Reading...
Play button
Play button
Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
21 Cards in this Set
- Front
- Back
|
sex
|
a designation based on biology. A person is labeled male or female based on external genitilia, and other sex markers which are determined by chromosomes, usually in a pair.
|
|
|
Gender
|
is socially contructed and expressed.It is defined by society and expressed by individuals as they interact with others and media in their society. Gender changes over time. from ifancy we are encouraged to learn how to embody the gender that society prescribes for us. Young girls are often cautioned, "Don't be selfish-share with others, and Be careful not o hurt yourself", while boys are in contrast, are more likely to be admonished, "Don't be a sissy, Go after what you want, and don't cry"
|
|
|
Culture
|
Made up of structures, primarily, institutions, and practices that reflect and uphold a particular social order. They do this by defining certain social groups, values, expectations, meanings, and patterns of bahavior good and others as unnatural, bad, or wrong
|
|
|
Communication
|
A dynamic(continually changes, evolves, and moves on), systematic(comm occurs in situations or systems that influence what and how we interact and what meanings we attach to messages) process in which two levels of meaning are created and reflected in human interaction with symbols.
|
|
|
Two levels of meaning in Communication
|
Content level: it's literal meaning.it indicates response that is expected to follow from a message.
Relationship level: defines teh relationship between communicators by indicating each person's identity and the communicators' relationship to each other. it is less obvios than the content level of a message. it is the primary level that reflects and influences how people feel about each other. |
|
|
How do humans use symbols to create meaning
|
Because human communication is symbolic, we have to think about it to figure out what it means. the premise that we create meaning through interaction with symbols implies that the significance of communcation with one another, humans create meanings. The fact that symbols are abstract, ambiguous, and arbitrary makes it impossible to think of meaning as inherent in symbols themselves. Each of us contructs an iterpretation of communication by drawing on our past experiences, our knowledge of the people with whom we are interacting, and other factors in a communication system that influences our interpretations.
|
|
|
Psychodynamic Theory
|
Claims that the first relationship (between the child and the primary caretaker)fundamentally influence how an infant comed to define her or his identity, including gender. psychodynamic theorists think that infants develope a sense of self and a gender identity as they internalize the views of other people around them during the early years.The identity formed in infancy is fundamental
|
|
|
Social Learining Theory
|
Claims that individuals learn how to be masculine or feminine primarily by imitating others and getting responses from others to their behaviors. children imitate the communication they see in the media, as well as from parents, teachers, siblings, and others.Because children prefer rewards to punishment, they are likely to develope gender patterns of behaviors thiat others approve
|
|
|
Cognitive Development Theory
|
Assumes that children play active roles in developing their gender identities. children pick models models to teach themselves competency in masculine and feminine behavior. Children go through several stages in developing gender identities
Kohlberg, Gilligan, Piaget. |
|
|
Gender constancy
|
A person's understanding that he or she is a male or female and this will not change.this appears to develope by age three or earlier, and once it is established, children become motivated to learn how to be competent in the sex and gender assigned to them
|
|
|
symbolic interactionism
|
Claims that through communication with othiers we learn who we are and what it means in our culture. Because newborns do not enter the world witha sense of self, as distinct from the world, they learn from others how to see themselves
|
|
|
Standpoint theory
|
Complememnts symbolic interactionism by noting that societies are made up of different groups that are organized in social hierarchies. it focuses on how members in groupsdesignated by gender, race, class, and sexual identity, shapes what individuals experience, know, feel, and do, as well as how individuals uderstand social life as a whole. Hegel and Marx
|
|
|
Left brain
|
Men generally have better developed left lobes , which control linear thinking, sequential information, spatial skills,and abstract analytic thinking
|
|
|
Right brain
|
Women generally have better developed right lobes, which controls imaginative and creative activity, for holistic, intuitive thinking, and for some visual and spatial tasks
|
|
|
Corpus Callosum
|
A bundle of nerves and connecting tissues, links the two lobes of the brain together
|
|
|
internalize
|
To adopt others beliefs
|
|
|
Role
|
A set of expected behaviors and the values associated with them
|
|
|
Rhetorical movements
|
are collective, persuasive efforts to challenge and change existing attitudes, laws and policies
|
|
|
First wave of womens movement started in:
|
1840-1925, which included voth liberal and cultural branches
|
|
|
Two ideologies characterizeing womens movement
|
Liberal Feminism(women and men are alike and equal in most aspects) and Cultural feminism(women and men are fundamentally different and should have different rights and roles)
|
|
|
Second wave of womens movement
|
Between 1960 and 1995. both liberal and cultural ideologies coexisted. Radical feminism(womens liberation movement), wich grew out of left New Left politics and protested Vietnam war and fought for civil rights.
|
