Category: Gender

Summary

Several researchers have delved into various aspects of the Gender-Based Violence Against Women (GBV) social problem. However, there is a distinction between researchers who apply rhetorical appeals to pass their rationale to the audience and those who do not (Bradbury-Jones 7). The reason is that research that applies rhetorical appeals to persuade the audience to build stronger arguments that supersede regular standard ratings. Examples of the rhetorical styles used in writing include logos, ethos, and pathos. The study intends to find distinguished research in six filtered studies that apply different rhetorical analysis techniques.

Beyond Domestic Violence Survivor Services by Marie

In her methodological article on domestic violence against violence, Marie explores the interventions placed by the US government in eradicating GBV. In the abstract, the author disapproves of the notion that GBV is steered by poverty and poor government programs to combat this violence (Marie para 1). Instead, she mentions that the policy consensus is the main problem, which attracts the reader’s attention because of the desire to understand how.

Marie posits that GBV is any “arbitrary deprivation of liberty primarily caused by ineffective policies that increase rights infringement (Marie para 2). The author sets the stage by giving an example of traditional theories created in the past to justify violence against women. For instance, she mentions that “the historical patterns that perpetuate GBV lead to an expectation of continued tolerance of GBV as well as the benefits (privilege, power, control over women) derived from such tolerance” (Marie para 19). This statement fulfills the pathos stake because it highlights how poor policies and notions have continued to support this patriarchy and violence, making the reader saddened by this state of affairs.

Additionally, she presents a lengthy quantitative analysis of the prevalence of GBV globally, with specific emphasis on US states. Marie mentions that globally, one-third of all women in the Americas have been victims of gender-based violence (Marie para 2). This data builds credibility because facts are presented from reputable sources justifying its ethos use. Furthermore, the presented data showcases that GBV is dangerous to society because the worst cases related to death have been reported in different states.

Throughout the article, the author uses various sources to prove his rationale for the rampant global surge in GBV and the impact of weak policies. These sources include the Community Economic Ventures, Inc. (CEVI) report and the national reports to the Assembly of Delegates to the OAS Commission of women (Marie para 10). Data retrieved from these sources are reliable, fulfilling the logos appeal, which is credibility. However, the data of policies provided is outdated, which is a limitation in the study because it degrades the ethos appeal. For instance, the data presented indicating the policies available in various states in the US were published in 2012, meaning that it does not meet the standards for this research.

GBV Against Women and Girls by World Bank Group

Further, the World Bank Group presents an online article addressing GBV by presenting convincing statistics on the prevalence of GBV in the world. It is indicated that “35% of women have experienced physical or sexual violence in their lifetime” (para 1). This factor fulfills the pathos because it showcases the intensity of its occurrence. Further, they explain that GBV affects a country’s social-economic status, and failure to deal with the menace could significantly impact the future. Annually, GBV costs countries close to 3.7 % of their GDP (World Bank Group para 2). This results in a decline in living standards across the affected countries.

Another valid argument is that GBV knows no borders because it affects women across all social-economic boundaries meaning that it occurs in developed and underdeveloped countries (World Bank Group para 5). This rationale satisfies the logos because the claim is relevant evidence that is appropriate to this topic. However, the subsequent paragraphs focus on addressing the organization’s achievements in fighting GBV, which indicates the loss of focus on the main topic, “Gender-Based Violence Against Women and Girls. “This shift weakens the ethos appeal because it deviates from the initial argument. In addition, the research can be called cyclical, making this source a weak study to be used in research.

Understanding Gender-Based Violence by Bradbury-Jones

The book “Understanding Gender-Based Violence is a classical guide by a renowned researcher that addresses various dynamics of GBV. All chapters in this book have other researchers’ contributions to the topic making the book unbiased and successfully employing the ethical appeal, which is ethos. For instance, chapter one of the book incorporates ideas from Finn Mackay, which brings a diverse perspective on the issue of GBV (Bradbury-Jones 6). Mackay introduces what feminists want, including respect, equal pay, opportunities and independence. If these considerations are fulfilled, GBV can be eradicated because women will be able to stand up for themselves and defend what is ethical.

The author uses empirical research by presenting different rationales from other experts based on their observation and measurement of different phenomena, comparing it with the claims stated, adding to the ethos appeal. For instance, feminist scholars based in the UK claim that “male sexual violence against women is the trigger to maintaining social governance” (Bradbury-Jones 7). Such statements create logos and ethos, which enhance the readers’ understanding of that topic. Generally, this book is analytical because the critical analysis of all data created intensifies the interpretation and is an excellent resource for this study.

What is considered Gender-Based Violence (GBV)by Otto

In her online post on GBV, Ott applies various rhetorical techniques to persuade her audience to accept her rationale for GBV. The introduction of the blog begins with a statement containing Anadiplosis, “Gender-based violence (GBV) is violence that is directed at an individual based on their gender identity” (Ott para 1). Violence is repeated in the sentence to emphasize or intensify the significance of what is being addressed. This language applies ethos, which is significant in enhancing focus where needed.

Another strategy used is statistical inclusion, whereby data on the affected women emphasizes the prevalence of this menace. Authors use data to add sophistication and authenticity to their work. The representation of facts also enhances credibility, which is integral in enhancing logos (Ott para 1). Finally, the pathos appeal is utilized well because the author identifies the consequences of GBV, including “unwanted pregnancies, unsafe abortions, STI transmission, and depression. Which are consequences that evokes emotions” (Ott para 4). However, ethos is not addressed because the work is not cited, meaning that the ideas presented cannot be confirmed and hence, not suitable for use as a research source.

Lessons Never Learned by Neetu John

“Lessons never learned about GBV” is a journal article that addresses mistakes that have become dominant in the war against this violence. Lack of enough education, social service agencies, and non-functional policies are all drawbacks to eradicating this violence. The author debuted by providing a statistical analysis of the trends in the occurrence of GBV and a review of the impact of the drawback. For instance, 1 in 3 women who have been in a relationship has experienced GBV (Neetu John para 3). This information is used to bolster the claim that the limitations contribute to a surge in GBV. Therefore, it also promotes the logos appeal in the rhetorical study.

This article discusses the COVID-19 pandemic and gender-based violence (GBV) in the context of lessons learned from previous emergencies, such as the Ebola crisis, to avoid future blunders. This intervention will advocate for the inclusion of women in all COVID-19 decision-making processes. The examples given of the prevalence of GBV during the Ebola and Covid-19 pandemics evoke sad emotions considering both states of affairs are devastating to the woman’s welfare (Neetu John para 3). This statement and analysis express the pathos appeal, which is an excellent tool in the rhetorical study approach. The author also includes citations at the end of the journal to ensure that the ethos appeal is fulfilled. However, the citations are not referenced because the works cited have no detailed work connecting word by word to their respective citation creating a limitation in the ethos approach. Therefore, this journal is also limited as a research source and cannot be applied to this study.

