Worldview can be defined as the overarching philosophies about the world that a person holds. There are various factors that shape a persons acquisition of worldview. These include age, community, gender among others. These philosophies affect, albeit differently, a persons behavior, including the ability to learn.
One of the factors that shape a persons worldview is gender. Gender means being either male or female. Suffice to state that every community has gender specific roles that it inculcates into people from an early age. For instance, amongst the Japanese, men are seen as the only relevant members of the society, while women are relegated to insignificance. As such women are purely dependent on men in every aspect of life. This means that the worldviews that women and men hold differ because of the social roles imposed upon each these genders by the culture. As such, Japanese men and women have varied concepts of the self; men see themselves as decision makers while women see themselves as inferior to men. Likewise, age also shapes a persons worldview especially in hierarchical societies, as opposed to egalitarian societies.
In hierarchical societies one of the factors that govern the attainment of social status is age. In these societies, as a person progressively attains certain age, the social roles changes due to change of status. A person worldview is only limited to the expectation of the age-based social status since that person is not expected to perform the roles stipulated of a different and higher social status. Furthermore, as a people climb up the social ladder, their behavior becomes more formal. In addition, in the contemporary world, the new age movement is also influencing the worldviews of those who ascribe to its philosophies1. Additionally, community also shapes ones worldview about the self, the world and those one is living with. In this sense community refers to the people one lives with and the dominant interpersonal relationships. Such relationships may either be friendly of strained. In a community, one is expected to perform various community roles. Suffice to say that a person motivation to perform those roles is influenced by dominant interpersonal relationships. As such, a persons overarching philosophies about the world within ones community is shaped by the dominant interpersonal relationships2.
Age, community, gender and other factors shapes a person worldviews. According to how these factors shape a persons worldview, the person forms certain beliefs about the world, the self and how a person behaves towards others, the world one lives in and the things a person does. A persons ability to learn is therefore influenced by age, the community ones lives in and gender. In hierarchical societies womens view education as irrelevant to them due to their social roles. Similarly, a communitys interpersonal relations may affect a person enthusiasm to learn positively or negatively. Moreover, a person age in hierarchical communities affects the speed at which a person attains learning, since learning is associated with social status, which is progressively attained. Suffice to say that such concepts about life are not permanent. They can change since meaning is contextual and changes in regard to place and time.
A person worldview does not just occur automatically, but is influenced by a number of factors. Age, community and gender are some of these factors, which influences how one conceptualizes the world. The resultant philosophies lead to the formation of a person behavior towards others, and other life issues such as learning.
Bibliography
Marshall, L. and Rowland, F. (2006). A Guide to Learning Independently. London: Pearson Education.
Samovar, L. et al. (2010). Communication between Cultures. Boston: Wordsworth Cengage Learning.
Footnotes
Larry Samovar et al. Communication between Cultures. (Boston: Wordsworth Cengage Learning, 2010) 97 152.
Lorraine A. Marshall, Frances Rowland. A Guide to Learning Independently (London: Pearson Education, 2006) 1-18.
There is much debate surrounding the treatment of transgender individuals in Samoa. Some people argue that they should be given the same rights and respect as everyone else, while others claim that their unique lifestyle is an abomination against God. The essay will mainly focus on Fafafines, Hijras, and Berdaches, their treatment, and their social and religious societal roles in Samoa. The discussion around the third gender is critical because it highlights how people experience their gender identity.
Treatment of Hijras, Berdaches, and Faafafines differs substantially from one another. Hijras, for example, are often considered to be cursed or polluted and are often rejected by society. On the other hand, Berdaches are more accepted in certain cultures (Claire, 2002). In some cases, they may be considered to be holy or magical. Contrarily, Faafafines are the most received of all transgender groups. They are considered a vital part of Samoan culture and are typically tolerated by society.
Hijras, Berdaches, and Faafafines are all treated quite differently in their respective societies. However, there are some similarities in how they are treated. For example, all three groups are often considered sacred or spiritual (Hossain & Hamedi, 2012). Hijras and Berdaches are often associated with Hinduism or Native American religions, while Faafafines are considered a part of Samoan culture. Another similarity is that all three groups are often considered intermediate between males and females. Hijras and Berdaches are seen as masculine, while Faafafines are deemed more feminine.
Berdaches were an essential part of many Native American tribes. They held a particular social role that was both respected and honored. Berdaches were often transgender and played a vital role for the tribe as healers, seers, and spirit mediums (Trexler, 2002). They were seen as a bridge between the spiritual and physical worlds and were often consulted for advice on matters of healing and prophecy. On the religious functions, Berdaches were considered spiritual leaders and seen as having a powerful connection to the spirit world and were often called upon to perform religious ceremonies. They were thought to have unique insight into the natural world and were often consulted for healing. Many tribes believed that Berdaches had the power to heal physical and emotional wounds.
The Hijras play a critical social role in India; for example, Hijras are seen as a third gender and often play a ceremonial role in weddings and other religious ceremonies. They are thought to have special powers, and many believe they can bless or curse someone depending on their mood (Claire, 2002). The Hijras play a significant religious role in the Hindu faith. They are considered representatives of the goddess Bahuchara Mata; because of this, they are often called upon to bless newborn babies and couples about to get married. They often perform ceremonies to honor the goddess Lakshmi and believe they can communicate with the spirits of nature.
Faafafines are often considered to be the guardians of Samoan culture and tradition. They are responsible for passing down the oral history of their families and communities and the customs and rituals that make Samoan culture unique. They often work in the education system, teaching young children in schools and kindergartens (Trexler, 2002). Additionally, the Faafafines perform religious roles; they are considered blessed by the gods. They possess spiritual powers to help them connect with the spiritual realm. They are often called on to perform religious ceremonies and rituals. They can act as intermediaries between the living and the dead and are often called upon to help grieving families.
In conclusion, it is essential to remember that there is no one way to be transgender and that transgender people have existed in every culture throughout history. In Samoa, Faafafines are accepted and celebrated, while Hijras and Berdaches are not always treated equally in other cultures. It is essential to be aware of the differences and be respectful of all cultures. There is no right way to identify as a member of the third gender. Some people might identify as transgender, while others might use a different term altogether.
References
Claire, M. (2002). Comments: Marie-Claire Villeval. Fafafines of Samoa. Web.
Hossain, A. M. M., & Hamedi. (2012). Fafafines of Samoa. Beyond Emasculation: Being Muslim and Becoming Hijra in South Asia, 9(2), 495513. Web.
Trexler, R. C. (2002). Fafafines of Samoa. Speculum, 77(1), 614636. Web.
