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1. Anything covered in class that is also in the book should
be reviewed; in general, chapters should be read with class lectures in
mind.
2. Class business, activities and videos may be used as a basis
for test questions (try to relate to course concepts)
3. Think about how your content analysis group project corresponds
with the research described in Chapter 10 (media messages about gender)
LECTURE
What is essentializing?
Differences between sex and gender; X and Y chromosomes; Androgens
and estrogens
What is guevedoces?
How is gender a "relational concept"?
Methodological problems with gender research
Categorization: gender as opposites; having all-or-none qualities
Discriminatory regulations and the concept of overlapping normal
curves
Trait inconsistency (trait vs. state debate)
Ecological and individualistic fallacies
What is androgyny? How does androgyny compare to being sex-typed
and undifferentiated?
Debate about appropriateness of androgyny as an ideal
Basics of theories of gender (e.g., biological, psychodynamic, cognitive
development, standpoint)
Two basic ideologies of women's movements (mimimalist, maximalist)
The First Wave of women's movements: Women's right movement; Cult
of domesticity
Third Wave feminism, and comparison to Second Wave
Men's movements: profeminist vs. promasculist (e.g., free men, mythopoetic
men)
Other gender movements: The Backlash; Ecofeminism
Different types of Second Wave feminism: basic differences between
them, basic ideology of each (e.g., radical feminism, revalorism, womanism,
separatism, power feminism, etc.)
Verbal communication and Sapir-Whorf hypothesis
Language allows for change (e.g., thinking hypothetically, self-reflection)
Man-linked words and generic "man" (e.g., problems with generic language,
neologisms)
Defining women through their relationships with men (e.g., decorative
objects, last names)
Language organizes experiences and perceptions (e.g., stereotypes,
anti-male bias)
Language is not neutral (e.g., sexual terms, metaphors, diminutives,
derogatory terms for men)
NVC and gender roles
Gendered patterns (e.g., artifacts, proxemics, kinesics, paralanguage,
haptics)
NV mixed messages (e.g., dress, attractiveness, overall communication
style)
BOOK - anything covered in class that is also in the book should
be studied; Look at the "For Your Information" sections in your
book (shaded inserts within each chapter)
Ch1 - Look at sections on "culture" and "communication"
Ch4 - children's games/adult styles of communicating; misunderstanding
and misinterpretations of M/F communication styles ("unsympathetic" males;
relationship talk and relational doubts; public speaking)
Ch5 - Male and female use of NV cues to regulate interaction;
Relationship-level meaning (responsiveness, decoding ability, liking, power
and control); NV differences between M/Fs not discussed in class (for kinesics,
haptics, proxemics, etc.); implications of nonverbal gender patterns
Ch 10 - Gender themes (underrepresentation, stereotyped images, stereotyped
relationships); media as gatekeeper (unrealistic and limited ideals, pathologizing
the human body)
ACTIVITIES - Bem Sex-Role Inventory, Gender theory handout (key elements, examples/cultural phrasesH/O given in class for completion at home); Examples of rhetoric from gender movements; Gendered nonverbal behavior (walking/sitting); others??
VIDEOS - "Killing Us Softly III" (media images of women); "Stale Roles and Tight Buns" (media images of men); "Gender Reassignment" (John/Joan video), "The Language of Sex" (cultural differences video, with Desmond Morris); others??
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This page is maintained by Aileen Buslig, buslig@cord.edu
Updated 10/3/02
