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Sociology > Gender & Sexual Identity > Flashcards

Gender & Sexual Identity Flashcards

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Sociology 101 flashcards
1
Q

Sex

A

Refers to the biological differences between males and females

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2
Q

Sexuality

A

A person’s sexual orientation - heterosexual, homosexual, bisexual, lesbian etc.

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3
Q

Gender

A

Refers to cultural classification of people into feminine and masculine roles. People encouraged to act a certain way ‘appropriate’ to their sex

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4
Q

Hegemonic

A

Traditional characteristics associated with being masculine or feminine - e.g: females being passive, quiet, subordinate and males being tough, aggressive, the breadwinner

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5
Q

Biologically determined

A

When a trait is determined by DNA

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6
Q

Social construction

A

A trait determined through socialisation

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7
Q

Socialisation into gender roles - FAMILY

A 
Gendered toys
Dress
Domestic tasks
Language 
(Related to OAKLEY)
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8
Q

Socialisation into gender roles - MEDIA

A 
Stereotypes
Dress
Fashion
Music
Role Models
Relationships 
(Related to Ferguson)
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9
Q

Socialisation into gender roles - EDUCATION

A 
Subjects
Teachers
Uniform
Language
Expectations
(Related to Skelton, Colley and Kelly)
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10
Q

Socialisation into gender roles - PEERS

A

Gender appropriate behaviour
Dress
Language
Sexual double standards

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11
Q

Socialisation into gender roles - RELIGION

A

Gendered laws

Familial laws i.e. male breadwinner

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12
Q

Socialisation into gender roles - WORKPLACE

A

Occupational name (i.e. dinner lady
Pay gap
Uniform
Role

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13
Q

PARSONS: Family

A

Talks about the instrumental and expressive roles within the family - instrumental being breadwinner and provider and expressive being housewife and caregiver

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14
Q

OAKLEY: Family

A

Talks about different ways children are socialised into gender roles
Manipulation: encouraging gender appropriate behaviour - e.g: girls should be quiet and ladylike
Canalisation: directing children towards certain toys or play - e.g: boys should play with trucks
Verbal appellations: parents using stereotypical feminine and masculine descriptions - e.g: ‘What a clever little soldier’
Different activities: cultural expectations of future responsibilities - e.g: making a girl help with making dinner

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15
Q

MCROBBIE: Family

A

Bedroom culture and cult of femininity

  • Found that boys and girls were treated differently by their parents.
  • Boys were given more freedom and allowed to spend more time out of the house whereas girls are more protected and home centred.
  • The term ‘bedroom culture’ has been used to describe the ways girls spend their leisure time with friends in their bedrooms.
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16
Q

WILLIS: Education

A
  • Anti-school subculture

- Knew they’d end up in manual labour so spent time in school ‘having a laff’ instead of working

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17
Q

SKELTON: Education

A

Talked about the hidden curriculum - e.g: history consisting of male achievements, girls being encouraged to take subjects that will eventually lead to less academic or highly paid jobs, boys dominating the class room

18
Q

KELLY: Education

A

Said science was seen as a masculine subject

  1. Text books written to appeal to boys
  2. Boys dominating classrooms - ‘invisible women’
19
Q

COLLEY: Education

A

School subject choices influenced by:

  • Perception of the gender roles
  • Subject preference
  • Learning environment
20
Q

FERGUSON: Media

A
  • Women’s magazines were based around a ‘cult of femininity’

- promotes the idea that excellence is achieved through caring for others, the family, marriage and appearance.

21
Q

SEWELL: Media

A
  • hyper masculinity found in Afro-Caribbean young men - exaggerated version of hegemonic traditional masculinities.
  • lack of positive male role models in families - matriarchal backgrounds
  • turned to music and rap icons such as 50 Cent to act as their male role models
22
Q

NIXON: Media

A

‘New Man’ - dates back to Launderette - advert in 1985 that presented the idea that it was ‘cool’ for a man to do washing, spend time on looking good. Advert sexualised the male body

23
Q

MORT: Media

A

Laundrette advert -rise in men’s toiletries and consumption of grooming products - made it acceptable for men to spend time and money on their appearance

24
Q

JACKSON: Media

A

Policing Ladettes - Ladettes were girls who adopted features such as: ‘acting hard’, swearing, fighting, drinking, disrupting lessons, being loud, talking about sex and being cheeky
Jackson studied Ladettes - study included 153 students aged 13-14 and 30 teachers
-assertive femininity - IMPORTANT

25
Q

WILLIS: Workplace

A

For boys and their fathers, jobs were a key part of their identity
Defined themselves as manual workers - membership to this occupation

26
Q

MAC AN GHAILL: Workplace

A 
'Crisis of masculinity'
Working class men lost jobs and were unprepared for their jobs, lost role within family as breadwinner - women turned into main provider
27
Q

ADKINS: Workplace

A

Looks at theme park employers

Attractive female staff made to work in bars and male staff often given jobs as fairground ride operators

28
Q

MORT: Changes to identity

A

Increased consumption of men’s toiletries

Men sexualised for the first time

29
Q

JACKSON: Changes to identity

A

Policing ladettes - women straying away from traditional gender roles and stereotypes

30
Q

JACKSON: Peers

A

Policing ladettes- double standard for boys and girls

31
Q

MCCORMACK: Changes to identity & Education

A

Softening of masculinity in English sixth forms - people more accepting of homosexuals

32
Q

PLUMMER: Peers

A

‘Homosexual career’

Homosexual men seek others and form a subculture - peers support and normalise homosexual characteristics

33
Q

RICH: Peers

A

Women’s sexuality oppressed by men.
‘Compulsory heterosexuality’
Argues lesbian identity is being written out of existence

34
Q

NMI: Hegemonic

A

Traditional, dominant form of masculinity - Oakley

35
Q

NMI: Complicit

A

Men and women should share roles in families - Mort

36
Q

NMI: Subordinate

A

Less powerful and carry less status - McCormack

37
Q

NMI: Marginalised

A

Masculine identity but masculinity under threat - Mac an Ghaill

38
Q

Horizontal segregation

A

Labour market segregated so men and women occupy specific areas in types of job e.g: women in more caring roles and men in more physical jobs such as construction

39
Q

Vertical segregation

A

Men occupy top positions in the workplace and the women occupy positions lower down e.g: men occupying a role like headteacher and women being the dinner servers

40
Q

NFI: Ladette

A

Girls who adopted features such as: ‘acting hard’, swearing, fighting, drinking, disrupting lessons, being loud, talking about sex and being cheeky

Sociology (6 decks)

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