A human being is the best creation of God in the world. There are two types of human beings living in the world as man and woman. WOMEN are different from men and those differences matter in womens health issues (The New York Times, 2008). But at the time of born, their behaviors are the same. For the first time in his or her life, there is no difference between man and womens behaviors. But day by day, they are behaving differently, and their characteristics, attitudes, and values are going to be different from each other.
Consequently, they are going to be men and women. In our society, this study identifies human beings whether they are men or women based on different biological structures and different characteristics, attitudes, values, and behaviors which are established constructed by the specific environment, society, and culture in where we are living. In our environment, society, and culture, there are various types of institutions such as educational institutions from where this study collects our necessary knowledge and non-educational institutions such as religion, workplaces, family, media, peers, communities, and politics.
Every institution impacts our characteristics, attitudes, values, and behaviors, they teach us that what type of characteristics, attitudes, values, and behaviors means gender roles, should be contained, the persons who work in these institutions teach various types of gender activities directly or indirectly or both. This study thinks that the teachers treated as the representative impact on the gender roles.
They teach us that what type of behaviors we have to do with society and with other people and what type of behaviors our society expects from us. Hence teachers in addition to the systems of education, are a much more important factor to influence our gender roles. Some educational institutions prefer to give single-sex teachers which helps to influence gender roles. In case of teaching style, it is different for male teacher and female teacher which also influence the gender roles.
Literature Review
The gender issue is an important factor in our world. Every developed, developing and underdeveloped country is fighting against gender discrimination because they believe that if we can use our power of male and female people properly for development, we can reach our destination of optimum development. It is known that there is a great relationship between educational institutions and gender issues. Thats why there are various types of research did by the various researchers on gender issues of students and teachers such as
Ausburn, 2004
This study describes instructional design elements most valued by nontraditional adult learners in hybrid learning environments that combine limited face-to-face contact with online learning and collaboration (Cleveland, and Clouse, 2005).
Shel, 2007
This study describes teacher training, school, and classroom climate (to which, this study added community, cultural, governmental influences, etc.), and teacher-student interaction and peer interaction (which encompasses teaching methods and management of peer relationship) (Shel, 31 March 2007).
Machin and Sandra, 2006
This study evaluates the gender gap at various stages of compulsory education in England. This study considers the importance of some possible explanations for the gender gap in particular, factors that may explain the observed changes over time.
But no research is ever done on the relationship between gender and teaching practices. This study will identify whether any relationship has between gender and teaching practices or not. This study will discuss it and how our teaching practices give the gender message to us directly or indirectly or both. This study thinks that it is one kind of descriptive research that means the descriptive research approach is appropriate. The major purpose of its description of the state of affairs as it exists at present (Kothari, 2005, p.4).
The main characteristic of this research approach is that the researcher has no control over the variables, he or she can only report what has happened and what is happening. This study also thinks that it is explanatory research.
Research Methods and Methodology
The purpose of this study is to identify whether there is any relationship between gender and teaching practices or not if so, how the teaching practices give the gender massages. This is done by using largely qualitative research techniques, in its focus groups; a questionnaire is designed to collect information from educational institutions about its teaching practices, male and female teachers, male and female students of these institutions.
This study is one kind of descriptive research and thats why this study has to describe whether there is any relationship between gender and teaching practices or not. To describe it, the current information about the teaching practices of educational institutions must be needed. One male and the female worker will go to the institutions and ask the related questions on teaching practices to collect the information and the given answers will be written by the workers.
Research design
This study will be completed through an experimental research design is used. In it, there is a hypothesis and to test this hypothesis data is collected from an educational institution through a questionnaire. The participants of this questionnaire will answer as many as possible and after getting these answers an analysis will be done to test the hypothesis.
Fig: 1 an experimental Research Design on a Descriptive Research Approach.
Sample Selection
In this study, to test the hypothesis, the necessary information needs to collect from the sample and thats why this study needs to select a sample. The various related questions in the questionnaire are asked to six male and six female students and also three male and female teachers in three educational institutions. In the case of students selection, three local students and three students who come from the outside of the city are selected to ask the questions. In the case of teachers selection, one senior and two junior teachers are selected to ask the questions.
Questionnaire Design
In this study, to collect data, the questionnaire system is used and the open type questions are used because it helps to discuss freely between the questioner and the participants and the questionnaire design will be as follows:
Are the teachers whether all male or all female or both?
Which type of subjects is preferred by the male and female teacher to take the class?
Are the classrooms combined or separate for male and female students?
What type of subjects is male and female students preferred for their higher education?
What type of students do male or female teachers like in his or her classroom?
are there any behavioral differences of teachers in the case of their male and female students?
are there any differences between male and female teachers in case of their teaching style?
are there any differences between given facilities by the teachers in the case of their male and female students?
Are the possible locations equally accessible to girls and boys, such as in a mosque?
What are the direct and indirect costs for girls and boys to attend school?
How inclusive of girls are the learning materials available? Do they include pictures of girls and boys? Are stories and texts appropriate for both? Do they perpetuate gender stereotypes?
Are teaching materials available to help teachers address specific topics needed by girls and boys such as reproductive health for girls?
How many male and female students will be in a classroom?
are there any differences between the male and female students in case of their educational expenses?
Do the female and male teachers behave with male or female students the same or not?
Is there any kind of tendency of male or female teachers for which female or male students do not like to contract with teachers alone?
Do you think that male teachers are more ethical or not in the case of teaching and also behaving with female students than female with male students?
As a teacher, are male and female both teachers ethical or not?
Do you think that the teaching practices of this institution are influential factors for gender roles?
Hypothesis
The relationships between gender and teaching practices are the main hypothesis of this study. Because about all of us first learn our behaviors from our parents who are the teacher of our pre-school education but at the time of five or six years we go to the primary school and then secondary school and then high school. During this educational time of our life, the teacher teaches us about many non-educational matters such as characteristics, attitudes, values, and behaviors, as well as our gender roles, hence teachers and teaching practices, are very important influential factors in case of our characteristics, attitudes, values, and behaviors as well as our gender roles. And thats why this study wants to hypothesize that there is a relationship between gender and teaching practices.
Data Collection
Q1) in the one educational institution, all teachers are male, in another two educational institutions, all teachers are female and male combined.
Q2) Male teachers like technological, mathematical, sciences based subjects and field assignment based subjects such as management, banking, finance, management & information systems, and marketing, accounting & information systems, and so on, to take classes and most female teachers like theoretical subjects such as literature, history, political science, and so on to take classes.
Q3) where combined teachers are available, classrooms are combined but male students sit at one site and female students sit at another site.
