Exam 1 Flashcards
1
Q
naturalistic body - def
A
- rooted in the biological
- justifies social positions based ont he biological construction of the body
- states the gender inequalities are the direct results of women’s weak and unstable bodies and a man’s strong body
- ex: evolving batman, james bond, ideal in toys, cause muscle dysmorphia
2
Q
sociobiology - def
A
- explained social inequalities as inevitable based on genetics - emerged in 1970
- genes were stable and thus the patriarchal order which arose was unchangeable
- justified the status quo
- adapted from Darwin’s survival theory (evolution)
- divisions between the sexes are determined by biology
3
Q
what is the main assumption of the theory of sociobiology?
A
- the biological body in the naturalistic approach constitutes the basis of society and social inequalities
- limitation is that this theory implies that social inequalities don’t exist
- idea that if someone is of low socio-economic status it affects your ability to obtain proper health care - doesn’t exist in this theory
4
Q
what are the limitations of sociobiology?
A
- this theory implies that emergent social structures do not exist
- interpret current social life
- partial view of humans by reducing us to our genes
- does not explain the collective structure of human life or social change
- divides humans into two categories - binary
5
Q
how does anatomy within university and kinesiology curricula affect the way we view our bodies?
A
Body is seen as
1) an object - attitude of de-attachment, looking at the body as a structure
2) a machine - body does what it is made to do
3) completely accessible tot he scientific gaze and therefore the needs of technology - object used for learning
4) something separate and useful to disembodied mind or spirit - dualism - body is only something that is used until death
6
Q
who fostered the dynamics system’s approach?
A
Dr. Anne Fausto-Sterling
7
Q
what is the dynamics system’s approach?
A
- cultural differences become bodily differences
- nature vs nurture are inseparable
- 100% nature, 100% nurture (physiological and cultural being are both as important in the way that we exist within our bodies)
- body is not a fixed trait but a process
8
Q
how did “the wheel, the woman, and the human body” change society?
A
- changed individual mobility (girls could not ride bikes)
- larger spectrum within social class could afford it
- changed recreation
- advance in female equality
- reshaped American history
9
Q
what was the reason for the transformation in the early 1890’s oft he highwheel bicycle to the safety bicycle?
A
-wanted to meet a larger market of people who could rie a bicycle that wasn’t as strenuous as a high wheel bicycle (aging men)
10
Q
how did the transformation of the highwheel bicycle shape history?
A
- the “freedom machine”
- women could ride without being accompanied by men
11
Q
what was Angeline Allen’s influence on women’s rights?
A
- made the cover of the National Police Gazette in 1893
- wore bloomers through town instead of a skirt
- provocative cover at the time because women wore nothing but skirts and dresses
- negative and controversial attention
- couldn’t ride a bike comfortably with a skirt/dress
12
Q
what role did the bicycle play in the advancement of female equality?
A
- changed fashion - from skirts/dresses/corsets to bloomers/pants because it was impossible to take deep breathes with such tight clothing
- travelling became unchaperoned
“what made the bicycle truly liberating was its fundamental incompatibility with many of the limits placed on women”
“I’ll tell you what I think of bicycling. I think it has done more to emancipate woman than any one thing in the world” - Susan B. Anthony
13
Q
did the bicycle grant freedom to all women?
A
no, need to think about people in that specific era
- first wave of feminism did not take into account every type of woman (women of colour, LGBTQ women, etc.)
- freedom was directed to the priviledged
14
Q
what was the role of the bicycle in the transformation for sport, fitness, and medicine?
A
- controversies over the safety issues of the bicycle and benefits of cardiovascular fitness
- more Americans took to cycling and it seemed less dangerous - doctors began to cautiously endorse biking
- end of 19th century - medical schools proved with science that biking was not bad for you (biking was then used as prescription)
- bicycling was the most important sport of it’s time
- football and baseball were just beginning
15
Q
how did Marshall Walter “Major” Taylor fight for black men’s rights?
A
- article 111 of league of american wheelmen (L.A.W.) effectively and blatantly excluded blacks from memberships
- despite all of the prejudice in 1899, Taylor won the world championship in the 1-mile sprint in Montreal
- set numerous records
- was one of the dominant athletes of his era
16
Q
how did the advancement of the bicycle lessen the divide between social classes?
A
“it puts the poor man on a level with the rich, enabling him to sing he song of the open road as freely as the millionaire and to widen his knowledge by visiting regions near to or far from his home, observing how other men live.”
-access to transportation that was previously solely available to the rich
17
Q
what do we mean by “construction of normalcy” in society?
A
- focus is places from the construction of disability, to the construction of normalcy instead
- the “problem” is not with the person with disabilities, but the problem is the way that normalcy is constructed to create the problem of the disabled person
“the idea of a norm is less a condition of human nature than it is a feature of a certain kind of society”
18
Q
in what ways does the norm operate today?
A
1) financially - what does the average person make
2) intelligence - GPA
3) cholesterol level
4) weight, height - BMI
5) sex drive
6) consumption of dietary needs - vitamins and nutrients
7) normal curve of learning - ranked and tested in schools
19
Q
where did the idea of “the ideal” begin?
