The gender-specific treatment program for teens is a plan designed for drug and alcohol addicts for men and women separately. The scheme addresses the fundamental difference between the genders regarding addiction. It is a method that focuses on exact issues related to that particular grammatical class to help the adolescent manage any illnesses and other challenges associated with mental health. The programs make participants comfortable and free when sharing their experiences because they have similar acknowledgments while in those habits without feeling judged.
Different genders require properly designed programs that are specifically tailored to their needs. It is easy to share and identify specific gender-related issues that might be the root cause of the addiction. The victims receive peer support and interaction in the rehabs that fasten their healing process. The agendas provide the participants with a rare opportunity that is difficult to obtain anywhere else. These schemes prevent adolescents from developing more addictions or mental illnesses in the future. Improved outcomes and reduced rate of relapse are achievable. There is less distraction when the sex-gender is grouped differently. For instance, possible tensions that include emotions, mental or physical, that might be due to attraction to the opposite sex are minimal (Zhang & Demant, 2021). In addition, the community benefits as it addresses the issue of peer pressure or toxic masculinity.
Gender-specific treatment programs have been successful in addressing the unique needs of male adolescents who involve themselves in substance abuse more than females. The victims share honestly about their struggles since the space to be open is provided, easing the treatment process since they are likely to follow up on their therapists instructions. Additional problems regarding their overall health are preventable, guaranteeing them a long life span. This approach is recommended and effective because the participants can discuss real issues without arguments.
Reference
Zhang, S. Y., & Demant, J. (2021). Effects of selfcontrol, druguse peers and family attachment on drug use among Chinese users: A genderspecific analysis. Drug and Alcohol Review, 40(7), 1369-1376.
This article was an important reminder for me as to the needs of diverse groups of people. I have known about the challenges transgender people face in the healthcare setting, but I have not thought of the specific issues transgender adolescents may have. Although the study is characterized by a small sample (12 teenagers) and a limited area (Minnesota), these are acceptable as this qualitative research aims at identifying themes and topics that may appear when considering the attitudes of transgender youth towards their visits to a doctor. Eisenberg et al. (2020) provide their finding without any visible biases, and the methodology (semi-structured interviews) is also sound. The primary conclusions the researchers make are the existing disparities involving the target population and the need to ensure proper training for nurses.
As a Family Nurse Practitioner FNP in practice, I would pay closer attention to the questions regarding adolescent patients gender and the most appropriate ways to address them (the use of pronouns). I would also initiate discussion regarding this topic with other nurses during regular meetings. Clearly, I would advocate for the needs of transgender adolescents and try to address nurse leaders and administration to launch a training program for nurses. An FNP can play a key role in the development of a policy addressing this problem. First, this practitioner can implement a study and initiate the development of a policy for a particular healthcare facility. Clearly, the FNP has to be attentive and make sure that transgender teenagers (if they visit the facility) receive high-quality care. An FNP can also initiate a wider discussion of the issue with the help of professional associations. It is also possible to address a local policymaker, explaining the need for change and exact strategies that can be helpful.
Marriage is a fundamental social institution in most cultures. According to Bornstein (2018), it has both legal and symbolic meaning because it refers to a contract offering particular rights and conferring certain responsibilities to spouses and serves to demonstrate that they are intimate and close with each other. It is clear that individuals attitudes to marriages and the ways they interact with their partners alter along with changes in social and cultural trends.
Moreover, people at different developmental stages in life may have distinct perceptions of marital relationships. Based on this, the present paper will aim to examine differences and similarities in the attitudes and behaviors of partners who were married for over twenty years and a newlywed couple. Spouses interview answers will be analyzed to show how relationships in marriage may evolve over time and be influenced by the overall social-cultural environment.
Main Observations
Responses of the interviewed couples have some differences and similarities. Firstly, the experienced couple did not live for a long time together before marriage compared to newlyweds who shared an apartment for at least three years prior to getting married eventually. The older spouses explained this by saying that they regarded marriage as the only right way of living together and that it was common to get married early back in the late 1970s.
Conversely, the younger couple stated that they wanted to be together but did not see marriage as an ultimate goal and pursued professional and personal objectives instead. These answers conform to recent research evidence on marriage trends, verifying that marriage is no longer seen as an endpoint of adult development and that people now legalize their relationships later in life (Santrock, 2017, p. 327).
