What follows is a set of ideas on writing papers in sociology. The.docx

What follows is a set of ideas on writing papers in sociology.
The objective is to provide you with guidelines to consider.
COMPOSING AN OUTLINE
It should be strictly adhered to. For example:
I. Introduction
II. Literature Review and Methods for the Collection of Data
III. Discussion and Analysis
IV. Conclusion
V. Bibliography
CAREFULLY CHOOSE YOUR TOPIC
First seek out journal articles or books on your chosen subject
to get some sense of style and outline. Read critically and make
notes.
DATA COLLECTION
Decide what methods you will use to collect data to inform your
work.
COMPOSING THE PAPER
1. State as precisely as possible, the question you intent to
pursue.
2. Sketch the main line of your argument or the major elements
of your explanation.
3. Note any significant source material.
4. Footnotes are used for the following purposes:
d. to indicate the exact source of every question used;
d. to acknowledge indebtedness to others for opinions or ideas;
d. to give the authority for a fact that the reader might be
inclined to doubt because it is outside his/her ordinary
experience, e.g. history
CITING SOURCES/REFERENCES
Citing references refers to the acknowledgment in your paper of
the sources of words, information, ideas, or interpretations
other than your own. These may be in terms of paraphrases or
direct quotation of others. In either case, documentation is
mandatory.

HINTS ON PRESENTATION
One issue about which students worry , is the thought of being
accused of writing only 'their own opinion'. Opinion is involved
in everything that is written. However, the following practices
help avoid essays which are unbalanced, or opinionated.
1. Present conflicting ideas. It is often useful to say that 'one
explanation is...' but 'some contrary views are expressed by... ',
or 'one way of understanding this is...' Try to entertain
alternative explanations or interpretations.
2. Present supporting evidence. Often you can choose between
different explanations by showing that evidence supports one
position and not others.
3. Make use of quotations. Quoting the 'experts' can often be an
effective strategy (although experts can be wrong.)
4. Structuring information in sequence. Your ideas should build
on one another. Once you have established a point (either
through quotation or evidence, or both), it can be used
effectively to argue against other interpretations.
EVALUATING A PAPER
General criteria of evaluation are spelled out below but they
have, of course, been central to everything said above. They are
loosely arranged in order of importance.
1. Statement of clear purpose in the introduction.
2. Clear, precise, specification of an important sociological
question (puzzle, topic).
3. Logical development of a well-rounded argument.
4. Evidence that the nature of the topic under consideration is
understood (for example: awareness and appreciation of
alternative views).
5. Evidence that available information has been consulted
(relevant quotes, publicity available, information presented.)
Methods of data collection have been presented and data is
analyzed.
6. Organization and literacy.
7. Bibliographic referencing is included.

You need to put in footnotes on each of these assignments and
demonstrate to me that you have completed the readings…
Many of your ideas and statements are opinion. You do not
support your ideas with facts or evidence. Here are a few
examples: Feminism is a kind of belief that men should have
the same rights and opportunities as women. ??? Where does
this idea come from?? Feminism is a belief that all people
should have equal rights—not just men, who are the ones who
held all the power for so long. Think that such as "male -
strong", "feminine - gentle" character characteristics are
acquired, women should be and men exactly the same treatment.
Under this assertion, it seems difficult for women to pay relief
in the job market, because these feminists seem to require men
and women to wear a mask, so that companies can not see this it
is male or female, but in this case, women are directly faced
with the same dilemma of frail men; because the fertility or fra
There is nothing to support these ideas. Certainly, had you
completed the required readings, you might not be making this
statement. Not only do you need to re-submit all of your
essays with footnotes and references, you need to get someone
to help you edit them because your spelling and grammar make
the essays difficult to understand at times.
WGST 2906 N1: Women and Gender in the Modern World
Minimum length: 1000 words
Module 1 - What is Women's Studies?
Required reading
Ward and Edelstein:
Introduction, pp. 1-16
Crow and Gottell:
Pp.1-9 “Introduction”
Pp. 11-16 “Who is the woman of Canadian Women’ Studies?”

Pp. 29-35 “Introducing Racism: Notes towards an Anti-Racist
Feminism”
Pp. 35-48 “Canadian Anti-Racist Feminist Thought: Scratching
the Surface”
Pp. 65-70 “Riding the Feminist Waves: In with the Thirds”
Brettell and Sargent:
Pp.13-28 “Delusions of Gender: What Does It all Mean,
Anyway? And Brain Scams.”
Peggy McIntosh: "White Privilege: Unpacking the invisible
knapsack"
This article will be cited several times throughout the course.
Students are urged to bookmark the URL.
Introduction
This module introduces the student to the subject of women’s
studies. The focus of the readings includes: (a) a review of
what women’s studies is and why we need to continue to offer it
in the curriculum; (b) how women’s studies has evolved over
the years, especially since it was first taught in North American
Universities in the late 1960’s/early 1970’s. (c) To embrace the
similarity, difference, privilege, oppression, power and
sexuality that is a part of women’s lives. Attention is given to
debunking some of the public myths and misconceptions about
women’s studies and feminism.
Learning objectives
The learning objectives of this lesson are:
1. To introduce students to a brief history of the development of
women's studies and how it has evolved as a discipline.
2. To enable students to understand that women's studies is
quite diverse and that the subject matter itself has both
theoretical and methodological tensions.
3. For men and women to locate themselves in the material
based upon their own life experiences (including race, ethnicity
and culture).
4. For students to recognize that women’s studies are about
gender issues which affect all people: men, women,
transgendered--such as violence and economic exploitation.

5. To introduce students to some of the terms, concepts and
theoretical views presented in the curriculum, such as sex,
gender, gender roles, gender ideologies, the social construction
of gender, agency.
Web links
· How hard is it for women in 2017? -
https://ca.yahoo.com/news/quora-hard-women-2017-
090002281.html
· Bibliography on gender bias in all academic disciplines -
http://blogs.lse.ac.uk/impactofsocialsciences/2017/03/08/newly
-updated-for-international-womens-day-gender-bias-in-
academe-bibliography/
· Gender inequality persists in Canada, around the globe: Ipsos
poll - http://globalnews.ca/news/3291058/gender-inequality-
persists-in-canada-around-the-globe-poll/
· Celebrating Women -
http://www.collectionscanada.gc.ca/women/index-e.html
· Journal articles of interest - http://www.msvu.ca/atlantis/
Lesson
This lesson will raise some questions, which will challenge you
to think about feminism, its many definitions, and what it means
to be a feminist. The so-called ‘first wave’ of feminism in the
60’s and 70’s focused on gender-based oppression. However, as
bell hooks has pointed out, this first wave of feminists did not
consider race, class or ethnicity. As hooks argues, “all forms of
oppression are linked in our society because they are supported
by similar. …structures” (1993). The second wave of feminism
and in particular, the current ‘third wave’ focus on the various
ways in which feminism can be understood, with all its
branches, diversity and interpretations.
Assignment # 1
Why do we need women’s studies? What do the authors mean
when they refer to the ‘third wave’ of feminism? How has
women’s studies become linked with feminism? What comes to
mind when you hear the term? Do you consider yourself a
feminist? Why or why not? Are there any particular groups of

women absent in the literature on women’s studies? How does
‘white privilege’ as discussed by McIntosh, affect our
worldview? Explore some of these issues as you reflect upon
the readings for this module.
Module II - Women's Culture: The work of gender and the
gender of work
Ward & Edelstein:
Chapter 1 "What's for dinner, honey"? Work and Gender
Pp. 77-80 Domestic Worlds and Public Worlds
Pp. 81-88 “The Domestic Sphere of Women and the Public
World of Men”
Pp. 119-123 Equality and Inequality: The Sexual Division of
Labor and Gender Stratification”
Pp. 124-130 “Woman the Hunter: The Agta”
Pp. 131-138 “Gender, Horticulture and the Division of Labor
on Vanatinai”Introduction
This module is a review of patterns of work and gender, the
sexual division of labour and the multiplicity of work that
women do- - from production to reproduction: piece work,
homework, child work, sex work and the work of marriage.
Particular attention is given to the socio-cultural issues of

housewives and housework—is it valued? How is it valued?
The readings examine what the sexual division of labour means
for men and women in different cultures. It also begs the
question of whether or not men ‘help’-- in the home, with the
children, with the chores and routines of daily living. Even
asking the question automatically signals it as something out of
the ordinary- - i.e., it is ‘expected’ of women, but men
‘help.’ Learning Objectives
1. To examine the different kinds of work that women do: kin-
work and familial gatherings, home work, informal work and
formal work, the double work day (second shift), and how this
work affects women’s status within the society.
2. To outline ways in which women balance work and family
and the implications and backlash for women who work both
inside and outside the home.
3. To critically analyze ways in which men and women
contribute to the family and household.
4. To examine why women’s work is underpaid and under-
valued.
5. For students to become aware of some of the ways in which
women’s work is ‘invisible’ and/or ‘made’ invisible.Web Links
· Icelandic Women protest -
https://unitedhumanists.com/2016/10/27/women-in-iceland-
protest-pay-gap-by-leaving-work-14-percent-early/
· How gender may define us -
http://aeon.co/magazine/philosophy/why-do-the-norms-of-
gender-dominate-our-
existence/?utm_source=Aeon+newsletter&utm_campaign=aafdf
a7066-
Aeon_weekly_newsletter8_14_2015&utm_medium=email&utm_
term=0_411a82e59d-aafdfa7066-68687929
· Women and the media -
http://www.womenaction.org/global/wmrep.html
· Value of a 'housewife' -
http://ca.shine.yahoo.com/blogs/shine-on/stay-home-mom-

salary-worth-survey-suggests-125-174604921.htmlLesson
See Power Point - Women, Work and Women's Culture
This lesson examines women’s work and how it is viewed
within our own culture, as well as cross-culturally. Since the
work that women do is usually less visible and does not appear
to contribute to the marketplace, it is often regarded as non-
existent. But, the job of acquiring all the things needed to make
a household and run that household is just that—a job. Just as
we experience “the practice of sexist domination in family
settings”, we also inherit biases about work and its sexual
division through our enculturation (socialization). These ideas
contribute to the invisibility of women’s
contributions.Assignment
Assignment # 2
This assignment asks you to consider the sexual division of
labour in our own society. Some of the questions you might
address are: How is work ‘marked’ by gender? Who decides
which jobs are done by men and which by women? Is shopping
work? Is shopping gendered in our society? What kind of work
is it and what skills are involved? If shopping is work, then do
rich women work? How about poor women or those on social
assistance? Can the State be considered as a ‘husband?” Do you
think women’s work is de-valued and if so, why? How are
household tasks allocated in your household and who is
responsible for which tasks?
Alternative Option: Write an essay around some of the
questions posed at the end of the chapter in Ward and Edelstein
(p. 36).
Module III - Cultural Systems for Separating Females and
MalesRequired ReadingWard and Edelstein:
Chapter 6, A Two-Bodied World: Cultural Systems for
Separating Females and Males
Pp. 159-163 “The Cultural Construction of Gender and