A
- ancient greek, pre-industrial europe - tribal people
- prior to the norm, the body was understanding in relation to an unobtainable ideal - everyone was below this ideal (it was not achievable)
- the ideal body was only found in the form of mythopoetic body - mythology (ex: Venus and Helen of Troy - the embodiement of female physical beauty)
- the concept that then all bodies are in some sense disabled, the ideal can never be found in the world
20
Q
when did “the shift” from “ideal” to “normal” body occur? what did this consist of?
A
- industrial revolution around 1840 is where we see the emergence of the normal body
- normal - “constituting, conforming to, not deviating or different from, the common type of standard, regular, usual”
- this word only enters the English language around 1840
-this was due to the emergence of statistics
21
Q
how did statistics change our perceptions of “the norm” and therefore affect our view in society?
A
- Adolphe Quetelet, French Statistician (1796-1847)
- created the “Law of Errors” - could be equally applied to the distribution of human features such as height and weight
- “the Average Man” - a combination of physical average and moral average construct (astronomer’s concept applied to humans)
- the average then becomes the kind of “ideal”
- the concept of the norm now implies that the majority of the population must or should somehow be part of the norm (no longer un-obtainable)
22
Q
what were the consequences of the creation of “the average man”?
A
- the concept of the norm, comes with the concept of having deviations or extremes - people with disabilities are than thought of as deviants
- once “the normal” was determined, the goal was to minimize deviations from the norm, to intervene in life itself and to maximize bodily features and functions through eradicating difference or deviance from the norm
23
Q
eugenics - def
A
the science of improving the human population by controlled breeding to increase the inheritance of desired traits
24
Q
how is statistics related to eugenics?
A
“statistics was bound up with eugenics because the central insight of statistics is the idea that the population can be normed”
-divided the total population into two groupings - standard and non-standard
25
who said it?: "I wish very much that the wrong people could be prevented entirely from breeding; and when the evil nature of these people is sufficiently flagrant, this should be done. Criminals should be sterilized and feebleminded persons forbidden to leave offspring behind them... The emphasis should be laid on getting desirable people to breed."
Theodore Rosevelt
26
Who said it?: "with savages, teh weak in body or mind are soon eliminated; and those that survive commonly exhibit a vigorous state of health. We civilized men, on the other hand, do our utmost to check the process of elimination; we build asylums for the imbecile, the maimed, and the sick; we institute poor laws; and our medical men exert their utmost skill to save the life of everyone to the last moment. There is reason to believe that vaccination has preserved thousands, who from a weak constitution would formerly have succumbed to smallpox. Thus the weak members of civilized society propagate their kind."
charles darwin
27
who was the cousin of Charles Darwin that coined survival of the fittest, and the concept of natural selection?
Francis Galton
28
who created the system of finger printing for personal identification?
Francis Galton
29
how did Francis Galton contribute to statistics?
- by changing the name and revamping the concept of "law of error" (where deviations are errors) used by Quetelet to "normal distribution curve" (where deviations can represent the above normal and the exceptional)
- from probable error (law of error) to standard deviation (normal distribution)
30
what resulted from the normative ideal? (normal distribution curve) (in terms of societal thinking)
the concept of the ideal is redefined in relation to the general population
1) the idea of a norm to the human body creates the idea of deviance or a deviant body
2) the idea of a norm pushes the normal variation of the body through stricter template guiding the way the body should be
3) the revision of the "normal distribution" into quartiles, ranked in order and so on created a new kind of "ideal"
this results in the creation of a dominant, hegemonic vision of what the human body should be
31
does "the norm" operate today? if so, how?
yes, examples:
- body size and shape
- intelligence
- physical literacy
- notions of beauty
- gender ideals
- psychology
- ability/disability
32
discourse of normalcy - def
"a system of thought compromised of ideas, attitudes, and courses of actions, beliefs, and practices that systematically construct the subjects and the world of which they speak" - Foucault
- relates back to power, politics, and the body (discourse for power relations to be produced but also operates by the rules of exclusion)
- produces rather than describes, the bodies that it names, knows, and controls - system in which normalcy is constructed
33
explain how the discourse of normalcy names both normative ideal and abnormal deviation (from the diversity of human bodies)
1) Imposition of scarcity
- the human body that possesses desirable traits is a "resources: that is in demand
- people have the most power when the resource they possess are hard to come by, or in high demand
- reinforced the construction of the image of the ab/normal body
- valued within a relationship
2) Affirmation
- rewarding, valuing, and privileging those bodies that meet this normative ideal (affirmation given to those who fall in the norm by privileging them)
34
in what ways does the discourse of normalcy connect to social construction?
- with the discourse of normalcy, there is the notion that people must conform to certain things
- "those who value different tasks or who do not meet the standards of mainstream tasks are disabled by these social structures"
- if some are at a disadvantage as a result of how a social context is organized, it then becomes possible to claim that disability is just an effect of the social context
35
what is Martha's Vinyard?
- home to one of the earliest known deaf communities in the US
- striking example of how the absence of disability exists in a community even though a number of people were physically disabled in our sense today
- people in the community could not remember who was actually deaf because everyone used sign language
"when some are at a disadvantage as a result of how a social context is organised, it is possible to claim that disability is in effect of the social context or, in other words that disability is socially constructed"
36
impairment - United Nations def (1983)
any loss or abnormality of psychological, physiological, or anatomical structure or function
37
disability - United Nations def (1983)
any restriction or lack (resulting from impairment) of ability to perform an activity in the manner or within the range considered normal for a human being
38
how has the definition of disability/impairment changed?