The experienced couple also had children right after the marriage, while the younger spouses are only considering having them. This factor largely defines the way they manage household tasks: newlyweds share them equally most of the time, while the experienced partners divide them strictly in accordance with traditional gender roles. Notably, the younger couple had their biggest arguments when they failed to allocate household chores fairly to each other. At the same time, the older couple struggled mainly due to financial reasons.
Gender Roles
Gender affects spouses roles in the experienced couple more than in the less experienced one. Both of the younger spouses have well-paid jobs and regard professional development as a significant aspect of life. Conversely, the husband in the experienced couple has always primarily played the role of breadwinner while his wife played a traditional female role of nurturer and took care of household and childcare responsibilities. Although she started to earn money as well later on when children got older and independent enough, it is clear that the experienced couple has a more conservative view on the distribution of household tasks.
Still, all spouses stated that they performed and continue to engage in such roles because of their expectations and perceptions of marriage. It is worth noticing that marital satisfaction depends on the perceptions of fairness in the division of household chores, as well as predictability of and individuals control over lifestyles they lead (Ogletree, 2015; Santrock, 2017, p. 321). In accordance with this observation, both couples agreed that the way their roles are distributed helps them to be happier in marriage.
Changes in Partners Relationship
The older couple always regarded children as an essential and central part of marital life. However, they noted that they commenced spending less time together as a couple when their first child was born. Overall, it is possible to say that the partners experienced a shift from romantic love to companionate love as their relationship became less passionate but emotionally close (Santrock, 2017, p. 324). However, the spouses also noted that the shift was not permanent and that passion appeared and disappeared multiple times throughout marriage, but they always remained loyal to each other.
As for the younger couple, they are still planning to have children but do not expect anything to change substantially in their lifestyle with their appearance. The wife says that she will take short maternity leave but will likely come back to work soon after the childs birth and will remain as active socially and professionally as she is now. The husband supports her entirely in this decision and says that he will be involved in childcare responsibilities to a similar extent. It is possible to say that at the given stage, the love that newlyweds show to each other may be described as consummate love. Their relationship includes intimacy, passion, and commitment (Santrock, 2017, p. 325). However, it can be suggested that a short period of involvement in marriage largely defines their current situation.
Conclusion: Major Takeaways
The analysis findings reveal that individuals behaviors and interactions in marriage are defined by the overall social-cultural context. For example, the older couple has a more conservative perception of family and children as a crucial part of marriage that is in line with the values of the society in which they were brought up. At the same time, the younger couple is more oriented towards personal development and is not in a hurry to have children, and such an attitude is a sign of the modern times as well.
However, more importantly, this exercise demonstrated that to be happy in marriage, partners should have realistic expectations of marital relationships and lifestyles and strive to foster fairness in the division of household labor based on each others preferences. Thus, it is possible to assert that those spouses who have similar perceptions and views on martial roles and responsibilities have more chances to be emotionally satisfied and preserve love.
References
Bornstein, M.H. (2018). The SAGE encyclopedia of lifespan human development. New York, NY: SAGE.
Ogletree, S. M. (2015). Gender role attitudes and expectations for marriage. Journal of Research on Women and Gender, 5, 71-82.
Santrock, J.W. (2017). Essentials of life-span development. New York, NY: McGraw-Hill Education.
The media plays a crucial role in creating social norms. This is because, in the current culture, various forms of media such as television, film, advertisements, and books among others are present everywhere. Among all types of information and misinformation presented in the media, the issue of gender roles is the most damaging of all. The media portrays gender stereotypes which ultimately have a subtle effect on societys perception of gender roles. Moreover, the development of gender identity among children commences when they are two years of age. Therefore, at this stage, they will begin absorbing the gender roles they visualize in the media. This paper aims to discuss how gender is depicted in different forms of media and its impact on the beliefs of children on gender roles.
How gender is depicted in the media
Extensive exposure to television and other sources of media impacts the understanding and knowledge of the expected behavioral patterns and the typical traits associated with gender. According to the media, women are portrayed as nurturing, gentle, dependent on men, and emotional. This mirrors Wollstonecrafts argument regarding the absorption of gender stereotypes into the mind of individuals while they are young. She points out that &the seeds of false refinement as are pushed upon women at an early age, which keeps them from understanding that such social ideals are an imposition to a woman to attain anything other than becoming a momentary item of interest (Wollstonecraft, p. 66).