Entitled: How male privilege hurts women by Manne

Lastly, Kate Manne, author of a classical book on GBV, explores the dynamics of patriarchy in the fight against GBV. In a sad but comical story, the author explores a rape case ignored in the high court based on considerations of male privilege (Manne 9). This story sets hurtful emotions and regrets on the systems that allow impartial justice, fulfilling the pathos appeal (Manne 9). The author’s use of literary devices is top-notch because there is a sophisticated combination of various rhetorical strategies such as apophasis, strong diction and similes to draw the audience’s attention and achieve the logos appeal in the process.

The first device used is apophasis, a literacy similar to irony “I cannot imagine what you and your family have gone through, Boy, you all want power (Manne 10).” The book is also rich in complex jargon, which shows the author is proficient in English literacy. Such words include misogyny, inscrutability and egalitarianism, which are known to fewer audiences. Phrases such as “they’ve all treated me like a mouse” contain a simile, a literacy device used to spice the message (Manne 20). This book is the best option for a research paper because it highlights various rhetorical devices such as ethos, logos and pathos in addition to other works.

Works Cited

Bradbury-Jones, Caroline, and Louise Isham, (eds). Understanding Gender-Based Violence: An Essential Textbook for Nurses, Healthcare Professionals and Social Workers. Springer Nature, 2021. Web.

Manne, Kate. Entitled: How male privilege hurts women. Crown, 2020.

Marie Choup, Anne. “Beyond Domestic Violence Survivor Services: Refocusing on Inequality in the Fight against Gender‐Based Violence in the Americas.”Bulletin of Latin American Research, vol 35.4, 2016, pp. 452-466. Web.

Neetu John, et al. “Lessons Never Learned: Crisis and Gender‐Based Violence.”Developing world bioethics, vol.20, 2021.pp 65-68. Web.

Ott, Meghan. “Gender-Based Violence (GBV) Includes Physical, Sexual, Verbal, Emotional, And Psychological Abuse, Threats, Coercion, and Economic or Educational Deprivation.” Women for Women International 2021, Web.

World Bank Group. “Gender-Based Violence (Violence Against Women and Girls).”World Bank, 2021, Web.

Introduction

In Canada, the number of women in science, technology, engineering, and mathematics (Stem) is underrepresented, which has attracted a significant concern. Wall (2019) shows many people wonder whether the likelihood of women quitting Stem programs is high at universities compared to men. Only 44 percent of women pursue postsecondary Stem programs in the country (Wall, 2019).

The shortage of women in these programs, specifically in computer science and engineering, means women are missing out on the fastest-growing and highest-paying occupations. Among the reasons that set women apart from pursuing Stem programs is the stereotype and negative perspective associated with the programs. The majority of women in western countries still believe that Stem subjects and professionals are domains for men and regularly apply the stereotype to their assessment abilities in the programs. To what degree does Stem’s low proportion of female students’ own stereotypes compare to family and school factors, and how does it contribute to academic self-concept in the programs?

Data Collection

Academic self-concept constitutes an individual’s self-evaluation in the domains of the academy. The concept is developed from environmental interpretation and experiences by an individual regarding feelings of ability, competence, and self-confidence. Further, Ertl et al. (2017) show the concept is influenced by a person’s attributed behavior, reinforcements, and significant other’s evaluations. When collecting data, the external frame associated with Stem program reference is often influenced by a comparison between the achievement of others to that of an individual. When the structure looks inwards, the connection to the program shifts to comparing an individual’s abilities in several comparable subjects (Ertl et al., 2017). Data collection about Stem programs comes through comparing an individual’s achievement in one issue, like in mathematics, with another subject’s achievement, like in French and English.

Family and school are two environments that distinctively support the development a student encounters self-concept. Eccles and Wang (2016) show that due to differences in classroom teaching characteristics, substantial effects are developed attributed to Stem programs’ perspectives and the interest generated in the subjects. Educators play a significant role in the support given towards the achievement of Stem programs, and the support aids students in overcoming patterns of gender-specific attribution. When it comes to data collection, the concept of teaching a gender-specific role educator play in shaping learners’ understanding of Stem programs becomes critical (Eccles and Wang, 2016).

Teacher behavior or support becomes a significant bias when determining how university students perceive Stem programs since it contributes to a student’s interest in developing academic self-concept related to the subjects.

When perceived through family context, in-class comparison becomes insignificant since the family’s attributional beliefs define the student’s understanding of Stem programs. How parents perceive their student’s abilities forms a fundamental basis through which the students reflect their academic self-concept (Martin-Hansen, 2018). Within the context of Stem, how parents consider their children’s ability to handle the programs is critical since it provides the necessary intrusive support to the subjects. Depending on specific behaviors, parents can influence their children on experience for self-evaluation at home and school (Martin-Hansen, 2018). Therefore, family support is a form of bias regarding Stem programs in universities since it helps influence students on the subjects of gender stereotypes.

Data Analysis

In science education, gender-biased learning and stereotypic education materials play a significant role when considering gender stereotypes. The mentioned aspects are central in how children, at a young age, develop gender-biased ideas. Stereotyping often results in gender-biased attitudes where parents and teachers advise children on study fields and courses to pursue (Kerkhoven et al., 2016). Such advice causes children to encounter a socially driven lack of interest in Stem programs among female students due to the developed understanding that Stem programs are meant for male students. Therefore, when analyzing the impact of stereotypes on Stem programs among University of Regina students, it becomes relevant that considerations must be made about gender-biased learning in education systems throughout the country.

In the Canadian learning system, like in most Western countries, gender bias in learning institutions takes the form of assessment and teaching approaches and educator attitudes, which can be gender-biased. How educators help inform the understanding of their learners matters a lot in the careers students choose later in their lives (Xu, 2016). Therefore, it becomes critical that educators develop enthusiasm among their learners to make them realize science is for every student and not primarily male students. Through gender neutrality, students can understand that no distinctions exist between male and female learners.

Therefore, by neutrally combining assessment and teaching and instructing in a gender-balanced way, it would become possible to raise female students who perceive themselves as equals in Stem programs (Xu, 2016). Unless gender inclusivity is incorporated in learning institutions, assessment and teaching approaches become biased, restricting female students from pursuing Stem subjects at higher learning institutions.

Resources used in gender-biased science instruction within classrooms are significant in emphasizing or minimizing stereotypes. Within the context of instruction resources, gender stereotypes are related to the presentation of different science topics (Schuster & Martiny, 2017). In a comparison between male and female students, it has been established that female students will continue to be interested in topics that have a feminine context unless changes are made. Through instruction, it becomes possible for educators to instill positive understanding and association of all topics to all students towards establishing a balance between masculine and feminine topics (Schuster & Martiny, 2017). Failure to realize this in instruction maintains the same familiar associations of science in male and female students, making it impossible to differentiate science instruction from stereotypes regarding Stem programs.