"the outcome or result of a complex relationship between an individual's health condition and personal factors, and of the external factors that represent the circumstances in which the individual lives" - World Health Organization
-result of our environment
39
what are some examples of how physical, social, and intellectual environments construct disability?
- purpose-built places - stairs, stadium seating, curbs
- media representations of dis/abled individuals
- testing structures - time limits, reading protocols
40
people with disabilities are twice as likely to be unemployed and twice as likely to live in poverty as able-bodied population
true or false?
true
41
how many Canadians are currently living with a disability?
4.4 million Canadians (14.3%) as of right now, this is a growing percentage
42
how are sport and disability related?
- sporting body has traditionally excluded athletes with disabilities
- they are becoming more visible
- paralympics
- debate over how much "human" an athlete must be (prosthetics)
43
what is adapted PA?
- programming and policy to be more inclusive of those with varying physical abilities
- interventions that are intended to make it possible for everyone to engage in a range of similar tasks
- it is not designed to make everyone equally skillful
- not focused on eliminating difference - looks to intervene to make it possible for everyone to be included in a similar task
44
how is normalization manifested within adapted PA?
- by attempting to include people in the same activity, this is just a type of normalization
- trying to bring everyone as close as possible to the norm
45
what is the goal of normalization in adapted PA?
-to make available to different abled individuals conditions as close as possible to that of the group norm (average)
46
normalization theory
-used in adapted PA in relation to disabilities in which persons are perceived as looking or behaving differently
47
what are the three principles of the normalization theory?
1) behavioural and appearance deviancy can be reduced by minimizing the degree to which persons with disabilities are treated different from able-bodied persons
2) deviancy is enhanced by treating persons as if they were deviant
3) to the degree that they are grouped together and segregated from the mainstream of society, individuals will be perceived as different from other and will tend to behave differently (both those with disabilities and those who act towards those with disabilities)
"the goal is to make disability or difference less noticeable by having everyone participate in "normal" activities or tasks"
48
what is a critique of the normalization theory?
"normalization is not intended to make a person like everyone else, but that it means is that everyone is expected to adapt so that games resemble those played by the able-bodies as much as possible"
"whether segregated from or included in regular classrooms, the goal is to have everyone engage in the same tasks, and share the same values about what tasks should be"
still a notion that the abled-body is desirable
49
how can adapted PA resist or disrupt the impulse to normalize while making it possible for a range of people to participate in a range of PAs?
Start by:
1) recognizing that not all people who are different, including those with impairments, require adapted PA
2) be aware of one's actions and behaviours that are shaped by the standard
50
what is the goal of social justice?
- full and equal participation of all groups in a society that is mutually shaped to meet their needs
- envisions a society in which the distribution of resources is equitable and all members are physically and psychologically safe and secure
- individuals as both self determining and interdependent
- self determining = develop to their full capacities
- interdependent = capable of interacting democratically with others
- views individuals as social actors, people who have their own sense of agency (the ability), as well as a sense of social responsibility toward and with others, in our society and even to the broad world in which we live
51
equality - def
everyone benefits from the same support
52
equity - def
understanding that individuals are given different support - make it possible for equal access to be prevalent
53
what is the difference between equality and equity vs justice?
justice: removing barriers so that everyone can participate without support or accommodations
54
how do we attain the goal of social justice?
The process
- democratic and participatory
- inclusive and affirming of human agency and human capacities
- working collaboratively to create change
"power with versus power over"
55
social justice initiatives/organizations: Inclusion Winnipeg
About; a registered charity, which is dedicated to making life better for children and adults living with intellectual disabilities
Programs:
- circle of friends (networking program)
- around town (tickets to events around the city)
- exploring the arts and art classes
56
social justice initiatives/organizations: Rec and Read mentorship
about: mentor program that builds on the strengths, talents, and energy of Aboriginal Youth, using a holistic approach to children and youth physical activity, nutrition, and education programming
Program: after school program where high school mentors, meet with university mentors and with elementary school children weekly
-they provide a healthy snack, and 45 minutes of PA and an education game or activity
57
social justice initiatives/organizations: Girl Forward
About: a community of support dedicated to creating and enhancing opportunities for girls who have been displaced by conflict and persecution
Programs:
- mentoring program
- camp Girl Forward (building literacy needs, social justice)
- safe spaces (explore identity, connect with other girls)
58
what is the purpose of the theory of oppression
provides a framework to help us make sense of oppressive circumstances
- to more effectively overcome those oppressive circumstances
- understand how oppression operates: individuals, cultural, institutions, and historical
59
what are the 6 defining features of oppression?
1) pervasive
2) restrictive
3) hierarchical
4) complex, multiple, cross cutting relationships
5) internalized
6) shared and distinctive characteristics of "isms"
60
defining features of oppression: pervasive
- the pervasive nature of social inequality is woven through social institutions just as much as it's embedded within individuals consciousness (pervasive = to be everywhere or to spread root)
- fusion of institutional and systemic discrimination, personal bias, bigotry, and social prejudice
ex: the way immigrants of colour are racialized and subordinated - the privilege of national identity (Canadian born people)
61
how is oppression pervasive within the sporting context?