Q4) Maximum male students prefer technological, mathematical, sciences based subjects and field assignment based subjects such management, banking, finance, management & information systems, and marketing, accounting & information systems, and so on for their higher education, but most of the female students prefer theoretical subjects such as literature, history, political science, and so on for their higher education. Male teachers try to influence their male students to take technological, mathematical, and science-based subjects and female teachers also try to influence their female students to take theoretical subjects.
Q5) Most male teachers like male students in their classrooms and most female teachers prefer female students in their classrooms and they feel comfortable in it.
Q6) Most of the female teachers give various helpful advice to female students than male students and most male teachers prefer male students to ask important questions, to give supporting elements for their improvement that means behave different behaviors with male and female students (Kelly, 2007).
Q7) One teaching style is different from other teaching styles and it is normal, but there are great differences between male and female teachers teaching styles in the classrooms. Male teachers can contract with male and sometimes female students very quickly but female teachers can contract with female and sometimes male students. Male teachers like to move to one place to make the topics easier to understand by the students but most of the female teachers like to stay in one place to deliver their lecture.
Q8) In every educational institution, there are various differences among the given facilities such as course materials, accommodation facilities, communication facilities, library facilities, and so on, between the male and female students. These differences always give a very important gender massage that male and female students are not the same; they are different from each other in various ways such as thinking, mind, behavior, values, and characteristics.
Q9) There are various places and locations in every educational institution such as mosque, hall for male or female students, gymnasium, swimming places, and so on, where male and female students can not go together and many of these places and locations allotted for male and student are different.
Q10) In the case of various costs for male and female students to attend school, there are differences among various direct and indirect costs for male and female students such as admission fees, accommodation fees, travel charges, and so on.
Q11) to make the lectures understandable, various types of learning materials are used. In the case of combined school, these must be appropriate for male and female students. Most of the time male teachers use that type of male-oriented stories and pictures and female teachers use female-oriented stories and pictures for examples of the given lectures. As a result, it has a great impact on the gender roles and these give an important gender massage.
Q12) Sometimes teaching materials are different in the case of male and female students. Female teachers can easily use any type of examples in front of female students but these may not be appropriate in front of male students and male teachers also use various examples in font of male students which are not appropriate in front of female students.
Q13) In one educational institution, the male and female students are the same but in the other two institutions male students are higher than female students in the technological, mathematical, and science based subjects classroom and female students are higher than male students in the theoretical subjects based classrooms.
Q14) the educational expenses of male and female students are not the same in all three educational institutions. In every institution females educational expenses is higher than the male student.
Q15) Sometimes male or female teachers can not treat same their female and male students. Before thinking of them as a student, male or female teachers think they are female or male students and thats why they can not behave with them as a student.
Q16) Ethics is a combination of moral standards by which one person should be guided in private and personal life. It tells persons that what is right and what is wrong and how to live moral lives. Like any other person and profession, a teacher and his or her profession must have a code of ethics. Because of the lack of ethical and moral values of male or female students do not like to contract with the female or male teacher alone.
Q17) Sometimes male teachers try to take a chance with their female students for becoming female students and female teachers also. That means sometimes teachers breach their code of ethics as a result the gender roles are influenced. The potential breaches of the teachers code of ethics are
Various types of inappropriate relationships with students such as sexual, business partnership, drinking binges, and so on
To violate the various types of school rules and educational procedures which are clearly stated
Failure to be responsible for his her duties (no teaching, chaos, wrong attitude toward the teaching profession, etc)
Enforcing the various types of teachers personal views such as political and religious views, views notorious social issues, preference of a particular social group, and so on, directly or indirectly on the personal views of students which are unrelated to the subject of a lesson.
Unfair behaviors such as improper grading, partiality, and lack of fairness are based on who is liked or not with his or her past performance and historical background.
Creating various types of embarrassment or disparagement environment with the help of emotional or psychological harassment
Q18) in every educational institution, every sample of teachers and students is with this studys hypothesis. All of them would like to say that there is a great relationship between gender and teaching practices (Clifford, n.d.).
Data Analysis
In this study, there are two-three types of variables such as independent variables, dependent variables, and dummy variables.
various teaching professions are independent variables.
the gender massages are dependant variables.
the various instruments which influence the actions of independent variables and as a result dependant variables are reacting very faster.
This study analyses the summary of various related answers to asked questions in the organized questionnaire and tries to identify the relationship between gender and teaching practices.
this study observes that most male teachers prefer male students and most female teachers prefer female students.
this study observes that their teaching style is such type that meal teachers feel comfortable with male students and female teachers feel comfortable with female students. The teaching style segregates the area of knowledge into two sectors for male and female students.
This study observes that male students prefer technological, mathematical, science-based subjects and the job sector which subjects are more complicated and competitive for their higher education and the teacher.
this study observes that teaching practices influence them to take these subjects. And female students prefer theoretical subjects and the subjects what is suitable for the service-oriented job they are more efficient to serve people.
This study observes that on top of that teachers and teaching practices also influence them to take these subjects and send a gender message that these fields of knowledge are suitable for females and the former fields of knowledge are suitable for a male.
this study observes that every educational institution gives different educational facilities to male and female students.
This Study Observes that ethics and good moral values are so important qualities and they must be contained by a male or female teacher. Otherwise, our gender roles are badly affected. According to Regulations (L.N. 81 of 1988), a teacher has three kinds of responsibilities and these must be fulfilled. Without good moral values and ethics, a male and female can not be a teacher. The responsibilities are (Dickey, 2006):
The teachers responsibilities to the students in his or her care
The teachers responsibilities to his or her colleagues and the teaching profession and
The teachers responsibilities to the parents of his or her students and the community
Under the first responsibility, various activities are included such as; the teacher
Shall consider primly the students well being
Shall support his or her whole professional effort to support the students to develop his or her whole personality including his or her capability to work
Shall promote in his or her students honesty, indignity
Shall act with justice
Shall exercise authority by the law of the land and with evolving concepts of the students needs and rights
Shall differ each child because everyone is individual and promote differently for their appropriate education
Shall create an obligation to support all students under his or her charge to build up their talents suitably and to the fullest extent feasible
Shall promote the students to work with his or her parents
shall not disclose information about pupils obtained in the course of professional service unless such disclosure serves a compelling professional purpose or is required by law.
