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The role of women in our society essay
The role of women in our society essay
Women and society
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To further strengthen Iris Marion Young and Pamela Fishman’s ideas regarding the tendency of most men to interrupt women during verbal discussions, I conducted a week-long study (from December 9 to December 14, 2013) in my six other classes (namely Theology 121, Leadership and Strategies 10, Economics 102, Accounting 30, Filipino 14, and Law 22), which consist of mixed male and female pupils. Before starting the experiment, I considered a few questions that I wanted to answer: Would males recite more often than females? Would males interrupt females during the latter’s recitation? Would males recite more often if their teacher is also a male? During the experiment proper itself, I used participant observation—I was still reciting whilst observing and tallying my classmates’ recitation points. For one week, without raising any suspicion from my classmates in six different subjects, I did what I normally do inside the classroom: I took down notes, listened to the discussion, and recited when appropriate. To answer my abovementioned questions, I have gathered data about the class size, the recitation frequency of males and females, the sex of the teacher per subject, and other significant observations. The data are tabulated at the back of the page. Below the table are the formulas that I used to obtain such values. In recording the total recitations, I considered only the individual recitations or contributions—the choral answers of a group were not tallied. Most of the time, there were pupils who consistently recited; thus increasing the total recitation points tallied for their represented group. On the other hand, during my first day of experimentation, I tallied the total recitation opportunities by considering the instances ... ... middle of paper ... ... it is worth noting that though males dominated females during class discussions, there were instances when I witnessed women cut off men’s statements, uprightly expressing their disagreement. There were also cases when women explained more thoroughly the concepts recited by men. A few female students have also interrupted our male teacher in Accounting just to clarify points and ask questions. As what I have seen inside the classroom, deviance is not only limited to those who have disregarded the rules to break the norm—it is also possessed and exercised by those individuals and groups that found strength to break away from labels and limitations. In this simple quotidian case of classroom discussions, women’s act of interruptus shows an attempt to break away from the social dictations that try to limit their right of expression—indeed a true power of deviance.
Deborah Tannen, professor of linguistics at Georgetown University, argues that miscommunication between men and female results in different expectations for each gender. The two types of misalignments, according to Tannen, are topical and physical. She reports that topical behavior for men is based on doing activities together in large, hierarchical groups and frequently switching from topic to topic when they are talking, whereas women tend to have intimate conversations in smaller groups by sharing secrets and focusing on one topic. Tannen says that the physical behavior of men is to face away and focus on objects around them and periodically glance at the person that is talking to them whereas women make eye contact. She explains that
It is a common phenomenon in coed schools that when an instructor asks a girl to answer a question in a science or math class, some boys always interrupt and answer that question correctly. Many girls at that moment may feel embarrassed, frightened, and even want to be invisible. In many cases, instructors do not punish the boys for their rude behaviors. As The learning environment and teachers’ attitude make girls feel pressure and decrease their Learning enthusiasm. As a result, girls and boys receive a different education even though they have the same class. In the U.S., the discrepancy in academic performance persists across gender. In order to close the gap and provide an equitable and quality education
“Men are from Mars; women are from Venus.” Many argue this phrase was first made popular in 1992, when John Gray titled his book, a guide to relationships by enhancing communication, with the phrase. Whether the phrase is credited to Gray or not, it does bring to light the great contrasts between men and women. Perhaps the greatest difference among genders, apart from anatomy, is the way in which they communicate. Men and women communicate differently through communication patterns, nonverbal cues, and emotional content.
When a girl broke the rules she would get a serious talk, but if a boy were to do the same thing he would get yelled at in front of his class. This is a humiliating for any student and it creates a dislike for the teacher and the school. Boys always were always pressured to appear strong by not crying if their feelings because they had the impression that men don’t cry. The boys that got yelled at for breaking the rules and not sitting in class were the boys that ended up not being able to graduate with me. A number of the boys still are not in college. I agree with Fink that boys are automatically viewed as troublesome for not being able to conform to the rules of the class but in reality the student should be approached with a different teaching
Education was sex segregated for hundreds of years. Men and women went to different schools or were physically and academically separated into “coeducational” schools. Males and females had separate classrooms, separate entrances, separate academic subjects, and separate expectations. Women were only taught the social graces and morals, and teaching women academic subjects was considered a waste of time.
