Assignment#8_ReproductionReductionofGenderInequality (1)

SOC 302 M. Senter Fall 2023 Assignment #8: The Perpetuation of Gender Inequality NAME: ____________________________________________________________________ I. The Social Construction of “Gender” in Everyday Life Discuss three specific ways in which we create and recreate “male” and “female” as we go about our everyday lives. Focus on the micro level – that is, the use of language, the use of symbols, the ways in which people interact, etc. (Do not focus on the macro level—that is, the economy, the school, or the political system.) 1. Language and Communication: a. Pronouns and Gendered Language: One of the most pervasive ways in which gender is reinforced is through language. Pronouns like "he" and "she" inherently categorize individuals into male and female. Gendered language can extend beyond pronouns, with certain words or phrases carrying gender-specific connotations. For instance, words like "bossy" or "assertive" might be used differently when describing men and women, contributing to the reinforcement of traditional gender norms. b. Politeness and Social Expectations: Language also plays a role in dictating social expectations and norms associated with gender. For instance, phrases like "ladies first" or expectations of men being chivalrous contribute to the creation and maintenance of gender roles. Politeness norms and communication styles often differ based on perceived gender, influencing how individuals are expected to behave in various social situations. 2. Symbols and Representation: a. Media and Advertising: Visual symbols and representations in media contribute significantly to the construction of gender roles. Advertisements, TV shows, movies, and other forms of media often portray stereotypical images of masculinity and femininity. These images can influence societal perceptions and expectations, reinforcing traditional gender norms. For example, advertisements may depict women as caregivers and men as breadwinners, perpetuating specific gender roles. b. Clothing and Appearance: The way people dress and present themselves is a powerful symbolic expression of gender. Societal norms dictate specific clothing styles associated with masculinity or femininity, and deviating from these norms can lead to social scrutiny. For instance, societal expectations around grooming, fashion, and overall appearance contribute to the ongoing construction of gender identity.

3. Social Interactions and Expectations: a. Gendered Social Roles: Everyday interactions often involve the reinforcement of gender roles through expectations about behavior and responsibilities. For instance, in many cultures, there are ingrained expectations about men being assertive and women being nurturing. These expectations influence daily interactions in various contexts, such as the workplace, family, and social gatherings. b. Socialization of Children: From a very young age, children are socialized into gender roles through interactions with family, peers, and educational institutions. Toys, games, and activities are often gender-coded, influencing children's understanding of what is considered appropriate for their gender. Reinforcement of certain behaviors in childhood contributes to the perpetuation of gender norms in adulthood. II. Toys: Perpetuation or Reduction in Gender Inequality Discuss the extent to which toys continue to perpetuate traditional gender roles and gender inequality and the extent to which toys reduce traditional gender roles and gender inequality. Be specific citing specific toys and the pages where you find those toys in the 36- page catalogue. (Your discussion should include toys on at least three separate pages .) Page 3: Monster Trucks and Race Cars Perpetuation of Traditional Gender Roles:  Marketing Strategies: Historically, marketing for monster trucks and race car toys has often been heavily geared towards boys. Advertisements and packaging may use language, imagery, and color schemes that align with traditional masculine stereotypes, reinforcing the idea that these toys are more suitable for boys.  Color Coding: The color palette used for these toys may lean towards traditionally masculine colors such as blue, black, and red. This color coding can contribute to the reinforcement of gender norms, suggesting that these toys are more appropriate or appealing for boys.  Themes and Imagery: Some of these toys may come with themes or characters that align with stereotypical notions of masculinity, such as aggressive or competitive imagery. This can contribute to reinforcing traditional gender roles by associating certain qualities or interests more closely with boys. Reduction of Traditional Gender Roles:  Inclusive Marketing: Toy manufacturers are increasingly recognizing the importance of inclusive marketing. Efforts have been made to create advertisements and packaging that appeal to a broader audience, showcasing children of all genders engaging in play with monster trucks and race cars.  Diverse Themes and Characters: There has been a push to diversify the themes and characters associated with these toys. Some sets now include a broader range of colors, themes, and characters, challenging traditional gender norms and encouraging children to explore a variety of interests.  Promoting Inclusive Play: Manufacturers have introduced products that emphasize cooperative and inclusive play, encouraging children of all genders to engage in activities together. This can help break down gender stereotypes related to play styles and interests.

Reduction of Traditional Gender Roles:  Diverse Marketing: In recent years, there has been a growing awareness of the need for more inclusive marketing. Some toy manufacturers, including those producing Nerf products, have taken steps to create more gender-neutral marketing campaigns. By showcasing a diverse range of children, regardless of gender, engaging in active play with Nerf guns, companies can challenge traditional stereotypes.  Inclusive Design: Some efforts have been made to design Nerf products that appeal to a broader audience. For example, introducing a variety of colors and themes that are not strictly aligned with traditional gender norms can encourage children of all genders to engage with these toys. Additionally, creating product lines that emphasize teamwork, strategy, and cooperative play can help break down gendered expectations related to play styles.  Parental Guidance and Influence: Ultimately, how toys like Nerf guns shape gender roles also depends on how parents and caregivers approach play. Encouraging children of all genders to explore a diverse range of toys and activities can help challenge traditional stereotypes. Additionally, fostering open communication about the diversity of interests and abilities among children can contribute to a more inclusive perspective.