However, in recent years, there has been a public outcry in the television sector which led to some producers creating animated films independent of gender stereotypes. A good example is Frozen which was released in 2014 (Garabedian, p. 23). Frozen is an animated movie that shares a new perspective, yet a unique theme of a Disney movie. Unlike other Disney movies that talk about the suitors love saving the kingdom, this movie is centered on a sisterhood relationship. Moreover, Frozen brought to light the fact that a princess does not always need a prince or a male hero for survival. Women are independent and powerful in their element and do not need the support of a man to achieve success.
Secondly, the film violates the social norm that refers to women as inferior to men. Therefore, many end up hiding their potential and abilities in fear of being rejected by society. Wollstonecraft also argues that With this masculinization of intellectual women, women fear being thought of as masculine and, in a world where they must depend upon men for their livelihood, women fear rejection of future mates (p. 67).
In Frozen, Elsa was forced to perceive her potentialities and powers as weaknesses, and she went into isolation after her powers were revealed to others. However, in the course of the movie, she accepted them. Moreover, the traditional construct of an ideal woman regarded women as lacking mental and physical strength. Therefore, it was considered precarious for a Disney princess to show unprecedented powers.
Moreover, television advertisements also contribute to gender stereotyping among children. An example of an ad is the Weetabix breakfast cereal ad ( Sibling Rivalry ). In the ad, the girl was dressed in pink and was performing several actions which included arranging dolls, dancing, drawing hearts in a diary, and pampering the family dog. On the other hand, the boy was dressed in blue as a superhero, and he was wrestling and meddling around in the girls activities. The advertisement embeds the misconceived notion that an ideal woman is a homemaker, gentle, and is under the power of a man.
How young people absorb these presentations and how they influence their beliefs about gender roles
Regular exposure to media has the capability of shaping childrens and adolescents expectations of gender roles, preferences, and decision-making. Therefore, through the media, societys embedded cultural values and gender interpretations are deepened. The implications of the media on the beliefs of young people about gender roles are broad-ranging. For instance, it influences their career selections. The media consumed from childhood to adulthood is linked to individuals becoming stereotypes as to which gender performs which occupation. This issue affects the Science, Technology, Engineering, and Mathematics (STEM) fields especially. Women are reluctant to pursue careers within the STEM field, and men are also hesitant to hire women since neither group believes that such jobs are appropriate for women. Moreover, through the media, personal values are nurtured. Media exposure influences the beliefs of children and adolescents regarding the skills and attributes associated with each gender. For example, children tend to associate beauty and elegance more with girls, and brilliance and intellect more with boys.
Conclusion
Despite the increasing public awareness of the need for boys and girls to live their lives independent of gender rules, content producers have been sluggish in changing the kind of media content they produce for children. Wollstonecraft once stated that It is justice, not charity, that is wanting in the world! This is a plead for equality and justice between both genders. The social norms perceive females as inferior to the male gender. This limits the extent to which the female gender can showcase its capabilities hence be empowered. It is time for the roles of the female gender to change, and this can be only achieved by changing the content presented in the media.
Works Cited
Garabedian, Juliana. Animating Gender Roles: How Disney is Redefining the Modern Princess . James Madison Undergraduate Research Journal, vol. 2, no. 1, 2014, pp. 22-25.
Learning process functions in a dynamic but systematic process that is greatly influenced by the main objective, sub objectives, and the environment in which learners are subjected to in the process of knowledge acquisition. Learning process takes place through an interactive process targeting an individual. Lifelong learning encompasses the acquisition and updating of all kinds of learning from pre-school years to post retirement years. Several disparities exist in the process of integrating different gender, race and class in the classroom environment. In fact, this disparity is further promoted by the numerous societal stereotyping arguments and education policies that have an effect on education standards and career of an individual. Among the noted disparities include insufficient support and structure for integration, biased selection process, and little psychological support. This reflective treatise attempts to explicitly relate gender, race and class issues to education performance and prejudice.
