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| Young boys frequently engaged with "good guys" vs “bad guys”, usually involves weapon play, often loud, physically aggressive |
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| Barrie Thorne- Gender Play (1990) |
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Boys and girls construct gender through play. Girl zone, boy zone, gender-transgressive zone |
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| Ann Arnett Ferguson- Bad Boys |
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o Teachers perception of boys’ misbehavior is racialized o White boys misbehave- dismissed as “boys will be boys” o Black boys misbehave- criminalized |
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| “No person in the United State on the basis of sex, be excluded from participation in, be denied the benefits of, or be subject to discrimination under any educational program or activity receiving federal financial assistance.” |
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Women didn’t participate in paid labor cuz they were afraid theyd become infertile Idea that good women are too frail to work in a factory |
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| literally standing in line for a job and if it pays well and has many opportunities, many people will want to stand in line. If you are in a more privileged social location, you are at the front of the line. If the job doesn’t have good benefits, fewer privileged people and less people in line |
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| Artificial barriers to women’s promotions to higher occupational positions |
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| Facilitation of men’s advancement in women-dominated occupations |
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Expressing particular emotions for a customer or client Ex: flight attendants must be happy all the time and this makes their jobs especially draining, physically and emotionally |
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| “Gendering the Market” – Peter Levin |
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• women’s bodies sexualization, not made for exchange floor • success= aggressiveness, competitiveness • work culture= sexually aggressive joking; women can’t participate |
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o The embodiment of historical and social relations that privilege some and disadvantage others in a particular field Ex: White male professors are graded up by students |
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| introduced workplace outside the home, increased gender segregation |
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| order of most housework done |
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| Not employed women -> employed women -> not employed men-> employed men |
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o Interpersonal- who you know o Organizational- manager, someone supervised, ect. o Sociocultural |
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| white boys receive most attention, followed by minority boys, then white girls |
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| The process of transforming objects and putting something together from whatever happens to be available |
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| Low education levels among women are associate with... |
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| higher fertility, lower paid jobs, decreased income, greater poverty, and higher mortality rates |
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| Correspondence Principle- much of what we learn at school is preparation for our future roles as workers in a capitalist society |
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| a supervisor withholding useful criticism of a female employee to "protect her" |
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| Supportive Discouragement |
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| discouraging a woman from competing for a challenging opportunity because she might not make it |
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| kidding a woman in public for being pregnant or some other aspect of her appearance |
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| Subjective Objectification |
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| believing all women fit some particular stereotype |
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| exaggerated praise for accomplishments that should be expected as routine |
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| inviting a woman for a drink after work as one of the boys but refusing to let her pay for a round of drinks |
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| giving a woman a chance to work on a project to learn the job, but taking full credit for the final project |
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| making decisions for women about what they can handle, for example, as new mothers, rather than allowing them to decide how best to divide their time |
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| scheduling networking meetings at times when parents (often mothers) have family responsibilities that may conflict |
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1) women do not have as much commitment to paid work 2) men invest more in themselves than women do 3) men obtain more education or job training |
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| asserts that there are abundant economic opportunities, individuals must be industrious and competitive |
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| occupational sex segregation index |
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| provides a measure of the gap in workplace and ranges from 0 to 100. the number refers to the proportion of women who would need to change occupations to create gender "desegregation" in the labor market |
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| supposed to treat people equally but it's design is based on work and social roles of white men |
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| Four substructures of masculinity |
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| division of labor, power relations, emotional relations, symbolization |
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| homeless men frequently develop a countermasculinity: either hypermasculine or hyperfeminine roles |
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| greater tendency for women to be poor |
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| work done by volunteers in the community to help support important activities and institutions- often ignored/invisible |
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| emphasizes the early experience of children, especially in families |
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| boys and girls learn to identify some housework tasks with girls and women and others with boys and men |
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| the way which housework is divided cannot represent two equals negotiating an equitable rational decision because gender inequality interferes with those rational choices |
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| men can reaffirm their masculinity by not doing this dishes and women reaffirm their femininity by doing them |
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| the integration of the world's economies, political systems, informational networks, and ecology into one large system |
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| one person in the household who is either the only adult employed or is the primary source of income and the other person is just bringing in extra money, not necessary money |
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