- not allowing any "non-whites" to be members of clubs
| - women weren't allowed to compete in Olympics until 1900 (Charlotte Cooper - first female Olympic champion)
62
defining features of oppression: restrictive
- denotes to the structural and material constraints that significantly shape a person's life, chance, and sense of possibility
- restricts: self development and self determination (two parts of the goal of social justice)
- effects the way people see themselves in power, and in those positions
- delimits who can imagine becoming and one's rights and aspirations
ex: a girl in the US, especially if she is poor or of colour, is unlikely to imagine herself as a president, since a woman has yet to be elected to high office
63
what is the medias representation of female sports fans and how does this relate to the restrictive characteristic of oppression?
- female sports fans are often depicted as not having any knowledge about the sport they're watching - stereotypical
- restrictive in the way that this could affect the way a young girl may see herself in the sporting world - what she thinks she is capable of or even the way she sees herself as an athlete
64
defining features of oppression: hierarchical
- a dominant or privileged group reaps the advantage, often in unconscious ways from the dis-empowerment of targeted groups
- not everyone who is in a power position is walking around trying to get the benefits from the hierarchy
65
where do we see a hierarchical relationship within the sporting context?
Female athlete vs male athlete
- the way female athletes are portrayed in the media vs male athletes
- the pay inequality that exists across sports
- the broadcasting attention that is given to female sports vs male
- internalized sexism - females aren't as good of athletes as men ("that 's why they aren't getting as much attention or pay as men")
66
where do we see social hierarchical relationships in the context of oppression?
ex: whiteness being the privileged racial group in society, white people are a dominant group because they benefit from access to social power and privilege, that is not equally available to people of colour
67
defining features of oppression: complex, multiple, and cross cutting relationships
- parts of people's identities that sit at a cross road of multiple social locations
- think inter-sectionality: age, ability, gender, race, etc.
ex: immigrant who is a visible minority in Canada, who has a high socio-economic paying job may experience pleasures of what comes with economic stability, success, and even professional status, but there are limitations that you may face that maybe Canadian born individuals do not
68
defining features of oppression: internalized
- exists within the human psyche
- oppressive beliefs are internalized by victims, as well as the perpetrators
ex: poor people somehow deserve and are responsible for poverty, this idea is then learned by both the poor and those who are not
- ex: homophobia, deep fear of homosexuality, internalized by both straight and gay people
69
defining features of oppression: shared and distinctive characteristics of "isms"
Pillars of examination
- racism
- sexism
- classism
- ablesism
- system of domination - how the experiences of these isms are experienced under the same system that makes it possible
- "we examine the role of a dominant or advantaged group and subordinated or targeted groups in each form of oppression and the differentials of power and privilege that are dynamic features of oppresses"
- not all isms are experienced in the same way, but shared experiences exist under the same umbrella under which they operate
70
what is "jocks for justice"?
athletes involvement in social causes - start foundations, create scholarship, urge kids to stay in school, etc.
71
on the few occasions in which athletes do express themselves, with a political stance, how has it been met?
- very few speak out on big issues because when they do, there is often outrage and a lot of controversy
- ex: Kaepernick
72
give three examples of athletes who expressed themselves with a political stance
1) Muhammad Ali
- publicly opposed the war, refused induction into the army in 1967 - stripped of his title, sentenced to 5 years in prison
- eventually won appeal in Supreme Court
- decided to convert to Islam - rejected Christianity
- refused military because of his faith
- called a coward - went against what was expected of him
2) Tommie Smith and John Carlos
- two African runners
- "black power salute" 1968 Olympics (fist during national anthem)
- considered one of the most overtly political statements at the Olympics
3) Billie Jean King
- sings a petition declaring she had an abortion
- lobbying for equal rights within tennis
- battle of the sexes
- fought for equal prize money (received 15 000$ less than man)
73
historically, what has changed to impact athletes efforts for using sports as a platform for their activism?
- greater earning power than before (1965 MLB salary increased from 16 thousand to 2.3 million+)
- average salary increase
- much more to loose in endorsement potential
- much more at stake economically
ex: michael jordan - sweatshop labor with Nike, Tiger woods - on women's issues
74
how dis Serena Williams use her platform for activism?
-sheds light on pay inequality and unfair treatment of female tennis players
75
how can we challenge oppression?
make visible and vocal the underlying assumption that produce and reproduce structures of domination
- those who are advantaged have an important role to play in challenging oppression
- ex: men who support women's rights, middle and upper class antipoverty crusaders
76
what are the three types of sports? explain them
1) natural - evident in earliest forms of human society
- early use of sport to practice skills needed for survival
- ex: playing catch, javelin, archery, combat sports, fishing
2) socialized - sports that you participate in just to socialize and have fun
3) performative - sports tainted with science and technology, people are increasingly obsessed with sports as a median to human performance
- places premium on competition and winning at all costs
- ex: Olympics
77
health - def
a resource for everyday life, not the objective of living
- health is a positive concept emphasizing social and personal resources, as well as physical capacities
- health promotion is not just the responsibility of the health sector, but goes beyond healthy lifestyles to well-being
78
what are the "big 4" general determinants of health?
