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Chapter 11 Lecture Notes.pptx
1. Sex, Gender, and Inequality
11.1 Distinguish between sex and gender, specify the sociological significance of gender, and use research on
Vietnam veterans and testosterone to explain why the door to biology is opening in sociology.
• The Sociological Significance of Gender: Opening and
Closing Doors to Property, Power, and Prestige
• Gender Differences in Behavior: Biology or Culture?
• The Dominant Position in Sociology
2. The Sociological Significance of Gender: Opening
and Closing Doors to Property, Power, and Prestige
• Gender as a master status cuts across all aspects of life
including the distribution of property, power and
prestige
• Gender is a structural feature of society
3. Gender Differences in Behavior:
Biology or Culture?
• Biology plays an important part in gender, determining male
and female through chromosomes
• Standards of Gender
• Each human group determines its ideas of “maleness” and
“femaleness”
• Standards of gender are arbitrary and vary from one
culture to another, but due to ethnocentrism, each group
thinks that its preferences reflect what gender “really” is
• Around the world men and women try to make themselves
appealing by aspiring to their group’s standards of gender
4. The Dominant Position in Sociology
• The dominant sociological position is that social factors,
not biology, are the reasons people do what they do.
• Ideas of gender vary greatly from one culture to
another—and, as a result, so do male–female behaviors.
5. Opening the Door to Biology (1 of 2)
• A medical accident
• The Vietnam veterans study
• More research on humans
• Reclaiming gender
• New models of gender
6. Opening the Door to Biology (2 of 2)
Hue, South Vietnam,
February 6, 1958. A
U.S. Marine keeps
firing while others
pull a wounded
solder to safety.
7. Gender Inequality in Global Perspective
11.2 Discuss the origin of gender discrimination, sex typing of work, gender and the prestige of work, and
global aspects of pay, violence, and education.
• How Did Females Become a Minority Group?
• Sex Typing of Work
• Gender and the Prestige of Work
• Other Areas of Global Discrimination
8. Sociology and Technology: The Shifting
Landscape
A sign of change. In a
society in which
women's activities are
dominated by men,
some Iranian women
are moving out of their
traditional roles.
These women are
being trained to
defend themselves.
Photo taken near
Tehran.
9. How Did Females Become a Minority Group? (1
of 2)
It is the job of these
women in Burundi to get
the water for their
families. They carry not
only the water, but also
their young children.
10. How Did Females Become a Minority Group? (2
of 2)
• Human reproduction
• Continuing dominance
11. Sex Typing of Work
Hadza hunter in Tanzania
carrying part of the
impala he has just killed.
Anthropologist George
Murdock’s cross-cultural
survey of tribal societies
found that hunting is
almost always considered
“men’s work.”
12. Gender and the Prestige of Work
• Universally, greater prestige is given to male
activities—regardless of what those activities are
(Linton 1936; Rosaldo 1974).
• …it is not the work that provides the prestige, but the
sex with which the work is associated.
13. Other Areas of Global Discrimination (1 of 2)
Swara, an ancient custom,
includes both adult males
marrying female children
and marrying children to
one another. To settle a
debt, the father of this
Pakistani girl offered her as
a bride when she was just 5
years old. To protect her
identity, only part of her
face is shown.
14. Other Areas of Global Discrimination (2 of 2)
• The global gap in politics
• The global gap in education
• The global gap in pay
• Global violence against women
15. Cultural Diversity around the World Female
Circumcision (Genital Cutting)
A 6-year old girl in
Kenya screaming in
pain as she is being
circumcised. Her
18-year old sister is
holding her so she
cannot move. Later,
she will comfort the
girl.
16. Gender Inequality in the United States
11.3 Review the rise of feminism and summarize gender inequality in everyday life, health
care, and education.
• Fighting Back: The Rise of Feminism
• Gender Inequality in Everyday Life
• Gender Inequality in Health Care
• Gender Inequality in Education
17. Fighting Back: The Rise of Feminism
• The “first wave” of the U.S. women’s movement met
enormous opposition
• The “second wave” continues today
• The “third wave” overlaps and incorporates more
women of color and alternative views
19. Gender Inequality in Everyday Life
• Devaluation of things feminine
• Masculinity symbolizes strength and success, and a
higher value is placed on things considered masculine
• Femininity is often perceived as weakness and lack of
accomplishment
21. Figure 11.2 Changes in College Enrollment, by
Sex
*This sharp drop in women’s enrollment occurred when large numbers of male soldiers
returned from and attended college under the new GI Bill of Rights.
**Author’s estimate.
Source: By the author. Based on Statistical Abstract of the United States 1938:Table 114; 1959:Table 158; 1991:Table
261; 2011:Table 273; 2017:Table 290.