III. Gendered Educational Institutions: United States Colleges and Universities Today more women than men are enrolled in undergraduate programs in the United States. But, the question remains whether colleges and universities perpetuate or reduce gender inequality in their programs and services. Below is a table showing you the number of bachelor’s degrees awarded in the U.S. in 2020-21 by gender and by subject (major). Number of Bachelor's degrees awarded U.S. 2020-2021, by gender and subject Number of Bachelor's degrees awarded in the United States during the academic year of 2020 to 2021, by gender and subject Male Female Agriculture and natural resources 17,409 24,516 Architecture and related services 4,704 4,592 Area, ethnic, cultural, gender, and group studies 1,878 5,496 Biological and biomedical sciences 44,994 86,505 Business 208,541 182,834 Communication, journalism, and related programs 32,719 58,056 Communications technologies 2,399 2,158 Computer and information sciences 81,921 22,953 Education 15,385 74,013 Engineering 95,482 30,555 Engineering technologies and engineering related fields 16,249 2,755 English language and literature/letters 9,819 25,943 Family and consumer sciences/human sciences 2,640 19,679 Foreign languages, literatures, and linguistics 4,545 10,973 Health professions and related programs 40,746 227,272 Homeland security, law enforcement, and firefighting 27,734 30,275 Legal professions and studies 1,322 3,267 Liberal arts and sciences, general studies, and humanities 14,907 27,002 Library science 11 108 Mathematics and statistics 15,705 11,387 Military technologies and applied sciences 1,169 355 Multi/interdisciplinary studies 19,049 35,535 Parks, recreation, leisure, and fitness studies 27,178 27,116 Philosophy and religious studies 7,883 4,105 Physical sciences and science technologies 16,207 13,031 Precision production 16 12 Psychology 25,569 101,375 Public administration and social services 5,820 28,997 Social sciences and history 76,436 84,391 Theology and religious vocations 3,967 2,770 Transportation and materials moving 5,199 794 Visual and performing arts 33,161 56,861

 Health professions have a significant gender disparity, with only 15.23% males and 84.77% females.  Like Education, health-related fields tend to be heavily associated with female professionals. Overall Observations:  Certain fields, such as Engineering and Health Professions, continue to exhibit strong gender typing, with one gender significantly dominating the other.  Education and Visual/Performing Arts also show gender associations, but the imbalances are less pronounced than in Engineering and Health Professions.  Business majors have a relatively more balanced gender distribution, though there is still a slight tilt towards males.  These findings suggest that while progress has been made in some fields, gender stereotypes and expectations still influence the choice of majors in higher education. Efforts to break down these stereotypes and encourage diversity in all fields remain essential for achieving greater gender equality in education and the workforce. c. Discuss two other ways that schools/colleges/universities perpetuate gender difference or gender inequality. Gendered Expectations and Stereotypes in Educational Settings:  Subject and Career Guidance: Schools and universities may perpetuate gender differences by guiding students toward certain subjects or career paths based on traditional gender stereotypes. For instance, girls might be encouraged to pursue humanities or social sciences, while boys are steered towards science and technology. These biases can limit students' choices and reinforce societal expectations about gender roles.  Teacher Expectations: Teachers' expectations can unintentionally perpetuate gender differences. Research has shown that educators may unknowingly hold different expectations for boys and girls in terms of academic performance and behavior. For example, boys might receive more attention in math and science classes, while girls might be subtly steered towards roles that emphasize compliance and nurturing behavior. Unequal Representation in Leadership and Decision-Making Roles:

 Underrepresentation of Women in Leadership Roles: Gender inequality is often reinforced by the underrepresentation of women in leadership positions within educational institutions. This lack of representation can perpetuate stereotypes about gender roles, suggesting that certain positions are more suitable for men. It can also limit the availability of role models for female students, impacting their aspirations and sense of possibilities in various fields.  Gender Pay Gap among Academic Staff: Another aspect of gender inequality in educational settings is the gender pay gap among academic staff. Studies have shown disparities in salaries between male and female faculty members, with women often earning less than their male counterparts for similar roles. The existence of a gender pay gap can contribute to the overall gender inequality within the educational system and set an example for students regarding the value placed on different genders in academic careers.

V. The Future of Gender Inequality Thinking about your responses to Parts I, II, III, and IV of this assignment along with class discussion and readings, speculate about gender (in)equality in the year 2050 in the United States. That is, discuss how much and what kinds of progress, if any, you think will be made by then in securing greater gender equality? Make sure in answering this question that you draw on empirical evidence (data) from this assignment, from Chapter 8 in your textbook, (or perhaps Chapter 14 on social movements), and class discussion. In other words, your discussion is not solely your personal opinion, but is rather an evidence-based (or empirically-based) response (although there is also speculation involved because the focus is on the future). Workplace Equality:  Progress may be made in closing the gender pay gap and promoting equal opportunities for career advancement. Continued advocacy for pay transparency, gender-neutral hiring practices, and policies supporting work-life balance could contribute to more equitable workplaces.  The promotion of diversity and inclusion initiatives within organizations may result in increased representation of women in leadership roles. Education and Career Choices:  Efforts to challenge gender stereotypes in education may lead to more inclusive curricula and encourage students to pursue diverse academic and career paths without being limited by traditional gender norms.  Increased representation of women in STEM (science, technology, engineering, and mathematics) fields may contribute to a more balanced distribution of genders in high- paying and influential professions. Parental and Caregiving Roles:  Changes in societal expectations regarding caregiving roles may contribute to greater gender equality at home. Increased support for parental leave policies and a shift in cultural attitudes could lead to a more equitable distribution of caregiving responsibilities between men and women. Political Participation:  Progress in achieving gender equality may be reflected in increased representation of women in political leadership roles. Continued advocacy for women's rights and participation in politics could lead to more inclusive and diverse decision-making processes.

Social Movements and Activism:  Ongoing social movements and activism may continue to challenge gender-based discrimination and violence. Increased awareness and advocacy for gender equality could lead to legal and societal changes that further protect the rights of individuals, regardless of gender.