Personhood”
Pp. 163-174 “My Encounter with Machismo in Spain”
Pp. 175-178 “Rituals of Manhood: Male Initiation in Papua New
Guinea”
Crow and Gottell:
Pp.233-245 “Between Body and Culture: Beauty, Ability and
Growing up female”
Pp.245-251 “The Flight from the Rejected Body”
Pp. 251-256 “From Airbrushing to Liposuction: The
Technological Reconstruction of the Female Body”Introduction
Why do people throughout the world separate males from
females? The explanation is as broad and as myriad as the
many different cultures that exist around the world. What we
do know is that gender is a cultural construct. The ways it is
constructed and perpetuated are the primary focus of this unit.
How is femininity defined? Masculinity? An examination of
some of the gender separation systems historically and cross -
culturally challenge our Western/North American ideas of
gender and sex and compel us to think about ways in which our
society constructs men and women and how these constructs
might limit and define us as persons.Learning Objectives
1. To analyze how traditional sex roles and gender stereotyping
can lead to discrimination against women.
2. To understand some of the practices that separate the sexes
cross-culturally and inn Canada and how we participate in them.
3. To peruse some of the ways in which women have resisted
male hegemony.
4. To differentiate between gender and sex and to recognize
how both are socially constructed.
5. To examine ways in which gender is constructed through
formal and informal rituals.Web Links
· Who's really in charge? - http://mic.com/articles/92651/18-
empowering-illustrations-to-remind-everyone-who-s-really-in-
charge-of-women-s-bodies
· Sexist Baby PJ's -

http://thechronicleherald.ca/business/1240272-sexist-baby-pjs-
prompt-outcryLesson
See Power Point - Cultural Construction of Gender
We all make assumptions about what to expect from a ‘man’ or
a ‘woman’. Often, we conflate sex (biology) with gender
(culture). Being able to recognize how we are shaped and
socialized into becoming persons of a particular gender within
our society is important in understanding many of the activities
that we engage in. For example, why is it okay for men to chew
and spit tobacco, but for women it is viewed as taboo? Who
decides what is or isn’t appropriate for a specific gender? The
media? The politicians? Who are the gatekeepers? We examine
some of the rituals surrounding the construction of masculinity
and femininityAssignment
Assignment # 3
Sometimes, it is difficult to see gender separation working
within our own society. Yet, we can see gender separation in
various ways: social space (is the kitchen the woman’s domain
in your household?), private space, clothing, etc. Among the
issues you might address in this assignment are: What are
some of the ways in which gender separation affects your life?
Some of the readings focus on rituals of manhood and on rites
of passage for young men and women. What are some rites of
passage for women in our society? For men? Compare these
with similar rituals in another society. Alternative Option:
Write an essay around some of the questions posed at the end of
the chapter in Ward and Edelstein (p. 147).

Module IV - Female Subordination/The Dynamics of
PatriarchyRequired Reading
Crow & Gottell:
Pp. 78-86 “Assessing Gender Equality: Trends in the Situation
of Women & Men”
Pp.149-156 “Rooting out Injustice…………”
Pp. 170-179 "Husband Abuse: Equality with a Vengeance?"
Pp. 188-196 “Gender and the Stories Pittsburgh Police Officers
Tell About Using
Physical Force”Introduction
This lesson discusses gender roles, socialization and female
subordination historically and cross-culturally. Attention is
given to how various social and cultural institutions perpetuate
and reproduce male hegemony (e.g. military, religion, and
academia). Emphasis is given to various gender ideologies,
which foster male control and power. How our language
contributes to the internalization of the ideas about gender roles
and the idea that male equals human is also reviewed. The use
of the noun ‘man’ to stand for all humans is one such example.
But there are many others. For example, why is it that when we
say ‘doctor’ or ‘pilot’ we don’t specify ‘male’, but we do
specify sex if referring to a woman; i.e. ‘a woman doctor’. Does
one sound ‘odd’ while the other seems ‘natural’? Learning
Objectives
1. For students to become aware of some of the mis-conceptions
surrounding the subject matter of women’s studies and to
deconstruct them. In particular, the whole notion that women’s

studies and feminism are male bashing.
2. To examine ways in which the historical record has been
biased and to look at women’s contributions which, until
recently, have been ignored or overlooked.
3. To have students define patriarchy and how it affects their
lives.
4. To increase awareness of power inequities in gender
relationships.
5. To examine how patriarchy influences our images of women
and men and how these images are presented in the media.
6. To understand the interaction between language and culture
and how language can perpetuate patriarchal ideas.Web Links
· Feminist anthropology -
http://www.as.ua.edu/ant/Faculty/murphy/feminism.htm
· Peggy McIntosh" "White Privilege: Unpacking the invisible
knapsack" -
https://www.csusm.edu/sjs/documents/UnpackingTheKnapsack.
pdf
· Anita Sarkeesian, Feminist Critic, Cancels Speech After Death
Threats - http://www.huffingtonpost.ca/2014/10/15/anita-
sarkeesian-speech-threats_n_5988952.html
· White privilege from a man's perspective -
https://ca.shine.yahoo.com/7-things-i-can-do-that-my-black-
son-can-t-185445165.html
· Sexism in science - http://www.cbc.ca/radio/asithappens/as-it-
happens-friday-edition-1.3057294/peer-reviewer-tells-female-
biologists-their-study-would-be-better-if-they-worked-with-
men-1.3057301
· New Blog Reveals Disturbing Movie Poster Trend That Needs
To Stop - https://ca.style.yahoo.com/post/143426839085/blog-
reveals-disturbing-movie-poster-trend-thatLesson
See Power Point - The Dynamics of Patriarchy
What do we mean when we use the term patriarchy’? The
implications of patriarchy are not the same as those of
matriarchy, although many people think they are simply the
mirror opposite. The structural, institutional and cultural

implications of patriarchy are explored here.Assignment
Assignment # 4
What is patriarchy? What role does patriarchy play in your
life? How does patriarchy influence the images of women and
men in our culture? How do ‘blonde’ jokes affect women and
foster inequities? In addition to addressing the above questions,
you are asked to select your favourite popular magazine and go
through it looking at the advertisements only. How are males
depicted in the magazine? Females? Do you detect any trends
or patterns? Can you argue that any of these images contribute
to the social control of women? What is your reaction to them?
Do any of the images project stereotypes of men and women?
Include a copy of at least three of the ads in your
assignment/analysis.
Module V - Thinking about Gender and Sexuality: In search of
Identity and self-actualizationRequired Reading
Ward and Edelstein:
Chapter 3 "Blood and Milk: Biocultural Markers in the Lives of
Women"
Pp. 215-223 “From Pollution to Love Magic”
Pp. 361-366 “Gender, Politics and Reproduction”
Pp. 374-385 “ Political Demography: The Banning of Abortion
in Ceausescu’s Romania”
Pp.385-393 “Surrogate Motherhood: Rethinking Biological
Models”
Crow and Gottell:
Pp.223-226 "The Body: Reproduction and Femininity”
Pp.226-228 “ A special report”

Pp. 228-232 “Abortion”Introduction
This module explores various themes related to bio-cultural
markers in women’s lives and how they relate to women’s
bodies: reproduction, infertility, menstruation, abortion, etc.
The readings address the question of what is ‘natural’ about
Mother Nature. What is ‘natural’ about mothering?
It also investigates various issues relating to all women, such as
how gender roles and ideologies influence women’s choices
about mothering, reproductive choices, and fertility. Learning
Objectives
1. To analyze how patriarchy impacts upon women’s choices in
terms of motherhood and child rearing.
2. To question and deconstruct the ‘naturalness’ of motherhood.
3. To discuss how mothering is culturally constructed and
often defined by economics.
4. To examine the medicalization of reproduction and its
implications for women in the future.
5. To analyze the consequences of some of the new reproductive
technologies in the lives of women and men.
6. To examine ways in which women’s bodies are
controlledWeb Links
Gendercide in India and China -
http://globalvoicesonline.org/2012/04/03/videos-female-
gendercide-and-infanticide-in-india-and-china/Lesson
See Power Point - Culture and Biology
What is the influence of biology on women’s lives? What is it
that unifies us? Although different, all women have strategies
for coping with various aspects of the life cycle from
maidenhood to reproduction to menopause to death. This
chapter examines ways in which biology is and is not
destiny. Assignment
Assignment # 5
Would you say there is a mothering instinct or is mothering
culturally constructed? Do you think new reproductive
technologies empower women? Or, are NRP's just another way

in which male hegemony is manifested—i.e. a way for women
to fulfill their prescribed ‘ideal’ roles as mothers? Speculate on
why you think there aren’t more methods for male
contraception?
(p. 85).
Module VI - Gender as Performance/ A Third Sex?Required
Reading
Ward & Edelstein
Chapter 7 "A Third Sex? Gender as Alternative or Continuum"

