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Symbolic Interactionism  Of the three theoretical perspectives i chapter 1 1. Which one would you p

 

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Part 1

 

Topic:  Symbolic Interactionism 

Of the three theoretical perspectives i chapter 1

1. Which one would you prefer to use if you were a sociologist? ( Symbolic Interactionism)

2. Explain why

Part 2 

  

1. What two agents of socialization have  influenced you the most?  (Read Chapter 3 )

2. Explain their influence on specific attitudes, beliefs, values, or other of your orientation to life 

Part 3

  

1. Apply the functionalist perspective by explaining how deviance ca be functional for society, 

2. How mainstream values can produce deviance (strain theory)

3. How social class is related to crime (illegitimate opportunities)

 

Part 4

  

1. How do slavery, caste, estate,and class systems of social stratification differ?

Part 5

  

1. What is your position on the "nature versus nurture" (biology or culture) debate? 

2. What material in Chapter 10 supports your position.

 

Part 6

  

1. How have your experiences in education (including teachers and assignments) influenced your goals, attitudes, and values?

2. How have your classmates influenced you? 

 

 

 

Essentials of Sociology

Thirteenth Edition

Chapter 3

Socialization

Copyright © 2019, 2017, 2014 Pearson Education, Inc. All Rights Reserved

Copyright © 2019, 2017, 2014 Pearson Education, Inc. All Rights Reserved

Learning Objectives (1 of 3)

3.1 Explain how feral, isolated, and institutionalized children help us understand that “society makes us human.”

3.2 Use the ideas and research of Cooley (looking-glass self), Mead (role taking), and Piaget (reasoning) to explain socialization into the self and mind.

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Learning Objectives (2 of 3)

3.3 Explain how the development of personality and morality and socialization into emotions are part of how “society makes us human.”

3.4 Discuss how gender messages from the family, peers, and the mass media teach us society’s gender map.

3.5 Explain how the family, the neighborhood, religion, day care, school, peer groups, and the workplace are agents of socialization.

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Learning Objectives (3 of 3)

3.6 Explain what total institutions are and how they resocialize people.

3.7 Identify major divisions of the life course, and discuss the sociological significance of the life course.

3.8 Understand why we are not prisoners of socialization.

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Society Makes Us Human (1 of 2) 3.1 Explain how feral, isolated, and institutionalized children help us understand that “society makes us human.”

The relative influence of heredity and the environment in human behavior has fascinated and plagued researchers. Twins intrigue researchers, especially twins who were separated at birth.

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Society Makes Us Human (2 of 2)

Feral children

Isolated children

Institutionalized children

Deprived animals

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Isolated Children

Language is the key to culture

Culture makes us human

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Institutionalized Children (1 of 2)

The Skeels/Dye Experiment

“High intelligence” depends on early, close relations

Data confirmed in Romania’s orphanages

Genie

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Institutionalized Children (2 of 2)

Children at an orphanage in Kaliyampoondi, India, sleeping in their dormitory. The way children are treated affects their ability to function as adults, even their ability to reason and to relate to others.

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Deprived Animals

Harlows’ experiments with rhesus monkeys

Confirms data from isolated humans

Socialization

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Socialization into the Self and Mind 3.2 Use the ideas and research of Cooley (looking-glass self), Mead (role taking), and Piaget (reasoning) to explain socialization into the self and mind.

Cooley and the Looking-Glass Self

Mead and Role Taking

Piaget and the Development of Reasoning

Global Aspects of the Self and Reasoning

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Cooley and the Looking-Glass Self

We imagine how we appear to those around us

We interpret others’ reactions

We develop a self-concept

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Mead and Role Taking (1 of 2)

Mead analyzed taking the role of the other as an essential part of learning to be a full-fledged member of society. At first, we are able to take the role only of significant others, as this child is doing. Later we develop the capacity to take the role of the generalized other, which is essential not only for cooperation but also for the control of antisocial desires.

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Figure 3.1 How We Learn to Take the Role of the Other: Mead’s Three Stages

Chart showing the transition through Mead’s developmental stages.

Source: By the author.

