Gender Communication Research And Discussion Assignment (Essay Sample)

Investigate: Who? What? When? Where? Why? How? And then Analyze 25 Everyone has to submit his or her artifact paper to turnitin com to check for plagiarism You will need to create your own user profiles and login to Turnitin com You will need your class ID which is and enrollment password which is ____________ to create your user profile The process takes up to one hour so please plan accordingly Keep in mind stronger A paper will exceed the minimum requirements noted below You will write a 4 page single spaced specifically 2 400 words minimum paper in which you examine a form of a tangible gender communication an artifact i e TV episode newspaper article movie song music video photograph magazine exhibit advertisement social media group or exchange interview etc You will give a clear description of your artifact answering thoroughly Who What When Where Why and How You will then analyze your example employing AT LEAST 4 concepts from our weekly readings modules commentaries and or discussions Introduction 1 3 of a page minimum specifically 200 words minimum : A creative opening and attention getter A strong thesis statement that clearly articulates your major claim of the paper A clear preview statement that shows how you will organize your paper Body 3 page single spaced minimum specifically 1 800 words minimum see the breakdown for each of the three sections of the body below : You should thoroughly introduce your artifact using who what where when and how 400 words minimum Please give any background information you have about it such as when did it appear how was it delivered what is it about why was it made when was it made what was the context in which the artifact emerged controversy situation audience? After this description your reader should clearly understand it as a piece of gender communication Definitions of at least 4 concepts minimum you have chosen use scholarly sources specific to the discipline of communication to define your concepts 400 words minimum A discussion that connects your chosen concepts to your artifact 1 000 words minimum Questions to answer for each concept in your analysis you may add additional questions as well : Why How does the concept relate to your artifact? How does the artifact fit in further or work against other scholarly work you found? Use peer reviewed journal articles What were the responses to this artifact and how does that relate to the concepts research you have found? Implications Conclusion 2 3 page minimum specifically 400 word minimum : A brief restatement of what you did in the paper Most importantly here is the discussion of so what? Why does your analysis matter? To gender communication studies? As part of larger implications for society? Bring closure to your submission Sources: You should have a MINIMUM of six current sources stronger papers will have more : One must be your readings or modules commentaries you may use more but you still must meet the other source requirements as well Two can be popular press sources Three MUST BE peer reviewed journal articles on communication Four of your sources must come from UMUC apos;s online library Proper APA in text citations should be provided in addition to a reference page with full APA source citations Deductions for not meeting the following requirements are noted below: Meet or exceed the word count for each individual section be typed using a 12 point Times New Roman font be single spaced nothing should be double spaced have one inch margins on all sides have a title page that contains only the title student apos;s name and UMUC the title page is numbered page 1 in the upper right hand corner use the American Psychological Association APA format for citations both in text and or reference list be well organized with the required subheadings for each section as noted below be free of typos grammatical errors etc be submitted to both turnitin com and your assignment folder by the due date There is a 20 point deduction for submitting your artifact paper late and it is only accepted up until one week after the original due date be informative and provide solid support for the thesis use quotations sparingly all sources found on the reference page must be cited in the body of the paper with proper in text citations Use the required subheadings in your submission: Introduction Who What When Where Why amp; How Definitions Discussion Implications Conclusion Be sure to read the sample artifact paper below by Amanda Lee entitled Bad Moon Rising Keep in mind that Amanda could have shortened by 1 3 the quot;Who What When Where Why and How quot; subsection by eliminating less significant details Even though Amanda apos;s submission is not perfect thus you must always follow the instructions if you see a discrepency ; it is still a very good example Here is the grading rubric for the Artifact paper: Artifact Paper Actions for Criteria Criteria Actions for Exemplary Exemplary Actions for Accomplished Accomplished Actions for Adequate Adequate Actions for Underdeveloped Underdeveloped Actions for Inadequate Inadequate Actions for Introduction Paper Format Attention getter Thesis statement Preview Formatting requirementsIntroduction Paper Format Attention getter Thesis statement Preview Formatting requirements 10 points 10 9 points Offers an engaging original introductory paragraph with a creative attention getter a clear well written thesis statement and an explicit preview Significantly exceeds 250 words Fully adheres to format requirements font spacing title page required heading margins proper APA citations turnitin com etc 8 points 8 points Provides a sound introductory paragraph with a good attention getter a clear thesis statement and a preview Exceeds 225 words Adheres to format requirements font spacing title page required heading margins proper APA citations turnitin com etc 7 points 7 points Provides an adequate introductory paragraph with an attention getter a thesis statement and a preview One element of the preview may be inadequate Achieves 200 words minimum requirement May not adhere to all format requirements font spacing title page required heading margins proper APA citations turnitin com etc 6 points 6 points The introduction lacks one or more of the following: an attention getter a thesis statement and or preview or all elements are provided but they are not adequate May not adhere to all format requirements font spacing title page required heading margins proper APA citations turnitin com 200 word minimum requirement for the introduction etc 5 points 5 0 points The introduction is either not provided or inadequate Does not meet some of the format requirements font spacing title page required heading margins proper APA citations turnitin com 200 word minimum for the introduction section etc Actions for 1st Section of the Body Introduction of your Artifact using who what where when and how Relevant background information Clearly identified as a piece of gender communication1st Section of the Body Introduction of your Artifact using who what where when and how Relevant background information Clearly identified as a piece of gender communication 15 points 15 14 points An exceptional artifact representing gender is selected The artifact is presented introduced in a very descriptive manner A significant amount of relevant background information is presented when did it appear how was it delivered what is it about why was it made when was it made what was the context in which the artifact emerged controversy situation audience? The description explicitly addresses how your artifact is a piece of gender communication 500 words 13 points 13 12 points A sound artifact representing gender is selected The artifact is presented introduced in a descriptive manner A good amount of relevant background information is presented when did it appear how was it delivered what is it about why was it made when was it made what was the context in which the artifact emerged controversy situation audience? The description addresses how your artifact is a piece of gender communication 450 