Education expectations and gender
In attempting to learn, the initial problem is a communication gap, therefore explaining anything about beliefs in a gender diverse class is difficult. While the term minority traditionally signifies dispersion or scattering, it can also be perceived as the dispersion of a new identity which is created as a result of transformation and difference (Ali, 2006). It is evident that the female of minority ethnicity have a lot of problems, as a result of being exposed to diverse socio-cultural identities that easily create fear and low self esteem in their learning process.
In the current education environment, the male gender from the main stream ethnic groups considered as having high ability to memorize and analytical capabilities and is more likely to benefit from aspects of the learning system than the female counterparts from minority ethnic groups. This category of students has the ability to do better in ability tests, learn fast when they are taught courses alongside other students with very low test results (Ali, 2006). They are therefore, able to perform better on achievement tests that are used in these restricted kinds of learning. However, the same institutions have students with learning disabilities who find it difficult to fit in new learning environments. Ali (2006) asserts that, students with LD, postsecondary education goals are highly correlated with participation in mainstream academics (Ali, 2006, p.32). Unfortunately, the female gender is often sidelined in the educational policies that have very little strategies for relating emotional support to learning experience.
Ethnicity and gender in education
In order to remain relevant in the fast evolving knowledge world, an individual has to undergo a continuous basis strive to acquire knowledge from all spheres of his/her life (Esmail and Sullivan, 2006). The lifelong learning process should thus be void of learning bias and provide opportunity to peoples with all different kinds of learning styles (Esmail and Sullivan, 2006). The biasness in the learning process may lock certain learners from the system.
For example, female foreign learners may occasionally be iced out of the system because the system does not guarantee them the opportunity to acquire knowledge since their communication and adoptability is lower than that of their male counterparts (Schnake, Beal and Ruscher, 2006). The consequence is that their career paths may be barred to academically talented persons who potentially could stand to make enormous contributions (Solomon and Saucier, 2006).
According to Schnake, Beal and Ruscher (2006), the lifelong learning process is a desirable criterion for gauging the learning process as it trains individuals to fit in their career paths through provision of desired set of skills they need to survive in the dynamic job market. Having and attaining lifelong learning is important particularly with the current financial challenges facing many families across the globe with students who face stereotyping in their learning environment (Schnake, Beal and Ruscher, 2006). The job market is structured in such a way to accommodate those without LDs. As a result, lifelong learning in individuals enhances their employability even when such individuals have low formal education than for persons with LD (Regina and Delores, 2011).
Learned abilities are skills individuals develop throughout their education life and can relate to a variety of circumstances. For instance, the ability to coordinate multiple tasks (Esmail and Sullivan, 2006). Thus, students who lack this ability often find it difficult to integrate in higher learning institutions and job market. The most affected are females who have to fight against gender biasness and unsupportive educational authority system (Schnake, Beal and Ruscher, 2006). Little efforts have been put in place to change this. In cases where efforts are in place, there are scanty policies implemented by relevant authorities.
The traditional society considers the female gender as having specific limits in education and the society. The female gender is often considered a home manager and may perform more house chores than their male counterparts of the same age. This limits their learning duration. In addition, the female gender has to deal with their emotions with little support from the society. As a result of these distracters, the female genders performance is often lower than that of the male gender despite existing in the same learning environment.
References
Ali, A. (2006). A framework for emancipatory inquiry in psychology: Lessons from feminist methodology. Race, Gender and Class, 13(2), 26-35.
Esmail, A., &Sullivan, J. (2006). African American males and females: A look at color mating preferences. Race, Gender and Class, 13(2), 201-220.
Regina, R., & Delores, L. (2011). Race, class, and emerging sexuality: teacher perceptions and sexual harassment in schools. Race Gender and Education, 23(7), 799-810.
Schnake, S., Beal, D., & Ruscher, J. (2006). Modern racism and intergroup bias in causal explanation. Race, Gender and Class, 13(2), 133-143.
Solomon, S., & Saucier, D. (2006). Perceived effectiveness of a bias awareness program. Race, Gender and Class, 13(2), 96-107.
This paper will discuss whether organizations are gender neutral. First, it will begin by giving simple definitions of gender and gender processes in organizations. A discussion of why organizations are not gender neutral will then follow. This discussion will be supported by an argument that organizations are largely dominated by masculine ideals. Finally, it will discuss whether organizations should be gender neutral.