Dissemination

Compared to male students, professional and subject stereotypical categorizations have substantial implications for female students. The importance is female learners are impaired and are prevented from realizing their full potential. A student’s self-evaluation is lowered, and so is their sense of competence and eventually their career choices (Chittum et al., 2017). Acknowledging achievement causes, similarly, contributes to the development of how students perceive themselves.

Through achievements, a student’s ability is contributed to and hence their self-concept. Therefore, the significant bias from achievement causes is motivation (Chittum et al., 2017). When academic failure is attributed to no effort, an increase in effort may cause improved performance in the upcoming examinations. However, resignation may come from attributing failure to no ability at all. Therefore, a learner’s academic potential may be influenced by their academic self-concept.

Stereotype internalization has a destructing effect on an individual’s perception of self-concept. The tendency to rely on stereotype threats makes it possible for a female student to be impaired despite believing they are competent to pursue Stem programs. The confrontation associated with stereotype threat further influences task difficulty perception, and with this comes enhanced tension and strain (Forsman, & Barth, 2017).

Stereotype threat belief becomes the other bias determining a student’s ability to pursue Stem programs and later careers. Unless checked, it consumes essential resources in completing tasks and eventually impairs performance outcomes. Parents who are prone to gender stereotypes, compared to educators, tend to give vital feedback concerning a student’s performance, and this has a more significant impact on the child’s self-concept. Therefore, Pratt (2017) states that female students tend to depend on their teacher’s assessment of their abilities when undertaking math ability evaluations, making them susceptible to incorporating evaluations of significant others into their self-concept.

Conclusion

The negative self-concept associated with female learners majorly relies on their ability or willingness to rely on others’ evaluation of them. The specific support by teachers and at school on stereotypes has a strong negative influence on how female students choose their courses and careers later in their lives. The career guidance given to male students, unlike their female counterparts, in terms of Stem programs, becomes a specific stereotype threat occurrence that respectively results in adverse outcomes when selecting courses.

When exceptional support is given, students mistakenly consider it a compensatory action for their inability, and with this, they encounter a decline in their self-concept. Specifically, this is associated with the provided intrusive support and from this, it can be established that evoking a stronger sense of identification or emphasizing Stem becomes stereotypical. Parents also have a role to play in how students perceive Stem programs and the choices they make, particularly if their understanding of the subjects is not biased.

References

Chittum, J. R., Jones, B. D., Akalin, S., & Schram, A. B. (2017). The effects of an afterschool STEM program on students motivation and engagement. International Journal of Stem Education, 4, 1, 1-16.

Eccles, J. S., and Wang, M. T. (2016). What motivates females and males to pursue careers in mathematics and science? Int. J. Behav. Dev. 40, 100–106. Web.

Ertl B, Luttenberger S and Paechter M (2017) The Impact of Gender Stereotypes on the Self Concept of Female Students in STEM Subjects with an Under-Representation of Females. Front. Psychol. 8:703. Web.

Forsman, J. A., & Barth, J. M. (2017). The Effect of Occupational Gender Stereotypes on Men’s Interest in Female-Dominated Occupations. Sex Roles : a Journal of Research, 76, 460-472.

Kerkhoven, A. H., Rodrigues, D. S. R. P. M., Land-Zandstra, A. M., Saxena, A., & Rodenburg, F. J. (2016). Gender Stereotypes in Science Education Resources: A Visual Content Analysis. Plus One, 11, 11.)

Martin-Hansen, L. (2018). Examining ways to meaningfully support students in STEM. International Journal of Stem Education, 5, 1, 1-6.

Pratt, J. E. (2017). Stereotype Threat and Anxiety Among Female STEM Majors: An Intervention to Improve Retention. [Moraga California] : Saint Mary’s College of California.

Schuster, C., and Martiny, S. E. (2017). Not feeling good in STEM: effects of stereotype activation and anticipated effect on women’s career aspirations. Sex Roles 76, 40–55. Web.

Wall, K., & Statistique Canada,. (2019). Persistence and representation of women in STEM programs. [Ottawa]: Statistics Canada = Statistique Canada.

Xu, Y. J. (2016). Aspirations and application for graduate education: gender differences in low-participation STEM disciplines. Res. High. Educ. 57, 913–942. Web.

Differences in gender roles and gender presentation have always had a significant influence on every person’s life. In most countries and societies, women and men are perceived by the stereotypes surrounding their gender, and are expected to comply with those stereotypes: “Men are more apt to be viewed as having traits involving competence, such as independence, objectivity, and competitiveness. In contrast, women tend to be seen as having traits involving warmth and expressiveness, such as gentleness and awareness of others’ feelings” (Feldman, 2011, p. 343). According to Feldman (2011), gender stereotyping itself can have a substantial impact on a person’s gender role formation process (p. 343). However, adherents of some psychological approaches have a different opinion on the factors influencing gender role development. This paper intends to discuss and compare theories regarding gender formation in biological psychology and psychodynamics, as well as to evaluate the two approaches concerning their application to modern society and recent trends in research.

Biological Approach

For most people, approaching gender development from a biological perspective is reasonable, due to “the indisputable fact that sex is a biological variable” (Feldman, 2011, p. 350). Thus, for biological psychologists, all behavioural differences between men and women can be explained in terms of physiological variables, for instance, hormone levels. Feldman (2011) provides a useful overview of the studies of hormones that affect male and female behaviour and outlines the key findings. For example, it was discovered that androgen has a strong influence on the choice of toys among children: “girls who were exposed before birth to unusually high levels of androgen, a male hormone, because their mothers accidentally took a drug containing that hormone while pregnant preferred different toys from those preferred by girls not exposed to androgens. Specifically, they were more likely to play with toys that boys stereotypically prefer (such as cars) and less likely to play with toys girls stereotypically prefer (such as dolls)” (p. 351). Some studies also suggest that hormones can impact one’s cognitive abilities. Gleitman, Gross, and Reisberg (2011) note that men have better visuospatial abilities than women, and do better at navigating three-dimensional computer environments, whereas females tend to have more advanced verbal and language skills (p. 452).

Feldman (2011) states that these features can be attributed to hormonal influences: “some evidence suggests that women perform better on tasks involving verbal skill and muscular coordination during periods when their production of the female sex hormone estrogen is relatively high compared with periods when it is low. In contrast, they perform better on tasks involving spatial relationships when the estrogen level is relatively low” (p. 351). Testosterone is another male hormone that accounts for some behavioural differences, as it promotes aggressive behaviour in men. However, the relationship between testosterone levels and aggression is not as straightforward as in cases with other hormone-dependent behaviour: “high testosterone levels can be both a cause and an effect of aggressive behavior […] testosterone administered externally can increase subsequent aggressiveness, but successful, aggressive encounters can also cause increased secretion of testosterone” (Gleitman et al., 2011, p. 476).