words 11 points 11 10 points An acceptable artifact representing gender is selected The artifact is presented introduced Sufficient background information is presented The description explains how your artifact is a piece of gender communication 400 words 9 points 9 8 points An artifact representing gender is selected The artifact is presented introduced Minimal background information is presented The description does not fully explains how your artifact is a piece of gender communication 400 words or less 7 points 7 0 points The paper may have experienced two or more of the following problems: A weak artifact representing gender is selected The artifact is presented but a more thorough introduction was needed Sufficient background information was not presented The description doses not adequately explain how your artifact is a piece of gender communication Less than 400 words Actions for 2nd Section of the Body Definitions of Course Concepts Signficance and relevance of concepts selected of concepts quality of definitions2nd Section of the Body Definitions of Course Concepts Signficance and relevance of concepts selected of concepts quality of definitions 15 points 15 14 points 5 6 significant and relevant course concepts are selected A variety of scholarly definitions from communication sources are shared for each You are very descriptive in your approach and use proper APA citations 500 words 13 points 13 12 points At least 5 pertinent course concepts are selected Scholarly definitions from communication sources are shared for each You are descriptive in your approach and use proper APA citations 450 words 11 points 11 10 points At least 4 pertinent course concepts are selected Scholarly definitions from communication sources are shared for each You use proper APA citations 400 words 9 points 9 8 points 4 course concepts are selected but they are not the most important or relevant to the artifact Definitions are provided but they may not all be scholarly You attempt to use APA citations May be under 400 words 7 points 7 0 points Less than 4 concepts are selected and those selected may not be the most important or relevant to the artifact Definitions are provided but they may not all be scholarly A minimal attempt at proper APA citations Under 400 words Actions for 3rd Section of the Body Discussion that Connects Your Chosen Concepts to Your Artifact3rd Section of the Body Discussion that Connects Your Chosen Concepts to Your Artifact 30 points 30 27 points A very descriptive and thought provoking discussion is presented that explicitly ties each of your chosen concepts to your artifact in a meaningful manner Explicitly and descriptively answers all of the following questions for each concept: Why How does the concepts relate to your artifact? How does the artifact fit in further or work against other scholarly work you found? Peer reviewed journal articles are used to answers this question for each concept What were the responses to this artifact and how does that relate to the concepts research you have found? 1150 words 26 points 26 23 points A descriptive discussion is presented that explicitly ties each of your chosen concepts to the artifact in a meaningful manner Answers all or most of the following questions for each concept: Why How does the concepts relate to your artifact? How does the artifact fit in further or work against other scholarly work you found? Peer reviewed journal articles are used to answers this question for each concept What were the responses to this artifact and how does that relate to the concepts research you have found? 1100 words 22 points 22 19 points An adequate discussion is presented that ties each of your chosen concepts to the artifact Answers most of the following questions for each concept: Why How does the concepts relate to your artifact? How does the artifact fit in further or work against other scholarly work you found? Peer reviewed journal articles are used to answers this question for each concept What were the responses to this artifact and how does that relate to the concepts research you have found? 1000 words 18 points 18 15 points An underdeveloped discussion is presented that attempts to tie the concepts to the artifact Answers some of the following questions for each concept: Why How does the concepts relate to your artifact? How does the artifact fit in further or work against other scholarly work you found? Peer reviewed journal articles are used to answers this question for each concept What were the responses to this artifact and how does that relate to the concepts research you have found? 1000 words 14 points 14 0 points An inadequate discussion is presented that attempts to tie the concepts to the artifact Answers few of following questions for each concept: Why How does the concepts relate to your artifact? How does the artifact fit in further or work against other scholarly work you found? Peer reviewed journal articles are used to answers this question for each concept What were the responses to this artifact and how does that relate to the concepts research you have found? Lacks depth insight and understanding Less than 1000 words Actions for Conclusion Restatement Justification for analysis and why it matters to gender comm studies and society ClosureConclusion Restatement Justification for analysis and why it matters to gender comm studies and society Closure 10 points 10 9 points The conclusion final paragraph is insightful It includes a well written restatement of what you did in the paper A strong argument is made for why your analysis matters to gender communication studies and what the larger implications are for society The conclusion provides the reader with closure Uses the subheading: Implications Conclusion Exceeds 500 words 8 points The conclusion final paragraph is sound It includes a well written restatement of what you did in the paper A reasonable argument is made for why your analysis matters to gender communication studies and what the larger implications are for society The conclusion provides the reader with closure Uses the subheading: Implications Conclusion Exceeds 450 words 7 points The conclusion final paragraph is adequate It includes a restatement of what you did in the paper An argument is made for why your analysis matters to gender communication studies and what the larger implications are for society The conclusion provides the reader with some closure Uses the subheading: Implications Conclusion Achieves at least the 400 word minimum requirement 6 points The conclusion is abrupt and does not provide closure It may be missing one of the following: restatement of what you did in the paper an argument for why your analysis matters to gender communication studies and or what the larger implications are for society Uses the subheading: Implications Conclusion May not achieve the 400 word minimum 5 points 5 0 point The conclusion is poorly written and missing two or more of the required elements restatement of what you did in the paper an argument for why your analysis matters to gender communication studies and what the larger implications are for society Closure is not achieved Uses the subheading: Implications Conclusion Does not achieve the 400 word minimum Or the paper neglects to include a conclusion Actions for Writing Abilities StyleWriting Abilities Style 10 points 10 9 points Very well written college level paper engages the reader clearly organized detailed coherent written in the 3rd person with clear sentences and paragraphs Paper has no errors 8 points Well written college level paper engages the reader but may have problems with one of the following: organization details coherence written in the 3rd person clarity of sentences and paragraphs or errors May have 1 3 error 7 points Adequately written interests the reader but may have problems with two of the following: organization details coherence written in the 3rd person clarity of sentences and paragraphs or errors May have 4 6 errors 6 points Poorly written generates little interest for the reader and demonstrates very limited understanding Has problems with some of the following: organization details coherence written in the 3rd person clarity of sentences and paragraphs or errors May have 7 10 errors 5 points 5 0 points Very poorly written generates no interest for the reader and provides very little understanding Has problems with several of the following: organization details coherence written in the 3rd person clarity of sentences and paragraphs or errors May have 10 errors Actions for Sources: Strength Scholarly Meets Source Type s Requirements Correct in text and Reference Page Citations and APA format 10 Points PossibleSources: Strength Scholarly Meets Source Type s Requirements Correct in text and Reference Page Citations and APA format 10 Points Possible 10 points 9 10 points Uses 9 relevant scholarly sources in the construction of the paper Meets all of the requirements below: One source must be your readings or modules commentaries you may use more but you still must meet the other source requirements as well Two sources may be popular press sources Three sources MUST BE peer reviewed journal articles on communication Four of your sources must come from UMUC apos;s online library Proper APA in text citations should be provided in addition to full APA citations of sources on the reference page Every source cited on the reference page is cited in the body of the paper Sources are clearly attributed consistently throughout paper; uses APA format accurately and consistently 8 points 8 points Uses 7 relevant scholarly sources in the construction of the paper Meets all or most of the requirements below: One source must be your readings or modules commentaries you may use more but you still must meet the other source requirements as well Two sources may be popular press sources Three sources MUST BE peer reviewed journal articles on communication Four of your sources must come from UMUC apos;s online library Sources are clearly attributed for in text and reference page citations yet quot;generally quot; supported; uses proper formatting with minor or no violations Every source cited on the reference page is cited in the body of the paper 7 points 7 points Uses 6 relevant scholarly sources in the construction of the paper Meets most of the requirements below: One source must be your readings or modules commentaries you may use more but you still must meet the other source requirements as well Two sources may be popular press sources Three sources MUST BE peer reviewed journal articles on communication Four of your sources must come from UMUC apos;s online library Although attribution is present and many sources seem to be legitimate some statements are unsubstantiated or generalized and the source of some ideas is unclear or some claims are made without support Every source cited on the reference page is cited in the body of the paper 6 points 6 points May use less than 6 sources in the construction of the paper or if 6 sources are used they are not all scholarly Meets some of the requirements below: One source must be your readings or modules commentaries you may use more but you still must meet the other source requirements as well Two sources may be popular press sources Three sources MUST BE peer reviewed journal articles on communication Four of your sources must come from UMUC apos;s online library Sources may not be relevant and or scholarly Limited attribution is provided some statements are unsubstantiated the source of many ideas is unclear and lacks a clear understanding of APA format Every source cited on the reference page may not be cited in the body of the paper 5 points 5 0 points Uses less than 6 relevant scholarly sources in the construction of the paper May not meet many of all of the requirements below: One source must be your readings or modules commentaries you may use more but you still must meet the other source requirements as well Two sources may be popular press sources Three sources MUST BE peer reviewed journal articles on communication Four of your sources must come from UMUC apos;s online library Attribution is missing or sources given are poorly chosen; claims are consistently made without support; reflects little knowledge of APA format Every source cited on the reference page may not be cited in the body of the paper Artifact Paper Artifact Paper Gender in the Workplace A Gendered Stereotypes in the Workplace People have a natural tendency to categorize or generalize in order to make sense out of the world and establish some predictability in their lives This tendency also occurs in the workplace When the categorization process becomes inflexible and rigid it leads to stereotyping and problems are likely to arise recall our discussion about the definition of stereotype from module 2 When we stereotype we believe that we can predict behavior and often neglect to take individual differences into account Jane Sanders 1996 speaker author and communication consultant argues that all of us hold some traditional gender stereotypes She feels that stereotyping will always exist to some degree even with the progress we have achieved in workplace diversity Sanders states quot;The problem occurs when stereotypes are used however subconsciously to prejudge people apos;s abilities and competence and develop unfair and incorrect expectations quot; paragraph 7 Often the result is ineffective communication and unproductive relationships Try This5 1 html Try This 6 1: Worker Descriptions Please go to My Tools gt; Quizzes amp; Exams gt; to complete this quiz Think About It Think About It 6 1: Do You Stereotype? How would you honestly answer the following four questions? Sanders 1996 : 1 If a co worker communicates dissatisfaction and disappointment by crying at work do you question her ability to competently perform her duties? 2 If a customer service specialist interrupts his client several times during a conversation do you perceive him to be impolite and thoughtless? 3 If a new training manager brings homemade goodies for her staff do you doubt her authority and management ability? 4 When you learn that the aggressive forceful and ambitious vice president of your company has children do you question his ability to be a caring father? Did you answer yes to any of the preceding questions? Are you stereotyping? Some stereotypes argue that women in the workplace are too emotional and take things too personally to be successful and other stereotypes assert that women are too nurturing or maternal to wield real authority What about stereotypes about men in the workplace? Are assertive and aggressive men in the workplace perceived as rude and insensitive? Don apos;t some stereotypes exist that perpetuate the belief that driven males are incapable of being loving and compassionate outside the workplace? In Try This 6 1 were the adjectives you used to describe the male worker similar to the adjectives you used to describe the female worker? The language we use to describe male and female employees with similar characteristics is often quite different Men are more likely to be described as strong aggressive leaders and winners and women with the same characteristics are frequently labeled bitches witches or Cruella De Vil Agars apos; research on the impact of gender stereotypes in organizations reveals that stereotypes have a clear and significant effect on the small number of women in high level organizational positions He warns quot;We should no longer dismiss gender stereotypes as inconsequential quot; 2004 p 109 Agars feels that researchers should make a comprehensive assessment of the influence gender stereotypes have in organizational practices There was a time when stereotypes were so rigid that women were unable to obtain employment in some fields The Life of Billy Tipton describes the unusual and sensational life of one musician B Fact or Fiction? How good are you at differentiating fact from fiction when it comes to issues regarding sex and gender in the workplace? Test your knowledge by completing the Try This activities in this section Try This5 2 html Try This 6 2: Fact or Fiction 1 Please go to My Tools gt; Quizzes amp; Exams gt; to complete this quiz When comparing yearly salaries for all hours