Gender is a notion separating male and female characteristics and ideals. It is founded on the premise that men and women think and behave differently. On its extreme end, it produces stereotypes. Roles and duties are assigned based on gender. According to Acker (2011) distinction of masculine and feminine roles usually disadvantages women as they are relegated to second position. On the other hand, gender processes are practices and activities that reflect the distinction between men and women.
Gender neutrality in organizations is difficult to achieve due to a number of reasons. Acker (2011) contends that gender divisions are often masked by processes that were intended to be neutral. This implies that organizations may have the will to become gender neutral but due to forces beyond their control they continue to be gendered. For example, an organization may design a job with a neutral job description and still end up with an employee who fits a certain stereotyped expectation.
Managers and those charged with the responsibility of filling the position may be influenced by their prejudice to pick certain applicants because of gender. In addition, gender neutral jobs and roles are often far removed from reality. Employees may perceive certain jobs from a gendered perspective thus compounding the problem. Employees who accept certain jobs that are expected to be taken by the opposite gender may be treated differently by colleagues.
Management positions are- dominated by men. Majority of the information we have on leadership was obtained from researches that included predominantly male study populations. This has led to a situation in which certain qualities sought by management are masculine in nature. This has resulted in inadvertent subordination of women who must learn to function like men if they are to succeed. Gender neutrality may not be achieved if such qualities are retained as they reflect the ideas and feelings of a single gender.
In contrast, Wilson (1996) thinks that organizations should be gendered. She argues that organizational theory has consistently ignored the importance of gender in organizations. The perception that men and women work differently should be investigated further as there is no sufficient research data to support this argument. The differences should be put in the right context. Wilson points out that emphasis should be put on similarities rather than on differences.
She argues that men and women should be studied and treated equally. This may lead to a better understanding of how organizations can be structured so that women and minority groups are not subordinated. Her observations are largely accurate. Men and women may perceive things differently but this does not mean that productivity can be predicted by gender. Gendering in her view will eventually lead to gender neutrality in areas where it is desirable.
In conclusion, organizations as presently constituted are not gender neutral. Attempts to make organizations gender neutral have often resulted in reorganization of gender processes. This may be largely due to lack of sufficient data on women leadership and stereotyping. That is, organizations are largely controlled by masculine ideals.
Wilson, F 1996, Research Note: Organizational Theory: Blind and Deaf to Gender?, Organization Studies, vol.17, pp. 825-842, DOI: 10.1177/017084069601700506.
Maria Mies in the book Patriarchy and Accumulation on a World Scale states that women may be considered as optimal labor force in a number of reasons. First, they perform the tasks while men just supervise the working process. Second, staying without paid work, women are considered as housewives, while men are defined as free wage-laborers. Third, the world is divided on producers and consumers. The producers are believed to be colonies where women are mostly exploited, and the consumers are mostly men of the Western region. Frankly speaking, it is difficult to disagree with these arguments.
Are the main consequences of the international division of labor positive or negative?
The main idea of the international division of labor is to relocate the manufacturing of the USA, Germany, France, Holland, etc. to the countries of the Third World. On the one hand, this affair will be profitable to both, developed countries get low labor force and materials, which have been produced and exported from the developing countries before; people in the Third World get high wages (for their region) and stable positions. On the other hand, the national manufacture of the Third World countries is destroyed, people in the USA, Germany, etc. lose their working places.
Was the main idea of the law which prohibited marriages between European men and African women aimed at restricting sexual relations between them?
The answer is definitely no! European men were restricted from having legal relations with African women with the purpose to prevent the legal economic and political rights of their children, considered as the generation of mixed blood . However, sexual relations were not prohibited.
Amartya Sen in Gender and cooperative conflicts and Ruth Pearson in Reassessing paid work and womens empowerment: Lessons from the global economy dwell upon gender disbalance in the modern world. Looking at the present situation in the whole world, it can be stated that if people talk much about gender disbalance, so the problem really exists. Gender discrimination and the domination of a man under a woman remains an urgent problem.
Even though national and international legal systems have passed the laws which state on the gender equality, female discrimination still occurs. Women suffer most of all from the emerged situation. One of the most celebrated cases is an appeal to court where Walmart was convicted in gender discrimination. This situation occurred about a year ago, still, the echoes remind about it even these days.