World War II
22. Figure 11.3 College Students, by Sex and
Race–Ethnicity
Bar graph showing the male/female proportion of U.S. college students across various
racial-ethnic groups.
Source: By the author. Based on Statistical Abstract of the United States 2017: Table 291.
23. Gender Inequality in Education (1 of 3)
With fewer men than
women in college, is
it time to consider
affirmative action for
men?
24. Figure 11.4 Gender Changes in Professional
Degrees
Bar graph showing the distinct changes in the relative Proportion of females in three
major professions since 1970.
*Latest year available.
Source: By the author. Based on Digest of Education Statistics 2007:Table 269; 2017:Table 319.
25. Gender Inequality in Education (2 of 3)
Table 11.1 Doctorates in Science, by Sex
Blank
Students
Enrolled
Students
Enrolled
Doctorates
Conferred
Doctorates
Conferred
Completion ratio superscript 1
Higher (+) or
Lower ( minus)
Than Expected
Completion ratio superscript 1
Higher (+) or
Lower ( minus)
Than Expected
Field Women Men Women Men Women Men
Psychology 75% 25% 71% 29% negative 5 +16
Engineering 24% 76% 23% 77% negative 4 +1
Biological
sciences
57% 43% 54% 46% negative 5
+7
Social
sciences
53% 47% 49% 51% +9
Agriculture 51% 49% 48% 52% negative 6 +6
1
CompletionRatio
1
CompletionRatio
5
4
5
8
6
26. Gender Inequality in Education (3 of 3)
Table 11.1 [continued]
Blank
Students
Enrolled
Students
Enrolled
Doctorates
Conferred
Doctorates
Conferred
Completion ratio superscript 1
Higher (+) or Lower
( minus)
Than Expected
Completion ratio superscript 1
Higher (+) or
Lower ( minus)
Than Expected
Field Women Men Women Men Women Men
Physical
sciences
33% 67% 29% 71% negative 12
+6
Computer
sciences
27% 73% 20% 80% negative 26
+10
Mathematics 33% 67% 28% 72% negative 15 +7
formula for the completion ratio is X minus Y divided by Y times 100, where X is
Source: By the author. Based on National Science Foundation 2015a:Tables 14, 15; b:Table 231; c:Tables 9, 10;
Statistical Abstract of the United States 2017:Tables 834, 838.
the doctorates conferred and Y is the proportion enrolled in a program.
1
CompletionRatio
1
CompletionRatio
12
26
15
1
The
27. Gender Inequality in the Workplace
11.4 Explain reasons for the pay gap and discuss the glass ceiling and sexual harassment.
• The Pay Gap
• Is the Glass Ceiling Cracking?
• Sexual Harassment—And Worse
28. Figure 11.5 Proportion of Men and Women in
the U.S. Labor Force
Line graph demonstrating the change in the male/female proportion of the U.S. workforce over
time.
Source: By the author. Based on Women’s Bureau of the United States 1969:10; Manpower Report to the
President, 1971:203, 205; Mills and Palumbo 1980:6, 45; Statistical Abstract of the United States 2017:Table 611.
29. Figure 11.6 Women in the Workforce
U.S. map showing state-by-state percentages of women working outside the
home.
Source: By the author. Based on Statistical Abstract of the United States 2017:Table 618.
30. Figure 11.7 The Gender Pay Gap, by Education superscript 1
earnings of full-time year-around workers. The percentage at the bottom of each
purple bar indicates the women’s percentage of the men’s income. Categories in the
government table that are not here are those with less than 9th grade education and
those who have professional degrees.
Source: By the author. Based on U.S. Census Bureau 2016c.
1
Education
1
Mean
31. Figure 11.8 The Gender Gap over Time: What
Percentage of Men’s Income Do Women Earn?
Graph demonstrating the growing difference in pay between men and women over time.
Source: By the author. Based on Statistical Abstract of the United States 1995:Table 739; 2017:Table 730, and earlier years;
and Figure 11.7 of this chapter. Broken lines indicate the author’s estimate.
32. Applying Sociology to Your Life: How to Get a
Higher Salary
To start at a higher
salary, learn to
negotiate. And don't
accept the first
offer.
33. Is the Glass Ceiling Cracking?
As the glass ceiling
slowly cracks, women
are gaining entry into
the top positions of
U.S. corporations.
Shown here is Mary
Barra, the CEO of
General Motors.
34. Sexual Harassment—and Worse
• Unwelcome sexual attention at work or at school, which
may affect job or school performance or create a hostile
environment
• Labels and perception
• Not just a “man thing”
• Sexual orientation
35. Gender and Violence (1 of 4)
11.5 Summarize violence against women: rape, murder, and violence in the home.
• Violence against Women
• Rape: Various kinds exist, varying from forcible rape
by strangers to acquaintance rape
• Murder
• Domestic violence
36. Gender and Violence (2 of 4)
Table 11.2 Rape Victims
Age Rate per 1,000 Females
12–14 1.4
15–17 1.7
18–20 2.6
21–24 1.8
25–34 1.3
35–49 0.9
50–64 0.5
65 and Older 0.1
Note: In 2012, the age categories were changed, creating some distortions, especially
for ages 18–20.