Under second responsibilities various activities have also such as the teacher
shall give the proper owner to the professional standing and Opinions of his or her colleagues and shall develop and keep a good relationship with them
Shall maintain a nature to help in all possible ways junior colleagues and those in training
shall give equal educational facilities to male and female students also give an important gender message
Should give a reasonable service to protect the students from harmful conditions of learning for health and safety
Should not purposely representation the students to embarrassment or disparagement
Should acknowledge the authority of senior professional colleagues while retaining the right to express a professional opinion
Should be familiar with his or her obligation to develop his effectiveness as a teacher in every possible way
Should be familiar with his responsibility for his actions and judgments and he shall be prepared to stand by their consequences
should be acquainted with his or her too obvious responsibility, individuals inventive nesses and honesty in his teaching and other professional actions within guidelines laid done for the profession.
Should not intentionally make a false statement concerning the qualifications and competence of a candidate applying for a position (Cornell University Law School, n.d.).
Should not accept privilege, reward, or support that might come into view to influence professional decisions or actions
Should not try to make any plan to influences the Minister, the Department of Education, or Educational Board to get any kinds of unethical facilities
Should not make any unethical relationships with a senior professional colleague or any teacher and criticize their work in the hearing of students
Under third responsibilities, various activities have such as the teacher
Shall recognize the right of a parent to consult him, through proper channels, on the welfare or progress of a pupil. The teacher shall recognize the right of a parent to be consulted about any matter which concerns the future development of his child
Shall do nothing to undermine lawful parental authority but shall be prepared to give advice which, in his professional view, is in the best interest of the pupil
Shall make every effort to encourage parents to interest themselves actively in the education and welfare of their children and d) shall act within the community in a manner which enhances the prestige of the profession (Malta Union of Teachers, n.d.). This study also observes that the teaching style of male and female teachers is different and the teaching style of the female teacher is suitable for female students and the teaching style of the male teacher is suitable for male students (Wenglinsky, 13 February 2002).
Test of Hypothesis
After analyzing the collected data from teachers, students, and educational institutions, it is clear that the hypothesis of this study is right, and there is a great relationship between gender and teaching practices. Because the teaching practices of a male and female teacher in the sample educational institutions is such type that they give all time with the help of their activities, behaviors, beliefs, attitudes, values, characteristics, teaching style, advice, their preferences, motivations, and other educational instruments a message to their students that they have two types of students one is male students and another is female students, male and female students are not same and their power, facilities, activities, behaviors, beliefs, attitudes, values, characteristics and preferences should not be same. They teach us that besides the biological differences between males and females, we have another difference between male and females power, facilities, activities, behaviors, beliefs, attitudes, values, characteristics, and preferences. And thats why this study wants to say that there is a relationship between gender and teaching practices.
Results
This study saw that there is a great relationship between gender and teaching practices. As a results gender discrimination creates in society, male students can not think of female students as a part of them, and also female students can not think of male students as a part of them (Oyler, Gregory, and Philip, April 2001),. It creates negative competition between male and female students which influences the male and female students activities, behaviors, beliefs, attitudes, values, characteristics, and preferences. As a result of this relationship between gender and teaching practices, the confidence level of males and females.
Some studies found that males and females confidence in their computer ability was equal (Sanders, June 2005). But by the time females, the confidence level is significantly decreasing day by day and females with lower confidant level is dropping out of computer programs. Because of this relationship, nowadays single-sex schools are increasing day by day (Walford, 1983).
Conclusion
This study wants to say in conclusion that although there is a relationship between gender and teaching practices this is not good for our society and thats why this study tries to give suggestions in its conclusion to improve these pictures
Educational institutions should be a combined based teaching system that means an equal number of male and female teachers who will be more responsible in case of gender issues.
an Equal number of male and female students in all classes and all subjects should be available in every educational institution.
Equal educational facilities, courses materials, preferences, and educational expenses should be for male and female students.
All male and female teachers should think that students are a student who has no sex and no gender that means all teacher should think that there is no difference between male and female students.
the teaching style of both male and female teachers should be such type that it will be suitable for all types of students such as male and female students.
every male and female teacher must follow the applied code of ethics and by the institution and by the department of education and the code of ethics must be related to law. In the code of ethics, the male and female teachers behaviors, the teaching style, relationship with male and female students, and other activities which give the negative gender message, must be included. These must be followed by every male and female teacher.
As human beings, our characteristics, attitudes, values, and behaviors as well as our gender roles are constructed by the sociological perspective. Hence our male and female characteristics are affected by the various social institutions. The important influential social institutions are school. The environment of schools, teachers of the school, the values of the school, and the teaching practices have a significant impact on our gender roles and this study tries to find out the relationship between gender and these factors especially teaching practices.
Term paper on learning Gender
Whether a human being is male or female it is identified to observe his or her biological factors and characteristics, attitudes, values, and behaviors which are constructed by our society. Our socialization plays a larger role than the biological perspective but some sociologists believe that it is a combination of both factors such as biological and sociological but that our socialization plays a larger role. There are various influential factors such as social institutions such as schools (including preschools) and other institutions of education, religion, workplaces, family, media, peers, communities, and politics which teach us our gender roles. There are four aspects of the gender of Harding such as
a property of individuals
a relation between groups
A property of symbolic systems and
a way of distributing scarce resources
Sometimes these four attributes are collapsed into two main ways of understanding sex or gender such as
The sex-gender system
A set of social relations between men which have a material base& that enables them to dominate women
Concern with the sexual division of labor, social division around sex or gender (traditionally the focus of equal opportunities or gender mainstreaming)
Gender Identity
identity and subjectivity of a particular gender
discourse (post-modern feminism is sometimes accursed of collapsing everything into discourse)
issues of embodiment
performativity of gender (butler)
There are various psychological differences between the male and female which influence his or her think, communication, and behaviors which are apparent in the playgrounds. For example
boys tend to play different types of games that do not play girls.
Boys are more hierarchical the noun of it is the hierarchy that means the system of grades of status or authority ranked one above the other.
Girls are more collaborative which means more sharing and caring and they are more co-operating.
girls tend to be better at communicating their feelings that means girls can easily express their feelings to others.
boys tend to answer in the classroom very frequently.
the tendency of girls to be able to diagram and systematize their jobs much more effectively than boys
Girls are more capable to show their efficiency to various learning contexts.
boys tend to interrupt frequently and answer not frequently in spite of do not know the answer.
the tendency of girls to keep silent in the classrooms and also in groups
boys tend to overestimate their academic abilities that mean they tend to be more confidants than means over confidant.
the tendency of girls is to underestimate their abilities and thats why they always work hard to compensate for their shortage of abilities.
boys tend to take action before thinking and they involve quickly with practical activities than girls,
girls tend to think before taking steps and they are slower involving in practical activities.
the tendency of Girls is that they are more got ready to be open about their ambition than boys.
girl tends to enlarge communication skills quickly than boys. The taking style is quicker and earlier.