Walmart is a giant chain store. The conflict situation took place in the USA, in 13 of Walmarts stores. During the trial, six women insisted that they earned only 79 cents while men earned one dollar for the same work. Such difference is unfair and requires regulation.
The increase in global production and trading system, information spread and equality of rights does not go along with the case under discussion. More and more women appear on leading positions and many men can only jealous their wealth and prosperity. Such situations create an impression of the balance in the world of men and women. Still, this is not really so. Such companies as Walmart try to hide their illegal actions under the shade of famous and successful women in business stating that gender discrimination is shibboleth.
The changes in demographics may have a significant impact on the functioning of an efficient labor force. These effects may range from subtle to prominent, depending in several varying factors. This situation stems from the need to adjust the workplace practice or adopt different approaches to handling tasks in the workplace. Similarly, changes in the workforce composition affect how duties are implemented in the workplace (National Academic Press, 1999). Some changes in the demographics of the society call for a more detailed and careful approach due to the delicate nature which they possess.
Age, for instance, may affect the workplace in various ways. The introduction of a younger workforce may lead to increased productivity depending on a myriad of circumstances. It is generally believed that a younger workforce yields greater results. This is because they are more energetic than a workforce comprising of older members of society. However, assumptions have been made that the change in age has no impact on the productivity of the workforce. This is based on the difficulty of ascertaining in what way productivity is affected by a change in the age composition of the workforce (Hamm, p. 41).
Notwithstanding, age does have an effect on the teamwork. Experienced workers have acknowledged that members of the labor force work better when grouped together with their peers. This tends to improve productivity since the workers are able to relate to each other freely. This occurrence significantly improves their teamwork leading to an overall increase of productivity. It should, however, not be lost that the workforce should be evenly distributed to enhance the age balance.
Gender balance in the workplace is a highly sensitive issue that requires detailed attention (Bradley, p. 2). This is because of affirmative action programs that have been legislated to promote equality in all spheres of society. These programs are put in place to eliminate any gender imbalance that may be present in the workplace. For this reason, before changing the gender composition of the workforce, it is prudent to consider the implications that may arise out of such an action. For instance, an extreme change of the gender composition may lead to a change in group behavior that may impact negatively on the productivity of a group. Teamwork may also be affected by the presence of members of one gender group. This may be especially so in circumstances where the work involved requires the presence of both men and women to effectively co-ordinate.
Another sensitive issue is that of race. Though considered being of less significance at this point, it is a prickly issue. The race demographics of the workplace easily affect the morale of the workers who are in the minority. This, in turn, affects the productivity of the labor force by reducing the output of the minority workers due to reduced morale. Teamwork will also be hampered since the minority may feel left out, and those in the majority may form a stereotype against the minority concerning their productivity. These factors may prove detrimental to the overall output of the labor force.
The effect of demographic changes in the workplace may put pressure on the members to adjust to the new circumstances that they encounter (Howard, p. 35). It is, therefore, prudent for any changes considered being subtle in order to preserve the optimum environment for work.
References
Bradley, H. (1999) Gender and power in the workplace: analyzing the impact of economic change. Palgrave Macmillan.
Hamm, I. Seitz, H. Werding, M. (2008) Demographic change in Germany: the economic and fiscal consequences. Springer.
Howard, A. (1995) The changing nature of work. Jossey-Bass Publishers.
National Academy Press (U.S.), National Research Council (U.S.). Committee on Techniques for the Enhancement of Human Performance (1999) The changing nature of work: implications for occupational analysis.National Academic Press.
Today, the changing workforce has transformed the way, which people work or do business. Organization change is part of the workforce changes and is the only way to ensure sustainability in the business environment. People have pursued to do things differently, which has resulted to a great upheaval and unsettledness in the workforce since higher expectations have emerged (Greenhaus et al. 2010). This paper is a debate that shall critically examine the changes in the workforce that are brought about by differences in the age of workers, the consequences of casual employment, and most importantly, the gender differences in relations to difficulties faced by the employers in the workforce.
Discussion
I am in agreement with the statement that older workers are less productive and more resistant to change, which is reflected in their declined performance when compared to younger workers. Older workers have more knowledge and good skills than younger workers do, which could be really useful and helpful for their work as a team. However, this is often overshadowed by the perceptions shaped towards them in the workforce. They have been described as being unwilling to change, less flexible, tough to train, and gives a poor result on training because they do not develop or learn new skills as well as younger workers do (Posthuma & Campion 2009).