Source: By the author. A ten-year average based on Statistical Abstract of the United States 2008:Table 313;
2009:Table 305; 2010: Table 305; 2011: Table 313; 2012: Table 317; 2013: Table 322; 2014: Table 328; 2015: Table
329; 2016: Table 338; 2017: Table 341.
37. Gender and Violence (3 of 4)
Table 11.3 Relationship of Victims and Rapists
Relationship Percentage
Known to the Victim 53%
Well Known or Casual Acquaintance 33%
Intimate Partner 12%
Relative 8%
Stranger 39%
Not Reported 8%
Source: By the author. A ten-year average as reported in Statistical Abstract of the United States 2017:Table 342.
38. Figure 11.9 Killers and Their Victims
Bar graphs comparing the proportion of males to females in those who kill and those
who are killed.
Source: FBI 2016:Table 6, Expanded Homicide Data.
39. Gender and Violence (4 of 4)
• Domestic violence
• In the family, too, women are the typical victims
40. The Changing Face of Politics (1 of 2)
11.6 Discuss changes in gender and politics.
• Underrepresentation
• Although women voters greatly outnumber men
voters, men greatly outnumber women in political
office
41. The Changing Face of Politics (2 of 2)
Table 11.4 U.S. Women in Political Office
National Office Offices Held by Women (Percentage)
Offices Held by Women
(Number)
U.S. Senate 21% 21
U.S. Representatives 19.8% 84
State Office
Blank Blank
Governors 12% 6
Lt. Governors 24% 12
Attorneys General 14% 7
Secretaries of State 26% 13
Treasurers 16% 8
State Auditors 20% 10
State Legislators 25% 1,840
Source: By the author. Based on Center for American Women and Politics 2017.
42. Figure 11.10 Women in U.S. Congress
Graph showing increase in percentage of female Congressional representation.
Source: By the author. Based on Center for American Women in Politics 2017.
43. Glimpsing the Future
11.7 Explain why the future looks hopeful.
• The Future Looks Hopeful
• Stereotypes are being shattered and structural
barriers continue to fall
Editor's Notes
"The vertical axis of the graph represents “Percentage” ranging from 0 to 80 in increments of 10 while the horizontal axis represents “Years,” ranging from 1900 to 2020 in increments of 10. The data presented in the graph is as follows:
• 1900
o Men: 65
o Women: 35
• 1910
o Men: 65
o Women: 35
• 1920
o Men: 62
o Women:38
• 1930
o Men: 59
o Women: 41
• 1940
o Men: 52
o Women: 48
• 1950 superscript asterisk sign
o Men: 70
o Women: 30
• 1960
o Men: 60
o Women: 40
• 1970
o Men: 58
o Women: 42
• 1980
o Men: 48
o Women: 52
• 1990
o Men: 45
o Women: 55
• 2000
o Men: 44
o Women: 56
• 2010
o Men: 43
o Women: 57
• 2020 superscript asterisk sign asterisk sign
o Men: 40
o Women: 60
• Superscript asterisk sign: This sharp drop in women’s enrolment occurred when large numbers of male soldiers returned from World War II and attended college under the new GI Bill of Rights.
• Superscript asterisk sign asterisk sign: Author’s estimate.
The vertical axis of the graph represents “Percentage” ranging from 0 to 70 in increments of 10 while the horizontal axis represents different races. The data presented in the graph is as follows:
• Asian Americans
o Men: 47
o Women: 53
• White
o Men: 44
o Women: 56
• Latino
o Men: 42
o Women:58
• Native Americans
o Men: 40
o Women: 60
• African American
o Men: 37
o Women: 63
The vertical axis of the graph represents “Percentage” ranging from 0 to 110 in increments of 10 while the horizontal axis represents professional degrees. The data presented in the graph is as follows:
• Dentistry (D.D.S., D.M.D.)
o 1970: Men, 99; Women, 1.
o 2014: Men, 52; Women, 48.
• Law (L.L.B., J.D.)
o 1970: Men, 95; Women, 5.
o 2014: Men, 53; Women, 47.
• Medicine (M.D.)
o 1970: Men, 92; Women, 8.
o 2014: Men, 52; Women, 48.
The vertical axis of the graph represents “Percentage” ranging from 0 to 90 percent in increments of 10 percent while the horizontal axis represents “Year” ranging from 1890 to 2020 in increments of 10.