Pp. 148-161.
Pp. 223-229 “Hijras: An ‘Alternative’ Sex/Gender in India"
Pp.351-360 "How to Change a Man: Spiritual Transformation
and Shifts in Gender Ideology"
Crow and Gottell:
Pp. 263-267 “Sexuality”
Pp. 267-275 “Heterosexuality and Feminist Theory”
Pp. 311-314 “The Silencing of Sexuality”
Pp. 325-334 “Sons of the Movement: Feminism, Female
Masculinity and Female to Male”…Introduction
The readings in this module take a closer look at gender
alternatives and alternative genders. In so doing, they address
the questions of ‘normal’ and ‘deviant’ behaviours as applied to
sex and gender and discuss a wide range of gender-sex
alternatives cross-culturally and within our own society. The
material seeks to challenge our ‘essentialized’ ideas about
gender, sex and sexuality.Learning Objectives
1. To discover the wide range of gender-sex alternatives.
2. To understand what the term ‘third gender’ means in terms
of gender construction.
3. To challenge traditional western notions of gender and our
ideas of the way in which gender is constructed.
4. To consider why occasions for cross dressing (such as Mardi
Gras) appeal to so many people. How does these influence
ideas about gender bending?
5. To examine issues of gender identification after transsexual
surgery, i.e. is someone a ‘real’ man or a ‘real’ woman.Web
Links
· Gender neutral passorts -
https://www.theglobeandmail.com/news/politics/ottawa-sends-
important-message-with-gender-neutral-passports-
activists/article36090767/?service=print
· Germany has a new ‘third’ gender -
http://www.theatlantic.com/health/archive/2013/11/germany-

has-an-official-third-gender/281254/
· No Him, No Her (video) - http://www.cbsnews.com/news/no-
him-or-her-preschool-fights-gender-bias/
· Transgender in Brazil -
http://www.nytimes.com/2014/03/16/world/americas/transgende
r-models-prosper-in-brazil-where-carnival-and-faith-
reign.html?_r=0Lesson
See Power Point - Third Genders
It is estimated that approximately 4-5% of all human births
result in children with ambiguous genitalia. Generally, such
children are considered to be intersexed. This brings into
question our traditional notion of only two genders while
simultaneously, challenging us to reflect on reasons other than
biology which give rise to third genders in our own society and
cross culturally.Assignment
Assignment # 6
What can we learn by studying cultures where two spirited
people are revered and even sought after? Other questions you
may want to explore include: Can parents choose not to
announce the sex of a new child? What would be some of the
challenges and some of the benefits for so doing? Do you think
it is possible to raise an androgynous child?

Module VII - Thinking about Love and MarriageRequired
Reading
Ward and Edelstein;
Chapter 4 "Patterns of Partnering: From Romance to
Resistance"
Brettell & Sargent:
Pp. 203-208 “Culture, Sexuality and the Body”
Pp. 279-283: "Gender, Household and Kinship”
Pp. 283-290 “What to do with Unmarried Daughters? Modern
Solution
s to a Traditional Dilemma in a Polyandrous Tibetan Society”
Pp. 303-310 “Rethinking Caribbean Families: Extending the
Links”Introduction
A review of various patterns of marriage and ‘partnering’ cross-
culturally is presented and some of the readings take an in-
depth look at the importance of residency patterns and women’s
friendship networks, and how women negotiate divorce,
inheritance, emotions, power and control. Learning Objectives
1. To realize that there is no one definition or institution that
can be defined as ‘the family’. To learn that there are an

immense variety of family forms throughout the world and in
our own society.
2. To delve into the relationship between architecture, residency
patterns and women’s lives.
3. To examine how polygyny as a type of partnering is gendered
and the meaning this marriage pattern has for women and men.
4. To analyse the ways in which ‘science’ has marked the
genders in terminology and ‘scientific’ explanations.
5. To reflect on the changing nature of marriage and the family
in our society.Web Links
· Kinship tutorial -
http://www.umanitoba.ca/faculties/arts/anthropology/tutor/
· Changing face of Canadian Families (video)Play VideoLesson
See Power Point - Women, Love and Marriage
The various ways in which humans organize their social lives,
especially regarding kinship, love and marriage, have important
implications for women. This lesson focuses on women-
centered households and families and the consequences this
pattern of family and residency has on women and children. It
also examines various types of kinship arrangements cross-
culturally.Assignment
Assignment # 7
How do traditional family relationships in our society
disadvantage women? Cross-culturally? What are some
alternatives to marriage that might enable women to empower

themselves? Do women-centered households liberate or
constrict women’s lives? Consider your favourite fairytale when
you were young? Who were the main characters? Was the
female the center of the story? How would you describe her?
Does she represent feminine stereotypes? What conclusions did
you make about this story as a child? Would you teach these
stories to your children?
(p. 107).
Module VIII - Women’s Lives: Friendships and
relationshipsRequired Reading
Ward and Edelstein:
Chapter 2 "Love and The Work of Culture"
Chapter 7 "A Third Sex? Gender as Alternative or Continuum"
Pp. 161-168
Pp. 229-236 “Constructing the Lesbian Body”
Pp. 311-318 “Resignation and Refusal: The Moral Calculus of
Lesbian and Gay Parenthood in the U.S.”
Crow and Gottell:
Pp. 295-299 “The Respectable Same Sex Couple”
Pp. 299-311 “Losing the Feminist Voice”
Pp. 314-325 “Does a Lesbian Need a Vagina like a Fish Needs a

Bicycle?”Introduction
This unit looks at how some women constructed their personal
and professional lives in the early twentieth century.
Remember that these women were trying to forge careers in a
man’s world. We look at their friendships, the friendship
between women, between women and men and the problems
with categories such as normal, bisexual, lesbian, etc. We also
examine the construction of the lesbian body. Who defines it?
Is the male gaze the framework for these
constructions?Learning ObjectivesThe learning objectives of
this lesson are
1. To examine the professional careers of two pioneering
feminists: Margaret Mead and Ruth Benedict
2. To understand how our lives can influence our interpretations
of socio-cultural behavior
3. To understand how women’s friendships cannot be easily
categorized
4. To examine the politics of gender for same sex couples.
5. To examine the idea that bi-sexuality may be the ‘natural’
sexualityWeb Links
· Gender Equality and Fundamentalism -
http://www.huffingtonpost.com/monica-duffy-toft/religious-
fundamentalism-women_b_6121190.html
· 'Good Luck Charlie' Gay Couple [VIDEO] Disney Channel
Features First Lesbian Parents, Facing Backlash From

Conservative Groups -
http://crossmap.christianpost.com/news/good-luck-charlie-gay-
couple-video-disney-channel-features-first-lesbian-parents-
facing-backlash-from-conservative-groups-8699Lesson
See Power Point - Women's Lives - Friendships and
Relationships
This unit looks at the difficulty of categorizing people based on
their sexuality or sexual preferences. Often, women’s
relationships are not so easily categorized and it confuses those
who try to do so. In studying Margaret Mead, we realize that
although she has been accused of bringing too much of herself
to the field, she made anthropology and the study of sexual
mores a popular topic in the U.S. during the 1920’s and
30’s. Assignment
Assignment #8
In her book, Male and Female (1949: 168), Mead questioned the
role and status of men. She wrote: “In every known human
society, the male’s need for achievement can be recognized.
Men may cook, or weave or dress dolls or hunt hummingbirds,
but if such activities are appropriate occupations of men, then
the whole society, men and women alike, votes them as
important. In a great number of human societies men’s sureness
of their sex role is tied up with their right, or ability, to practice
some activity that women are not allowed to practice. Their
maleness, in fact, has to be underwritten by preventing women

from entering some field or performing some feat.” Comment on
this quote, including in your response the reasons why Mead
may have argued this and whether or not you think it applies
today.
(p. 58).

Module IX - Women's Spirituality: Women as HealersRequired
Reading
Ward and Edelstein:
Chapter 8 "Life‘s Lesions: Suffering and Healing"
Chapter IX "Gender, Ritual and Religion" (all readings in this
chapter).Introduction
This module explores ways in which women adapt to life’s
experiences by pursuing their historically traditional roles as
healers and embracing spirituality. We see a strong correlation
between women’s suffering (life’s lesions) and spirituality.
Looking as the continuum between formal, institutionalized
religions and informal, spiritual experiences enables students to
also understand alternative healing systems.Learning Objectives
1. To recognize women’s roles as healers historically and cross-
culturally.
2. To examine the boundaries between Western science and
religion by understanding how these boundaries are blurred in
many non-western societies.
3. To acknowledge how women experience and evaluate their
lives on a physical-spiritual level.

4. To deconstruct the ideas of ‘natural’ and ‘supernatural’.
5. To understand the idea of ‘culture-bound’ syndromes in
treating illness
Web Links
The Burning Times (NFB video) -
http://www.nfb.ca/film/burning_times/Lesson
See Power Point - Women and Religion
The connection between physical and mental (emotional) illness
and spiritual beliefs is examined historically and cross-
culturally. How women ‘weather’ life’s lesions, as Martha
Ward refers to them, is an important component of
understanding the power of religion and spirituality in women’s
lives.Assignment
Assignment # 9
Do you think that ‘world religions’ (formal, institutionalized)
contribute to women’s oppression? Why is there so much
interest today in rituals that are women-centered? Have you
had any experience with such rituals? How can women’s
spirituality and intuition inform contemporary medical
practices? Spirit possession is an aspect of many women-
centered religions. How do western medical professionals label
this behaviour? Are spirits really possessing these women?
Are they all to be considered crazy?