Other biological influences on gendered behaviour include evolutionary forces. For example, some scholars argue that the patterns of jealousy in men and women differ a lot: where females pay more attention to emotional infidelity than to the sexual act of cheating, males feel more threatened when they experience sexual infidelity, due to the fact that they are programmed by evolution to ensure the passing of their genes to their children (Feldman, 2011, p. 351). Another interesting study of the effect of hormones is the study of differences in the portrayal of emotion by men and women. According to the biological approach, hormone levels influence the intensity of emotion and the reaction to certain stimuli that trigger the emotion: “In line with a biological view, women tend to report more fear in threatening situations, […] whereas men report more emotional arousal than do women in the presence of erotic stimuli” (Fiorentini, 2013, p. 31).

Despite the results discussed above, most researchers agree that the influence of biological factors on gender role development is limited: “Biological factors and evolutionary factors alone do not explain the complete range of differences between male and female behavior” (Feldman, 2011, p. 353). Fiorentini (2013) agrees that, despite the fact that “men and women responded differently to different types of emotional stimuli […] evidence of sex differences in the physiological component of emotion is quite elusive” (p. 27), whereas Gleitman et al. (2011) add, “several studies have failed to confirm these hormonal effects on visuospatial performance, so any conclusions about this point must be tentative” (p. 453). Nevertheless, a biological approach remains one of the bases of research in the field of gender role development: “the whole perspective of starting with biological differences between men and women and using those as the scaffolding on which to build theories of individual differences was coming into vogue at that time and persists to the present” (Tate, 2014, p. 3).

Psychodynamic Approach

Similarly, the psychodynamic approach is still addressed in many studies across various fields of psychology: for instance, “Freud’s ideas about gender identity development […] appear to have infiltrated both developmental psychology and psychiatry” (Tate, 2014, p. 4). According to the founder of this approach, Sigmund Freud, the development of gender roles takes place from early childhood (phallic stage), and follows a similar pattern in boys and girls. For boys, gender role development begins at the age of 3-4 years, when “he becomes increasingly interested in his penis, and he seeks an external object for his sexual urges” (Gleitman et al., 2011, p. 610). According to Freud, the choice ultimately falls to the boy’s mother, and therefore the boy sees his father as a rival and secretly wishes for him to die; this stage is called the Oedipus stage, after a Greek hero who killed his father to marry his mother (Gleitman et al., 2011, p. 610). However, as the father represents a strong, authoritative figure, the boy develops castration anxiety, fearing that his father “may retaliate drastically by removing the source of the threat: the son’s penis” (Feldman, 2011, p. 442).

This fear forces the boy to give up his desire for his mother and leads to the process of identification with the father figure, through which the boy adopts his gender role and behaviour standards from his father (Feldman, 2011, p. 442). The equivalent of the Oedipus complex in boys is the Electra complex in girls, named after a Greek heroine, who facilitated her mother’s murder. At the same phallic stage of development, a girl starts feeling inferior to boys due to her lack of penis (Freud calls this ‘penis envy’), and “she withdraws her love from the mother, whom she regards as equally unworthy [and] turns to her father, who has the desirable organ and who she believes can help her obtain a penis substitute—a child” (Gleitman et al., 2011, p. 910). The internal conflict is resolved through the process of identification, and the girl forms the image of her ideal gender role according to her mother’s behaviour (Feldman, 2011, p. 442). After the identification has taken place, children of both sexes enter into “the latency period, which lasts until puberty” (Feldman, 2011, p. 442).

Unsurprisingly, Freud’s concept of gender development met a lot of criticism, particularly in the feminist community, due to the implied inferiority of women (Feldman, 2011, p. 442). Flax (2011), on the other hand, argues that “psychoanalysis’ gender bias is insufficient reason to reject its entire discourse” (para. 3). The more significant limitation of Freud’s theory, on the other hand, is the bias of supporting evidence: “Psychoanalysts use ‘clinical evidence’ (material derived from sessions with patients) to test the validity of hypotheses, including ones about sexual difference and gender, regarding the nature of humans. If their clinical observations are tainted by gender bias, then the conclusions about gender difference drawn from them will be inaccurate” (Flax, 2011, para. 2).

Conclusion

Despite the initial popularity of the two approaches and the scientific grounds behind them, most contemporary scholars consider both biological and psychodynamic approaches insufficient in exploring gender role development: for instance, Johnson and Repta (2012) argue, “The combined influence of internal feelings and social pressures guides gender identity development, impacting how individuals feel as gendered persons and constraining their behavior based on what they think and experience as acceptable for their given gender” (p. 25). In this light, gender role identity is perceived as a complex, multi-dimensional structure that cannot be studied effectively through a single approach: “neither alone can provide a full explanation for gender differences. Some combination of the two, interacting with each other, will ultimately provide us with an understanding of why men and women may behave differently” (Feldman, 2011, p. 351). Fiorentini (2013) agrees with that view, stating, “the majority of the current theories about sex differences in emotionality share the idea that both biological and socio-cultural factors contribute to differential emotional experience and expression” (p. 31). All in all, it is clear that both psychodynamic and biological approaches have already had a massive influence on the studies of gender development. However, current research trends suggest that even more useful studies could be conducted on the basis of these two approaches.

References

Feldman, R. (2011). Understanding psychology (10th Ed.). New York, NY: McGraw-Hill.

Fiorentini, C. (2013). Gender and emotion expression, experience, physiology and well-being: A psychological perspective. In P. Lang (Ed.), Gender and emotion: An interdisciplinary perspective (pp. 15-42). Web.

Flax, J. (2012). Can it come undone? Treating gender troubles in psychoanalytic discourses. Sex Roles, 66(7), 558-561. doi:10.1007/s11199-011-0086-2

Gleitman, H., Gross, J., & Reisberg, D. (2011). Psychology (8th Ed.). New York, NY: Norton.

Johnson, J. L., & Repta, R. (2012). Sex and gender: Beyond the binaries. In J. L. Oliffe & L. J. Greaves (Eds.), Designing and conducting gender, sex, and health research (pp. 17-37). Web.

Tate, C. (2014). Gender identity as a personality process. In B. L. Miller (Ed.), Gender identity: Disorders, developmental perspectives and social implications (pp. 1-22). Web.

Different Roles and Responsibilities in the Series

In the series Buffy the vampire slayer, definition of sex and gender is also evidenced by the roles and responsibilities that men and women have in the society. The series dramatizes that men and women in the society have distinctive roles and responsibilities that define them. However, young women feel aggrieved oppressed and are struggling for independence and powerful ambitions. According to the writer, some articles describe gender by the look of a person’s body; a good example is when referring to Buffy’s spectacular body looks and Gellar’s breasts.

The media portrays women as overwhelmed, having beautiful body, feminine and always in strangle for empowerment. Men are portrayed by the media as having ego, domineering, bossy and always looking for submissiveness from the female.

