COM 380 Study Guide #2

Reflect on the following, in relationship to readings for the second half of the semester (e.g., violence, organizations, etc.)
  •  activities and videos shown in class
  •  items brought to class for "class business" at the beginning of the period
  •  issues that came up during our "Debating the Issues" class period
  •  group presentations on Media Projects (review the handouts)
  •  anything covered in class that is also in the book should be reviewed
  •  Look at the "For Your Information" sections in your book (shaded inserts within each chapter)


    • Learning gender (school, home, peers)
    • Gender role expectations for masculinity/femininity (e.g. success, sexual, vs. appearance, sensitivity)
    • Parents' role in socialization (identification/internalization and psychodynamic theories; ego boundaries; treatment of children; "activities"; rigidity of roles)
    • Teachers and schools (encouraging gender patterns in preschool; attention to males; active and passive styles of learning encouraged; treatment of African-American students)
    • Possible effects of educational sexism
    • Peer influence (attitudes toward other sex, peer pressure & social acceptability; peer same-sex role models–boys' friendship & modeling, male bonding, pressure to prove femininity; gender consistent behavior & traditional attitudes)
    • BOOK - (Ch6) self-as-object, monitoring, identification and internalization, different contributions of mothers and fathers; (Ch8) how do the "Organization of Schools" and "Curricular Content" perpetuate gender inequalities?

    Organizations
    • Presentation on Nancy Burggraf by Merrie Sue Holtan, Sarah McCurdy, & Hannah Dahl: think about how and when Nancy Burggraf grew up, went to school, challenged and conformed to gender expectations/stereotypes (role in family as a child, college student, teaching hockey players); what were the different roles that men played in Burggraf's life?
    • BOOK - (Ch9) stereotypes of females/males in organizations (e.g., mother, iron maiden, breadwinner); misunderstandings of professional comm. (E.g., male standards, comm. styles are unchanging); leave policies; glass ceilings and walls; quotas and goals

    Interpersonal
    • Male deficit model vs. alternate paths model of close relationships
    • Communication biases (feminine closeness, masc. power, misunderstandings/misinterpretations)
    • Gendered friendships (communal vs. agentic; importance of talk; cross-gender friendships)
    • Gendered dating (testing the relationship; saying "I love you"; FILOs and LIFOs; breaking up)
    • Gendered conflict in marriage (e.g., grievances, flooding, partner influence)
    • Marital hotspot: sharing housework
    • Distinguish between complaint, criticism, and contempt
    • Four Horsemen (what are they, and what problems do they cause?)
    • BOOK - (Ch7) commonalities and differences in women's and men's friendships; four main areas of gender differences in committed relationships (expressing care, autonomy and connection; relational health; power dynamics)

    Violence
    • Presentation about gender in India by Dr. Samuel Meshack: caste system and outcasts; child marriage; bride burning; dowry; female/male ratio; sati; images of women in Indian movies
    • Sexual harassment (hostile environment, quid pro quo)
    • BOOK (Ch11) gender intimidation; sexual assault; abuse between intimates; gender mutilation; gender-based murder; normalizatoin of violence in the media and institutions

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    Updated 11/27/02