(p. 189).
Module X - Abuse by any other name...women's rights are
human rightsRequired Reading
Ward & Edelstein:
Chapter 9 "Who Owns Her Body? Challenges to Cultural
Relativism"
Pp. 37-42 "Lifeboat Ethics: Mother Love and Child Death in NE
Brazil"
Pp.393-403 “Female Genital Cutting: Culture and Controversy
Introduction
The readings in this module look at cultural relativism in terms
of human rights, specifically gendered violence. Do the
examples from other cultures bring up parallels closer to home?
Do we have the right to pass judgment on or work to change the
conditions of women’s lives in places like India, Afghanistan

and China? Should we? Can we be feminists and culturally
relative at the same time? Learning Objectives
1. To examine gendered violence in our own society as well as
cross culturally.
2. For women to consider whether western ideals can and/or
should be brought to other cultures.
3. To define the limits of ethnocentrism and cultural relativism.
4. To review ways in which the U.N. and other organizations are
advocating for women’s rights.
5. To engage in understanding cultural behaviour within its own
cultural context.Web Links
· Sexual Violence-the new health epidemic in the west -
http://www.theglobeandmail.com/opinion/sexual-violence-the-
silent-health-epidemic/article33915008/
· Women in Afghanistan - http://www.rawa.org/women.php
· Human rights and global issues - http://www.globalissues.org/
· Female Circumcision in Kurdistan (documentary) -
http://www.theguardian.com/society/video/2013/oct/24/fgm-
film-changed-the-law-kurdistan-video
· Montreal Massacre Remembered -
http://www.cbc.ca/montreal/features/remember-14/
· FGM Outlawed in Nigeria -
http://nsnbc.me/2015/05/30/nigeria-outlaws-female-genital-
mutilation/

· Women, Harassment and the Media -
https://www.yahoo.com/tv/gretchen-carlson-claims-victory-
roger-ailes-ouster-women-220602815.html
· Pornography and violence -
http://vawnet.org/sites/default/files/materials/files/2016-
09/AR_PornAndSV.pdfLesson
See Power Point - Women's Rights and Cultural Relativism
One of the challenges facing feminist anthropologists is how to
reconcile the principles and ideals of cultural relativism with
rituals and practices that contribute to the oppression of
women. The issue is complex and the answers are often
ambiguous and contextual. You are asked to carefully consider
the arguments for and against becoming involved in the rights
of women in other cultures.Assignment
Assignment # 10
The readings look at cultural relativism in terms of human
rights, specifically gendered violence. Do the examples from
other cultures bring up parallels closer to home? Do we have
the right to pass judgment on or work to change the conditions
of women’s lives in places like India, Afghanistan and China?
Should we? Can we be feminists and culturally relative at the
same time?
(p. 211).

Module XI - Women and Violence in CanadaRequired Reading
Crow and Gottell:
Pp. 165-170 "Engendering Violence"
Pp. 202-207 "Does no “no” mean reasonable doubt?"
Pp. 207-215 “Is Canada Peaceful and Safe for Aboriginal
Women?”
Pp. 216-222 "The Ultimate Rape Victim"
Pp. 180-190 “Erasing Race: The Story of Reena Virk”
Pp. 190-201 "Gendered Racial Violence and Spatialized Justice"

Introduction
This unit continues the discussion of violence against women
with a focus on women in North America, especially the lives of
young aboriginal women. Women are often economically
dependent upon their partners, which in itself makes them
vulnerable to violence—physical, verbal, sexual, etc. Learning
Objectives
1. To examine the incidence of violence against women in the
past two decades.
2. To analyze the circumstances around which violence is
perpetrated
3. To examine the disproportionate amount of violence against
aboriginal women, which goes unheeded.
4. To understand why violence is accepted in our societyWeb
Links
· 2017 and justice is still failing women -
http://www.cbc.ca/news/canada/nova-scotia/halifax-cab-driver-
sex-assault-acquittal-judge-decision-transcript-1.4008375
· School of Secrets (CBC-The Fifth Estate) -
http://www.cbc.ca/fifth/episodes/2015-2016/school-of-secrets
· University culture and attitudes towards rape -
http://www.huffingtonpost.ca/toula-foscolos/smu-rape-
chant_b_3879915.html
· Rape culture - http://thechronicleherald.ca/opinion/1192743-

williams-weasel-words-whitewash-rape#.UyBWALgF5dk.email
· How no means no became yes means yes -
http://www.theglobeandmail.com/life/relationships/sex-on-
campus-how-no-means-no-became-yes-means-
yes/article21598708/
· Annapolis Valley Project Against Sexual Violence -
http://www.valleysvp.ca
· Christmas Greetings?? -
http://nytlive.nytimes.com/womenintheworld/2015/12/10/chilli
ng-holiday-display-in-store-window-grabs-attention-of-
onlookers-passing-by/Lesson
See Power Point - Women and Violence in Canada - Cross
Cultural Comparisons
The statistics on violence against women in Canada and North
America have not changed significantly between 1996-2013.
‘Intimate femicide’ is still one of the leading causes of death
among women in Canada. This unit seeks to understand why
violence against women continues, despite efforts by academics,
feminists and activists to increase public awareness and effect
positive change.Assignment
Assignment # 11
Violence against women in our society is generally
unrecognized. With the exception of a murder case, which
attracts attention in one’s own Province, or State, few if any,
are aware of the incidence of violence (in all forms) against

women and children in our society. Follow your regular
newspaper for a week, or choose at least three episodes of a
popular TV show and examine them for incidences of violence
against women. Do you detect any trends or patterns? If
following the newspapers, where are the stories usually placed
in the newspaper? Headlined? Peripheral? How about the TV
show?? How often are the victims women? How often are the
perpetrators men? How are things resolved and by whom?
What kind of violence is it: humour, verbal, physical? Be sure
to mention the name of the paper or TV program and the dates
you are examining for this content analysis.
Module XII - Invisible Workers: WomenRequired Reading

Ward & Edelstein:
Chapter 10 "Invisible Workers: Women as the Earth’s Last
Colony"
Pp. 237-241 "Gender, Property and the State"
Pp.250-261 "Japanese Mothers and Obentos…"
Pp. 262-271 "Single Women are Bitter"
Crow and Gottell:
Pp. 86-95 "Thinking it Through: Women, Work and Caring…"
Pp. 95-104 "The Great Undoing: State Formation, Gender
Politics and…"Introduction
This module examines how gender intersects with class, race
and ethnicity in the everyday world. In particular, it examines
the lives of non-professional women. How do they cope with
the demands of a work life and a home life and how are some of
the strategies similar to those of professional women? The
readings include an examination of how capitalism and
colonialism have impacted women’s lives throughout the world,
especially in so-called ‘underdeveloped’ nations. It also looks
at some of the struggles women face as a consequence of
patriarchal oppression.Learning Objectives
1. To review some of the ways capitalism has affected women,
especially those in the third world. For example, latest U.N.
statistics demonstrate that over 70% of the world’s refugees are

women.
2. To recognize the cultural mandates that present obstacles to
women in professional fields.
3. To examine ways in which women exert power and influence
outside of the realms of traditionally identified political or
public arenas.
4. To become aware of ways in which women resist male
hegemony and exercise agency in their lives. Web Links
· Women, Patriarchy and Capitalism (video) -
http://www.democracynow.org/2013/3/8/vandana_shiva_on_intl
_womens_day
· Newspaper run by women -
http://blog.newspapers.com/womens-papers-on-newspapers-
com/?xid=425&utm_source=content&utm_medium=email&utm_
campaign=content-march-2015
· Why women leave academia and why universities should be
worried - http://www.theguardian.com/higher-education-
network/blog/2012/may/24/why-women-leave-
academia?CMP=share_btn_twLesson
See Power Point - The 'Invisible' Workforce
The struggles and hardships that women endure as a result of
patriarchal oppression are explored, and we continue to examine
ways in which women have resisted male hegemony to empower
themselves. We examine how colonialism and capitalism
worked together to devalue women’s work and how the double

work day impacts on wage earning women in our society and
throughout the world.Assignment
Assignment # 12
How do women cope? What are some of the ways in which
capitalism creates a situation where women exploit, rather than
support one another? How have women been constructed as
‘the other’ in our society? Cross- culturally? Do rich women
work? Do poor women or those on social assistance work? Is
the government like a husband? Can women’s power coincide
with patriarchal power? Think of a person who holds a position
of power and authority in her or his job. What is the sex of that
person? If male, do you think he’d have as much power and
respect if he were female? Would he have to change the way he
dealt with colleagues, subordinates, etc. if he were female? If
the person is female, what kinds of challenges or barriers has
she faced as she achieved that position or do you perceive she
faces now?
(p.236 ).

Module XIII - Women, Power and WorkRequired Reading
Ward & Edelstein:
Chapter 5 "Everyday Power: Women’s Agency, Authority and
Influence"
Pp. 208-215 “Is There a Muslim Sexuality?”Introduction
Women’s power has been translated into control over their own
lives, rather than the notion of exercising control over another.
As such, women’s power does not look the same as men’s.
Often, people assume that women’s power does not exist.
However, anthropologists know that power is expressed
differently in every culture and historical
circumstance. Learning Objectives
1. To understand how women’s power and agency have been
unrecognized because of male biases.
2. To realize that women’s power does not have to look like
men’s power.