Feminists regard gazing as a proclamation of power between the gazer and the one being gazed as an unequal one. In most of the cases patriarchy plays a role when women are seen as to have passive gazes to the active gaze of men.

Women in the Media

There is indeed unequal representation of gender and sex by the media. This is evidenced when the media focuses on sexuality of the female body and does not focus on male bodies. The writer notes that the mass media covet and cultivate a particular type of female body for their messages just like the American media used Buffs body. On the hand men are portrayed with masculinity and heroic they are seen to be very demanding and egocentric and are disturbed by independent minded women.

Girls are equally good as boys, Buffy being a young prom queen girl was able to relinquish here former self to being self aware, reliant, competent, and independence precisely what is being offered to women. The writer also notes that strong female characters with unique powers tend to spear head struggles and reject dependency from men. However, men heroism can be put to test by the fact that Angel, Buffy’s lover when restored does nothing expect rushing Buffy to the emergency room waiting for some one to save her life.

Week 7: Resistance

Comedy has been I identified as media source that tells the truth where it is not present. It is this reason that Jon Stewart nightly broad cast news on the daily show that has most viewers because it offers a glimpse of realistic news and informs its citizenry while giving a touch stone of sanitary.

Blog pages, cross fire episodes, Jon Stewart nightly broad cast, online streaming and YouTube are some of the forms of media that are mobilized to break information. In 2004, Jon Stewart media story was top cited in one of the blog sphere while his talk show on CNN cross fire was watched by more than 600,000 people. In addition million were able to watch the show using online streaming. Stewart has been accredited for hosting the talk shows and debating on journalism in the name of political debate and at the same time promoting patriotism.

Mediation is the ability to resolve a dispute between two or more aggrieved party. In reference to the text Jon Stewart through the daily show is able to successfully mediate a good relationship between the citizens and the white house by encouraging civilized discourse and responsibility to public discourse. Representation is the use of sign to stand for the sake of something else. Democracy is an egalitarian system of governance where all the citizens of a particular nation determine public policy that will govern them. Jon Stewart points out on the need to stop hurting the America; he was referring to other media houses who are biased and non partisan on how they report their news. By being partisan, one can argue that they other media houses are not being democratic: giving equal representation to all parties.

Different aspects of identity in contemporary societies play different roles in presenting specific individuals with power and privileges compared to others. Behind specific forms of identities, there exists an imbalance of both power and privileges that directly underpins certain groups in societies. Privilege and power tend to describe specific benefits that belong to individuals since they fit in a given social group or possess particular dimensions of identity. Having power implies that one has an advantage beyond persons, which was not asked for by them. The leading aspects of identity that present some persons with more power and privileges include skin color or race, gender, socio-economic status, and religion that are commonly determined by societies and the privileged group.

Skin color is among the leading elements of identity in most societies that give people more power and privileges over others. In many countries in Europe and the rest of the world, the whites always obtain more benefits at the expense of the people of color and other races (Cheek & Cheek, 2018). This conclusion demonstrates that the whites are often considered above the black community, and they directly typecast and treat this marginalized group differently. This is the most common aspect of identity that provides the whites with increased power and privileges. Race makes the people of color feel as though they are not catered for by their respective societies making them feel powerless. Therefore, this demonstrates that race or skin color is a notable aspect of identity that gives the whites more power and privileges over the blacks in many countries.

Gender identity also presents some people, particularly women, with more power and privileges. Gender, as an aspect of identity, majorly refers to male privilege that looks down on females in various societal aspects. According to Carpenter et al. (2020), gender identity involves a set of specific privileges that is commonly distributed among men, particularly on the basis of their gender. This form of identity provides the men with more power and privilege since they are always considered and catered for in their career advancement. Gender identity presents men with more power and privileges by being listened to and treated more respectfully compared to women.

Socio-economic as an aspect of identity provides individuals that occupy the top social status with more power and privileges. The other class discriminates against persons occupying the lowest socio-economic class. Socio-economic identity is a relatively complex entity primarily because it is viewed very differently by everyone (Destin et al., 2017). For example, while it could imply the ability to afford luxury products to some, to others, it could be associated with the capacity to afford college finances or have a place to call home. Religion is also another predominant aspect of identity that gives people more privileges and power. In this case, the most dominant religion in a given nation always has more power and privileges compared to other religions. Christianity is the most dominant religion in the world; therefore, it gives Christians more power and privileges in Christian-majority countries.

Different situations related to identity cause specific persons in societies to determine the type of differences that matter in general. In every society that is governed by whites in the government, the white folks often determine that the white race matter in all conditions. This means that the white, under the impression of white privilege, decide that the white race matter compared to the blacks in contemporary societies. The men determine the kind of gender that matters, which is the males over the females. This is done by the men dominating almost all aspects of societies ranging from healthcare, business, leadership, and education, among others. The rich determine the society’s economic status that matters by making it clear that the high-class tend to control the low-class. Finally, the dominant religion in a given nation determines the type of religious differences that matter.

In most cases, individuals do not go along with these decisions because the people have more power and privileges than others end up discriminating against the other group. This leads to individuals with less power experiencing instances of stress and poor mental health. This causes these people to be unproductive in their respective job places. The individuals also do not go along with the decisions because it creates a somewhat poor culture among the underprivileged group. On the other hand, the privileged and more powerful groups often go along with these decisions because it favors them and makes things easy for them.

In conclusion, almost every person has at least one identity aspect that ought to present them with more power and privilege. These identity elements include skin color or race, gender, socio-economic status, and religion that allow a person to be privileged in society. The differences are determined mainly by people who hold the highest tier in a given category. Almost all individuals often do not go along with their decision because it puts them in a disadvantaged position.

References

Carpenter, C. S., Eppink, S. T., & Gonzales, G. (2020). Transgender status, gender identity, and socioeconomic outcomes in the United States.ILR Review, 73(3), 573-599. Web.

Cheek, N. N., & Cheek, J. M. (2018). Aspects of identity: From the inner-outer metaphor to a tetrapartite model of the self.Self and Identity, 17(4), 467-482. Web.

Destin, M., Rheinschmidt-Same, M., & Richeson, J. A. (2017). Status-based identity: A conceptual approach integrating the social psychological study of socioeconomic status and identity.Perspectives on Psychological Science, 12(2), 270-289. Web.

Introduction

This paper provides the analysis of how gender affects the labor distribution in both household and paid labor, the role of social class in families, and the impact of race and ethnicity on labor distribution, and the main reasons why it happens.