worked at all jobs both hourly and salaried women under 50 earn 76 cents for every dollar that men under 50 earn Bond Galinsky Pitt Catsonphes amp; Smyer 2005 When comparing hourly earnings at main jobs women under 50 earn 93 cents for every dollar that their male counterparts under 50 earn The statistics for women 50 and over reveal an even greater divide with yearly salaries for all hours worked at all jobs yielding women 55 cents for every dollar that males of the same age earn The statistics for hourly employment for women 50 and older is 69 cents for every dollar men of the same age earn quot;In sum it seems likely that the wages and salaries of this older generation of employees reflect some gender bias in pay and opportunities for promotion quot; Bond et al 2005 p 7 Researchers argue that the disparity is narrowing for younger female employees largely because of their increased level of education see section II C 2 entitled quot;Obtaining Degrees quot; below The gap may be closing but it is not closed One reason for the gap is that women are reluctant to negotiate higher salaries Authors Linda Babcock and Sara Laschever 2003 post some revealing statistics on their quot;Women Don apos;t Ask: Negotiation and the Gender Divide quot; Web site They learned that: An individual who does not negotiate his or her first salary is likely to lose over 500 000 by the age of 60 and women are four times less likely than men to negotiate their first salary Women who repeatedly negotiate their salaries are estimated to earn 1 million more over their careers than women who do not negotiate their salaries quot;Women are more pessimistic about how much is available when they do negotiate and so they typically ask for and get less when they do negotiate on average 30 percent less than men quot; Babcock amp; Laschever 2003 paragraph 2 Women are 2 5 times more likely than their male counterparts to report that they feel a lot of apprehension when it comes to negotiating quot;Women often don apos;t know the market value of their work: Women report salary expectations between 3 and 32 percent lower than those of men for the same jobs; men expect to earn 13 percent more than women during their first year of full time work and 32 percent more at their career peaks quot; Babcock amp; Laschever 2003 paragraph 4 Babcock and Laschever apos;s 2003 research has revealed that women tend to advance at a slower rate than men because they are less likely to request high profile assignments volunteer for tasks that would provide them with increased visibility and seek promotions and raises Instead many women believe inaccurately that they will automatically be recognized and compensated for the high quality of their work When women don apos;t request the opportunities that men do they are less likely to be acknowledged for their work and less likely to achieve their full potential in the workplace Our discussion would be incomplete without another perspective Some researchers argue that we are really comparing oranges and apples when we compare the salaries of men and women in the workplace Venable 2002 They further assert that the differences that do exist are not the result of a discriminatory patriarchal society but rather women apos;s lifestyle choices entering and leaving the workforce and part time employment In terms of lifestyle choices women are more likely to place greater importance on their relationships than on their careers and this focus affects their earning power Venable 2002 quot;A 2001 survey of business owners with M B A s conducted by the Rochester Institute of Technology found that money was the primary motivator for only 29 of women versus 76 of men Women prioritized flexibility fulfillment autonomy and safety quot; Farrell 2006 paragraph 3 Women are more likely than men to care for their children spouses and parents and as a result are more likely to enter and exit the workforce during their careers Venable 2002 A longitudinal survey found that women aged 18 34 have exited the workforce for 27 percent of the time and their male counterparts have been absent only 11 percent of the time Part time workers are more likely to be female Venable 2002 The majority of part time workers cite non economic reasons for their part time status being able to be with family or pursuing their education Married women are five times more likely to prefer to work part time than married men Part time work provides flexibility but it does not generally offer as many opportunities for raises and promotions as full time employment Venable 2002 concludes quot;Women apos;s work life patterns and their occupational preferences are significant factors in determining wages Rather than being quot;funneled quot; into low wage low prestige and part time positions women often choose these occupations because of the flexibility they offer After adjusting for these factors scholars find that the difference between men apos;s and women apos;s earnings is very narrow quot; paragraph 12 Riki Wilchins the executive director of GenderPAC states that male to male harassment is quot; about the use of homophobic behavior to stigmatize any man who doesn apos;t meet gender stereotypes for masculinity quot; DuLong 2004 paragraph 2 Same gender sexual harassment claims are possible as a result of the 1989 Supreme Court case Oncale v Sundowner that granted those victims the right to sue under Federal law Society for the Advancement of Education 2005 Table 6 1 Cases of Male to Male Harassment Long Prairie Packing Company In 1999 the Equal Employment Opportunity Commission settled its first male to male sexual harassment class action lawsuit Zimmerman 1999 The Long Prairie Packing Company in Minnesota agreed to pay a 1 9 million settlement to male employees who suffered a pattern or practice of sexual harassment by other men while on the job Ida Castro EEOC Chair stated quot;This case demonstrates that the EEOC will move quickly and aggressively to respond to problems of workplace harassment whether brought by men or women quot; Zimmerman paragraph 5 Restaurant Ernest Haffner a senior EEOC attorney advisor discussed a case of male to male sexual harassment that involved a waiter Dulong 2004 Haffner explained that the waiter was targeted because others considered him effeminate Employees said that the waiter carried his tray like a woman so they referred to him using female pronouns and called him a bitch in Spanish Babies quot;R quot;Us A man who worked for Babies quot;R quot;Us received a 205 000 settlement because he had to endure derogatory comments made by other male employees USA Today 2005 Think About It Think About It 6 2: Sexual Harassment When you think about sexual harassment are you more likely to think of male to female harassment? Have you ever witnessed or experienced same gender harassment? What can you do to promote an environment that is devoid of sexual harassment? What is your current employer apos;s policy on sexual harassment? What is UMUC apos;s policy? Try This5 4 html Try This 6 4: Fact or Fiction 3 Please go to My Tools gt; Quizzes amp; Exams gt; to complete this quiz The evidence that prompted Congress to create the Family and Medical Leave Act in 1993 is presented below There are a large number of single parent families and dual working parent families U S Department of Labor 2007a The importance of the mother apos;s and father apos;s involvement in caring for their children especially in the formative years of a child apos;s life had been clearly established The government recognized the need to care for seriously ailing family members Most employers had insufficient policies in place to address these needs ultimately forcing many people to choose between their jobs and their families People with serious medical conditions worried about keeping their jobs when they were temporarily absent for periods of time Research revealed that our society places the responsibility for caretaking primarily on women and as a result family leave issues generally affect working women more than their male counterparts Research also revealed that when employment standards are set for only one gender