Culture is one kind of the important influential factor in gender roles. For example, during the time of school age of children, imitation instruments such as imitation dolls become important, and in case of these, peer and media influence strongly on the gender roles. As a result, these affect their mindsets and behaviors.
Recent brain research proposes that there are two major objective differences between male and female brains and also in the way men and women use their brains. In many educational institutions, the single-gender classes system is used and it has various advantages and disadvantages. Some advantages are given below (Learning about Learning, 31 August 2007):
there is less disruption to the learning of girls and quieter boys.
the content of the curriculum can be adjusted to suit boys and girls interests, for example, in reading materials.
Learning about Learning | Gender in education
Boys can relax and express themselves more effectively when girls are not present and they take more risks in their learning.
the absence of boys can empower girls and make them more assertive.
Some disadvantages which are given below
there is a danger of introducing or reinforcing male/female stereotypes (Learning about Learning, 31 August 2007).
Male teachers can sometimes reinforce a macho or lad dish culture and the learning climate can often be characterized by confrontation.
Not all boys or girls behave or think like typical boys or typical girls (Learning about Learning, 31 August 2007).
Same-sex classes can result in the relatively higher attainment of girls, thus widening the gap in attainment between girls and boys (Learning about Learning, 31 August 2007).
Sometimes students can get a chance to select the learning style because they may have any specific learning style favorite and their preferences may vary between male and female students. Sometimes, this study sees that teachers cooperate with males more habitually, ask them better questions, and provide them more accurate and helpful feedback. From this discussion, it is clear that the teachers act differently with male and female students and the activities also differ from male and female teachers.
References
Ausburn, J. Lynna., (2004), Gender and Learning Strategy Differences in Non-traditional Adult Students Design Preferences in Hybrid Distance Courses, The Journal of Interactive Online Learning, Volume 3, Number 2, pp. 01. Web.
Cleveland, Gary. Clouse, F. Shawn. (2005). Distributed Learning for Geographically Dispersed Students. Clyde Neu; Journal of Educators Online. Web.
Clifford, Hazel (n.d.), A Comparison Of Gender-Related Attitudes Towards Mathematics Between Girls In Single-Sex And Co-Educational Schools, Submitted to the University of Exeter for the degree of Master of Education. Web.
Cornell University Law School, (n.d.), ABA Model Code of Professional Responsibility. Web.
Dickey, J. Robert. (2006). Code of Ethics, TESOL Law Journal. Vol. 1. 16-23.
Kelly, Nicola. (2007), Information Communication Technology (ICT) & GenderThe Declining Numbers. Web.
Kothari, C R. (2005). Research Methodology: Methods & Techniques. 2nd ed. New Age Publishers. New Delhi: Wishwa Prakashan.
Learning about Learning, (2007), Research summary gender in education- Differences between boys and girls. Web.
Malta Union of Teachers, (n.d.), Code of Ethics. Web.
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Walford, Geoffrey (1983). Girls in Boys Public Schools: A Prelude to Further Research. British Journal of Sociology of Education, Vol. 4, No. 1. pp. 39-54.
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I want to elaborate on the topic of gender role expectations and introduce myself at this time in my life. Women nowadays are fighting the pressure to adhere to stereotypical gender practices and questioning a large number of beliefs they have adopted. I attempt to fight the enforced gender standards and live according to my own scenario as I identify with this contemporary deconstruction of women.
The movement of feminism is of particular importance in my life. As an advocacy, feminism has played a significant role in numerous global social movements as a source of activism, including those for womens suffrage, personal liberty, reproductive liberation, and empowerment (McLaughlin & Aikman, 2019). I aspire to ensure equitable chances for other young women and men like me as I strive to become a successful, empowered, and independent woman. According to the expectations of their conventional roles, women should prioritize relationships over professional success (Corey et al., 2018). From this point of view, women are expected to preserve relationships, not compete or try to advance. My perception, however, significantly differs from this conventional role expectation since I think women shouldnt be expected to abandon their careers or personal development in order to be in a relationship. In my opinion, the majority of conventional gender expectations are detrimental rather than helpful. Reduced job goals, balancing several duties, and ambiguity about sexuality are some issues brought on by the typical female roles.
Gender stereotypes are predetermined, simplistic ideas about what is proper and typical for individuals in a certain society in accordance with their biological sex. Another widely held belief is that women should be empathetic, communicative, and caring. Womens progress was, until recently, determined by the males in their lives. Namely, womens function was defined by their status in male life (Corey et al., 2018). Although I consider myself an empathic, compassionate woman, I think this benchmark should apply to all individuals, not being a particular gender role expectation. Rather than living in mens shadows, the task for women and men is to collaborate in redefining what they desire to be in order to have meaningful interactions.
I recognize that gender equality is today more feasible than it ever was. Nevertheless, that hasnt happened yet, and regardless of age, gender prejudice persists to a great extent. For instance, several boards have been reluctant to alter their largely male makeup, and only a little more than 20% of board positions in Russell 3000 businesses were occupied by women in 2019 (Halliday et al., 2020). The idea of androgyny is the merging of normal male and female behavioral traits and actions in one individual, which is a viable alternative to restrictive gender norms. According to Corey et al. (2018), we all release both male and female hormones and share both feminine and masculine personality characteristics. Therefore, I think we have a right to be free from discrimination and inequality in every context, gaining independence in our gender identities by developing unique views and expectations. At this stage of life, I work to accomplish gender-role transcendence, which entails moving past the fixed femininity to arrive at a personal combination that permits flexible actions in a range of circumstances.
References
Corey, G., Corey, M., & Muratori, M. (2018). I never knew I had a choice: Explorations in self-growth. Boston, MA: Cengage Learning.
It was genuinely surprising to read Gerais account about the Dayak community, as it seems to represent an almost utopian view on sex and gender. Unlike Western perspectives that seek to distinguish the two genders, and raise one up at the expense of the other in some ways, the Dayak recognize the differences but see it as a benefit. Reading the account, it almost seemed as the culture promotes the empowerement of both genders based on the characteristics which define them (i.e., male strength, female persistence). These positives are then brought together to contribute to the wellbeing of society as well as personal relationships in a nearly egalitarian perspectives.
It is difficult to believe, although greatly comforting to know that there are cultures as this. Unfortunately, most industrialized societies have the culture of severe gender clashes, and the characteristics of the gender are associated with negative aspects, such as Gerai notes, male strength is connected to aggression. I think it is correct to note that it is a matter of values, the values that are taught by society are the ones that people would exhibit. Western society gives value to hypermasculinity and aggression as definitions of males, exemplified via the genitalia and abusive actions such as sexual domination, assault or rape therefore, the culture forms around this, being far removed from the egalitarianism and harmony of the Dayak.