Main text

West and Zimmerman claim that certain behavior can be referred to the specific gender (137). This fact is the basis for the distribution of labor in the family. Moreover, according to the lectures, the work is divided by time availability, power relations, and social exchange theory. Gender used to influence the distribution of any labor, but nowadays the situation is different since women have equal rights with men. This can be proved with the help of Hochschild’s book The Second Shift. During the first part of the day, Nancy and Evan have to work their “first shift” (Hochschild and Machung39). Nevertheless, after coming home they are obliged to do their “second shift” (Hochschild and Machung39). Nancy does a majority of the chores at home: “she was doing 80 percent of the housework and 90 percent of the child care” (Hochschild and Machung 39). Nevertheless, she also receives help from Evan, since now the labor division is not that strict (Hochschild and Machung 39). These examples provide the clear argument that women still perform a significant amount of chores at home, even though they work at the same time, but they also receive some help.

The impact of social class on a family’s division of labor is analyzed based on Blair-Loy ‘s paper. Since in her research paper, Blair-Loy focuses on women who play the roles of finance executives, it is clear, that these types of women are occupied by work and do not spend enough time with their families (693). Additionally, the author points out that a woman who works a lot usually does not have any children or spouses (Blair-Loy 693). This fact implies that belonging to a high social class might result in loneliness, but some of the mothers were able to differentiate their work and family schemas and devote the majority of their time to their spouse and children (Blair-Loy 697). Another important fact is that businesswomen tend to devote a lot of time to work, in turn, their husbands feel devastated and have all the family duties on them (Blair-Loy 699). In conclusion, it can be said that social status negatively influences the division of labor and the happiness of the family.

According to Peck (par. 4), today fathers are more willing to serve for the better post to provide their families with the desired income. This factor implies that it is easier for men to sacrifice their social status than for women, and women usually chose their family instead of career development.

Additionally, race and ethnicity have an impact on the division of labor. Browne and Mistra claim that there is no dependence of work choice on gender and race (487). In my personal opinion, there is almost no effect on the family’s division of labor by a certain race. However, the culture affects the distribution of the housework; for example, a Mexican woman performs a smaller amount of tasks than her Mexican husband and spends half of the day at work (Coltrane and Pinto 482). The main reason behind this fact is the differences in customs of different cultures.

Conclusion

In conclusion, all of the factors have an impact on the distribution of labor, but since the gender roles are not strictly defined now, there is a possibility that women perform less housework. However, to some extent, women have more obligations, since they have to perform both at work and home, although the situation is affected by social status and ethnicity.

Works Cited

Blair-Loy, Mary. “Cultural Constrictions of Family Schemas: The Case of Women Finance Executives.” Gender &Society 10.1 (2001): 687-709. Print.

Hoschschild, Arlie, and Anne Machung. The Second Shift: Working Parents and the Revolution at Home. New York: Viking, 1989. Print.

Peck, Emily. Another Sign That Fatherhood in the U.S. is Radically Changing. 2015. Web.

West, Candace, and Don Zimmerman. “Doing Gender.” Gender &Society 6.1 (1987): 125-151. Print.

Browne, Irene and Joya Mistra. “The Intersections of Gender and Race on the Labor Market.” Annual Review of Sociology 29.3 (2003): 487-513. Print.

Coltrane, Scott and Katy Pinto. “Division of Labour in Mexican Origin and Anglo Families: Structure and Culture. Sex Roles 60.7 (2009): 482-495. Print.

The gendered reality of power demonstrates that the current environment hosts danger for people in the form of sexual violence. The study of Ngidi et al. (2021) emphasized that adolescents who seek male approval fall to the muted position of submissiveness in front of male dominance and, by extension, sexual abuse. Violence is used to instill fear and submissiveness in their patriarchal township community (Ngidi et al., 2021). Among the stories analyzed by the researchers, a woman that “communicated her discomfort to being fondled, was physically assaulted and raped” (Ngidi et al., 2021, p. 6). This demonstrates that male power holds a dominant position in the social hierarchy, and rejection of this social structure may trigger responses to force others into submissiveness hence resulting in the occurrence of rape. The study argued that people think about and react to actions like sexual abuse as a kind of punishment, a technique to exert control over minors, and a demonstration of authority (Ngidi et al., 2021). Consequently, revealing the severity of some societies’ perception of hegemonic power distribution across gender roles.

Even though contemporary reality attempts to address this power inequality in a sexual relationship via strengthening consent as a preventive measure, the nature of social hierarchy continues to enforce gendered inequality. The research of Metz et al. (2021) analyzed college students’ notions of consent and identified that they tended to support rather than disrupt hegemonic power structures. The males in this research acted in ways that looked congruent with feminist conceptualizations of bodily autonomy and affirmative consent, even when they did so to defend their personal interests (Metz et al., 2021). Men’s sexual entitlement was emphasized as an intermediary in the process of gaining women’s permission (Metz et al., 2021). Thus, the study emphasizes that the nature of current consensual relationships continues to strengthen the gendered nature of power in society.

References

Metz, J., Myers, K., & Wallace, P. (2021). ‘Rape is a man’s issue’: Gender and power in the era of affirmative sexual consent. Journal of gender studies, 30(1), 52-65.

Ngidi, N. D., Moletsane, R., & Essack, Z. (2021). “They abduct us and rape us”: Adolescents’ participatory visual reflections of their vulnerability to sexual violence in South African townships.Social Science & Medicine, 287, 114401.

From the biological perspective, gender is determined by the birth of a person. It is determined by two major factors, such as hormones and chromosomes (Lindsey, 2020). From a social perspective, gender varies in different societies. It includes norms, behaviors, and roles assigned to men and women (Lindsey, 2020). These perspectives impact the perception of gender and the way community members interact with individuals belonging to different genders.

Socialization of Gender

Structural Perspective

Following a structural functional perspective on gender, there is a specific division of labor existing in society. It implies that women perform traditionally female roles while males should be focused on doing their male duties (Lindsey, 2020). It means that men should work for the family and supply it with money and necessary resources. At the same time, women should take care of the home, raise children and provide them with all necessary resources.

Conflict Perspective

From the conflict perspective, gender is viewed as the opposition between men and women. Males attempt to maintain power and the privileges acquired because of their position in society to save their leading positions (Lindsey, 2020). It means they struggle to remain the dominant group, while females remain the subordinate cohort. It creates the basis for conflict and the emergence of tensions within society.

Symbolic Interaction Perspective

From the symbolic interaction perspective, gender socialization is a complex process. It implies learning how to behave as a girl or boy following the stereotypes existing within a society (Lindsey, 2020). It means that the gender of a person is acquired during the interaction with parents, teachers, and friends. Moreover, the mass media and the ideas dominating society help to promote a better understanding of gender and make it apparent.

All these perspectives are interconnected because they revolve around the ideas of gender and how they exist in society. They view gender from a social perspective, disregarding biological peculiarities. Instead, these paradigms focus on the way individuals living in society interact and show their attitudes to traditional roles and relations between men and women. For this reason, all these perspectives are closely interconnected.