...male students had no problem befriending me, as well as the female students. I did know of a lot more “emotional” male students that were bullied, mainly by other male students. The main point of this article was to show that femininity is still looked at, as a bad thing because of the traits it has been given. It also brings up the fact that people are treated; whether they are male or female different, if they tend to lean more towards the feminine gender side. A persons gender is how they act and how they are but it is not what they are and that is the overall argument of this article(Shaw, Lee 126).
Imagine living in a time when your only role is to get married, bear children, and take care of your house and husband. Adrienne Rich proposes an ulterior idea in her essay “Taking Women Students Seriously” Women should not only question the gender standards but discuss the gender norms that society has created; by discussion and attention to the matter we can eliminate it all together. Women are not represented in school curriculums enough and have a large misrepresentation in society. Rich draws attention to: What women have working against them in education, how women are perceived in the world by the media and advertising, and the gender roles that society pressures young children to contort to. By striking up a discussion
Do men and women effectively communicate in the same way, or is it just a conversation of misunderstanding? There is constantly a new interest in whether men and women converse successfully. Professor and journalist, Deborah Tannen writes, “Sex, Lies, and Conversation: Why Is It So Hard for Men and Women to Talk to Each Other?” Tannen compares and contrasts all conversational styles, and explains how the expectation of dialogue affects how men and women converse. Tannen focuses on the subject of marriage and the imbalance of interest between male and female couples. The contrasting perspective however comes from, Deborah Cameron, author of, “What Language Barrier”. Cameron conveys that the stereotypes left upon male and female communication
Men and women are not made equal. At least this is what Deborah Tannen believes in her article “How Male and Female Students Use Language Differently.” Tannen is a professor at Georgetown University, and is often highly revered for her work in linguistics. The article is meant to show the differences in communication learned at an early age by boys and girls. However, in the article, Tannen shows lack of direction with thought and evidence that should be apparent in the work of someone on the collegiate level.
Another key definition was gender studies, which was defined as an area of study that focuses on gender, identity of the students, and diversity within the classroom. A strength from this study was the acknowledgement of limitation with students’ socioeconomic categories, which eliminated the potential internal threat. A weakness from this study was the researcher’s use of outdated references.
This course of women and gender studies, as would all courses, have produced awareness by coherently explaining the situations women are facing in the world today. One may not know of theses situations until taught. By learning of these occurrences, one can properly act upon them. Many women and men have taken the opportunity to attend classes on women’s and gender studies and have since then made strides to make a difference in the unjust society that must be faced.
In the article "How male and female students use language differently" written by Deborah Tannen, she reveals how male and female students contrast as per their language in the classroom. Throughout the story, the author utilizes her observations in her class to support her idea. She states that male students are more open than female students when talking in public. Tannen argues that male students engage more in gathering than female students. The author says that boys are more loquacious in the classroom, and are more participative. While female students are more tranquil and typically just talk inside their gathering of few students. Tannen also point out that female students has a friend with whom she sits next to and shares her secrets
Pearson, J. C., Turner, L. H., & West, R. L. (1995). Vocabulary, Questions, and Dominance: Verbal Communication and Gender. Gender & Communication (3rd ed., pp. 145-164). Madison, WI.: Brown & Benchmark.
In school, as a woman if I need to go to the bathroom, but it’s not emergent to ask to go to the bathroom, I won’t go, but if I ask to go to the bathroom, it’s for a reason I’m a woman, we have those months we can’t control so using the bathroom or, being equal to someone of the other gender will make us feel much better all women want is to feel just as equal as everybody else. It’s been stated that over the past decades schools have tried to equal out the amount of attention men and women get but there still are education gaps in the education. But as the women are being more equal the men are starting to fall in their education as well. Time magazine states that boys are more likely to be expelled from preschool than girls in k-12 boys have a 70% rate for suspension likely due to defence and
This problem occurs in schools everywhere and is starting to become more evident in today's society. The problem is that boys and girls learning potential are not being reached when put into the same teaching atmosphere. Girls seem to be out smarting boys in many classes. While boys excel in math and sciences and girls seem to be better in English. The styles in which boys and girls feel comfortable with are extremely different. The learning styles of girls usually contain socializing and context. For instance, most girls like to talk in small groups about the current discussion. They also like hands on activities or real life situations to compare things to. Boys are confrontational and formal. They need to be challenged by their teachers to help motivate them to become better students and be prepared. In contrast girls do not like to be confronted by teachers who are asking for an immediate answers. In most cases, girls seem to be more reserved and modest than boys about their intelligence ("What are someÉ) are. Their differences may not seem evident but make a difference to reaching their highest learning potential.