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14

Mead and Role Taking (2 of 2)

To help his students understand the term generalized other, Mead used baseball as an illustration. Why are team sports and organized games excellent examples to use in explaining this concept?

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Piaget and the Development of Reasoning (1 of 2)

Sensorimotor stage

Preoperational stage

Concrete operational stage

Formal operational stage

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Piaget and the Development of Reasoning (2 of 2)

Jean Piaget featured on a Swiss stamp.

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Global Aspects of the Self and Reasoning

Self may develop earlier than Mead suggests

Stages not as distinct as Piaget concluded

Some people seem to get stuck in the concreteness of the third stage

Never reach fourth stage of abstract thinking

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Learning Personality, Morality, and Emotions 3.3 Explain how the development of personality and morality and socialization into emotions are part of how “society makes us human.”

Freud and the Development of Personality

Kohlberg and the Development of Morality

Socialization into Emotions

What We Feel

Society Within Us: The Self and Emotions as Social Control

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Freud and the Development of Personality (1 of 2)

Freud and the development of personality

id, ego, superego

Sociological evaluation

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Freud and the Development of Personality (2 of 2)

Shown here is Sigmund Freud in 1931 as he poses for a sculptor in Vienna, Austria. Although Freud was one of the most influential theorists of the twentieth century, most of his ideas have been discarded.

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Kohlberg and the Development of Morality

Kohlberg’s theory

Criticisms of Kohlberg

Research with babies

Cultural relativity of morality

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Socialization into Emotions (1 of 2)

Global emotions

Anger, distrust, fear, happiness, sadness, and surprise

Expressing emotions

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Socialization into Emotions (2 of 2)

What emotions are these people expressing? Are these emotions global? Is their way of expressing them universal?

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What We Feel

Cross-cultural research

More is needed to help us understand how our society affects what we feel

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Society Within Us: The Self and Emotions as Social Control

Are we free?

Expectations of family and friends

Social mirror

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Socialization into Gender 3.4 Discuss how gender messages from the family, peers, and the mass media teach us society’s gender map.

Learning the Gender Map

Gender Messages in the Family

Gender Messages from Peers

Gender Messages in the Mass Media

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Learning the Gender Map

Gender: Attitudes and behaviors expected of us because we are male/female

Gender map/gender socialization

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Gender Messages in the Family (1 of 3)

Parents

Toys and play

Gay and lesbian parents

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Gender Messages in the Family (2 of 3)

It is in the family that we first learn how to do gender, how to match our ideas, attitudes, and behaviors to those expected of us because of our sex. This photo is from Borneo, Malaysia.

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Gender Messages in the Family (3 of 3)

Shkurtan Hasanpapaj, on the right, is a sworn virgin, shown here with her twin sister Sose. The photo was taken in Shkodra, Albania.

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Gender Messages From Peers

Peer groups

Girls reinforce images of appearance and behavior appropriate for females

Boys police one another’s interests and ways of discussing sex and violence

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Gender Messages in the Mass Media (1 of 2)

Television, movies, and cartoons

Video games

Advertising

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Gender Messages in the Mass Media (2 of 2)

Wasting time? Just fun? Improving hand–eye coordination? Parents’ lament? Now so culturally integrated and gaining respect that a university (Robert Morris in Chicago) now calls playing video games a sport and awards a scholarship in video games. The newest position in coaching is e-sport coach.

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Agents of Socialization 3.5 Explain how the family, the neighborhood, religion, day care, school, peer groups, and the workplace are agents of socialization.

The Family

The Neighborhood

Religion

Day Care

The School

Peer Groups

The Workplace

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The Family

Social class and type of work

Social class and play

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The Neighborhood

Poor neighborhoods

Children from these areas fare worse than children from wealthy neighborhoods

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Religion

Foundation of U.S. morality

Specific doctrines, values, and morality

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Day Care

Participating in day care

Differing personalities for children

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The School (1 of 2)

Manifest functions

Latent functions

Hidden curriculum

Corridor curriculum

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The School (2 of 2)

Schools are a primary agent of socialization. One of their functions is to teach children the attitudes and skills they are thought to need as adults.

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Peer Groups (1 of 2)

Peers

Allow children a source of resistance to parental and school socialization

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Peer Groups (2 of 2)

Status insecurity, already high at this time of life, increases with gossip and ridicule.