employers are more likely to discriminate against prospective or current employees of the same gender For example because women take maternity leave employers are more likely to hire men who are ineligible for such leave According to the U S Department of Labor apos;s Web site 2007a the Family and Medical Leave Act of 1993 was enacted for the following purposes: quot; 1 to balance the demands of the workplace with the needs of families to promote the stability and economic security of families and to promote national interests in preserving family integrity; 2 to entitle employees to take reasonable leave for medical reasons for the birth or adoption of a child and for the care of a child spouse or parent who has a serious health condition; 3 to accomplish the purposes described in [numbers] 1 and 2 in a manner that accommodates the legitimate interests of employers; 4 to accomplish the purposes described in [numbers] 1 and 2 in a manner that consistent with the Equal Protection Clause of the Fourteenth Amendment minimizes the potential for employment discrimination on the basis of sex by ensuring generally that leave is available for eligible medical reasons including maternity related disability and for compelling family reasons on a gender neutral basis; and 5 to promote the goal of equal employment opportunity for women and men pursuant to such clause quot; Think About It Think About It 6 3: Family and Medical Leave Act How do you think the Family and Medical Leave Act of 1993 has strengthened the relationship of men who have taken advantage of it with their infants or adoptive children? This act allows men fathers to assume the nurturing caregiving role; what positive benefits do you foresee for society as a result? Do you know any men who have taken leave based on this act? How was this received? It may surprise you to learn that other countries have much more generous childbirth leave policies for mothers and fathers than the United States Other countries not only provide more time off but workers are also monetarily compensated for part or all of their time off Please take a look at table 6 2 below The table provides an overview of 11 countries the type of leave they provide the duration of leave and monetary compensation Table 6 2 International Policies on Childbirth Related Leave Country Type of Leave Duration of Leave Monetary Compensation United States family leave 12 weeks family unpaid Canada maternity and parental 17 weeks maternity 10 weeks parental 15 weeks at 55 of previous pay maternity 55 of previous pay paternal Denmark maternity and parental 28 weeks maternity 1 year parental 60 of previous pay maternity 90 of unemployment benefit payment paternal Finland maternity parental and childrearing 18 weeks maternity 26 weeks parental 3 years childrearing 70 of previous pay maternity 70 of previous pay parental flat rate childrearing Norway parental and childrearing 52 weeks paternal 2 years childrearing 80 of previous pay paternal flat rate childrearing Sweden parental 18 months parental 12 months at 80 of previous pay 3 months flat rate and 3 months unpaid Austria maternity and parental 16 weeks maternity 2 years parental 100 of previous pay maternity 18 months unemployment benefit rate and 6 months unpaid parental France maternity and parental 16 weeks maternity 3 years parental 100 of previous pay maternity Unpaid for one child; paid at flat rate for two or more children parental Germany maternity and parental 14 weeks maternity 3 years parental 100 of previous pay maternity Flat rate income tested for two years and unpaid for third year parental Italy maternity and parental 5 months maternity 6 months parental 80 of previous pay maternity 30 of previous pay parental United Kingdom maternity and parental 18 weeks maternity 13 weeks parental 90 for 6 weeks and a flat rate for 12 weeks with satisfactory work history; otherwise flat rate maternity unpaid parental Source: Waldfogel 2001 After reviewing table 6 2 what do the leave policies tell you about each country and how its people view their workers families and children? What do you think of the different levels of compensation available to workers? Relatively few American workers take advantage of family leave especially fathers after the birth of a child Do you think this is because American workers are unpaid for their absence? Do you feel it is the government apos;s responsibility to compensate workers for family parental or maternity leave or do you feel it is the individual apos;s responsibility? Let apos;s now turn our attention from maternity and childbirth issues to the status of older workers C The Status of Older Workers Baby boomers are Americans who were born between 1946 and 1964 They make up a significant portion of our population According to the U S Census Bureau 2006 as of July 2005 the number of baby boomers was an estimated 78 2 million The nation apos;s overall population totals 298 million Females make up approximately 50 8 percent of the boomer population With life expectancy rates at an all time high 77 6 years the baby boomer generation is redefining the way we view work and retirement Hoyert Kung amp; Smith 2005 Try This5 5 html Try This 6 5: Older Workers Please go to My Tools gt; Quizzes amp; Exams gt; to complete this quiz The workplace is just one context that is influenced by gender As you can see the workplace is changing and adapting Laws are in place in an attempt to eradicate discrimination and provide a fair and balanced work environment Let apos;s see how the educational system has shaped and influenced gender II Gender in Education Schools play a powerful role in our socialization Wood 2007 Their function is to educate us about our culture teach us who is significant and who is insignificant by mentioning some people and not mentioning others determine our individual capabilities and instruct by example quot;The organization of education and the roles of males and females in schools implicitly communicate a model of normal life and the status of various people quot; Wood p 221 A Do Gender Biases Exist in Schools? It is not surprising to learn that schools teach us about gender Many of these lessons are taught unintentionally yet they are still communicated When you were in preschool and elementary school were the boys segregated from the girls? Did your teachers hold different behavioral and achievement expectations for the girls and the boys? What about the stories you read and the computer games you played? What messages did they send? In answer to the question quot;Do gender biases exist in schools? quot; we will take a closer look at children apos;s literature and computer software 1 Children apos;s Literature Think about your favorite childhood stories such as Rapunzel Cinderella Little Red Riding Hood Sleeping Beauty Thumbelina Snow White and the Seven Dwarfs Snow White and Rose Red Hansel and Gretel or The Fisherman and His Wife What were the gender roles of these stories? How many of these stories included wicked stepmothers ugly witches helpless princesses or maidens and male heroes who rescue the helpless women and children? Think About It Think About It 6 4: Children apos;s Literature Were stories such as Jack and the Bean Stalk Peter Pan Davy Crocket and Treasure Island more appealing to you when you were a child? The main characters in these stories were male and they are filled with images of adventurers buccaneers buried gold treasure maps tropical islands traveling and hardships The male characters are generally adventurous clever strong and ultimately triumphant How do the images of the males from these books influence our perception of gender? Ivy and Backlund 2004 argue that whether or not you realize it you apos;ve likely been influenced by the stories you heard growing up quot;Those early lessons contribute to your vision of what it means to be a man or a woman what roles the sexes should play in society how relationships ought to work and the quality of communication it takes to made relationships work quot; p 399 Let apos;s take a closer look at many of the fairy tale stories Ivy and Backlund 2004 point out that