  Males’ and females’ unequal access to power, prestige, and prosperity.

◦ ◦ ◦ Gender is a MASTER STATUS Labels carry images and expectations about how we should act.

Guide our behavior and serve a basis of power and privilege.

Sociological significance of gender is that it is a device by which society controls its members  Sorts us into different life experiences – opens and closes doors to power, property, and prestige

  ◦ ◦ Sex: biological characteristics that distinguish males and females.

Primary Sex Characteristics: vagina or penis and other organs related to reproduction.

Secondary Sex Characteristics: physical distinctions between males and females not directly connected with reproduction.

 Become evident during puberty  Males = muscles, lower voice, body hair, and height ◦ ◦  Females = fatty tissue and broader hips, and breasts Gender: behaviors and attitudes a group considers proper for its males and females Social, not biological Inherit your sex, but learn your gender (socialized)

   ◦ ◦ Does biological difference control our behavior?

Does it make females more nurturing and submissive and males more aggressive and domineering?

Our visible differences of sex do not come with meanings built into them ◦ Each human group makes its own interpretations of these physical differences and on this basis assigns males and females to separate groups – people learn what is expected.

If biology were the principal factor, all around the world we would find women to be one sort of person and men another.

Ideas of gender, however, vary greatly from one culture to another and so do male-female behaviors

 ◦ ◦ Biological factors are involved in some human behavior other than reproduction and childbearing.

Women are better prepared biologically for “mothering” than are men.

  More sensitive to the infant’s soft skin and to their nonverbal communications.

Nature provides biological predispositions, which are then overlaid with culture.

Issue is not biology or society.

  Differences are the result of social factors ◦ ◦ ◦ Hunting and gathering societies - the roles of both women and men are less rigid than those created by stereotypes – separate but equal status of women at this level of development.

Types of work are created by social arrangements – informal customs and formal laws enforce it (barriers removed = women’s work habits are similar to men’s) Rising female crime rates – aggression is related to social factors and not biology.

Social factors – socialization, gender discrimination, and other forms of social control – create gender differences in behavior.

  ◦ ◦ Inborn differences that “give masculine and feminine direction to the emotions and behaviors” Men dominate because they have a lower threshold for elicitation of dominance behavior… greater tendency to exhibit whatever behavior is necessary to attain dominance in hierarchies and male-female encounters.

Men are more willing “to sacrifice the rewards of other motivations –the desire for affection, health, family life, safety, relaxation, etc. – to attain dominance.

Medical Accident

    Tunisia - Prostitution China – bride selling Japan – Beauty/Pain in Advertising Africa – Female Circumcision

      Boys’ reading achievement consistently lags behind girls’ as students get older.

Fewer boys than girls now study advanced algebra, geometry, and chemistry.

42% of college students are male.

Boys earn 70% of report card D’s and F’s and are 50% more likely to be retained; 71% of school suspensions; 83% of students labeled ADD or ADHD 3-5 times more likely to be labeled learning disabled.

Boys outnumber girls in high school sports, but girls greatly outnumber boys in every other extracurricular activity.

     Boys are more likely to express strong dislike for school.

Boys seldom find their work to be “meaningful or important” Only 66% of male high school seniors say they will “definitely graduate from a 2-4 year college.” Girls take 54% of AP exams (continuing to grow) 82% of females say they will “definitely graduate from college”

  ◦ ◦ ◦ ◦ ◦ Processing: ◦ ◦ ◦ Language Processing Areas Spatial Processing Areas Sensory System Chemical: Testosterone Estrogen Serotonin Dopamine Oxytocin

   Left Hemisphere dominance is more common in females.

Right Hemisphere dominance is more common in males.

◦ Although our brains function at times using both hemispheres, schools are traditionally designed to be more left hemisphere friendly.

Structured with time periods and ringing bells, organized around facts and rules, rely primarily on verbal processing, limit access to space and movement, require a lot of multitasking.

 ◦ ◦ ◦ ◦ ◦ Movement Physically, mentally, and emotionally “clumsy” in gender-specific ways.

When learning is paired with movement, learning is anchored in the body through procedural memory.

Increases motivation Boys generally need more movement than girls – keeping the brain stimulated and controlling impulsive behavior.

Increases blood flow/neurotransmitters helping boys learn new concepts better, retain them longer, and cause less distraction.

 ◦ ◦ ◦ Learning Teams of Boys and Girls Girls tend to do more overall processing during group work than boys – more concerned about seeing that everyone is included/picking a leader. Also taking in more opinions during a task (naturally break into groups of 3 or 4) Boys find this style boring.

 Become more highly engaged in learning when there is an edge of competition to a project (stimulates reward centers of the brain). Gender-specific groups allow more clear instruction than co-ed groups – avoid the adolescent hormone-charged “mating behaviors.

 ◦ ◦ ◦ ◦ Relevance matters Students care more about learning when it can be connected to real life and real purposes.

Generally girls are more willing to do things simply to please their teacher.

Central partners in learning = learning improves  Find student interests, motivations, passions, and talents (intrinsic motivations) Social capital or “getting cool with your friends” is a powerful motivation for adolescents

        Single-gendered is preferred Find it easier to concentrate Like learning the best i Have more friends in a single-gender house Feel more successful Improved behavior, self-confidence, attitude Increased desire to succeed, independence in learning Higher grades

      There are not girls to make them like us There are not distractions You can’t say things to girls that you can say to boys Boys understand each other Raise my hand more Boys tend to think alike

        Can’t get side tracked by boys If you mess up girls don’t care; boys laugh Don’t get embarrassed to go to the bathroom Boys are loud and I can’t concentrate Girls learn different than boys Don’t like to talk around boys Not afraid to be wrong or have a different opinion We socialize better with teachers