As shocking as that perspective may be, I agree that it reflects accurately the social element that has been created conservatively around rape for centuries. As mentioned earlier, rape is often attributed to natural biology, while in reality it reflects more the concepts of society. I think this perspective touches on both, it emphasizes the natural characteristics of the genders (strength for men, femininity for women) while highlighting its social features (men are praised, women are viewed as used and broken). It can be argued that it is built within our society, as there are certain connotations and stereotypes associated with sexual violence. For example, in a UK study, the label victim was associated with passive femininity. The feminization hypothesis holds true when it comes to rape, as victims, that are most commonly women (but can be men) are attributed feminine characteristics and greater judgment (men would not be seen as men anymore). Meanwhile the accused of committing the rape is given trait dimension of prescriptive masculinity.
Gender disparity is one of the most disturbing and challenging global issues in the contemporary world. In general, this social phenomenon may be described as specific differences in access to status, resources, and well-being for women and men. Gender disparity traditionally favors men and is frequently institutionalized through social norms, justice, and law. The peculiarities of gender disparity related to the mens superior social position cause gender discrimination. It implies unfair treatment including exclusion, distinction, and restriction based on the female sex, violation of womens rights, and denial of their opportunities (Zarar, Bukhsh, and Khaskheli 2017). Gender discrimination rejects the equality of women and men and female fundamental freedoms and opportunities in the economic, political, cultural, civil, and social fields.
Despite substantial progress in all spheres of life, women remain vulnerable to discrimination, prejudice, violence, and exploitation all over the world. According to the research of WHO conducted with the Medical Research Council and the London School of Hygiene and Tropical Medicine, 35% of women have experienced either physical and/or sexual intimate partner violence or non-partner sexual violence (Al Dosary 2016:165). Discrimination is present even in developed countries that claim to be champions of womens rights (Zarar et al. 2017:1). In a substantive number of organizations, the gender gap in wages that implies the different payment for men and women is still observed (Popescu 2016). Meanwhile, gender discrimination and stigmatization are particularly common in developing countries, such as India, Afghanistan, Pakistan, and Bangladesh (Zarar et al. 2017). Women are frequently treated as second-class citizens they are not allowed to leave the house without the male relatives permission and spend money on their essential needs (Zarar et al. 2017). The non-implementation of established social regulations may lead to severe legal or domestic punishment.
Hypothesized Causes
Women currently remain vulnerable to discrimination, prejudice, violence, and exploitation all over the world because culture and society form gender roles, norms, and stereotypes that may hurt the perception of femininity. For instance, according to cultural and religious norms and traditions of specific communities, a woman is regarded as the mans property. After marriage, she will not be able to return to her parents or take care of them during old age. That is why the birth of a girl is frequently unwanted. In Islamic culture, women are responsible for covering themselves with a veil and housekeeping regardless of their desires or talents. Traditionally, patriarchal norms deny womens right to make decisions related to their reproduction and sexuality.
As social norms are accepted both consciously and unconsciously by group members, gender discrimination may be learned as well. The major agents of gender socialization, such as family, educational institutions, peer groups, and mass media, have a highly substantial impact on the creation of womens image (Chambliss and Eglitis 2018:260). Parents traditionally have particular beliefs concerning their childrens behavior based on their gender. In addition, they explicitly or indirectly transmit their vision of other people. Children adopt their parents views and may support womens discrimination in the future if it was common in their family. The focus of mass media and advertising on womens frequently exaggerated femininity and sexuality, emotional instability, or a lack of independence leads to the negative perception of women as well.
Women currently remain vulnerable to discrimination, prejudice, violence, and exploitation all over the world because a substantial number of communities do not have educational standards and the appropriate level of economic development to reduce gender discrimination. In general, people from high socioeconomic classes and higher educational backgrounds do not support gender discrimination and do not have a prejudice against women (Zarar et al. 2017). Violence against female citizens exists mostly among the representatives of lower socioeconomic classes with a substantively poor educational background.
Hypothesized Consequences
Because women currently remain vulnerable to discrimination, prejudice, violence, and exploitation all over the world, they frequently suffer from health problems and emotional stress. The act of violence causes a harmful emotional and physical impact on victims. Abused women are typically subjected to anxiety, depression, suicidal behavior, and personality or somatic disorders. Violence may result in crucial physical injuries of the victims body as well. The devastating effect of womens exploitation and discrimination frequently implies the inhibition of their self-determination. Moreover, gender discrimination negatively influences the development of society as womens talents, skills, potential, and contribution to the communities growth are highly essential.
Because women currently remain vulnerable to discrimination, prejudice, violence, and exploitation all over the world, feminist organizations are expanding operations worldwide. In general, feminism may be defined as a historical, social, and political movement that aims to provide social, economic, political, and personal gender equality. Due to feminism, women may vote, study, choose the place of work, make decisions concerning their reproduction, control money, and have their property. However, womens rights are currently violated in various societies across the globe. That is why feminists organize missions to support women in developing countries.
References
Al Dosary, Ahmad Hamad. 2016. Health Impact of Domestic Violence against Saudi Women: Cross Sectional Study. International Journal of Health Sciences 10(2): 165-173.
Chambliss, William J., and Daina S. Eglitis. 2018. Discover Sociology. 3rd ed. Thousand Oaks, CA: Sage.
Popescu, Gheorghe H. 2016. Gender, Work, and Wages: Patterns of Female Participation in the Labor Market. Journal of Self-Governance and Management Economics 4(1): 128-134.
Zarar, Rukhshanda, Muneera Moula Bukhsh, and Waheed Akbar Khaskheli. 2017. Causes and Consequences of Gender Discrimination against Women in Quetta City. Arts and Social Sciences Journal 8(3):1-6.
This essay is about a case of a young Black male of Nigerian origin called Victor, aged 22 who lives in Nottingham in the United Kingdom (UK), currently serving a 5-year jail term for grievous bodily harm. Victor has been living with his mother ever since the age of 4 years after his father moved to the United States. Further, Victor was exposed to several domestic conflicts at an early age due to the fact that his mother had several relationships with many partners which did not last more than one year. In many instances, some of these partners were violent and he witnessed them beat up his mother on many occasions. These brutal actions towards the mother might have radicalized Victor into violence against the men in defense of his mother and younger sister.