many of these stories have the same basic plot A damsel in distress is rescued by a male who oftentimes marries the damsel The female characters are often innocent attractive passive dependent weak and patient The male characters are depicted as brave fearless powerful good looking independent romantic goodhearted and men of action These stories convey extremely stereotypical gender traits Disney provided an unconventional heroine in their 1998 animated film Mulan The story was shared through film as well as children apos;s books The main character Fa Mulan is a resourceful persistent strong defiant and cunning young woman She defies cultural rules and laws when she rejects the traditional role of a prim and proper Chinese woman and disguises herself as a man to take her aging father apos;s place in the Chinese army Ultimately it is through Mulan apos;s efforts that China is saved from the Huns but note that in order to save others she initially must pretend to be a man The DreamWorks 2001 animated film Shrek satirizes traditional fairy tales and also produces a very nontraditional princess Fiona She is feisty strong and action oriented and she has a terrible singing voice She is beautiful by day but she transforms into a green ogre by night After a grand adventure Fiona falls in love with Shrek an ogre and is permanently transformed into an ogre herself at the end of the story The film is based on a children apos;s book entitled Shrek by William Steig This story is unique in that it breaks from the traditional format of fairy tales and scholars feel that such efforts should be applauded Patterson Neubert 2003 Researchers Grauerholz associate professor of sociology and Baker Sperry an associate professor of women apos;s studies have examined the role of beauty in fairy tales 2003 They report the following: Fairy tales are still popular today and are being read by and to millions of children in America In fairy tales unattractive people are more likely to be depicted as evil and this portrayal reinforces traditional gender stereotypes In examining the 168 Brothers Grimm fairy tales 43 percent were made into children apos;s movies or books Attractiveness or unattractiveness is referenced in 94 percent of the Brothers Grimm fairy tales The most popular fairy tales were those that featured a beautiful young princess Fairy tales stress the importance of beauty especially among women Thus they reinforce the message that women should achieve and maintain a high level of attractiveness Researchers fear that girls and women may pursue beauty over more important accomplishments such as an education or a career Even though today apos;s women are more independent they still place a great deal of importance on appearance and beauty Although readers of fairy tales can obtain information about a particular time period they should recognize that positive images are generally portrayed as middle class heterosexual and Caucasian Fairy tales provide messages taught by an old patriarchal society They reflect the history culture and time period in which they were written Parents should not be discouraged from reading or viewing fairy tales to their children but should follow up by discussing the stories with their children Stewart Cooper Stewart and Friedley 2003 warn quot;Numerical disparities and gendered behavior patterns and characteristics reflected in children apos;s literature may help teach girls to undervalue themselves and teach boys to believe that they must always strive to be stereotypically masculine quot; p 135 They also note that although numerical disparities are narrowing gender stereotypes are alive and well in children apos;s literature Think About It Think About It 6 5: Fairy Tales Reconsidered? What were your favorite childhood fairy tales? As you reexamine the characters and plots of those stories what do they teach you about gender stereotypes and expectations? If you were to read a fairy tale to a child today would you follow the story with a discussion as researchers Grauerholz and Baker Sperry suggest? What issues would you address in your discussion? 2 Educational Software If you have children you probably find them to be more computer literate than many adults Their introduction to computers seems to come at a very early age A growing number of young children are exposed to educational software both at home and at school as technology becomes an increasingly important facet of a child apos;s education It is not surprising that children apos;s educational software may also contribute to the perpetuation of gender stereotypes A study that analyzed mathematics computer software from preschool to grade 12 for gender specific effects found that the occurrence of competition and violence which are considered stereotypical male characteristics increased with the target grade level of the software Chappell 1996 The software for preschoolers was the least competitive and violent and the software for 12th graders was the most competitive and violent The researcher also found that quot; mean percentages of female characters and voices decrease with grade level quot; Chappell p 25 Another study that examined children apos;s language arts computer software found no significant differences in gender stereotyping among male and female characters as earlier studies revealed Drees amp; Phye 2001 These researchers feel this is a sign that quot; the issue of gender role portrayals in early education material has improved over the last 2 decades quot; Drees amp; Phye p 54 They did report that 63 percent of the top selling software and 37 percent of the superior rated software as identified by education professionals featured male main characters Only 11 percent of the top selling software and 16 percent of the superior rated software featured female main characters Dr Jane Sheldon 2004 associate professor of psychology at the University of Michigan Dearborn argues that even with the widespread use of educational software there have been very few studies devoted to examining software for stereotypes and biases Dr Sheldon conducted an analysis of 48 popular educational software packages used for young children The study found that the highly rated software for preschoolers contained more male main characters than female main characters This difference was not found for secondary characters Sheldon believes quot;This finding may reflect software designers apos; attempt to compensate for the highly inequitable visibility of female and male main characters quot; Female characters were more likely to display counter stereotyped traits than male characters Sheldon 2004 For example female characters were more likely to engage in masculine stereotyped traits such as risk taking being active behaving aggressively and rescuing than male characters were to engage in feminine stereotyped behavior such as being passive dependent or rescued by others and being nurturing showing affection Sheldon cautions that this trend gives women and girls the harmful message that stereotypical masculine behaviors are preferable and superior to other gender related behaviors The pattern is also harmful to men and boys because it limits their ability to select from a broad repertoire of traits and behaviors Think About It Think About It 6 6: Educational Games Take a closer look at the educational computer games that the children in your life play Who are the main characters and secondary characters of the games? What behaviors do the characters display? Are the games perpetuating stereotypes and biases or are they relatively gender neutral? The answer to our original question quot;Do gender biases exist in schools? quot; is yes Based on children apos;s literature and computer software gender bias is alive and well in the educational system today but what are the consequences? After reviewing the literature Stewart et al 2003 argue that there are serious implications and consequences that result from gender bias in education Their review highlights three specific consequences or implications: First gender bias influences the students apos; self concept i e their belief in themselves and in