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The Workplace

Anticipatory socialization

A mental rehearsal for the career

Ongoing socialization

The job becomes a greater part of the self-concept

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Resocialization (1 of 2) 3.6 Explain what total institutions are and how they resocialize people.

Total Institutions

Degradation ceremonies

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Resocialization (2 of 2)

A recruit with a drill instructor.

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Socialization through the Life Course (1 of 6) 3.7 Identify major divisions of the life course, and discuss the sociological significance of the life course.

The Life Course

Childhood (from birth to about age 12)

Adolescence (ages 13-17)

Transitional adulthood (ages 18-29)

The middle years (ages 30-65)

The older years (about age 63 on)

Applying the Sociological Perspective to the Life Course

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Socialization through the Life Course (2 of 6)

Childhood (from birth to about age 12)

Child labor

Terrorizing children

Industrialization

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Socialization through the Life Course (3 of 6)

Adolescence (ages 13-17)

A social invention

Initiation rites

Transitional adulthood (ages 18-29)

Adultolescence

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Figure 3.2 Adulthood: A New Stage in the Life Course

Bar chart showing changes over time in the percentages of those who have reached full adulthood by their 20s and 30s.

Source: Furstenberg et al. 2004. Year 2010 is the author's estimate based on Sironi and

Fursterberg 2014.

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50

Socialization through the Life Course (4 of 6)

With full adulthood postponed longer and longer, Dad and Mom's basement will do just fine as a free apartment.

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Socialization through the Life Course (5 of 6)

The Middle Years (ages 30-65)

The Early Middle

The Later Middle

The Older Years (about age 65 on)

The Transitional Older Years

The Later Older Years

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Socialization through the Life Course (6 of 6)

Applying the sociological perspective to the life course

Social location

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Are We Prisoners of Socialization? 3.8 Understand why we are not prisoners of socialization.

We Are NOT Robots

We Are Individuals

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Photo Credits (1 of 2)

Chapter 3 Christopher Corr/Ikon Images/Superstock; 004: Based on Begley 1979; Chen 1979; Wright 1995; Segal and Hershberger 2005 Segal and Mulligan 2014; Woo 2015.; 004: Kingsley Davis, Kingsley Davis: A Biography And Selections From His Writings, Transaction Publishers, 2004.; 006: Skeels, H. M. “Adult Status of Children with Contrasting Early Life Experiences: A Follow-up Study.” Monograph of the Society for Research in Child Development, 31, 3, 1966.; 007: Pines, Maya. “The Civilizing of Genie.” Psychology Today, 15, September 1981:28–34.; 009: Cooley, Charles Horton. Human Nature and the Social Order. New York: Scribner’s, 1902.; 018: Based on Zumbrun 2007; Bilefsky 2008; Paterniti 2014; Mema and Gaudichet 2016.; 019: Eder, Donna. “On Becoming Female: Lessons Learned in School.” In Down to Earth Sociology: Introductory Readings, 14th ed., James M. Henslin, ed. New York: Free Press, 2007.; 024: Based on Rodriguez, Richard. “The Education of Richard Rodriguez.” Saturday Review, February 8, 1975:147–149; Rodriguez, Richard. Hunger of Memory: The Education of Richard Rodriguez. Boston: Godine, 1982; Rodriguez, Richard. “The Late Victorians: San Francisco, AIDS, and the Homosexual Stereotype.” Harper’s Magazine, October 1990:57–66; Rodriguez, Richard. “Mixed Blood.” Harper’s Magazine, 283, November 1991:47–56; Rodriguez, Richard. “Searching for Roots in a Changing Society.” In Down to Earth Sociology: Introductory Readings, 8th ed., James M. Henslin, ed. New York: Free Press, 1995:486–491; Herrera and Rodriguez 2014.; 026: Redacted from Eder, Donna. “Sitting in on Adolescent Conversations.” In Social Problems: A Down-to-Earth Approach, 11th ed., James M. Henslin, ed. Boston: Pearson, 2014.; 028: Based on Garfnkel, Harold. “Conditions of Successful Degradation Ceremonies.” American Journal of Sociology, 61, 2, March 1956:420–424;