Seemingly the environment in which Victor grew up influenced his personality identity because at young age Victor got involved with gangs and knife crimes. This earned him a reputation as a criminal at the adolescent stage for offenses like theft, criminal damage, drug abuse, selling drugs, and possession of weapons. This alienated him further from his mother, stepfather, and sister as he started living with his friend until his prison sentence. It is also essential to highlight the fact that neither his biological parents nor stepfather (a white British) whom his mother remarried when he was 12 years had any criminal records. Victors criminal and violent life intensified after joining a group of gang friends; he was involved in gang fights, committed robberies, violent assaults, and was also a victim of grievous bodily harm.
Prior to his prison sentence, there were attempts to rehabilitate Victor and he was enrolled even in adult education courses in painting and decoration. His mentors reported positive progress as he was actively trying to change and dissociate from gang-related activities; unfortunately, the funding for the program stopped negating the gains already made. In addition, his school reports indicated that he was a frequent truant and displayed early violent behaviors; and he was frequently suspended from school. Intersectionality of race, gender, age, and class comes into play in this case study. Clearly, Victor suffered an identity complex crisis both of biological, psychological, and social influences that changed his life at an early age. This essay will discuss each socio-cultural factor independently first, and lastly examine how the factors intersect with each other in a separate section.
Age
The period of youth and adolescence is characterized by dramatic changes for young people. They are expected to develop their own identity and personality in this period of their lives (Cherry, 2021). Developing from an early age without proper parental care combined with the fact his mother was continuously getting into so many abusive relationships, must have created conflict in Victors development. On reaching the adolescent stage where he started exploring his independence and developing a sense of self, the earlier violent behaviors from partners towards his mother must have taught him to act violently. As revealed in the case study, he horned his violent tendency in defense of his mother and the sister. It further created mental instability in Victor, created a gap in his relationship with people, and cultivated criminal tendencies witnessed in him.
On the other hand, the perceived age of a person will have an impact on how society views them and behave with them. There are dominant societal and cultural assumptions about age and different age groups, that consider children as innocent, old people as fragile and vulnerable, and teenagers as selfish and rebellious (Knoll et al., 2017). These prevailing images of certain age groups influence perceptions perception and experiences, and it may have contributed to the careless nature by which Victors mother changed partners at his tender age. The mom and her violent partners might have thought that he was so young and innocent that he could not notice what was happening around him (Knoll et al., 2017). Oblivious of how keen Victor was at a tender age, the actions by his mother and the partners created huge damage to his character and necessitated a violent change in his behavior. At his adolescent stage, when his violent and criminal nature was already taking effect, the police did not give him the benefit of doubt to know what led him to criminal gangs and activities.
Race
Racism is a belief that certain races have distinctive characteristics which give them superiority over others. It is a form of visible and invisible violence, and it can take structural, psychological, and physical dimensions (Henkeman, 2016). Living in a social context dominated by the white majority with deep-rooted societal stereotypes and perceptions towards Black Africans, Victor mostly likely grew up witnessing how fellow Blacks suffered discrimination. In his neighborhood maybe the police offer to apply the law selectively depending on the victims ethnicity or race. The hatred of the physicality, cultures, and identities of the Black Africans coupled with how his mother suffered at the hands of her partners might have lowered him into criminal gangs (Kippert, 2020). The inequalities, unemployment, poverty, and exclusion against Blacks could have led him to join extreme criminal gangs believing it could help him fight racial discrimination.
Gender
Domestic violence against women is considered to have serious health consequences for women, children, families, and the community. Gender-based violence could lead to behavioral issues, depression, anxiety, stress, selfharm, poor selfesteem, violence, and substance abuse among the victims and their family members (Sharma et al., 2019). Growing up seeing his moms partners take advantage of her feminine status and constantly violent her physically, and emotionally, Victor might experience pain, suffering, stress, and depression. These problems might have made him decide to act violently in defense of his mother and younger sister who were helpless. The persuasion to become violent because he was the only male in their family to defend the mom and sister could have lured him to join a violent gang that became his friends.
Class
The social class status of different people may arise from unequal distribution or access to resources by different people in terms of race, age, and gender. It manifests in many ways including income and wealth inequality, unequal access to education, cultural resources, different treatment by the police, and the judicial system (Crossman, 2020). It is characterized by unequal opportunities and rewards for different positions within society. There are elements of uneven spreading of wealth and punishments. The nature of violence victor witnessed against his mother and the subsequent violence in the hands of police offers could have lured him into violent and criminal activities. He might have gotten involved with the criminal gang as the only way out for him in life.
Discussion of Intersectionality of Race, Gender, Age and Class
Intersectional theory creates a room for services and providers to examine how and young people experience the world. Additionally, it reveals how such experience influences the way teenagers interact with other people and the extent that they feel able to share their lived realities (Marsh & Davis, 2020). These occurrences are shaped and impacted by aspects of young peoples identity like race, age, gender, and social class. The interactions through these identities are layered, interrelate, and are experienced simultaneously. Based on this Victor being a male Black African of Nigerian origin, without proper education, and from a family living a relatively low life might have resigned his fate to violent criminal activities. That is what contemporary society sees such young people for, and maybe nobody would give him a chance or take their time to understand why his life took a turn for worse.
It is likely that he experienced racism and biased interactions not just due to his race but also because of how it intersects with his gender; he is a black African male. In terms of how these characteristics intersect with age, being an adolescent the society perceives him as selfish and rebellious, and so are easily criminalized. This kind of experience might have affected Victors sense of insecurity about receiving support from professionals as a victim of stress, depression, and domestic violence. Thus, he sought refuge in joining teen gangs operating in his neighborhood which he believed could offer him a sense of identity, belonging, and connection. There is a need for the police, psychologists, and counselors to consider the race, culture, age, gender, and social class of the youth when dealing with why they turned violent and got engaged in criminal activities.
Conclusion
Race, age, gender, and social class intersectionality has the potential of making young adolescents who turn violent fail from getting appropriate help from professional psychologists due to perception at first sight. Equally, government agencies like the police out of prejudice may discriminate against young people who engage in violent and criminal activities based on these identities. Therefore, professional counselors, educationists, psychologists, and must consider these factors when dealing with violent and criminal gangs of young people.
The binary gender system too rigidly assigns patterns of behavior, responsibilities, and expectations to women and men. Failure to conform to these patterns generates social disapproval and can provoke painful sanctions (such as firing fathers who dare to take paternity leave). The options for choosing behavioral scenarios are severely narrowed. Moreover, the binary gender system usually becomes a tool for reproducing gender inequality in society. It is difficult for a woman who is seen only as a mother and a keeper of the home to become president.