These incidences of age stereotyping are common in the business world today. With respect to this, many individuals have fallen victims and a firm can reject productive individuals on this basis. Older people have however, been related with poor performance and a declined productivity since they are generally against change, they are more difficult to train and adapt less to the changing working environments (Boone & Kurtz 2010). Generally, older workers already have experienced too many things, which make it so it is hard to motivate them unlike their younger counterparts, who can be enticed to ensure maximum productivity and their persistence in the company. As result, managers effort to train them may become futile and such a costly investment might end up being fruitless. The old have a lower learning potential, which may pull them down on their pursuit to development of skills. The older generation workforce hesitates to embrace technology as it comes and they are not only inflexible, but also make it increasingly hard to be trained and supervised (Bluestone & Montgomery 1990).
It has been noted that older individuals have a higher likelihood of being absent from work with regard to their deteriorating health status. In addition, the older people have a reduced physical strength, which could be the reason as to why they are less enthusiastic in their daily undertakings. Moreover, older individuals are related with a reduced tenure as compared to the young people and the cost associated with them is much higher, since they are near the retirement age and therefore incur increased benefits and wages, but are less productive (Posthuma & Campion 2009).
Generally, casual employment is informal, uncertain and irregular in terms of working hours or payments where workers are not firmly committed to the working periods, which makes it hard to adjust with the work. In accordance to employers requests, they have flexibility in that they could decide to work or not depending on their situations. The employers seemingly have little on no say concerning their state. They continuously fear of being dismissed and when they are, they barely notice it since they stay for long periods before being called to work again. The casual employees have no workplace citizenship, which includes their right to air their views, being well trained, enjoying a good and steady payment, being promoted or even included (Pocock 2004). They only pursue hard to achieve these benefits them to no avail. Casual workers don not enjoy fixed payments, reward schemes, unpaid sick-offs and other staff benefits.
This is on the other hand, is beneficial to employers since they have inexpensive source of labour and they don not have to draft a reward scheme or other staff benefits in place for casual workers. However, they keep on incurring cost of training due to the high staff turnover. This creates hardships in management as well as in communicating with casual employees (Pocock 2004). The negative and positive consequences of casual employment to both the employer and employee are summarized in the table below:
Employer
Employee
Positive
Can save the labour cost (in the low season and do not need to use outsourcing people which cost expensive)
Do not need to have a reward system or benefit.
Flexible with the hours
Work-life balance
Can get another job (multi-job)
Negative
Training cost
Can create management difficulties
Communication problems(rack of relationship)
Could make high staff turnover
Hard to adjust with the work environment
Do not get any perks, reward and staff benefits
Hard to have a motivation
This statement is correct since in the recent years, the percentage of female work force participation rate has increased and keeps continuously increasing. On the other hand, for employers, female employees have created more difficulties than their male counterparts have. According to above statement, physical characteristics and maternal responsibilities of female employee could make difficulties to undertaking particular tasks. Obviously, females have less power and physical strength than male, which would not be good for employers since they have to selectively award them the tasks that are within their limit. Females have to strike a balance between work and family life, which proves very hard (Tannen 1990). Normally, because of maternal reasons, when the female employee is pregnant, they ask for a maternity leave hence creating more difficulties with employer. Moreover, a majority of female workers cannot not work overtime, which means that they are not flexible with working hours (Tannen 1990). Therefore, female employees have a less focus on their work than male workers hence it could create difficulties with the employer.
In order to realize effective organization change and maximize the firms productivity, it is essential to have an understanding of gender differences in the workforce. This is an aspect that the human resource managers continuously confront with in any organization. Organizations mostly lose female workers than male ones, since many organizations are traditionally oriented towards the male figure. This then means that women have to confront with the differences and in the course, they might feel desalinated and they might opt to change jobs. Therefore, gender differences awareness in the work place from the managers is essential to put things in place for the overall well being of the organization (Hahn & Litwin 1995). This is however, taken to be a difficult by some employers since they find themselves often confronted with women considerations. For instance, womens physical traits are often disadvantaged to those of men and to crown it all, they continuously need to attend to maternal responsibilities repeatedly. This is therefore, seen as creating a difficulty in an organization since it has to incur adverse effects during the lost time taken up by women.