1) biological factors
- genetic makeup, pathogens
- do not explain large differences in population health status alone
2) environmental factors
- social environment, living and working conditions, physical environment
3) use of formal health services
- health care system can be criticized for more rightly being a "sick care system"
- too much emphasis on disease avoidement rather than health production
4) lifestyle behaviours
- individual coping skills, self esteem, empowerment, lifestyle choices (smoking, alcohol, drug, etc.), appropriate use of preventative services (screening for disease)
79
what is "the mystery of health"?
are health behaviours really an expression of an individual's choice or is there a social structural context to our health lifestyles which influences health behaviours?
80
health promotion - def
a government sponsored process aimed at getting individuals to take control over and improve their health by providing health-related education and information?
81
what is the social gradient?
the graded association between socioeconomic status and the population health with greater morbidity and earlier mortality associated with lower income, education, or occupational status persisting for almost every disease, including heart disease, diabetes, numerous cancers, and mental illnesses, as well as "lifestyle risk factors"
82
what is the history of the SDOH model?
-examination of illness and disease that date from the mid 19th century
The British:
- mid 1800s - poor housing, clothing, diet, lack of sanitation
- lead directly to infections and disease associated with early death
- 1992 - employment level becomes a determinant that is closely examined
- lowest employment level groups showed more disease and death at every stage of the life cycle
83
how has the SDOH model progressed in the Canadian context?
- 1974 - "a new perspective on the health of Canadians"
- identifies social/environmental/cultural factors as determinants of health
- achieving health for all: a framework for health promotion
- outlines reducing inequalities between income groups as an important role for government policy
- the Canadian public health association
- recognizes poverties profound influence upon health and identifies needs to reduce it
84
what are the SDOH?
- focus on identifying specific exposures that members of different socio-economic groups to experiences through varying levels of health
- inequalities within health amongst various populations, associated with determinants like housing, education, social acceptance, etc.
85
what are the "big 4" of the SDOH model?
1) biological
2) environment
3) use of formal health care
4) lifestyle
86
what are the 12 social determinants of health? (old list)
1) aboriginal status
2) early life
3) education
4) employment and working conditions
5) food security
6) gender
7) health care services
8) housing
9) income and its distribution
10) society safety net
11) social exclusion
12) unemployment and employment security
87
what are the 2 SDOH that were added to the list later on?
- disability/accessibility
| - race
88
Canada lags behind many industrialized wealthy nations in terms of welfare state
true or false?
true, Canada is ranked 24 out of 30
| -lowest expenditure on childcare, people with disabilities, families with children, people in retirement, etc.
89
SDOH model: income
- connects to quality of early life, education, employment, working conditions, food security, etc.
- income is the prime determinant of premature years of life lost, and premature mortality from a range of disease
- 23% of premature years of life lost accounted for by income
90
in what way can income be viewed from an intersectional viewpoint?
-lower income is associated with aboriginal status as well as gender (all determinants of health)
91
SDOH model: education
- individuals who have higher education are healthier
intersectional: education is correlated with other SDOH (income), access to societal and economic resources, access to shape and influence societal factors
lack of education is not a main factor for poor health, simply a correlation
92
SDOH model: early childhood development
-strong intermediate lasting health effects
Health stats:
- longer children live under conditions of material and social deprivation - the more likely they are for adverse outcomes
- 15% of children in Canada live in poverty
- lowest spenders on childhood education (Canada as a country)
evidence to support the strength in implementing a comprehensive education program
93
SDOH model: aboriginal status
- in 2010, 1.2 million first nations people (4% of Canada's population)
- colonization resulted in adverse SDOH and adverse health outcomes
Health stats:
- 14% more likely to experience food insecurity
- 5-14 years less in life expectancy
- 1.5-4 times greater infant mortality
- 5-6 times higher suicide rate
94
what are the two explanations of health inequalities?
1) cultural/behavioural explanation
- focus on behavioural choices (tobacco, alcohol, diet, etc.) and disease
2) materialist/structuralist
- behaviour choices are heavily structured by one's material conditions
- conditions under which people live (resources, working conditions, food, housing)
- behavioural component is a very small proportion of things related to health
95
what role should the SDOH play in public policy?
- the focus is currently still on "lifestyle approach to disease prevention" (even though all the facts point to the fact that this isn't a good solution)
- public policy should place SDOH within the public policy perspective and outline policy options for strengthening the determinants of health
96
give an example of how public policy does not consider SDOH and how this could be changed to improve life expectancy
Early life
- shaped by sufficient material resources
- regulated child care is not an individual choice, it's a policy oriented approach - not under individual control
- BUT - policies are still seen to be individualized (Responsibility is on parents)
rather:
-policies should focus on family supports, higher wages, affordable quality care - available for all families regardless of health or income status
97
the most important determinants of health are beyond the controls of the individual
true or false?
true
98
intersectionality - def
a theoretical framework for understanding how multiple social identities such as race, gender, sexual orientation, SES, and disability intersect at the micro level of individual experience to reflect interlocking systems and privilege and oppression
99
what is the contribution of intersectionality to the SDOH model?