Gender Inequality, As It Relates to Intersectionality

Intersectionality can be viewed as the ways in which specific systems of inequality rest on gender, race, ethnicity, orientation, and other factors. Thus, speaking about gender inequality, it is vital to admit the fact that intersectionality impacts the way society understands this concept and how it allows individuals to behave regarding their genders (Lindsey, 2020). In other words, gender inequality is linked to discrimination based on disability, cultural diversity, and orientation. As a result, the dominating perspective on this factor creates the basis for the growth of inequality.

Five Key Functions of Family

Traditionally, functionalists speak about the five major functions of gender. These include reproduction, socialization, care, and emotional support, assignment of status, regulation of sexual behavior by following social norms (Lindsey, 2020). These functions are central to a family as they should be performed by men and women, considering their stereotypical occupations and duties. From this perspective, the family is an essential element of society and contributes to its stable functioning and evolution.

Domestic Violence

Domestic violence can be viewed as a result of the opposition between genders. The struggle for dominance between men and women can acquire aggressive forms. As a result, domestic violence can be viewed as a violent act committed by one of the partners in the domestic circle (Lindsey, 2020). It is a result of tensions existing within a family and might come from the inability to resolve conflicts emerging because of the assigned social roles. It should be viewed as a severe problem affecting society and households.

Reference

Lindsey, L. (2020). Gender: Sociological perspective (7^th ed.). Routledge.

Introduction

Misogyny is the prejudice, aversion to, and hatred against women. Gender-based and patriarchal cultures determine the relationship between women and men, men and men, and women and women that promote inequality and social status. Gender-based abuse has been highly generated by violence. Various cultural, political, and economic factors promote gender-based violence. The paper aims to analyze the relationship between gender-based violence and mass murder, along with masculinity and gender roles in society.

Misogyny

An integral part of gender violence is misogyny – an extreme degree of negative attitude towards women, a means of justifying discriminatory practices affecting women. It is “hostility and aggression directed toward women at least partly, although not necessarily purely, because of their gender” (Manne 2017, 49). For instance, while feminist writer Lindy West interviewed a man, he said, “when you talked about being proud of who you are and where you are and where you’re going, that kind of stoked that anger that I had” (Oliver 2016, 51). One of the reasons for forming a negative attitude towards females can be their objectification, when a person is perceived as an item. It arises from their negative labeling due to the functioning of the binary principle. One of the options of the consumer attitude towards a woman may be her depreciation. In this case, the value of a female as a used or worthless object decreases sharply.

Mass Murder

An extreme form of gender-based violence is femicide, meaning killing females because of their gender. An example is “at the University of Mary Washington, Grace Rebecca Mann was harassed via social media, and eventually murdered for speaking out against fraternities that encouraged rape” (Oliver 2016, 88). Therefore, examples of gender-related homicide could be rape-murders, crimes resulting from intimate partner violence, so-called honor killings, and deaths caused by destructive practices and neglect. As a rule, gender-related killings are not isolated cases that occur suddenly and unexpectedly. Such kinds of crime are considered manifestations of a combination of gender discrimination and violence. While these demonstrations vary, they all involve the deprivation of socio-political and economic opportunities for women and the systematic disregard for female’s equal right to enjoy human rights.

Masculinity

Sexist and patriarchal views promote violence by ensuring superiority and men’s dominance in society. Moreover, prejudice, masculinity, gender stereotypes, and socialization of gender are other cultural factors that promote gender violence. It is caused by “a culture that encourages men to feel entitled to women’s bodies, where masculinity is tied to dominating women” (Oliver 2016, 70). Such an attitude results in the situation when unconscious, vulnerable women can become victims of serial rapists. As a real-life example, “the same is true of the Steubenville (Ohio) case where high school football players assaulted an unconscious girl while bystanders joked and made disparaging remarks about her” (Oliver 2016, 64). Thus, most violence arises from the concept of hypermasculinity and unequal positions of sexuality of genders.

First, if men feel helpless in everyday life and their masculinity is threatened due to the feeling of powerlessness, then the likelihood of violence is high. Analysis of cases when “groups of boys anally gang-raping unconscious girls suggests that these girls function as sex objects exchanged between men within a circuit of their own hypermasculinized homoerotic desires” (Oliver 2016, 60). Therefore, when society encourages excessive rivalry between men, they tend to dominate, and violence is one way to achieve the desired dominance and maintain their authority. The theory of gender roles emphasizes that under the pressure of traditional gender norms, men attach particular importance to affirming the value and significance of their personality.

The explanation of the impaired perception of non-consensual sex by males should be analyzed from the boys’ childhood. The child’s environment shapes the mental structures of masculinity; the latter is created at the level of fantasy. For instance, pornography may shape the future behavior, “for many boys, pornography makes sex less about intimacy and communication and more of a “one-way street” (Oliver 2016, 62). It means that all genres of pornography suggest that intercourse without a prior relationship or emotional connection is always enjoyable. Verbal consent is rarely or unnecessary; women being in a passive position should always enjoy sex, even if they initially refused or were forced to intercourse against their will. The boys’ masculinity formation is accompanied by the normalization of violence, its praise through toys, games, and the media.

When a person experiences gender-based violence in society, he/she is considered to be weak or shameful. An example of such an attitude is presented through the documentary The Hunting Ground. The film shows “dozens of young women who suffered additional trauma after reporting their rapes, when college administrators and police didn’t seem to believe them” (Oliver 2016, 85). Due to this notation, low levels of reporting and investigation on cases of gender-based violence are happening. It means that the frequently women talk about sexual violence, the more resistance they face. The statements of harassment and rape do not cause sympathy and indignation but fear for their safety and suspicion of lying. Therefore, the problem is that women are assumed to be the offenders, blamed for reporting and attracting violence through their behaviors.

Gender stereotypes are used for the definition of the expectation of appropriate traits or attitudes and behaviors. In most countries in the world, roles are given based on gender. Therefore, men are linked with higher status and recognition, while women are given worse roles. For example, there is the case with US Supreme Court nominee Brett Kavanaugh and Christine Blasey Ford, who accused him of attempted rape, which happened 36 years ago. However, Kavanaugh denies accusations against him, insisting “his situation is a political conspiracy against him” (LastWeekTonight 2021). It means that in this case, Ford can be perceived as an evil woman, trying to ruin the career of a prospective politician. It proves that victim-blaming in the aspect of misogyny is also combined with contempt, a disdainful attitude, and a sense of superiority that men, regarded as having more privileged status, demonstrate in relation to female representatives. Thus, legislative and political change should give significant transformations in gender roles, whereby these changes should bring about modification in attitudes towards roles associated with gender.