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55

Photo Credits (2 of 2)

Ricks, Thomas E. “‘New’ Marines Illustrate Growing Gap between Military and Society.” Wall Street Journal, July 27, 1995:A1, A4; Goffman, Erving. Asylums: Essays on the Social Situation of Mental Patients and Other Inmates. Chicago: Aldine, 1961; Dyer, Gwynne. “Anybody’s Son Will Do.” In Down to Earth Sociology: Introductory Readings, 14th ed., James M. Henslin, ed. New York: Free Press, 2007.; 030: DeMause, Lloyd. “Our Forebears Made Childhood a Nightmare.” Psychology Today 8, 11, April 1975:85–88.; 031: Based on Furstenberg, Frank F., Jr., Sheela Kennedy, Vonnie C. McLoyd, Ruben G. Rumbaut, and Richard A. Settersten, Jr. “Growing Up Is Harder to Do.” Contexts, 3, 3, Summer 2004:33–41. Year 2010 is the author’s estimate based on Sironi and Furstenberg 2014.; AP Images; Apple Tree House/Iconica/Getty Images; Bernhard Classen/imageBROKER/Newscom; Christopher Corr/Ikon Images/superstock; Dannis Waters/The Palm Beach Post/Zuma Press; Dimitar Dilkoff/AFP/Getty Images; Elice Jacob/Still Pictures/The Image Works; etabeta1/Alamy Stock Photo; Frank and Ernest used with the permission

of the Thaves and the Cartoonist Group. All rights reserved.; Ghislain & Marie David de Lossy/Cultura Creative (RF)/Alamy Stock Photo; Giovanni Zorzi/EyeEm/Getty Images; IS179/Image Source/Alamy Stock Photo; James M Henslin; Jim Damaske/Tampa Bay Times/The Image Works; Jupiterimages/Stockbyte/Getty Images; KK Tan/Shutterstock; Lance Cpl. Jericho W. Crutcher/ZUMA Press/Newscom; Michael MacIntyre/Eye Ubiquitous; Monkey Business Images/Shutterstock; Moviestore collection Ltd/Alamy Stock Photo; Nina Leen/The LIFE Picture Collection/Getty Images; Peter Hvizdak/The Image Works; pixelheadphoto digitalskillet/Shutterstock; Rawpixel.com/Shutterstock; SuperStock; Vicky Kasala Productions/Photolibrary/Getty Images

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Copyright

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,

Essentials of Sociology

Thirteenth Edition

Chapter 10

Gender and Age

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Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved

Learning Objectives (1 of 4)

10.1 Distinguish between sex and gender; use research on Vietnam veterans and testosterone to explain why the door to biology is opening in sociology.

10.2 Discuss the origin of gender discrimination, and review global aspects of violence against women.

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Learning Objectives (2 of 4)

10.3 Review the rise of feminism, and summarize gender inequality in health care and education

10.4 Explain reasons for the pay gap; discuss the glass ceiling and sexual harassment.

10.5 Summarize violence against women: rape, murder, and violence in the home.

10.6 Discuss changes in gender and politics.

10.7 Explain why the future looks hopeful.

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Learning Objectives (3 of 4)

10.8 Understand how attitudes toward the elderly vary around the world; explain how industrialization led to a graying globe.

10.9 Discuss changes in perceptions of the elderly.

10.10 Summarize theories of disengagement, activity, and continuity.

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Learning Objectives (4 of 4)

10.11 Explain the conflict perspective on Social Security, and discuss intergenerational competition and conflict.

10.12 Discuss developing views of aging and the impact of technology on how long people live.

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Issues of Sex and Gender 10.1 Distinguish between sex and gender; use research on Vietnam veterans and testosterone to explain why the door to biology is opening in sociology.

The Sociological Significance of Gender

Gender Differences in Behavior: Biology or Culture?

The Dominant Position in Sociology

Opening the Door to Biology

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The Sociological Significance of Gender

Standards of gender

Each human group determines its ideas of “maleness” and femaleness”

Standards of gender are arbitrary and vary from one culture to another, but due to ethnocentrism, each group thinks that its preferences reflect what gender “really” is

Around the world men and women try to make themselves appealing by aspiring to their group’s standards of gender

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Gender Differences in Behavior: Biology or Culture?