1) understand the intersection between two or more disadvantaged social location
2) understanding on how these are related to social structures and contribute to their formation and maintenance
100
what was critiqued in the second wave of feminism?
"ain't I a woman"
- even though feminism was emerging, not all women had the same rights
- intersectionality
- this fundamentally challenged what it meant to be a woman
- deconstructed the major claims about gender
- race and gender intersect together to explain unequal advantages within health
- a.k.a. the fact that Sojourner Truth was a woman was not the only factor explaining why she received unjust treatment
101
gender based analysis
- including gender as a health determinant is a crucial step towards questioning the unquestioned norms
- GBA - dominated the way that gender is understood in the Canadian health context
- GBA is concerned with identifying and clarifying the difference between women and men, boys and girls and demonstrating how these differences affect health status, access to and interaction with the health care system
-difference between this and the SDOH model is that this has a main focus on gender's interaction specifically with health
102
the Canadian institution for the advancement of women shifts towards an intersectional feminist framework, why?
- moved away from GBA because what was being left out of analysis are other determinants that cannot be taken apart from the conversation
- ex: aboriginal status, economic status, etc.
103
intersectionality is about adding up identities
true or false?
false, intersectional perspective seeks to understand and address the intersections of various locations of social disadvantages and not their accumulation
- always present in one combination or another
- does not assume the importance of one category over another - not meant to be isolated, they interact
104
how does gender based analysis assume the importance of one determinant of health over another?
-focuses primarily on gender
105
what do we mean by "identity politics" regarding intersectionality?
-critique is that people will bash the framework saying that it's just creating a world of victimization
- SDOH model - stats around things like income, race, gender, aboriginal status which all play a role in identity
- to abolish the idea that identity should not play a role in the way you experience larger social structures is dumb, would be ignoring concrete facts
106
intersectionality embraces the homogenizing/essentializing of groups of people
true or false?
false, it rejects this
- ex: the binary approach to aboriginal and non aboriginal people
- there must and should be explicit recognition that there is no one common aboriginal experience - there is wide diversity within the community
107
what is intersectionality's relationship to power?
- has an effect on larger macro structures in society
- focuses on the domains of inclusion, exclusion, and inequality
- it's not just about individual identity, but how social location impacts your experiences with larger macro structures
- challenges the dominant
- historically oppressed persons - saying a group is "marginalized" does not make everyone from that group marginalized, everyone experiences life a different way
108
how can we look at intersectionality from a social justice approach?
- intersectionality is relevant in the context of SDOH because of it's commitment to social justice
- "reducing excess of burden of ill health amongst groups most harmed by social inequalities in health, thereby minimizing social inequalities in health and improving average levels of health over all"
- power and social justice
109
intersectionality provides an explicit focus on power
true or false?
true, which is not yet front and center of health determinant analyses
110
who are societal norms created by?
-those who have the power - Euro-centric values of white abled bodied heterosexual, middle class, men
111
social class - def
categories of people who share an economic position in society based on a combination of their income (earnings), wealth (possessions), education, occupation, and social connections
112
classism - def
```
discrimination against or in favor of people belonging to a particular social class
-we see the world through our class position
```
113
social differentiation - def
categorizing people by age, height, occupation, race, or other personal attribute
114
social stratification - def
attributes such as age, height, occupation or other are ranked hierarchically (often seem as superior to inferior)
115
inequalities are created and supported by society as a whole
true or false?
true, there is a wide system that makes inequalities apparent, it's systematic based on group memberships
116
what are three examples of systems of social stratification?
1) Caste system
2) Class system
3) Meritocracy
117
Caste system - def
- used in india
- people are born into and remain in their caste their whole life
- lower caste - extreme poverty and socially shunned
- no way to improve a person's social position
(this is now illegal but there is still a social impact)
118
class system - def
- based on social factors and individual achievement
- open, people can move through different classes
- upper, middle, lower
119
Meritocracy - def
- "the myth" - an ideal system
- based on a system that holds the belief that social stratification is a result of person effort, or merit, and that that determines social standing
120
Our society follows a class system. However, what is an example of how some people may sometimes think of it as a meritocracy?
- more Canadians think the poor are poor because of a lack of effort than because things are beyond their control (including the poor; internalized)
- because the outcome is related to individual talents and efforts, the results are seen as "fair" (ignore the "isms"; racism, sexism that can affect this)
- social class inequity is viewed as natural, not ideological or structural
121
how can social class affect one's participation in sport?
- social class often defines what sport someone plays
- affects their chances of success in the sport
- sport is a reflection of social class
122
give examples of how preference for certain sports varies according to socio-economic status
upper class sport: crochet, polo, golf, equestrian
middle class sport: soccer, hockey
lower class sport: wresting
123
why are sports such as polo more likely to be played by upper classmen?
- takes money to play a sport individually (ski, sail, horses, etc.)
- country club sports (golf, swimming, and tennis)
- conspicuous consumption - must play the part
- flexible (but busy) schedule
- social capital (spending money to publicly display economic power)
124
why are middle classmen more likely to play team sports?
- baseball, basketball, football, soccer
- or: organized individual sport - track and field, handball, boxing
- these often go hand in hand with working class values (teamwork, determination, perserverance) that are seen in middle class lifestyle
125
what type of sports are more likely to be played by lower classmen?