3. To examine the informal, often unrecognized ways that
women navigate the challenges they face and how they
transform their world.
4. To present ethnographic examples of ways in which women
exert agency over their own lives and influence those around
them.
Web Links
· Women’s resistance movements in Honduras -
http://www.theguardian.com/world/2009/dec/14/honduras-
women
· Gender Bias in Academe: An Annotated Bibliography of
Important Recent Studies -
http://blogs.lse.ac.uk/impactofsocialsciences/2016/03/08/gende
r-bias-in-academe-an-annotated-bibliography/Lesson
See Power Point - Women's Power and Agency
This unit examines how women’s power(s) is exerted in various
places throughout the world, from small-scale societies to larger
nations. We focus on ways in which everyday power goes
unrecognized because women’s power is often tied to kinship
and households, rather than to public, political
offices. Assignment
Assignment # 13
Chapter five gives several cross-cultural examples of ways in
which women hold power. Discuss any one of these
ethnographic examples and compare it to a similar behavior

within our own society. You can base this on your own
experiences or on some of the other readings for the course.
(p. 128).
Module XIV - Women, History and ChangeRequired Reading
Crow and Gottell:
Pp. 58-64 “Feminism in Waves: Re-Imagining a Watery
Metaphor”
Pp. 104-115 “Intersecting Identities and Inclusive Institutions:
Women and the Future of Transformative Politics”
Pp. 127-132 “Why Women Still Ain’t Satisfied”
Pp. 156-163 “Riding the Third Wave” Introduction
This module explores the history of the women’s movement in
Canada and the U.S. and some of the ways the movement has
changed over time. Particular attention is given to the
contemporary women’s movement and examines if and how it
incorporates all women (i.e. third world, aboriginal,
handicapped). Issues and problems within the movement are
explored.Learning Objectives
1. To look at the similarities between the women’s movement in
Canada and the U.S. and women’s movements in the third
world.
2. To examine some of the ways in which it is apparent that the

women’s movement has had a positive impact on women’s
status.
3. To understand the meaning of ‘backlash’ and ways in which
it is manifested.
4. An examination of the most critical issues facing women
today.
5. To delineate ways in which we can contribute to the women’s
movement today.
Web Links
· Rise Up Feminist Archive -
http://us14.campaign-
archive2.com/?u=a94620fa68b2e84653dd6e2f3&id=84d1a7359e
&e=1436c4c2b6
· 2016 and still a long way to go -
http://www.cbc.ca/news/canada/newfoundland-
labrador/telegram-journalist-harassment-1.3738023
· Canadian women in history: suffragettes -
http://www.collectionscanada.gc.ca/firstworldwar/025005-
3300-e.html#a
· Nellie McClung (video) -
https://www.historicacanada.ca/content/heritage-
minutes/nellie-mcclungLesson
See Power Point - The Women's Movement
The history of the women’s rights movement in Canada and the
United States enables us to put the struggle for women’s rights

into focus. The implications of the women’s movement
worldwide are also explored.Assignment
Assignment # 14
We’ve come a long way? Maybe. This topic examines the
history of women’s movement in Canada and the U.S. and some
of the ways the movement has changed over time. Present a
brief history of the women’s movement in Canada and the U.S.
and speculate on whether or not you think the women’s
movement is entering a new stage? Do you see evidence of the
women’s movement having had a positive effect in your
community, or do you see a backlash? What do you think are
the most critical issues facing women today?
The different national circumstances of Canada and the United
States, the problems and conditions of different women. The
content, struggle strategies and achievements of the women’s
movement. It is pointed out that although the Canadian women’s
movement and the research have some commonness,
consistency, and coherence. The Canadian women’s movement
and research have their originality and uniqueness because of
the different aspects of the two countries and have made
enviable the achievements. For the United States, Canada, there
will always be an illusion that the United States not only in the
military, economic and other aspects ahead of Canada, even the

women’s movement and research in such areas, but also the
trend of American women. In dealing with the women’s
movement and research, in fact, the content refers only to the
United States, Britain, up to France. This "point to the surface"
for the United States, Britain on behalf of the Western approach
that will hinder our feminist and women's movement to do in-
depth understanding and diversification of the study. Although
women's movements and women's issues are consistent and
coherent, they differ in their national profile and cultural
traditions because of their different national circumstances.
Women's problems and conditions, the progressive degree of
female consciousness awakening, and the stages of
development, movement, and characteristics of women's
movements also show varying degrees of diversity and
diversity.
Firstly, Canada and the United States are in North America
which are all belong to the Western quarterfinals that are
composed of many immigrants and ethnic groups, but the two
countries have different national conditions. In the case of the
women’s movement, the first and second wave of the American
women's movement is predominantly for English-speaking white
women on middle-class, while in Canada the women's
movement rises from the early stage to a broader political
connotation than the United States. The women’s movement in

some ways reflects the tension between the British and French
cultural relations. [footnoteRef:0]The United States is really
concerned about the diversity of the women’s movement in the
1970s and 1980s, while the Canadian women’s movement has
two branches: the English women's organization and the French
women's organization mainly at Quebec area. Although there
are consistency and uniformity between English women and
French women in many respects, the performance of the Quebec
women’s movement is very different. Especially of its different
historical evolution, the relationship with the Roman Catholic
Church and its strong nationalist sentiment. In many ways not to
mention similar to the United States, even if the country are
different with other parts. [footnoteRef:1]Some of the forces of
the Quebec religion believe that the key to preserving the
French-Canadian cultural tradition is maintaining the status quo
and that the right to vote for women is contrary to the natural
gender level and to social harmony and social development. The
women’s movement of Canada has its own characteristics. The
women's movement in Canada is tougher than the women's
movement in the United States and the rest of Canada.
[footnoteRef:2]In the United States, women struggled for the
right to vote for more than 70 years, and Canadian women have
been fighting for thirty years. Canadian women have the right to
vote for no time as long as American women, nor have they held
major events that have aroused public concern. The women in

the United States and Canada began in the mid-nineteenth
century and ended in the twenties of the twentieth century. The
acquisition of the right to vote shows that women have equal
social and political status with men. For feminist activists, the
right to vote is their tool, and by virtue of this tool, they can
play a better social role in the process of creating a better
society. [0: Backhouse & Flaherty. Challenging Times: The
Women’s Movement in Canada and the United States.] [1:
Keller, Ruether & Cantlon, M. (2006). Encyclopedia of Women
and Religion in North America] [2: Backhouse & Flaherty.
Challenging Times: The Women’s Movement in Canada and the
United States.]
Secondly, attention to the diversity and diversity of women
have more new connotation. Throughout the women’s
movement, advocates, organizers, and attendees are mostly
middle-class white women. [footnoteRef:3]The theory is based
on the experience of white women, middle-class women and
women in Europe and the United States, which ignores the
differences in race, grade and age among women, so they are
often lacking in universality. At the United States for the black
women as the main color of the human race or third world
women, it is discussing the relationship between men and
women, emphasizing racial relations and class relations.

Features such as social hierarchy, race, ethnicity, age, and
region are not well understood. The caucasian women can not
infer from their own experience the experience of colored
women, the experience of middle-class women is different from
the experience of working women. The theoretical framework
used often refers only to differences between the sexes,
ignoring the diversity and diversity of women. Such as the
struggle to fight for the right to work in the past, women of
color and women at the lower level feel ridiculous, because this
is not the first thing for the bottom women, but the first need
for survival, not only to survive but also to keep a household
account. These are the challenges posed to traditional feminism
and are a reflection of the women’s movement. Feminism does
not have a simple identity, and any feminist can not represent
other women of different geographical, racial, cultural, class
and other backgrounds. The theoretical framework used often
refers only to differences between the sexes, ignoring the
diversity and diversity of women. Such as the struggle to fight
for the right to work in the past, women of color and women at
the lower level feel ridiculous, because this is not the first thing
for the bottom women, but the first need for survival. [3:
Keller, Ruether & Cantlon, M. (2006). Encyclopedia of Women
and Religion in North America]

In summary, many of the issues that the women’s movement is
trying to solve from the rise. Such as, women's poverty that
remains still exists in the Canada and United States. For
example, the problem of prostitutes, the equal rights of both
men and women in the legal and economic aspects of marriage,
domestic violence, abortion, etc. Those are far from being
resolved. Both countries have enacted legislation to severely
punish perpetrators of violence and effectively safeguard the
legitimate rights and interests of women victims, but domestic
violence is still serious in the United States and Canada.
Women in the United States and Canada face many problems in
terms of education systems, labor, homosexuality, and women's
maternity leave. In short, even in developed countries such as
the United States and Canada, the situation of women is not as
good as we thought. The American and Canadian feminists also
unite all women to continue to deepen the women’s movement
and continue to struggle to gradually solve the problems that
have not yet been completely solved and emerging.

References
Backhouse, C., & Flaherty, D. H. (1992). Challenging Times:
The Women’s Movement in Canada and the United States.
McGill-Queen’s Press - MQUP.
Keller, R. S., Ruether, R. R., & Cantlon, M. (2006).
Encyclopedia of Women and Religion in North America:
Women and religion: methods of study and reflection. Indiana
University Press.
The status of women is an important manifestation of social
civilization, reflecting a country in the process of modernization
of women as a human of the modernization of the problem of
women from the traditional to the modern transformation of the
social role of the vivid portrayal of the transformation. In the
long maternal society of human history, women have dominated
the production and life of the dominant position, because of the
natural and cultural reasons, women occupy an important place
in social life, become the organizer of production and life, and
thus become the center of society and the representative of the

order. With the development of productive forces, farming has
become the main production activity, with strong physical men
in the production sector gradually dominated. The spread of
interests led to the war between groups and strengthened the
power of men leaders, status, and wealth of the trend, and then
they asked to change the tradition of the inheritance of the
lineage, that is, from female to male. In this historical stage, the
patriarchal-centered private ownership of the family to replace
the mother and son as the core of the natural form, also
contributed to the male as the main body of the rise of the
patrilineal society, women gradually from the dominant into a
male vassal, also driven to a living space different from men,
and leading to the collective silence of women.
Firstly, the inequality of male and female social status is not the
inevitable for biologically, but by cultural factors. Since the
patrilineal society has replaced maternal society, men have used
the power of their hands to gradually push women into the altar
of the rituals that uphold the authority of men. Men with their
own right to speak and interpretation for women to set a series
of the code of conduct, so that their every move by the ritual to
restraint. The women of the body of the independent
heterogeneity wash away, then the mother, wife, daughter. The
specific social functions of them into the social order, the
women into the family line, the use of household tools. After

men on the female body and spirit of the dual transformation,
women increasingly become the edge of society and the bottom.
The shaping of a female body is carried out on the basis of the
male gaze, and in a long history, women have been asked to
endure those who are both painful and inconvenient to change
their natural body. [footnoteRef:0]For example, oriental women
have to endure, Myanmar's neck ring and China's bound feet,
Western women have to wear steel tight waist and tight corset.
In this way, women from their own real body farther and
farther, but also from their real desire farther and farther. In the
desire and the body of the two atrophy, they gradually are
forgotten by the dusty. Also, makes the local differences
between men and women were artificially exaggerated and
prominent. Men have long been given a woman to obey the
criteria. From birth to death, no one day is not in the status of
obedience. Obedience is the basis of morality, from the end is
the destination. This male-dominated patriarchal culture
oppresses women and makes their social status lower and lower.
In the feudal system in the establishment of the dominant
position of men at the same time, deprived of women in the
social and public areas of the opportunity to express
intelligence, women are confined to the family within the walls,
the value of life is almost entirely reflected in the marriage and
family, women can only do male Attached, not with independent
consciousness and personality. [0: Bergoffen, Simone de

