Tuesday, April 23, 2013

https://www.youtube.com/watch?v=NDiolhb50R8

This woman in this directs the attention on sexual violence against college women. I thought this video was a great way to end my blog. She discusses the historical and dominant response to sexual violence, information on how to prevent it, and shift the paradigm address sexual violent. I thought that closing this blog with my last post and this blog was a great way to give some interesting facts and since I’m in college right now.

I had the whole video but I cant seem to find it.

Marissa Stawkey
I recently read an article entitled: Socialization to Gender Roles: Popularity among Elementary School Boys and Girls. As the title suggests, it talks about what classifies a child as "popular" in school. Most of us can recall very early memories of other kids in school who were more or less popular than us. But what did they all have in common? Were they good looking? Really mean? Really nice? Smart? Athletic? Rich? What was it about these people that made us want them to notice us? Why did we want to be like them and be accepted by them even thought they were mean or snobby? And as it relates to my blog, how and why are these questions being presented as early as elementary school?

If you can understand the gender roles that have been pressed upon everyone since birth, then the question of "what makes a kid popular in school?" can be more easily answered. To summarize, the reason is because of social status and gender roles. "Boys achieved high status on the basis of their athletic ability, coolness, toughness, social skills, and success in cross-gender relationships. Girls gained popularity because of their parents' socioeconomic status and their own physical appearance, social skills, and academic success. Although boys' gender images embody more active and achieved features than girls', which are comparatively passive and ascribed, these roles embody complex integrations of oppositional elements that expand and androgenize them." (Adler et. al., 169)


Adler, Peter, Steven J. Kless, and Patricia A. Adler. "Socialization to Gender Roles: Popularity among Elementary School Boys and Girls." Sociology If Education 65.3 (1992): 169-87. JSTOR. Web. 21 Apr. 2013. <http://www.jstor.org.ezproxy.emich.edu/stable/2112807?seq=2>.

*Mia Evans*

In this video a professor from UC-Riverside Margaret Nash is interviewed about history of women in high education. She touches up on the subject of women being educated in the 1960’s, what type of education we think mother’s need, women outlawing men in college and etc. This video appealed to me because it was interesting to hear what someone else had to say about these topics.

I had the same video somewhere else of the full thing but I can't seem to find where it was.
-Marissa Stawkey-

Sunday, April 14, 2013

Single Sex and Coeducational High Schools.


I read this article that was written by Patricia Schmuck, Nancy G. Nagel and Celeste Brody. The article is reporting the results from a study done on the gender consciousness in single sex and coeducational high schools. They stated that when it comes to gender awareness, females are less aware about the opposite sex and how they work. But when it comes to academics it is very beneficial because they are being challenged to be the best. Not like going to school with guys wouldn’t challenge them, they are just less distracted. But some parents felt like some of the boy schools were a lot more academic challenging then the single sex girl’s schools. The Xavier Preparatory High School single sex catholic schools decide to accept girls there. This school was one of the best boy high schools in the area. But many females’ parents began to complain because they wanted their girls to have the same Jesuit Preparatory education as the boys did.

But in another article that was written by Barber Heather that talked specially about how parents make and decide which schools are the best for their daughters either single sex or coeducational. Some stated that they thought that it would be challenging for their daughter because it challenges them naturally. Some also felt like that could be dangerous because they don’t want to risk their daughter’s education because they want them to interact with the opposite sex. But as I seen in the article written about The Xavier Preparatory High School, it was a challenge for both the boy and the girls. Although interacting with the opposite sex should be natural it can be hard for people who have never done it before.

Gender Consciousness is created when students interact with each other
“We interpret behaviors information and situations though our own cultural lenses” Lisa Delpit

The females showed more consciousness unlike the teaches and the male students, When they began to fell more comfortable they began to express there frustration at the fact that they weren’t reading any female writers in there English class. Although some of the teachers at The Xavier Preparatory High School felt a need to change their curriculum because of the different students. There were a couple teachers who felt the need to keep their curriculum the same.

So after the study was over it was seen that females are more gender conscious then the boys. They were able to adjust to being around the opposite sex, unlike the boys were it was a while for the to adjust to them having females in the classroom. Also it goes to show that many of the teachers weren’t willing to change and adjust to the females being there either. Some think that Single sex education is better, and in some instances it might be but going to a coeducational school helps to be more conscious and interact with the opposite sex more.



Brody Celeste, Patricia Schmuck, and Nancy G. Nagel. Studying Gender Consciousness in Single-Sex and Coeducational High Schools. Great Britain. RoutledgeFalmer. 2002. Print

Heather Barber. “Construction of Gender in Parents’ choice of a single sex school for their daughters”. Gender in Policy and Practice: Perspective on single sex and coeducational schooling. 2002. Print. 