- prole sports - boxing, wrestling, weightlifting
- low cost, urban areas, accessible to all
- values - self respect and masculinity
- participate in team sports differently - unorganized play
126
built environment account (BE)
- BE argument: poor and racialized have less access to healthy food and activity environments, therefore "cure" the environment, "cure" those living within in
- a.k.a if we can cure the environment we can cure those living in it
- supposedly shifts focus (and blame) from individual behaviours to structural (or environmental) conditions (food and activity environments)
- make the poor environments more like the elite ones and gently reroute people's choices into healthier choices (ex: food taxes on unhealthy food)
127
is the BE approach really a progressive and structurally focused alternative to stigmatization? (in the case of obesity for ex)
- moves blame from individuals and rather understand determinants?
- this is embedded in reproducing social problems like classism, racism, and fat phobia (well meant efforts to improve women's living conditions for example at a collective level end up being intrusive, moralizing, and punitive)
- reinforces dominant ideologies of the elite norm of consumption and movement
128
Kirkland critiques the BE approach in which three ways?
1) the BE account is premised on shaky assumptions (assumptions are wrong and not sufficient or well established)
2) the BE account is rooted in an unacknowledged moralism
3) BE model may be intrusive, ineffective, and patronizing to the groups they aim to help
129
responsibilization - def
notion that each individual must act to take care of herself so that she does not become a burden on society
- ex: smoking, failing to be careful during pregnancy, getting fat (person is responsible for their health behaviour)
- BE approach - give people more information to make better decisions, and be more responsible about their self care
- the citizens are seen as consumers
- ex: labeling calories on food labels, giving incentives to join gyms, providing cooking classes
130
collectivism - def
- understands that individuals cannot necessarily act on her own, and shouldn't be asked to
- ex: make safe bike routes to work
- move away from thinking of the citizen as a consumer but as a person whose freedom depends on things that collective action can provide
- ex: public transportation, universal health care, safe food, water and air
131
the BE approach is meant to be collective
true or false?
true, but it's not really
| -still puts personal responsibility on the individual
132
Kirkland questions assumed notions about obesity in which three ways?
- BMI
- who is consuming fast foods (research shows that it is men, middle aged, average income of 65 thousand; and yet poor people are targeted by fat stigma)
- inherited weight
"after all, the pretense that the elites are thriving because of their lifestyles while the poor are miserable because they are fat lets elites pretend we can control our bodies like well-oiled machines if we just try hard enough"
133
why is the BE approach criticized to have "shaky assumptions"?
- underlying assumption of the obesity "epidemic"
- despite calls for structural change (ex: taxes on unhealthy food, creating more active spaces) still assumes individuals SHOULD change
- but there is a class dimension to worrying about obesity (different classes have different health priorities (affluent households are more concerned about obesity); different food tastes)
134
why is the BE approach said to be "rooted in unacknowledged moralism or classism"?
- message meant to avoid personal blame is actually rooted in unacknowledged moralism (or classism)
- health practices of white, middle-class folks are positioned as the un-examined norm, from which practices that deviate are considered abnormal, unhealthy, and immoral
"some people's wealth and living conditions enable them to evade [unhealthy] environments while others are more entrapped within it"
135
why is the BE approach said to be punitive, ineffective, and patronizing to the groups it aims to help?
assumption = change the environment and people WILL change their behaviours
"a primary reason the dangers of backlash and restigmatization loom is very simple: when we try to make people thinner, it does not work. And just making them thinner does not necessarily make them healthier. Add that to the concern discussed above that poor people may not want to eat what elites think they should eat"
136
how does the environment change as the result of changes implemented by the BE approach such as tax on unhealthy food, creating more activity spaces, etc.?
there is little evidence that BE modifications decrease weight, and even less to suggest that it improves health status
137
what are two ways in which we can begin to solve the problems associated with the fat epidemic and the BE approach?
Examine our own moral assumptions:
1) recognize that dominant health practices come from a specific position - the white, middle class,and Euro-Canadian norm
Challenge socio-structural conditions:
1) talk to communities about their health priorities and design communities in relation to these priorities
2) challenge inequities in social status at every turn, because this is a primary determinant of health (income, class)
138
who is Bev Francis?
- Australian power lifter - challenges the ideals of femininity
- pumping Iron 2: The Women - debates began about femininity and female muscularity
139
what is the genderbread person?
infographic that breaks down gender identity, gender expression, biological sex, and sexual orientation into an easy to understand visual
140
explain each of the 4 characteristics making up the genderbread person
1) Gender identity:
- continuum from woman, to genderqueer, to man
- gender identity is how you, in your head, think about yourself. It's the chemistry that composes you (ex: hormonal levels) and how you interpret what that means
2) Gender Expression
- continuum from feminine, to androgynous, to masculine
- how you demonstrate your gender (based on traditional gender roles) through the ways you act, dress, behave, and interact
3) Biological sex
- female, to intersex, to male
- refers to the objectively measurable organs, hormones, and chromosomes (female = vagina, ovaries, XX chromosomes; male = penis, testes, XY chromosomes; intersex = a combination of the two)
4) sexual orientation
- hetero, bi, homo
- who you are physical , spiritually, and emotionally attracted to, based on their sex/gender in relation to your own
141
____ in ____ births are the number of people whose bodies differ from standard male or female binaries
1, 100
142
how are the continuums in the genderbread person interdependent?