Conclusion
The changing workforce has led to both positive and negative consequences for employers as well as employees. The negative impacts have created turmoil in the business environment and therefore, this has called for a change. However, these adjustments might be difficult for both the employers and the employees while there is a great price to be paid for those who are against change. To begin with, the corporate culture has to be modified. This means that the working environments have to be conducive and empowering, while employers and employees have to pursue accountability, teamwork, become result and mission oriented and be willing to invest everything within their reach to see to the success of the company (Nankervis et al. 2011). Besides, the leadership has to be kept up to date in line with the requirements of the contemporary workforce, in order to cultivate a strong relationship that will tune towards workforce longevity.
Moreover, the workforce has to adapt and respond positively to change while flexibility is the working conditionings is enhanced by the managers. This is attained through an open line of communication between the employers and employees. Of more importance, is ensuring that the workforce is not only well trained but also there are avenues to facilitate their professional development. This will inturn lead to workforce stability where only qualified individuals are hired through selecting them carefully. When there is a good relationship between the employers and the employees for workforce longevity. Therefore, good employees will continue working for the firm and will be able to keep up to the changing business world.
List of References
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Boone, L. E. and Kurtz, D. L. (2010) Contemporary Business. New York, John Wiley and Sons.
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The process of acquiring gender identity can be explained with reference to certain theoretical perspectives on gender socialization. These theories are social learning theory, identification theory, symbolic interaction, and cognitive development theory. According to these theoretical models, different components in the process of gender formation are accentuated by researchers (Lindsey, 2015). The purpose of this paper is to compare and contrast the explanation of gender socialization that can be provided with reference to these four theories.
Definitions of Four Theoretical Perspectives
To understand the process of forming gender identity, it is necessary to refer to certain theories and their definitions. Social learning theory explains gender formation through observation and boys and girls reactions to external rewards and punishments. For example, if boys are punished for crying like a girl, and they are expected to act like boys, they form a vision of behavioral patterns appropriate for the male gender. Being praised for behaving like a man (being strong, decisive, fearless), boys accept theyre belonging to males. Identification theory describes gender formation as a process of childrens becoming aware of their gender and following other peoples behaviors (Lindsey, 2015). For instance, identifying oneself as a girl, a female child easily and independently chooses and prefers to wear female clothes.
Furthermore, symbolic interaction is a theoretical model that is focused on symbolic roles children take in their interactions and when playing depending on adults feedback. Thus, this theory explains why girls choose to play like moms with their toys when boys choose to play with cars. According to cognitive development theory, children get the meaning of gender gradually, along with their intellectual development (Lindsey, 2015). For example, boys and girls can consciously choose what behavior is typical of their gender and act accordingly.
Differences Between Theoretical Models
It is possible to identify four differences between these discussed theories. The first dissimilarity is that cognitive development and identification theories differ from social learning and symbolic interaction ones in terms of accentuating the role of childrens development of mental and awareness processes to explain gender. The second related difference is that some theories reject the critically important role of interacting and following social patterns in this process when others emphasize this role (Lindsey, 2015). The third difference is that gender formation is viewed as a stimulated process by social learning and symbolic interaction theories when other theorists point at the internal development of gender identity. The fourth difference is that some theories are more biological in their nature than others.
Similarities in Social Learning and Symbolic Interaction Theories
Social learning and symbolic interaction theories explain the development of gender identity in similar ways. These models describe the formation of the vision of self with reference to gender while observing others, interacting with them, learning from them and their behaviors. Both theories support the idea that individuals develop their understanding of gender when interacting in social environments and reflecting on other peoples behaviors (Lindsey, 2015). Consequently, children observe and learn what roles are appropriate for boys and girls and what rewards and feedback they receive when following selected patterns and begin to identify themselves as males or females accordingly.
Conclusion
The four theoretical perspectives describing gender formation are social learning theory, identification theory, symbolic interaction, and cognitive development theory. These theories are different in terms of adopting biological or social views on gender formation. However, it is possible to identify the pairs of similar theoretical models to explain how young individuals become aware of their gender and associated roles. Thus, social learning and symbolic interaction theories present related assumptions to discuss the process of gender identification.
Reference
Lindsey, L. L. (2015). Gender roles: A sociological perspective (6th ed.). New York, NY: Routledge.