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Question
What was/were the goal/s of the first wave of the women’s rights movement?
A. woman suffrage—the right to vote
B. women’s right to higher education
C. women’s right to work in the professions
D. women’s right to own property
E. all of the above
Answer
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Related questions
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Social learning theory
Q:
Gender schema
Q:
Performative theory says that gender is not a thing we have, but is instead a thing we do.
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In the United States, companies are required to grant leaves to care for new babies or sick family members as mandated by the FMLA.
Q:
Parents’ roles in children’s gender development are seen as unimportant by cognitive development theory.
Q:
Affirmative action laws
A. attempt to redress past discrimination for members of historically marginalized groups.
B. apply only to individuals, not groups that have experienced discrimination.
C. judge organizations by the intent of their hiring, admission, and promotion practices rather than end results.
D. sometimes result in unqualified candidates being hired, admitted, or promoted.
E. Mandate a number of people that must be hired, admitted, or promoted at an organization.
Q:
Brown v. Board of Education led to what efforts to redress inequities in the United States?
A. equal opportunity laws
B. affirmative action
C. quotas
D. goals
E. sexual harassment laws
Q:
In the movie When Harry Met Sally, Harry says to Sally that men and women cannot be friends. Your book discusses some challenges and benefits of cross-sex friendships. Note at least two challenges and two benefits of cross-sex friendships. For each of the challenges you mention, note one way that friends could help to navigate that potential issue.
Q:
One way to pose questions for this (and several other) chapters is to present them as advice column questions, with the students being the “experts” who respond. Another similar option is to present a question as if it is the student’s friend asking him/her for advice since the friend knows the student is in a Gender and Communication class. Students tend to enjoy these questions and they give them the opportunity to integrate the material in ways that are applicable to their lives. It is often helpful to integrate material from several chapters in the questions. Some examples include:
Q:
Describe three cultural structures and practices that reflect and promote a culture’s views of gender and sex.
Q:
Describe the division of labor in a typical heterosexual household. Why does the division exist in this form? Do you think it is possible for the division of labor in the home to be exactly equal? Why or why not?
Q:
Define levels of meaning in communication and provide a concrete example of each level of meaning.
Q:
Transsexual
Q:
Sex
Q:
Essentializing
Q:
Gender differences are apparent in the ways people manage conflict. Feminine people, in general, tend to respond to conflict by
A. defering or compromising to reduce tension.
B. issuing ultimatums.
C. refusing to listen or discuss an issue.
D. asserting that the partner is blowing things out of proportion.
E. all of the above.
Q:
Emily feels that she and her partner Luke spend too much time together, and she wants more time for her individual interests and activities. Luke feels that they should spend most of their time with each other. The tension between them reflects
A. tension over autonomy and connection.
B. tension over bonding rituals.
C. differences between desires for doing and talking.
D. differences between desires for expression and instrumentality.
E. none of the above.
Q:
Discuss the controversy over female abilities for math and/or science. How do females typically fare in math and science? Be sure to address biological and social factors.
Q:
The author of your textbook argues that while many believe that we live in a post-feminist era, in which gendered inequalities have largely been eliminated, we do not in fact live in a culture of gender equality. What reasons does she use to support her argument?
Q:
Title IX
Q:
Inclusive language
Q:
Girls are more likely than boys to go to college.
Q:
Male and female Chinese students outscore U.S. students of both sexes on math tests.
Q:
When non-U.S. cultures are examined, it becomes clear that there are innate sex differences in math and science ability.
Q:
Boys are more likely than girls to complete high school.
Q:
Topic or question should be authored by a student. See pages 7-8 of this manual for details on this activity.
True/False
Q:
“Corrective” rape
Q:
Neil Armstrong’s famous quote, “That’s one small step for man, one giant leap for mankind,” is an example of
A. male generic language.
B. stereotyping.
C. polarized thinking.
D. verbal hedging.
E. a tag question.
Q:
Femicide
Q:
Bystander behavior