each dimension affect one another and are related but do not determine one another
143
neat binary distinctions between male and female are naturally occurring biological realities
true or false?
false, they are not naturally occurring, but rather culture produces them as such (ex: gender is socially constructed)
144
what is the primary vehicle that produces male/female binaries?
sport and recreation (human movement generally)
145
what are the 4 factors involved in "producing gender"
1) cultural discourses about gender (ex: masculin/feminine)
2) discourses become embodied through movement practices (ex: throwing like a girl)
3) gendered ways of moving are surveilled and policed (when someone acts "out of gender" it is pointed out)
4) institutionalized through structural organizations (ex: the way we implement PE training)
146
what were the downfalls of the attempts to move away from the notion of describing the sperm as "active party who attack, blinds, penetrates and enters the egg"?
- attempt to change the narrative - a look at the sperm and egg as a mutual active partnership, interactive view of the relationship
- even when women aren't viewed as passive, revisions are still critiqued
- women are now viewed as dangerous, comparing the egg to a black widow
- surface of the egg reaching out and clasping sperm, engulfing or devouring mother - aggressive
- men are victimized
147
how does the gendered discourse at the cellular level affect how we as humans interpret gender?
- this has implications for gender relations at the social level - shapes how we understand human movement
- makes us think gender practices are natural because they are within biology (science)
- so natural that it is perceived as being beyond alteration
"further research would show us exactly what social effects are being wrought from the biological imagery of egg and sperm. At the very least, the imagery keeps alive some of the hoariest old stereotypes about weak damsels in distress and their strong male rescuers. That these stereotypes now being written in at the level of the cell constitutes a powerful move to make them seem so natural as to be beyond alteration"
148
what arguments have been used to explain the "throwing like a girl" phenomenon?
1) biological justifications
- the manifestations of the biological, not an acquired difference
2) development of the breasts
- but age negates this
3) weaker muscle power of girls
- if this is the case, girls should be expected to be compensated for these weaknesses
4) feminine attitude argument
- still seen as biological
- states that girls throw differently than boys because they are supposed to be feminine
149
what is the central hypothesis that explains the notion of "throwing like a girl"?
feminine embodiment is socially constructed to have a fundamentally different ontological experience than masculine embodiment
-women and men understand and experience movement differently
150
what are three ways in which we attempt to challenge the assumed biological inferiority of women in "throwing like a girl"?
by analyzing:
1) body comportment
2) manner of movement
3) relation to space
151
femininity - def
not a mysterious essence, but "a set of structures and conditions that delimit the typical situation of being a woman in a particular society"
- NOT biological
- NOT a necessary component of being a woman
- NOT necessary that there be distinctive structures of behaviours typical of women
152
feminine comportment - def
observations about bodily comportment, physical engagement with things, ways of using the body in performing tasks and bodily self image
153
what are two common traits of feminine comportment?
1) whole body is not put into fluid and directed motion
| 2) tend not to reach, lean, extend, stretch, follow through with direct intention
154
besides throwing, what are three other ways in which women differ in comportment over men?
sit, stand, walk
- women are generally not as open with their bodies
- take up less space
- masculine strides are longer and they walk with a more up and down rhythm
- women sit with legs closer together, keep their hands and arms touching and shielding body
155
in what ways in society do we teach comportment?
1) beauty/charm schools
2) cultures of masculinity
3) femininity
4) social/private world
5) sport culture
156
what are the three aspects of feminine movement described by Young?
1) ambiguous transcendence
2) inhibited intentionality
3) discontinuous unity
157
Ambiguous transcendence - def
- difficulty of women getting lost in an activity
- women view their bodies as an object
"only a part of the body, that is, moves out toward a task while the rest remains rooted in immanence"
"she often lives her body as a burden, which must be dragged and prodded along, and at the same time protected"
158
inhibited intentionality - def
- hesitancy in movement
- the struggle between I can, and I cannot
- moving towards something, and withdrawing all at the same time
"when the woman enters a task with inhibited intentionality, she projects the possibilities of that task - thus projects an "I can" - but projects them merely as the possibilities of "someone", and not truly her possibilities - and thus projects an "I cannot"
159
discontinuous unity - def
- rather than using her whole body, use only a sub section of the body
- lack of bodily unity with the movement
- perceives herself as an object of the task itself - "sees the ball being thrown at her rather than to her"
160
what are the three different "spaces" described by Young?
1) constricted space
2) double space
3) positioned in space
161
constricted space - def
space available to women is often less than she uses
- don't feel that they can use all the space available to them
- ex: softball/volleyball - girls tend to remain in one place more often than men - will wait and then react rather than jumping into the ball
162
double spaced - def
embodied motility connects the "here" and the "yonder" - if that motility is constricted, awkward and hesitant, so too is spatial existence
"the space of the "yonder" is a space in which feminine existence projects possibilities in the sense of understanding that "someone" could move within it, but not I. Thus the space of the "yonder" exists for feminine existence, but only as that which she is looking into, rather than moving in"
163
positioned space - def
feminine existence as space, rather than constituting space
- object rather than subject
- women objectified