their ability to perform tasks and attain academic success Second gender bias may affect a student apos;s curriculum choice Female students are more likely to shy away from courses viewed as traditionally male i e math and science courses such as trigonometry physics and calculus just as male students are less likely to enroll in courses traditionally viewed as female i e home economics reading and administrative skills This does not mean that boys and girls wouldn apos;t be equally competent in nontraditional roles Third gender bias in education may influence a student apos;s career choice Obviously curriculum choice is directly related to career choice Girls who opt out of science technology and math courses limit their career fields Men are still unlikely to enter the health care or clerical fields When asked children are most likely to select stereotypical occupations related to their sex with girls choosing to be teachers and educators and boys wanting to be athletes firefighters and police officers Books and computers aren apos;t the only ways that kids learn They are also challenged on the playing field which leads us to the Educational Amendments of 1972 Title IX B The Educational Amendments of 1972 Many of you may be wondering quot;What is Title IX and what does it have to do with the study of gender? quot; Title IX is the Educational Amendments of 1972 a powerful civil rights law that requires equal educational opportunities for females and males U S Department of Education 1997 The educational amendment was adopted in response to the pervasive and blatant discrimination against females occurring in public schools and colleges across America Sax 2001 Before the implementation of Title IX females were often discriminated against Johnson 2002 in: the academic admission process admittance to graduate programs i e computer science engineering medicine and law obtaining financial aid the majority of part time students were female and financial aid was unavailable to part time students receiving vocational training It was also not uncommon for schools to devote most of their athletic budget to male sports programs Sax 2001 Another problem was that deserving female professors often were not given tenure solely because of their sex In some cases women were not permitted to apply for principal and superintendent positions Title IX sought to address these problems and others like them According to the U S Department of Labor apos;s Web site Title IX Education Amendments of 1972 states quot; a Prohibition against discrimination; exceptions No person in the United States shall on the basis of sex be excluded from participation in be denied the benefits of or be subjected to discrimination under any education program or activity receiving Federal financial assistance quot; 2007b paragraph 1 Please feel free to read the full Title IX Amendment Sportswriter Christine Brennan 2006 believes that Title IX spurred one of America apos;s greatest cultural advances in the last 30 years As a result of Title IX and the quest for equality in women apos;s sports she noted the following: In 1972 only 1 in 27 girls played high school sports and in 2006 1 in 2 5 girls played high school sports In 1972 there were no professional sports teams owned by women and in 2006 there were two In 1992 the first year the data was recorded the LPGA Ladies Professional Golf Association Tour median drive was 223 yards and in 2006 the median drive was 250 yards In 1972 women executed no dunks in a basketball season and in 2006 they achieved two dunks In 1972 there was only one triple jump in a woman apos;s figure skating program but in 2006 there were seven triple jumps in a woman apos;s figure skating program Former tennis star Billie Jean King noted quot;There apos;s a reason that 80 of women executives participated in one or more competitive sports during their lives quot; Brennan 2006 p 24 How do you think participating in a sport shapes your gender identity and the manner in which you communicate and interact with others? How does being part of a team at a younger age prepare you for teamwork later in life? How do leadership positions in sports prepare you for leadership opportunities as an adult? As a result of Title IX strides have been made to provide females with the opportunities and experiences necessary to succeed academically and professionally U S Department of Education 1997 Title IX had and continues to have a profound influence in women apos;s abilities to pursue nontraditional professions and enter previously male dominated career fields For example Sheila Johnson became the first African American woman to be part owner of three sports teams: the Washington Mystics the Capitals and the Wizards Holmes 2005 Tony McClean a writer for the Black Athlete Sports Network wrote the following about Johnson apos;s ownership of sports teams: quot;A high profile African American woman becoming the public face of a WNBA team is a plus for the league and for the sports industry in general It apos;s still a million dollar boy apos;s club that exists in the sports arena especially in the decision making process quot; Holmes 2005 paragraphs 7 and 8 Sheila Johnson is an example of the career changes that have come about as a result of Title IX With more and more girls having the opportunity to be involved in sports women athletes are continuing to make advances If women apos;s athletic abilities continue on their current course with golfer Michelle Wie hitting 300 yard drives and Japanese figure skater Mao Asada working on a quadruple jump the following changes are likely to occur in the next 15 years Brennan 2006 : Women and men will compete against each other in golf marathons triathlons and distance cycling There will be more coed Olympic sports such as rowing speed skating and snowboard cross One in two girls will play high school sports More than 12 women will own professional sports teams The LPGA Tour median drive will be 275 yards Women will make 500 dunks in a basketball season Women will perform seven triples and two quadruples in a figure skating program The future of athletics is certainly promising Let apos;s also see how Title IX has opened up professions and opportunities for women in academic administration Unfortunately this picture isn apos;t quite as bright quot;Today only one in five college presidents is a woman despite the fact that 40 percent of the faculty and administrators are women Van Ummersen 2001 p 28 According to the Committee on the Guide to Recruiting and Advancing Women Scientists and Engineers in Academia CGRAWSEA Committee on Women in Science and Engineering National Research Council 2006 two factors may be contributing to the lack of women leaders in academia: 1 One factor is that administrators have widened their search pool of potential applicants to include executives or leaders outside of academia As a result they include many more men in the hiring pool 2 Another factor quot; is that women are less interested in such positions than in others because the benefits are lower for women and the costs such as workload are higher quot; CGRAWSEA 2006 p 102 However women administrators serve as valuable role models for faculty and students On a more positive note Harvard our nation apos;s wealthiest and oldest university appointed their first female president Drew Gilpin Faust Alderman 2007 Faust had the following to say regarding her historic appointment: quot;I hope that my own appointment can be one symbol of an opening of opportunities that would have been inconceivable even a generation ago I apos;m not the woman president of Harvard I apos;m the president of Harvard quot; Alderman paragraph 4 With Faust apos;s appointment four of the eight Ivy League schools have female presidents A report by the U S Department of Education 1997 concluded quot;Since its passage in 1972 Title IX has had a profound impact on helping to change attitudes assumptions and behavior and consequently our understanding about how sexual stereotypes can limit educational opportunities We now know for example that gender is a poor predictor of one apos;s interests proficiency