Beauvoir.]
Secondly, the rights of women to education have also changed,
and some countries have cruelly deprived women of their right
to education. The vast majority of women have no culture, and
many women in the aristocratic family are illiterate, and the
women of the civilian population are less entitled to the right to
education. In today's society, women have equal rights to
education with men, and they can display their talents in any
field and compete fairly with men. The main reason for this
change is due to the transformation of traditional society to
modern society, resulting in a large number of members of the
community awareness of the conversion. Including the
transformation of the profession, the change of the living area
and the complete transformation of the identity, status, values,
social rights and production and life, and the direct influence of
the basic elements of society. Family, not only men leave the
family and the land to work, women also left a large number of
generations to spend a narrow family space, into the various
industries, from a single family role to the occupation, family
dual role of change, become a family economy pillar.
In summary, changes in the status of women are the
performance of the progress of the times it is a gratifying

situation. Also, can be expected with the continuous progress of
civilization. At the same time, we should see that the status of
women is not an isolated question and must be examined in
society as a whole. The social problem we face is that the status
of professional life and family life presents a tendency to grow.
Although people are inseparable from the family, but in the
concept of increasingly despise the family, and the family is
losing many traditional functions, but there is irreplaceable
role. Human survival depends on cooperation, the family is a
close cooperation unit, the family of people, especially
children's role is to cultivate the spirit of cooperation. If people
can pay attention to the family, then not only women in the
family can live in its position, that is, men will try to fulfill the
responsibility of her husband and father, he will respect his
wife in the housework in the creative value. There is a need for
further efforts to improve the status of women.
References
Bergoffen, D. (2015). Simone de Beauvoir. In E. N. Zalta (Ed.),
The Stanford Encyclopedia of Philosophy (Fall 2015).
Metaphysics Research Lab, Stanford University. Retrieved from
https://plato.stanford.edu/archives/fall2015/entries/beauvoir/

The right of women to human rights. Developing women culture
is the development of society. Although a country and a
government do not need to be responsible for the happiness of
each individual, it can be achieved by reducing pollution,
curbing corruption, improving education and keeping old
medical care, so that every citizen, including women, gets
higher of life satisfaction. Now cross-border academic research
from the brain to the psychology, behavior, management have
told us that happiness includes such a pillar. It is a pleasant
feeling, physical and mental health, hobbies, interpersonal
relationships, sense of accomplishment, as well as the value of
identity and creation. In these areas, women can find their own
potential, and as a business community, business and society as
a whole, it should also create a more inclusive and supportive
environment for women. As the whole society is the same, I
often hear the women should have enough to liberate, and work,
and are relatively strong. Women of this age are encouraged to
succeed. Whether we are the time to have a more complete and
balanced understanding of life, for society, for a more
comprehensive understanding of enterprise ecology.
Today, looking at the around the world, the world is changing
quickly. Everyone is running at full speed in this era because
there are opportunities to make money, but fear that they were

thrown by the society because the speed has been faster than
expected, our steps began to stagger, or even lose balance.
Looking at our environment has been imbalanced, water, air,
soil, our society is often in a state of imbalance. Nobel’s
economists have said that GDP only measures the extent of our
blindness, but can not tell us why the busy, the same topic can
be quoted to our stage of today's women's development. Women
are also in a state of imbalance, they face many challenges. In
the face of a lot of pressure in front of us both the lack of
experience of the older generation, but the lack of a business
and social environment. The workplace if done better than men
that women have no chance of promotion. In fact, women often
put forward a warning in the body. More than a decade of
women's breast cancer, cervical cancer is the rate of continuous
rise, because of our body for the environment and interpersonal
sensitivity, coupled with the physical characteristics of some
physical and mental, women are now more than men have the
opportunity to become insomnia, emotional sub-health, and
even the victims of depression. [footnoteRef:0]For example, in
Europe and the United States 35 percent of patients with
depression will take the initiative to seek the help of doctors
and psychologists, but in China is less than 5 percent which are
many people who are affected by emotional distress and
depression, especially women Is in a helpless end of the point.
Many women want to use the possession of material to fill their

wardrobe and space. Many people more social fewer friends,
high status of low human behavior, a busy career of abandoned
the family from their own happiness for many people is drifting
away. Substance stimulation satisfies the basic safety and
demand, and the marginal benefit for happiness is diminishing.
This may be the reason women are at a disadvantage in society.
[0: Belzer, A. (2010). Women and the Great War]
On the other hand, the woman is an attachment, the father, the
husband and the son of the vassal, even in the tombstone that
does not have a complete name. In the development of society,
the progress of women This is a proactive process of liberation,
a process of liberation, does not mean that they have an
independent personality and ideas. In the era of consumerism
prevailing, it was also alienated into commodities, women
become a way to reach the purpose of the time, which is the real
women's liberation is drifting away. The development of women
in this era is our goal, women are not tools that their own
happiness is the goal of our society. Is expected to live in the
exploration of others among us, it is better to take the initiative
to develop themselves, our body and emotions are one of our
business and family are the need to balance, and our own spirit
of growth and beyond. Equality is the choice of respect for
individuality and gender differences, respect for everyone's

freedom. As long as it is free to choose, women being a full-
time housewife than being full-time work women and full-time
women as respected, because it is also challenging. We need to
listen to the inner voice, we need to find themselves really love
and really good at, rather than follow the trend of development.
This will make us feel numb again, to perceive those who we
neglect the happiness, but also to play our potential to create a
rich and fulfilling life.
In conclusion, women play a role can not be ignored, we found
that no matter what kind of situation in the family. Women are
often the emotional center of a family, although a happy woman
does not necessarily make a happy family, but an unhappy
woman can certainly make a family unhappy. The
comprehensive development of women is the guarantee of
economic, social and political sustainable development. In the
process of the reconstruction of the whole social value, as the
mother of women, they are also shaping tomorrow. The rights of
women on human rights, women's development is the
development of society. Although a country and government do
not need to be responsible for the happiness of each individual,
but through the reduction of pollution, curb corruption, improve
education, pension care conditions, so that every citizen,
including women to obtain a higher degree of life satisfaction.

References
Belzer, A. (2010). Women and the Great War: Femininity under
Fire in Italy. Springer.
The family is the community of cells that is the constitute for a
basis of social organic. The harmony of the family affects the
stability of society as a whole. The current situation of domestic
violence, through the analysis of the characteristics of domestic
violence. Mining the five causes behind domestic violence, that
is, historical reasons, economic reasons, social reasons,
physiological reasons and legal reasons. On the basis of
profound excavation of the causes, to further explore measures
to prevent domestic violence for the legislature to develop and
improve the law on domestic violence to provide a theoretical
basis for the crime. For domestic violence is meant between
family members to be beaten, tied, confined, mutilated or
otherwise. On the family members of the physical, spiritual and
other aspects of injury and destruction of violence. Some of the
domestic violence has occurred frequently, causing serious

harm. The growing domestic violence endangers the physical
and mental health of the victims, violates the legitimate rights
and interests of the victims, undermines the social stability and
development, has aroused widespread concern in society as a
whole. In order to give victims of domestic violence more
comprehensive, more specific and more appropriate assistance
to achieve better social outcomes, it is necessary to establish a
social support system at all levels of law, society and
psychology which is a great harm to women.
The violence between women does not cause concern, and may
be related to the following reasons: First, we are currently
facing the most important gender violence is still male violence
against women. World Health Organization published in 2014
global survey data show that; male violence against women is
very common. [footnoteRef:0]An average of 35 percent of
women worldwide have suffered sexual violence or non-partner
sexual violence from intimate partners, up to 71 per cent in
Ethiopia, 38 percent of women's murders have come from
intimate partners. Second, though the cultural backgrounds of
these studies differed widely, [footnoteRef:1]the study samples
included Western developed countries such as the United States,
Britain, and Canada, as well as India, Congo, Uganda, and
Kenya, but cross-cultural statistical results have come to a
surprisingly unanimous conclusion: in all homicide cases, male

perpetrators accounted for more than 90 percent of the total,
while women only less than 10 percent. This is not only in
violent crimes, in some acts of insanity caused by insignificant
little things, as well as on school violence and war behavior is
also true. Third, the violence of women is destructive to society
and the risk to others is small. [footnoteRef:2]Anthropologist
Montagu using the oldest literature study pointed out that in the
history of mankind 5600 years occurred in a total of 14,600
large-scale war, an average of 2.6 games per year, but no war is
launched by women and organized. Moreover, women rarely
have direct physical attacks on others, even if there is, and the
physical damage to others is not so obvious and serious.
[footnoteRef:3]Some countries have also adopted methods to
protect victims, such as Canada. The construction of a heavily
guarded shelter in Canada to provide assistance to women in
many provinces of Canada has promulgated the Anti-Domestic
Violence Act and the Emergency Protection Order. If the
woman is threatened by violence, you can call the police for
help at any time, without the permission of the parties, the
police can break into the house and take away her husband.
Limited to a period of time not allowed to go home, so as not to
continue to abuse his wife until the police believe that the
lifting of the threat of violence so far. [0: Ontario Women’s
Directorate, G. of O. (n.d.).] [1: What is gender-based
violence? (n.d.).] [2: Heise, L. (1994). Gender-based abuse:

the global epidemic.] [3: Chesler, P. (1972). Women and
madness.]
On the other hand, the campus gender violence that is one of the
manifestations of gender violence. In recent years by the
international community began to pay high attention. Campus
gender violence occurs on campus and its surrounding areas.
[footnoteRef:4]The UNESCO's new document has a new
revelation of the characteristics of gender-based violence on
campus. Manifestations include bullying, sexual harassment,
seduction, and sexual harassment, as well as violence against
sex and sex. [footnoteRef:5]Campus gender violence can occur
between students, may also occur between teachers and
students, between students lover into the campus between the
off-campus staff and students. Campus gender violence
endangers students' physical and mental health, academic,
interpersonal relationships, values. Strategies to deal with
gender-based violence, including prevention, suppression,
punishment, and the establishment of support systems for the
treatment of victims. Discrimination against women and girls
has become a source of gender violence against boys when
trafficking in boys and boys. It is important to stress that
violence against women is the most important issue of gender-
based violence. On the one hand, reflects the state of power