• The line on top represents men, beginning at 82 percent, decreasing to 75 at 1940. Further, in 1940, a sharp drop is observed till 62 in 1945, beyond which it increases to 71 in 1950. The curve further shows a declining trend till 52 percent at 1988, beyond which it remains roughly constant till 2020.
• The line at bottom represents “women,” which begins at 18 in 1890, increasing till24 in 1940. In 1940, a sharp increase is observed till 35 in 1945, beyond which it shows a short constant path between 1950 and 1960. From 1960, the curve again represents an increasing trend till 48 percent in 1990, beyond which it remains roughly constant till 2020.
Note: All data is approximate.
The data for percentage of women in the workforce in different states of U.S. is categorized under the following three categories as follows:
• Less than average (48.9 to 274)
o California (55.5)
o Arizona (53.9)
o New Mexico (51.7)
o Oklahoma (53.0)
o Idaho (55.9)
o Arkansas (52.0)
o Louisiana (53.6)
o Mississippi (49.0)
o Alabama (51.8)
o Tennessee (52.8)
o Kentucky (54.0)
o West Virginia (48.9)
o New York (54.8)
o North Carolina (54.6)
o South Carolina (53.70
o Georgia (55.2)
o Florida (55.1)
• Average: 56.3 to 60.0 percent
o Washington (57.3)
o Oregon (56.3)
o Nevada (56.5)
o Utah (57.0)
o Texas (56.9)
o Hawaii (7.0)
o Missouri (60.0)
o Illinois (59.9)
o Michigan (56.3)
o Indiana (58.1)
o Ohio (58.3)
o Pennsylvania (57.0)
o Maine (59.8)
o New Jersey (57.0)
o Rhode Island (60.0)
o Dover (57.6)
• More than average: 60.3 to 66.9 percent
o Montana (60.7)
o Wyoming (61.0)
o Colorado (61.8)
o North Dakota (66.9)
o South Dakota (64.5)
o Nebraska (65.9)
o Kansas (61.9)
o Minnesota (65.2)
o Iowa (66.2)
o Wisconsin (63.5)
o Vermont (63.9)
o New Hampshire (64.5)
o Massachusetts (60.6)
o Connecticut (61.4)
o Maryland (60.9)
o Washington D.C (65.4)
o Virginia (60.3)
o Alaska (64.0)
• Fewest women in the work
o West Virginia (48.9)
o Mississippi (49.0)
o New Mexico (51.7)
• Most women in the work force
o North Dakota (66.9)
o Iowa (66.2)
o Nebraska (65.9).
The vertical axis of the graph represents “Earnings per year” ranging from 0 to 20,000 dollars in increments of 20,000 while the horizontal axis represents educational qualification of workers. The data presented in the graph is as follows:
• Average of all workers
o Men: 69, 513
o Women: 51, 634
• High school dropouts
o Men: 39,640
o Women: 26,009.
• High school graduates
o Men: 48,027
o Women: 34,682
• Some college, no degree
o Men: 55, 391
o Women: 40,315
• Associate’s degree
o Men: 59,481
o Women: 45,999.
• Bachelor’s degree
o Men: 88, 428
o Women: 61,747
• Master’s degree
o Men: 108,377
o Women: 76,788
• Doctorate degree
o Men: 142,758
o Women: 102,843.
The vertical axis of the graph represents “Income in thousands” ranging from 0 to 80 dollars in increments of 10 dollars while the horizontal axis represents “Years” ranging from 1960 o 2020 in increments of 5. The data present in the graph is as follows:
• The line on top represents “Men,” with points marked at “5,434; 6,598; 9,184; 12,934; 19,173; 24,999; 28,979; 40,367; 50,241; 56,187; 62; 518; and 69,513”. The region below the line is shaded in pink.
• The line at bottom represents “Women,” with points marked at “3,296; 3,816; 5,440; 7,719; 11,159; 16,252; 20,591; 26,547; 32,940; 39,046; 45,315; and 51, 634. The region below the line is shaded in purple.
• The region between the two lines represents “Gender gap,” listed as “61, 58, 59, 60, 60, 65, 71, 66, 66, 69, 72, and 74 (in percent).
The vertical axis of the graph represents “Percentage” ranging from 0 to 100 in increments of 10 while the horizontal axis represents killers, and victims. The data presented in the graph is as follows:
• The Killers
o Men: 90
o Women: 10
• The victims:
o Men: 72
o Women: 28.
The vertical axis of the graph represents “Percentage” ranging from 0 to 20 in increments of 5 while the horizontal axis represents “Year,” marked “1971, 1980, 1990, 2000, 2010, and 2017” (left to right). The curve begins between 0 and 5 percent showing a up-down trend reaching a peak at 10 percent in the year 1993. The trend is shown to increase till 18 percent in 2012, beyond which it remains constant. Note: All data is approximate.
