WISE 2P90 Research Presentation November 2010

Part 1 Sex and Gender Part 2 Gender is Constructed Part 3 Agents of Socialization Part 4 Dangers of Socialization

Sex is biologically determined by the sexual organs of the infant present at time of birth  Male;  Female; or  Hermaphrodite, both male and female sexual organs are present. Surgery may follow. Gender is a construction. Parents actively encourage distinction from birth, e.g., dress boys in blue clothes and girls in pink clothes.

Gender is socially constructed from birth  Male – parents buy boy toys, guns, trucks  Female – girl toys, dolls, Barbie, cooking sets In general, we are actively encouraged by (most) parents from birth to exhibit an identifiable male or female performance (Judith Butler, 2004). At home, school, and elsewhere,: Boys – rough and ready, strong Girls – gentle, quiet, lady-like

How gender is constructed depends on the parent’s race, class, culture as well as country, e.g., females may not attend school or drive cars.  Toys are used in gender construction at home and in classrooms:

Socialization is a process intended for the child to develop into a productive adult. Agents of socialization are:  Family  Church  State, School  Media  Peers

Parents and family soon begin the socialization process in the form of lessons and sports, dance lessons, sports, swimming. Many activities are by gender, culture, and class.  pre-school  lessons  sports  Religious  Clubs - boy scouts, girl guides

Several process act at the same time. Everyone has a different experience, even children in the same family.  Family form, other, e.g., single parent, two parent same sex, foster care  Schools, public or church and separate schools  Curriculum, boys expected to excel at math and science for boys  Media and use of stereotypes, power of advertising, how women, race, and class are portrayed.

 There is a difference between male and female upbringing, training, and schooling (Handel, 2007).  As a result, there is a structural difference in life chances and options (Webber, 2009).  Racial minority groups and cultural practices may constrict even more, e.g. not speaking out in class.

hierarchy

Structural forces and interlocking systems of oppression uphold gender difference  Patriarchy and oppression in families [private ].  Race, white/other [black, Asian, Aboriginal]. White is dominant over the other.  The influence of peers, gangs?  Education system streams white, upper class children to university and working class children to college or the workforce.  University is a weeding-out process by the institution.

There is an even greater problem for many people belong to several disadvantaged categories, e.g., (dis)ability, sexual preference. The underclass is marginalized, unseen, and each is expected to help him/her self. Schools and employers are to encourage diversity, but there are gender, racial, and class differences in high school, higher education, and the workforce.

 All of the preceding, race, class, culture, and socialization affect gender, one’s performance of gender, and sexuality.  If gender construction produces the dominator/dominated situation, for males and females, what will the construction of sexuality produce? J. Rustenburg, November 2010  Following is our second presentation, The Invention of Heterosexuality