in academic subjects or athletic ability quot; U S Department of Education 1997 Title IX is a triumph for education but differences in achievement still exist C Differences in Achievement We will examine the differences between males and females in achievement in the hard sciences and in obtaining degrees 1 The Hard Sciences It seems to be a common assumption that a disparity exists between the sexes in the hard sciences In reviewing the literature on achievement differences in the hard sciences among boys and girls Backlund and Ivy 2004 highlighted the following findings and explanations for the disparity: Despite one report that shows the divide between male and female achievement in science and math almost nonexistent most studies find that boys are performing better than girls in science mathematics engineering and other problem solving fields These differences can be explained by a variety of factors Boys receive parental adult support to enroll in math and science classes Boys are also more likely to be exposed to math and science outside of the classroom Girls are often assigned to or fall into the role of recorder while the boys perform the actual experiments in school Girls also have significantly fewer role models to emulate in science and math quot;Girls lack self confidence in math and science often perceiving it as too difficult unfeminine and irrelevant quot; Ivy amp; Backlund 2004 p 407 The original hope was that computers would be gender neutral and level the field for both sexes; however girls trail boys in their interest and achievement in computer science Girls are significantly less likely to take computer courses and computers are perceived as the new boys apos; club in education Gender biased computer software appears to be contributing to the problem Academia has tried to address the trends in computer achievement among girls by introducing a tool that assesses the equality of computer education and implementing programs that encourage increased interest and participation Think About It Think About It 6 7: Gender and Math Science Have you ever been told or personally felt that boys are better in math and science and that girls are better in language arts? How has that belief affected your perception of your ability in those areas? Do you attribute your struggle with algebra or dislike of poetry to your sex? The disparity in achievement is important because some females are not reaching their true academic and professional potential Many careers require a background in math science and computers and women who do not have the knowledge and experience are limited As we previously discussed gender bias affects curriculum choice self concept and career choice Stewart et al 2002 To address the problem of underachievement of females in the hard sciences there must be awareness parental support and interest exposure to math and science outside the classroom more female science and math role models hands on participation in classroom experiments rather than assuming the role of recorder and gender neutral computer software 2 Obtaining Degrees It may surprise you to learn that in the United States women are currently earning more undergraduate college degrees in fields previously dominated by men Feller 2006 For example women complete more bachelor apos;s degrees in business biological sciences history and social sciences than their male counterparts Women are also still leading in degrees completed in psychology and education which have a history of being female dominated Males and females are now obtaining advanced degrees in areas such as medicine and law in equal numbers In agriculture math and physical sciences women are working to close the gap but the divide still exists quot;The U S population is 51 percent female the same as it was three decades ago Yet legal and cultural barriers have fallen during that time creating opportunities for women quot; Feller 2006 paragraph 13 Men are not starting college and obtaining their degrees at the same rate and intensity as women Experts argue that one contributing factor is the inability of our educational system to instruct boys at a young age which often results in the boys feeling frustrated by the time they reach high school Feller 2006 Boys are losing their enthusiasm for education by middle school and the problem is on the rise Another contributing factor is that some young men see opportunities to obtain employment with decent compensation even if that employment is short term that requires no degree The problem must be addressed because boys are falling behind girls in terms of achievement and they are unprepared for a changing job market Think About It Think About It 6 8: College Degrees Boys apos; lack of enthusiasm regarding education is a problem Do you think that single sex schools could be the answer? Why or why not? What other solutions may work to instill an eagerness for learning in young boys? If you are a parent grandparent caregiver or aunt uncle what can you do to help the boys in your life embrace learning and see the importance of obtaining a college degree? What can you do to help the girls in your life achieve those same goals? D The Single Sex Education Debate How do you feel about single sex education? Do you feel the benefits of coed education outweigh the drawbacks? Are the benefits of single sex education substantial enough to warrant a change in some public schools? Do you think it should be offered as an alternative for those who desire it? Have you or someone you know ever participated in single sex education? Let apos;s take a look at what proponents have to say on the subject The National Association for Single Sex Public Education apos;s NASSPE official Web site posts a review of literature that compares single sex education to coed education 2006 Here are some of their findings: A 2005 study from Cambridge University found that the single sex class format led boys to perform significantly better in foreign languages and English than the coed environment Girls in the single sex class format performed better in science and math than those in mixed sex classes In 2002 The National Foundation for Educational Research of England found that both boys and girls performed significantly better in single sex schools than in mixed sex schools The benefits for senior high school students were greater and more consistent for girls than for boys quot;Specifically girls at all levels of academic ability did better in single sex schools than in coed schools; whereas for boys the beneficial effect of single sex schools was significant only for boys at the lower end of the ability scale quot; The National Association for Single Sex Public Education 2006 paragraph 8 Single sex schools helped to fight traditional gender roles for girls because they were more likely to take nontraditional courses like physics and advanced math in a single sex environment Boys did not achieve the same benefit and were slightly less likely to take a course like cooking in single sex schools In 2001 the Australian Council for Educational Research published an extensive six year study that compared the performance of pupils in same sex and mixed sex institutions in 53 academic subjects They found that quot; both boys and girls who were educated in single sex classrooms scored on average 15 to 22 percentile ranks higher than did boys and girls in coeducational settings quot; The National Association for Single Sex Public Education apos;s Web Site paragraph 10 Boys and girls of single sex classrooms demonstrated better behavior and found the material more relevant and the educational process more enjoyable The mixed sex environment was found to be limited in its ability to meet the vastly different social cognitive and developmental needs of girls and boys aged 12 through 16 Thurgood Marshall Elementary School of Seattle Washington was experiencing major disciplinary problems The principal Benjamin Wright was seeing approximately 30 pupils mostly boys a day for discipline referrals In 2000 Mr Wright decided to address the problem by implementing single sex classrooms The results we source..