control and inequality, and on the other, the resulting health,
social and economic consequences severely restricting the equal
participation of women. The root causes of gender violence are
unequal gender relations, and gender violence is closely related
to traditional gender role norms and gender power relations.
Women, girls, men and boys are likely to be victims of gender-
based violence, but most of the victims of gender-based
violence are women and girls, due to unequal distribution of
power in society. Some recent news also reflects the violence
that people bring to the hurt. [footnoteRef:6]Such as, “Domestic
violence support staff hope to further prevent through education
on April 26”, “Colorado man killed a strange wife and buried
her in the grave of World War II Veterans on March 31”, and
“N.B. enacted legislation to help victims of domestic violence
on February 17”. [4: Robertson, M. The Power Of Being
Believed Is Vital To Survivors.] [5: Chesler, P. (1972).
Women and madness.] [6: Speak Truth to Power | Marina
Pisklakova.]
In summary, stop violence against women and require male
participation. In this process, we can not see men as iron slaves.
There are also differences within the male, it may become
violent. If ignore the interests of men, will hinder the promotion
of male participation. In addition, gender mainstreaming and

gender transitivity can not be ignored today. Sexual violence
can not ignore violence against gender, male and female.
Opposition to gender violence requires the widest possible
alliance, which first requires us to be concerned about the rights
and interests of all those who are subjected to gender-based
violence; this will not only enhance the importance of long-
neglected gender-based violence against women, The goal of
opposing gender violence is truly realized.
Belzer, A. (2010). Women and the Great War: Femininity under
Fire in Italy. Springer.
Chesler, P. (1972). Women and madness. Doubleday.
Heise, L. (1994). Gender-based abuse: the global epidemic.
Cadernos de Saúde Pública, 10, S135–S145.
https://doi.org/10.1590/S0102-311X1994000500009
Ontario Women’s Directorate, G. of O. (n.d.). Statistics:
Domestic Violence. Retrieved May 2, 2017, from
http://www.women.gov.on.ca/owd/english/ending-
violence/domestic_violence.shtml
Robertson, M. (2017, April 12). The Power Of Being Believed
Is Vital To Survivors. Retrieved May 2, 2017, from
http://www.huffingtonpost.com/entry/real-anguish-and-real-
pain_us_58ee7d2be4b048372700d4e5
Speak Truth to Power | Marina Pisklakova. (n.d.). Retrieved
May 2, 2017, from http://blogs.nysut.org/sttp/defenders/marina-

pisklakova/
What is gender-based violence? (n.d.). Retrieved May 2, 2017,
from http://eige.europa.eu/gender-based-violence/what-is-
gender-based-violence
During a long period of history, women have a good impression
of religion, but the relationship between women and religion
has been developing in the dynamic. Religion is constantly
intervening in the fate of women, so that women's status and
role in the history of religion is succumbing, dark, and
oppressed. Until the rise of modern feminism, women are truly
aware of their role in religious history and the fate of the
experience. Religion makes mankind dedicated to the sacred
gods, making people happy and calm in the cordial combination
of "God". Women have always been considered to be weak,
humble, obedient to nature, to a certain extent close to religion
essence, reflecting the religious compassion and concern. The
religious characteristics of the primitive religion are
incomplete. Women's roles and images are also vague. In
general, the matriarchal clan in the cultural that the image of
women is generally respected by the important social role of
women, especially their fertility, as well as in the image of
religion. As the primitive people's economic and cultural are in

the original rough state, the lack of careful thinking and the
necessary means of civilization, their hearts in the world picture
is based on the original emotions, imagination established, their
religion embodies some of the basic characteristics: God
worship, festive etiquette worship and so on.
In religious sociology, women are more likely to believe in
religion than men and are a well-known fact. For most of the
current religious rallies, the proportion of men and women in
most places will not exceed 3: 7, that is, more than 70% of the
people who participate in religious rallies are women. And this
phenomenon is global. This often leads to all the questions:
where are the men going? Why do women prefer to believe in
religion? There are various interpretations of the academic
community about gender differences in religious beliefs. The
more popular argument is that women are more dependent than
men, so prefer to believe in religion. And [footnoteRef:0]Alan
Miller and Rodney Stark and other religious marketers in recent
years put forward the so-called adventure model that does not
believe in religion means that life is not the risk of salvation.
Also, men have more adventurous, so the proportion of religious
beliefs than women low. Obviously, whether it is dependent or
adventure, it based on the physiological differences between
men and women in the biological significance. However, if the
difference in the strength of the faith between men and women

really comes from the inherent genetic basis, then this
difference will be fixed, and sociology in this area will also be
powerless. As long as we carefully observe every great religion
in the world that its most noble symbol often with maternal as a
representative, we can know the true spirit of a religious
culture. In the Eastern religion, God always appeared as a
female incarnation. In fact, women in the human, also paid a
very lofty maternal love while suffering from life suffering and
disaster. More than men, more this is our people who are
interested in human culture and peace, should have a deeper
understanding and understanding. This is the Oriental
Buddhism, often with the embodiment of women and standing in
the vast sea of misery The vital meaning of saving the people.
[0: Smith, C., & Snell, P. (2009). Souls in Transition]
Secondly, the greatest of the world is maternal love, every
religion, in the end, are worship of women, the Catholic Church
of the Virgin. Because of maternal love the most compassionate,
most kind, the greatest, so in some that women ‘mother is
strong’. Not only so, all kinds of animals are same when the
mother's most strong. Like a hen, usually very weak, but when
it wants to protect the chicks, when it encounters eagles and
other invaders, it will try to protect the chicks. Desperate
resistance, which is the spirit of maternal love, sacrifice the

spirit of self. From the general characteristics of ancient
religion can be seen that women have sacred fecundity. Female
have important economic value and cultural transmission to a
certain extent with the divine, so that the ancient times there
has been the more religious god at the same time. In the general
social life, women can participate in a wide range of social
activities, and access to a wide range of respect. The fecundity
fully reflects the female characteristics. Even have the most full
of divinity, so that the reproduction, birth, and related
menstruation also has a special sacred power it is resulting in a
lot of this related life taboo. These taboos make the female
image begin to have two sides, one side is sacred, other side is
sacred and may also be devastating. In short, the status of
women in religion is not lower than that of men, even greater
and more complete, and the center of her importance is her
fecundity that is the eternal life of mankind.
In summary, women are shaped according to the wishes of men.
In modern times, due to the industrialization, urbanization,
popularization of the mass media, women have become more
and more aware of their own destiny, the process of change is
breaking some of the traditional constraints on women. Oriental
women face the traditional and modern Western culture
intertwined in the response, many aspects of them to make a
difficult choice. Historically, the image of women is not

manifested as a manifestation of obvious physical or
psychological shortcomings but often manifested as a number of
dangerous factors than men. But in general, the equal care of
religion is gender-neutral that religion is essentially material,
especially that Chinese Taoism expresses this feature clearly
and is conducive to the acquisition of women's equal status the
spirit of the promotion.
Reference
Smith, C., & Snell, P. (2009). Souls in Transition: The
Religious and Spiritual Lives of Emerging Adults. Oxford
University Press, USA.
Since ancient times, women have been compared to the weak, as
[footnoteRef:0]Shakespeare said: "woman, your name is weak",
as well as the spread of this famous poem deeply branded in the
people’s hearts for hundreds of years. Because of this
stereotype men play the role of protector, and women are seen
as the weak in the group and be protected. Until today, we still
put women, old man, children as a class that is should subject to
additional care groups. Even Though, women have been the role

of the weak at there. In real life, there is a direct relationship
between women's survival and development. Such as
employment, promotion and office issue many of which are
clearly in a weak position. But not to say that women are equal
to the weak. It can really catch a woman is not good at the
aspects of the woman affixed to the weak label. The old man
and the children are classified by the age, only the woman to the
weak position throughout life. So that is the reason for the
disadvantaged position of women? We can see a lot from the
perspective of history, culture, and economy, but the existing
explanations are not satisfactory. I think the problem seems to
be analyzed from the perspective of human values. People will
be considered valuable in any situation. [0: Heise, L. (1994).
Gender-based abuse: the global epidemic.]
In the period of social transformation, that discriminate against
women and restrict women at a series of policies. The legal
system not only seriously hindered the free and comprehensive
development of women but made the disadvantaged status of
women more vulnerable. Resulting in a gendered violence.
Based on gender violence, usually include domestic violence,
sexual violence, gender abortion, female sterilization and so on.
In exploring the causes of gender violence, especially the
perpetrators often find many specific reasons, such as violence

has pressure, drunkenness, or people who have mental problem.
But these are all superficial, and the real roots of gendered
violence lie in unequal gender relations. It is deeply rooted in
the traditional gender system which is gender violence is
widespread and difficult to eliminate. The gendered violence
reflects the power control relationship between the perpetrator
and the victim, and the perpetrator declares his own power by
exercising violence to the violator, succumbing to the victim,
thereby achieving and maintaining the domination and control
of the victim. [footnoteRef:1]At 1993, the World Conference on
human rights in Vienna, the United Nations adopted the
Declaration on the Elimination of violence against Women that
is the world's first international convention on violence against
women. The term "violence against women" refers to any
gender violence that causes or may cause physical or sexual
harm or suffering to women. Since, gender violence has been
widely used, and has become a convention and specifically
refers to the concept of women's violence. However, this
concept does not make clear the sex of the male or female. From
the concept defined in the Declaration, any gender violence,
violence against women can be called "gendered violence".
Then this naturally also includes violence against women.
However, there is little concern about the violence against
women, and there are few studies in this area. When we think
about gender violence, we can not simply think about the

standard of gender, but we should use gender as the standard of
defining gender violence, which is from the macroscopic
understanding. [1: Gender-based violence | UNFPA - United
Nations Population Fund.]
Violence against women is the most important problem in
gender violence. On the one hand, reflects the state of power
control and inequality, and the consequent health, social and
economic consequences also severely limit women's equality
participate. The source of gender violence are unequal gender
relations, and gender violence is closely related to traditional
gender role norms and gender power relations. Such as, women,
girls, men, and boys are mighty to be victims of gender
violence, but most of the victims of gender violence are women
and girls, due to unequal distribution of power in society. The
expansion of the connotations of the victims of sex violence and
the violence is not intended to deny the above facts, but only to
emphasize that as a researcher that we should not ignore the
existence of other forms of gender violence. For India, Japan
and other Southeast Asian countries are prone to gender
violence. [footnoteRef:2]An average of 35% of women
worldwide have suffered sexual violence or non-partner sexual
violence from intimate partners, up to 71 % in Ethiopia, and
38% of women's murders have come from intimate partners.