Conclusion

To sum up, it is difficult to consider a developed system of social traditions that contribute to the construction of nonviolent masculinity. Many institutions of gender socialization still support manifestations of dominance, suppression of others, and aggressiveness in boys, young men, and adults. The misconception of women and the less vulnerability of females have highly generated mass murder and gender-based violence. The gender approach involves considering the interests of both socio-gender groups since the primary goal of implementing this approach is to achieve gender equality. When analyzing the causes of violence in interpersonal relationships, considering the provisions of a gender approach, attention should be paid to the mandatory consideration of misogyny in society and the relationship between gender norms and stereotypes of masculinity/femininity and psychological well-being and behavior of men and women.

References

Manne, Kate. 2017. Down Girl: The Logic of Misogyny. New York: Oxford University Press.

LastWeekTonight. 2018.Brett Kavanaugh: Last Week Tonight with John Oliver. YouTube video. Web.

Oliver, Kelly. 2016. Hunting Girls: Sexual Violence from the Hunger Games to the Campus. New York: Columbia University Press.

Introduction

Military service is a highly esteemed practice that is available for all genders currently. As cited in Military (2019, para. 4), “women now make up 20 percent of the Air Force, 19 percent of the Navy, 15 percent of the Army and almost 9 percent of the Marine Corps,” which indicates a significant role of female participants in the military. For any gender, warfare always has been a demanding profession. The complicated conditions require volunteers to have a certain level of skill, physical and mental capacity, and ability to overcome post-combat difficulties and traumas so that to return to the realities of civilian life. US military, for example, formulated a set of rules for entering its units for the reason of preventing the further negative consequences of serving. Thus, individuals that do not meet the requirements may restrain from experiencing the unfavorable impact that war can produce on them. Recently some endeavors were made to reduce the demand for services for women. Some may view it as a positive change since more females now can employ, but the situation is more complex. The lack of conformity to requests may cause a decrease in female veterans’ welfare, so the requirements should remain strict to avoid adverse outcomes.

Lack of Physical Education among Women

First of all, the issues concerning the female level of readiness for entering the military service start to emerge during the school period, in physical education classes. Physical activities are essential for mental and corporal health, which are crucial for future soldiers. In addition, training can cause a higher possibility of employment and further personal growth (Pharr et al., 2020). Regardless of these apparent advantages, women tend to be less initiative in sports. For example, there is a significant difference between the numbers of male and female partakers in high school athletic programs (Statista, 2021a; Statista, 2021c). The rates are as said despite the fact that the amount of schools proposing such activities for girls has increased (Statista, 2021b). Such circumstances may be the reason for the general inability of women to meet the physical standards for the service (Spoonts, 2021). Thus, evidence suggests that females are likely to dismiss the available training, although it can affect their future endurance vital to the minimum destructive participation in military campaigns.

Mental Issues in the Warfare

Secondly, the insecurities and mental stability of the applicants should be considered during the selection as they can provoke the development of other psychological disorders during service. For instance, the costs of the previous century’s wars are high percentages of PTSD cases among veterans (How Post-Traumatic Stress Disorder Affects Combat Soldiers, n.d.). Moreover, depression is relatively often observed after involvement in combat, especially in women’s lives (Liu et al., 2019). Already existing illnesses may act as stimuli for the latter. According to information provided by the National Institute of Mental Health (2020), “certain symptoms may be more common in women than in men, and the course of the illness can be affected by the sex of the individual” (para. 1). This means that women regularly pertain to people easily afflicted with mental disorders because of violence, aggression, and stress always present in warfare. However, male soldiers’ struggle should not be ignored either as every person with diseases requires treatment or, more relevant, prevention of disorders’ appearance. Therefore, definite criteria for determining the ability to withstand psychological problems are needed regardless of combatants’ gender.

Poverty Rates among Veterans

Lastly, the welfare of troopers depends on their future socialization which can be interrupted by several factors. Primarily, poverty resulting from working in low-paying companies causes a shortage of resources to access all the commodities needed for everyday life (Fact Sheet: Hunger and Poverty in the Military Community, 2021). Despite educational opportunities for the soldiers delivered by the military organization, veterans’ penury rates are still high (Military, 2017). Moreover, the situation with low income is identical to that of depression: women after the service more frequently obtain lean jobs (Fact Sheet: Hunger and Poverty in the Military Community, 2021). Furthermore, these disadvantages are supplemented by impediments to engaging in social life. Namely, difficulties in employment may delay starting a family life as financial stability is essential for such a step. Becoming a parent involves even more financial confidence; hence, it is probably complicated to adapt to the civilian habitat. The ensuing consequence is social isolation or loneliness due to the reasons mentioned. In brief, veterans often encounter troubles when they try to employ, which prompts adverse effects on their social adaptation.

Correlation between Phenomena that Affect Welfare of Soldiers

The enumerated occurrences are interrelated and influence each other in a correlative manner. Low physical capacity may endanger the life of a soldier or inflict them with becoming physically or cognitively impaired. This, in turn, leads to acquiring psychological or psychiatric issues that interrupt the service and further well-being of a troop. Next, economic problems emerge; likewise, maladaptation is the primary explanation for the phenomenon. Subsequently, as provided in statistics from the U. S. Department of Veterans Affairs (n.d.), more than 15 veterans per day end their life. For female combatants, the current social conditions are so that participating in military campaigns might take significant effort and initial biological characteristics for a woman not to be affected and even destroyed by the warfare. Namely, there is not enough encouragement in schools for girls to view physical education as important. Mental diseases present in a more significant amount of females, contrasting with males, and poverty rates are likely to be attributed to social factors of the society. Thus, the idea of diminishing the requirements is not relatable currently since new applicants employed by such standards will be facing negative consequences in the future. The demands for military service should be kept equal for any gender to reduce the chance of low wellness of the troops.

Conclusion

To conclude, the military service requests specific properties from the applicants. These requests are based on the fact that war and death are equally dangerous occurrences for physical and mental health. Veterans of any gender suffer from PTSD and depression, as well as occasional unemployment and poverty. The complications of adaptation in society are crucial to understanding suicide among troops that started a civilian life. Indeed, gender affects the preparation for the service, passing the test when entering a military institution, the service itself, and life after it. Statistics suggest that females are at more risk to become subjects of the mentioned issue. To prevent this, equality may be a more effective policy than inclusiveness of specific biological and social traits that women possess from birth or acquire from the environment.

References

Fact sheet: Hunger and poverty in the military community. (2021). Bread for the World.). Web.

How post-traumatic stress disorder affects combat soldiers. (n.d.). Verywell Mind. Web.

Liu, Y., Collins, C., Wang, K., Xie, X., & Bie, R. (2019). The prevalence and trend of depression among veterans in the United States. Journal of Affective Disorders, 245, 724–727. Web.

Military. (2017). Education support programs for the military. Web.

Military. (2019). With a historic number of women in uniform, the vet community is about to change. Web.

National Institute of Mental Health. (2020). Women and mental health. NIMH. Web.

Pharr, J. R., Lough, N. L., & Terencio, A. M. (2020). Sociodemographic determinants of physical activity and sports participation among women in the United States.Sports, 8(7), 96. Web.