressed of their opportunities throughout time, which contradicts the main idea of the Human Development Index. To understand the difference between developed and developing countries and the reason for the gender gap between males and females there need to be an understanding of the indicators that are addressed through the key dimensions of Gender Inequality which include reproductive health, education and political representation. Through the use of the indicators, gender inequality demonstrates that there are variations within developed nations such as Norway and a developing nation such as Cameroon. Although gender inequality is present in both countries, the Human Development Index indicates that the developed country Norway is more advanced in regards of gender inequality then the developing country Cameroon. The development of a country does not completely reflect the position of gender inequality; but it is evident through the indicators of life expectancy, birth rate, education and economic status that a more developed country is more advanced in reducing gender equality.