Moreover, in the violence we are familiar with, we are not the
only male, we are familiar with traditional gender violence -
male violence against women. African adult women hurt young
girls' genitals based on religious culture or chastity; Indian
women will take the lead in burning dowry to the bride.
Compared with the traditional gender violence, gender violence
in recent years is undergoing some subtle changes, and more
and more women are joining the ranks of active violence against
homosexuals. In addition, we are aware of the traditional gender
violence; male violence against women, the perpetrators are not
the only male. African adult women hurt young girls' genitals
based on religious culture or chastity; Indian women will take
the lead in burning dowry for the bride. Compared with the
traditional gender violence, gender violence in recent years is
undergoing some subtle changes, and more and more women are
joining the ranks of active violence against homosexuals. [2:
Ontario Women’s Directorate, G. of O. (n.d.).]
In summary, this is not only in violent crimes in some acts of
insanity caused by insignificant little things, as well as on
school violence and war behavior is also true. Compared with
men, the number of women's violence is very small.
[footnoteRef:3]Some of the research samples include western
developed countries such as the United States, the United

Kingdom, and Canada, as well as underdeveloped areas of India,
Congo, Uganda and Kenya, but cross-cultural statistical results
have come to a surprisingly unanimous conclusion: Homicide
cases, male perpetrators accounted for more than 90% of the
total[footnoteRef:4], while women only less than 10%. It should
be noted that all statistics on violence against women are
basically based on physical attacks and that women do have
very few physical attacks, but that does not mean that other
forms of violence against women are rare. In gender equality
male rights society, women rarely challenge the social order and
the power of men, so in the eyes of men women are not
aggressive, low-aggressive, but this does not mean that women
treat their own same sex will So gentle and humble, in fact, the
struggle between women is equally cruel, intense and thrilling.
[3: What is gender-based violence? (n.d.).] [4: Ontario
Women’s Directorate, G. of O. (n.d.).]

References
Gender-based violence | UNFPA - United Nations Population
Fund. (n.d.). Retrieved May 2, 2017, from
http://www.unfpa.org/gender-based-violence
Heise, L. (1994). Gender-based abuse: the global epidemic.
Cadernos de Saúde Pública, 10, S135–S145.
https://doi.org/10.1590/S0102-311X1994000500009
Ontario Women’s Directorate, G. of O. (n.d.). Statistics:
Domestic Violence. Retrieved May 2, 2017, from
http://www.women.gov.on.ca/owd/english/ending-
violence/domestic_violence.shtml
What is gender-based violence? (n.d.). Retrieved May 2, 2017,
from http://eige.europa.eu/gender-based-violence/what-is-
gender-based-violence
Social transformation has a direct impact on the social system
that lasted for thousands of years. It changes the traditional
gender relations, women in the status of marriage and family to
enhance the modern women and traditional women distinguish

between the signs. Especially in China, this article is mainly
based on women in Chinese marriage as an example. Since
ancient times, whether it is a rebellious personality of women or
open minds of men, Have expressed dissatisfaction with the
phenomenon of inequality between men and women in various
ways, but they have not been able to shake the traditional
gender system. In modern society, it changes to a major. The
importance of people's attention to the important position that
the existence of human beings, human rights are respected.
Hence male and female inequality system began to be seriously
challenged. Female’s roles from the singularity to the
diversified development which the female rights part of the
social recognition. The improvement of women's living
conditions in the marriage and family status has been improved,
and the family relationship has undergone the reverse
transformation.
In the traditional concept of marriage in China to promote male
is in charge of earning money to support the family, while a
female is responsible for doing housework. But with the modern
process and the new awakening of female subject
consciousness, the "male is in charge of earning money to
support the family, while female is responsible for doing
housework" concept traditional gender division of labor is
increasingly losing its meaning, consciousness level of

evolution is not overnight and still subject to deep potential
social psychology of male culture. Because of the women’s
consciousness, a variety of advocacy, western learning and
other combinative factors, the status of Chinese women in the
family had changed a lot in the modern period. Based on the
recent historical data, combined with women’s notes and other
literature reveals some changes of Chinese contemporary
women’s family status and causes from the perspective of social
gender analysis, using some theoretical courses and method of
sociology, history and etc; by the analysis of the changes of
Chinese women’s status and attitude to marriage in their family.
This has two levels of meaning, placed in the hierarchy of
public and private areas which means that men should be active
in the public sphere, and women should be active in the private
domain; within the family, it means that men are primarily
responsible for external of the family affairs, the woman is
responsible for matters related to the family. Through the
distinction between inside and outside which the female
activities are limited to the family, compared with men,
women's activities to be much smaller space. The greatest
danger is to regard her husband as a breadwinner, whose wife is
seen as a dependent. In which the wife as a person who has been
trained to accept the support of the family and the will.
On the other hand, women in the family there is another

important role is the mother. The society gives the full
responsibility for raising the child to the mother. It is
incumbent on the identity of the mother to be regarded as an
obligation that women must bear. This view led to the inability
of women to completely escape the mother's role, and the
mother who did not do the mother was considered not a
complete woman. This is a wrong view. The value of a woman
is closely combined with her mother's identity, making the
value of the independence of the woman itself is compromised.
But also makes the male away from the role of raising children,
can not enjoy the joy of raising children. Thus, the relationship
between raising children and mothers, for both sexes are
unnecessary norms and constraints, making the different
interests of the two sexes have been damaged, both for male and
female are unfavorable. However, some fairytale has some
effect on women's childhood thoughts which from Grimm's
Fairy Tales’ Cinderella and Snow White had a greater impact on
me. Fairytale waiting for the salvation of the princess, but not
all, remember the Grimm fairy tale there is the story of the
prince save the prince, and Andersen' prince's story is only a
small part. Being nice and work hard the prince is still the
mainstream of the fairy tale world values. Like 'let it go' actress
Elsa build your own ice and snow kingdom, even if it is an
outstanding representative of Cinderella. Parents should be
sensitive and responsible, let the children enjoy the fairytale in

the choice that you should carefully choose those not only
entertaining, and easy to make young children a sense of
beauty, contribute to the growth of children and emotional
development of fairy tale to our next generation.
In summary, despite the modernization of China's economic
development which the internationalization of the forefront of
the world, but people's gender role awareness and developed
countries in Europe and America compared to lagging behind,
gender inequality for the increasingly improve the level of
education. This is undoubtedly closely related to the socio-
cultural and gender roles division and reproduction of the
women's employment model. That it is difficult to
fundamentally change the man-centered family division and
social structure, so that women are still in a subordinate
position, but also not conducive to men's welfare and freedom
of choice. Also, it can be said that the man has a high
expectation of success, the primary responsibility for the
husband to support the family, and the feminine tenderness,
obedience, so that women in the family of the traditional gender
roles in the family, not only difficult to change the past of the
allocation of resources, so that women lack economic self-
reliance and the choice of opportunities, but also limits the
overall development of men's physical and mental. And the
man's self-esteem is very difficult to do the job and make

money.[footnoteRef:0] Therefore, the deconstruction of the
traditional stereotypes of the gender division of the model for
women to participate in society, career choice to create a more
fair and reasonable opportunities to promote men to participate
in housework, improve self-care ability, to promote gender
equality of advanced culture, improve and optimize the
development of gender Social environment is of great
significance. [0: Luscombe, B. (n.d.). The Real Problem With
Women As the Family Breadwinner.]

Reference
Luscombe, B. (n.d.). The Real Problem With Women As the
Family Breadwinner. Retrieved May 1, 2017, from
http://time.com/87890/fox-news-female-breadwinner/
A large number of economic and sociological studies have
found that there is gender segregation in the labor market,
which is prevalent in the labor market in various countries and
lasts for a long time. Scholars first concerned about the problem
of occupational segregation, they found that some of the main
jobs are mainly male, and other occupations are mainly female-
based, this isolation led to the socio-economic status of men and
women differences. In the further study also found that there are
gender segregation between industry, departmental and

institutional units, and there are gender segregations in the
distribution of occupational positions within an organization or
organization, and gender segregation in these areas also affects
The comprehensive socioeconomic status of women. There are
also occupational and other forms of gender segregation. With
the development of the times, the economic system and
economic structure have undergone great changes. The
composition of the profession, the composition of the industry
and the industry, and the composition of the unit sector are also
changed accordingly. These factors have an impact on the
occupational gender segregation, and the change of occupational
sex isolation affects the social and economic status of women.
However, Mead questioned the role and status of men. This is
an occupational gender segregation. [footnoteRef:0]The term
sex disengagement was first proposed by Edward Gross in a
paper in 1968, meaning that workers in the labor market are
allocated for different sexes and are concentrated in different
occupational categories and are of different nature jobs.
[footnoteRef:1]Gross and other scholars have found that the
labor market in modern Western society is gender-neutral,
mainly because most of the female labor force is concentrated
in some low-income, low-prestige "feminization" career. Thus,
the level of occupational segregation is seen as one of the main
indicators of gender equality in the labor market. [0: Palmo, A.
J. (1977). Career Development] [1: Gill, C. (2017). Women in

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