Determining sex

Egg (by mother) and sperm (by father)

23 chromosomes by egg (ovum) and 23 chromosome by the sperm

Egg has the X chromosome but sperm can have X or Y

An XX combination results in a girl

An XY combination results in a boy

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The Dominant Position in Sociology

Does biology determine behavior?

The dominant sociological position is that social factors, not biology, are the reasons people do what they do

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Opening the Door to Biology (1 of 2)

A medical accident

The Vietnam veterans study

More research on humans

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Opening the Door to Biology (2 of 2)

Hue, South Vietnam, February 6, 1958. A U.S. Marine keeps firing while others pull a wounded soldier to safety.

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Gender Inequality in Global Perspective (1 of 4) 10.2 Discuss the origin of gender discrimination, and review global aspects of violence against women.

How Did Females Become a Minority Group?

Sex typing of work

Global violence against women

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Gender Inequality in Global Perspective (2 of 4)

It is the job of these women in Burundi to get the water for their families. They carry not only the water, but also their young children.

Copyright © 2015, 2012, 2009 Pearson Education, Inc. All Rights Reserved

Gender Inequality in Global Perspective (3 of 4)

Swara, an ancient custom, includes both adult males marrying female children and marrying children to one another. To settle a debt, the father of this Pakistani girl offered her as a bride when she was just 5 years old. To protect her identity, only part of her face is shown.

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Gender Inequality in Global Perspective (4 of 4)

A 6-year-old girl in Kenya screaming in pain as she is being circumcised. Her 18-year-old sister is holding her so she cannot move. Later, she will comfort the girl.

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Gender Inequality in the United States 10.3 Review the rise of feminism, and summarize gender inequality in health care and education.

Fighting Back: The Rise of Feminism

Gender Inequality in Health Care

Gender Inequality in Education

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Fighting Back: The Rise of Feminism

The “first wave” of the U.S. women’s movement met enormous opposition

The “second wave” continues today

The “third wave” overlaps and incorporates more women of color and alternative views

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Figure 10.1 Teaching Gender

The “Dick and Jane” readers were the top selling readers

in the United States in the 1940s and 1950s. In addition to reading, they taught “gender messages.” What gender message do you see here?

What gender lesson is being taught here?

Besides learning words like “pigs” (relevant at that historical period), boys and girls also learned that rough outside work

was for men.

What does this page teach children other than how to read the word “Father”? (Look to the left to see what Jane and Mother

are doing.)

Source: From Dick and Jane: Fun with Our Family, Illustrations © copyright 1951, 1979, and Dick and Jane: We Play Outside, copyright © 1965, Pearson Education, Inc., published by Scott, Foresman and Company. Used with permission.

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18

Gender Inequality in Health Care

Sexism

Heart surgery

Hysterectomies

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Figure 10.2 Changes in College Enrollment, by Sex

*This sharp drop in women’s enrollment occurred when large numbers of male soldiers returned from World War II and attended college under the new GI Bill of Rights.

**Author’s estimate.

Source: By the author. Based on Statistical Abstract of the United States 1938:Table 114; 1959:Table 158; 1991:Table 261; 2011:Table 273; 2017:Table 290.

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20

Figure 10.3 College Students, by Sex and Race–Ethnicity

Bar graph showing the male/female proportion of U.S. college students across various racial-ethnic groups.

Source: By the author. Based on Statistical Abstract of the United States 2017: Table 291.

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21

Gender Inequality in Education

With fewer men than women in college, is it time to consider affirmative action for men?

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Figure 10.4 Gender Changes in Professional Degrees

Bar graph

showing the

distinct changes

in the relative

proportion

of females

in three major

professions

since 1970.

*Latest year available.

Source: By the author. Based on Digest of Education Statistics 2007:Table 269; 2017:Table 319.

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23

Gender Inequality in the Workplace (1 of 4) 10.4 Explain reasons for the pay gap; discuss the glass ceiling and sexual harassment.

The Pay Gap

Is the Glass Ceiling Cra

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