Gender Variations Flashcards
Aronson 2008 – The Markers and Meaning of Growing Up: Contemporary Young Women’s Transition from Adolescence to Adulthood
interviews about 40 women from the Youth Development study to understand their life course trajectories, background, and understanding of adulthood. She finds three themes: independence/self-reliance, uncertainty, and self-development. The self-development theme was largely reserved to girls from mid-and upper-class backgrounds, as they viewed their education as a way to grow holistically. Uncertainty revolved around employment for girls of all backgrounds. Independence was important for all, except it was particularly poignant for young mothers who decided to not run with men in fear of being trapped. They proposed that these girls are “living feminism”, or living within the outcome of the movements, even if they don’t believe in pushing the movement further.
Davis and Risman 2015 – Femininists wrestle with Testosterone: Hormones, Socialization and cultural interactions as predictors of women’s gendered selves
they use the Child Health and Development Study which follows three generations of families to assess three hypotheses: hormones influence gender, socialization influences gender, cultural interactionist approach (social roles). Support was found for both masculine and feminine selves for both hormones and socialization, but only femininity supported cultural interactionism. I think the problem is what they use to study social roles: # kids, division of labor in the last relationship, sex-typed activities scale, SEI score of current/last job, and ever married. I want to study the institutions people are actually a part of, which is a better indicator than some of these. Although, I imagine if this dataset had those variables they would have used them. Nonetheless, I need to check.
Enriquez 2017 – Gendering Illegality: Undocumented Young Adults’ Negotiation of the Family Formation Process
conducted 92 interviews with undocumented migrants in Southern California during their young adulthood period. She finds that experiences of illegality significantly differ by gender. The three axes she analyzes are: dating, marriage, and parenthood. At each stage, men suffer more because gender norms of financially capable are associated with men. Men cannot pay for dates, cannot drive for dates, cannot afford much during the marriage, and have a significantly harder time with not being able to support families financially. They argue this means that illegality is not a master status, as other statuses function around it.
Struffolino, Studer, and Fasang 2016 – Gender, Education, and Family Life Courses in east and West Germany: Insights from new Sequence Analysis Techniques
Conducts sequence analysis using the NEPS data to test for gender and education differences in life course sequences (and by east/west Germany). In both east and west germany, highly educated people of both genders show higher levels of homogenization in life course sequences. This goes against an “educational level” hypothesis that proposes that highly educated women and low educated men will delay family life. Gender differences are particuarly stark at low and medium levels of education, where men are childless and single until about 30 while women are married and childless or married with children. Nonetheless, life courses in general were more standardized (similar patterns) in East than in West Germany. This follows their hypothesis that East German family policies influenced life course trajectories. Their methodology allowed them to build life course sequences without like a latent class analysis. This meant that they also don’t have to assume intraclass homogeneity, which is a relatively strong assumption.
Vespa 2009 – Gende Ideology Construction: A Life Course and Intersectional Approach
Uses the NLSY79 to study how gender ideology is influenced by the social roles people take on (marriage, partnered, kids, job) by race and gender (black-white male-female). Unemployed black men have more egalitarian views. Employed back men have less and employed black women more. In general, men and blacks have less egalitarian views. Marrying is associated with greater egalitarian views among blacks, but less among whites. Increases in the number of kids are associated with less egalitarian views among black men and white women, young children increase black women’s egalitarian views. Full-time work associated with less egalitarian views among men but not for women of either race. Married couples of both races have less egalitarian views. This effect is maintained for childless blacks, but parenthood makes it more extreme for whites. Parenthood and higher resources lead to negative gender ideologies. Higher resources have the opposite effect for childless regardless of race. For white men, the negative effect from work only comes with parenthood. Parenthood has an egalitarian effect on unmarried parents. They suggest that gender ideologies actually developed with social location and age.
Zhou 2017 – Motherhood, Employment, and the Dynamics of Women’s Gender Attitudes
uses a British household survey (and combines with one more) to test whether women change their gender ideological beliefs due to a combination of work and parenthood. Indvidiually, these factors do not predict the outcomes, but when you interact the terms there is a difference. Full-time working mothers have egalitarian gender ideologies while not working mothers have disparate. Part time working moms show no change across events. They first uses fixed effects models, but like Vespa, beliefs coud preclude actions. To manage this, they uses Structural Equation Models that lagged psycho-social effects. The effects remain robust. Roles influence ideology.