Cassie Wilson

Gender Constructed Young


In this book called School Talk: gender and adolescent culture written by Donna Eder with the help of Catherine Colleen Evans and Stephen Parker starts off by talking about the misunderstanding between men and women. How it starts when children are young and usually in middle school. When girls and boys not being able to understand each other at a young age, they grow up having these stereotypes about the opposite sex(9).  These can often cause gender inequality because men often look at women as emotional, needed, insecure and unassertive.  Likewise women have this stereotype of men being rude, assertive, sexual, and even emotionless. So understanding gender is something that should be learned or at least attempted to be understood since it plays a big role in the lives of people in the future.

Another thing that they talked about was the interaction between the girls and boys at school. They stated that as children during elementary and middle school the girls and boys are segregated. They don’t play together at recess and they don’t sit with each other at lunch (14). They stated that the gender in middle school and Junior high is constructed by the peer’s influences to move up socially. So boys are know to be more socially accepted if they succeed though athletics ability, being cool or being tough. Unlike girls who move up socially though their family background, appearance, and have a lot of freedom when it comes to social things (14).

This book touches on a couple topics that pertained to constructing gender but the last one I want to talk about pertained to boys and there necessity to be manly tough and not wimps. Boys are taught though watching family members, peers and most commonly though media that men are supposed to be strong tough and aggressive (61). Many boys look to sports as a way to express their manliness. Playing sports such as football, hockey, basketball, and wrestling all sport that are very contact and require a lot of aggression. They talked about how the boys tend to call each other names but the names they call each other are usually demining and imply some sort of weakness. For example:
o   Pud
o   Squirt
o   Wimp
o   Girl
o   Fag
o   Queer
o   Pussy
These are all things that lack toughness and make you question someone’s gender, they also happen to be names that are linked with femininity and homosexuality (63).


Eder, Donna, Catherine Colleen, and Stephen Parker. School Talk: Gender and Adolescent culture. New Jersey: Rutgers University Press, 1995. Print


Cassie Wilson 

Wednesday, April 10, 2013

Bathrooms in Middle School




When I seen this picture it made me think about how confused children can be when it comes to Lesbians, Gays and Transgender. So then the question is how young is to young for children to start learning the difference. From this picture I would like to assume that this girl is in middle school at least, but shes standing in front of the doors not sure which one she wants to enter. I think since more unisex bathrooms are being created I feel like students should be more educated on the difference between the three.


-Cassie Wilson

Monday, April 8, 2013


From the article called Likelihood to Rape in College by Julie A. Odland, Marguerite Fitch, and Edmond E. Willis states in did a study in the 1980’s on 150 college men at a small Protestant church-affiliated liberal arts college. The study was done to assess rape and sexual force against men. In the end thirty four percent reported some proclivity to rape or force to sex (171).

                These researchers found that 51% of college men reported a likelihood to Rape (171)..According to the researchers the purpose of this study is to broaden research that is on rape and sexual proclivities by:

(1)    Including the dimension of general emotional empathy, (2) testing college men from a church affiliated liberal arts college rather than a large university, and (3) identifying participants’ perceptions of and justifications for violence in specific situations (173).

The results found that 34% reported to admitting to some proclivity to rape and/or to force sex (179). Those that reported to the proclivity to rape and/or to force sex showed higher acceptance of interpersonal violence, greater belief in the traditional roles of women, and higher rape myth acceptance (180).

The other article I did was called “Risk Factors of Male Sexual Aggression on College Campuses by Joetta L. Carr, and Karen M. VanDeusen. In this this article that talk about risk factors that are associated with male sexual violence on camas and report results of a preliminary survey of the sexual profiles, drinking patterns and child sexual abuse experiences of college men (279)

There have surveys that been done that consistently reported that college men have forced intercourse at a rate of 5-15% and college sexual aggression at a rate of 15-25% (279). Only 8.8% had admitted to rape or attempted rape of men. The risk factors they listed includes male sex-role socialization, alcohol abuse, personality traits, and child abuse and neglect (280).
            Carr, Joetta L., and VanDeusen, Karen M. “Risk Factors for Male Sexual Aggression on College Campuses.”Journal of Family Violence 19. 5 (2004): 279-289. Web. 20 Mar. 2013

Osland, Julie A., Marguerite Fitch, and Edmond E. Willis. "Likelihood to Rape in College Males." Sex Roles 35.3-4 (1996): 171-83. ProQuest. Web. 20 Mar. 2013.
 
-Marissa Stawkey-