Discussion
The American Grammy Awards no longer have a gender divide. Although the Grammy has more than 80 different categories, from Best Latin Rock Album to Best New Age Song, no gender-specific class exists (Nakahara, 2019). The most important types are Best Album of the Year, Best Song of the Year, and Best Record of the Year. So it is not just a matter of gender identity it is a matter of not distinguishing between male and female talent. Some nominees and viewers might think that the division into awards for men and women exists to show that one gender is more talented or vice versa. The other awards must do away with gender division to avoid such misunderstandings. This move will help bring us closer to gender equality, which is almost the hottest topic today. Each person, actor, or teacher has the right to choose whom they want to be. It should not be forgotten that the celebrities who receive these awards may feel differently, and it is not possible to assign any gender category to them.
Before the 21st Century, it seemed that the future world would evolve exclusively with technology, but as it turned into the present world, it turned out that it was still far from perfect. People continue to dress girls in pink and boys in blue, forbidding girls to play with cars and boys to embroider crosses. Although people abandon old prejudices in todays society, the problem is still relevant. Many parents who raise their children according to the old ways make them suffer. Many teenagers are afraid to admit that, for example, they do not feel like a girl or a boy because they do not want to upset their parents. Awards like the Oscars and the Emmys should surely remove the gender divide. Large-scale organizations must treat all people equally to set an example for society.
Conclusion
Society cannot divide people by gender by attributing any qualities to them. The Oscars and Emmys have a huge impact on people, so they need to take a step that will help to abandon gender division and come to equality completely. If awards like the Oscars and Emmys move away from the gender divide, more and more people will start to think about the topic. People tend to believe their idols and share their points of view, so this action will help bring the topic of gender separation to society and show that it is worthy of attention.
Reference
Nakahara, Y. (2019). Music and gender.Nakamura International Course, 57. Web.
The COVID-19 pandemic has profoundly altered the lives of people worldwide in several ways. This article will focus on how the pandemic has exacerbated race, gender, and marriage humankind. Considering the long-standing gender inequality that has existed for a long time now, this paper is focused on finding out gender has been affected by the coronavirus disease pandemic. Furthermore, the paper will establish how the viruss outbreak has impacted various ethnic groups.
Marriages are another aspect of humanity that has faced the brunt of the viruss outbreak and spread. A study by Landivar et al. (2020) about the effect of the virus on gender and marriage in the US reveals that the pandemic has worsened gender inequality in employment. The studys findings indicate more women, especially mothers, had to quit their jobs to become housewives.
Statistics given by the Current Population Survey report that most exits from the labor force represented women who had young children (Landivar et al., 2020). The reduction of work hours by firms also had a toll on working spouses. While most men among heterosexual working couples were affected, only couples who could telecommute were retained. Mothers report a higher reduction in work hours than fathers.
According to Lanvidar et al. (2020), women have been greatly affected. They have to undergo challenging situations such as increased domestic work since educational schools had been shut down, working in firms facing economic decline, and serving as forefront workers at risk of being infected with the virus. The article implies that the pandemic is inclined to worsen gender disparity since its impact on women, including mothers, will result in the following: lower career development decreased income, and higher independence on others.
Lavindar et al. (2020) indicate that the pandemic brought about a change of roles as men had to assume care work responsibility while working from home. However, it is reported that childcare was done in the shift to reduce the possibility of interrupting office work time. The study indicates that even when couples were able to telecommute and consider household commitments, mothers did this to a greater extent than fathers to perform their duties. Furthermore, the work hours have been reduced even among women who can telecommute.
It is reported that childcare was done in the shift to reduce the possibility of interrupting office work time. Lavindar et al. (2020) indicate that the pandemic brought about a change of roles as men had to assume childcare responsibility while working from home. These statistics indicate the great extent to which the viruss outbreak has worsened gender inequality and couple marriages.
An article, Centers for Disease Control and Prevention (2020), has reported that people from racial and ethnic minorities are at a higher risk of getting infected with the virus. The determinants include racial discrimination, access to healthcare, housing, occupation, and disparities in wealth, education, and pay. CDC says that these inequities have also increased the occurrence of other medical conditions that can expose a patient to COVID-19. Some ethnic groups and races may experience a shortage of wages, higher stress levels, and lack of access to essential services when local administration effect strategies to control the viruss spread.
In conclusion, the article has examined how humanitys characteristics, such as race, marriage, and gender, have been impacted by the COVID-19 outbreak and the subsequent spread. It found out that the pandemic has exacerbated gender inequality and resulted in the change of roles among married couples with children living at home. Furthermore, the spread of the virus had negative consequences on race. The pandemic worsened discrimination of people from varying races and ethnic groups worldwide.
References
Centers for Disease Control and Prevention. (2020). Health Equity Considerations and Racial and Ethnic Minority Groups. Web.
Lavindar, L. C., Ruppanner, L, R., Scarborough, W., J., & Collins, C. (2020). Early Signs Indicate That COVID-19 Is Exacerbating Gender Inequality in the Labor Force. Sociological Research for a Dynamic World, 6, 1-3. Web.
The article discusses the barriers that gender minorities, particularly women and broader American employees, experience in the workplace in the United States. Specifically, the author emphasizes the inadequacies of the existing job protection and compensation system in the US. The article first outlines the rising costs of childcare and elderly care, followed by explaining the inability of the Family and Medical Leave Act (FMLA) to meet those increasing challenges. After considering the family leaves policies implemented in Rhode Island, California, New Jersey, Connecticut, and other industrialized countries as exemplary models, the author provides some practical policy recommendations.
People, Groups, Organizations
The article primarily concerns working-class Americans and management in the face of employers as the policies discussed can directly affect the lives of these individuals. The author also includes lawmakers in the US Federal Government, particularly the US Department of Labor and State Governments, in the discussion. The source also refers to the social work centers, including the Center for American Progress and the Center for the Childcare Workforce.
Authors Position
Janice Arellano has a Doctor of Law degree from James E. Beasley School of Law from Temple University. Hence, the author has sufficient qualifications to discuss the topic. Their position as a female with Latino-Hispanic origins can be one of the factors that shaped their ultimate concern for the given issue. In other words, inadequate family policies primarily harm women workers and immigrant, low-income, minority communities.
Connection with the NASW Code of Ethics
The article relates to several aspects of the NASW Code of Ethics. The social justice value from the NASW Code of Ethics is relevant to the report. This value emphasizes that social workers should challenge social injustices. NASW Code of Ethics also focuses on the importance of human relationships, which is based on the ethical principle that social workers should acknowledge the importance of family relationships for individual happiness. This value is related to the article since the author assumes that family care is an essential aspect of human happiness undermined under the existing inadequate family care policies.
