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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
This answer is hidden. It contains 1 characters.
Related questions
Q:
This feminist movement believes the key to understanding gender and identity is best understood by examining the intersection of key elements of identity like gender, race-ethnicity, sexual orientation, and economic class. This best describes which branch of feminism?
A. lesbian feminism
B. revalorism
C. womanism
D. multiracial feminism
E. none of the above
Q:
Which of the following is true about media portrayals of men and women?
A. Black men are just as likely as white men to be cast in leading roles now.
B. In advertising, men are portrayed as authorities on homemaking tasks.
C. News coverage of women who have been targets of violence tends to focus on their strength and courage.
D. Television shows today focus equally on men’s and women’s careers.
E. All of the above.
Q:
What factors led to the development of liberal feminism?
A. the discrimination women experienced in New Left politics
B. the publication of Susan Faludi’s Backlash
C. the public protest at which women burned their bras
D. the publication of Betty Friedan’s The Feminine Mystique
E. a desire to bring women’s moral perspectives to politics
Q:
What types of strategies were used by the first wave of women’s rights activists in the United States?
A. riots
B. nonviolent protests and hunger strikes
C. pamphlets
D. violent protests
E. all of the above
Q:
Informal networks
Q:
Glass ceilings
Q:
Glass escalator
Q:
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.
Q:
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:
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:
Children tend to be socialized into very strict gender roles. This socialization process and these expectations tend to be especially difficult for children who are gay, lesbian, bisexual, transgendered, intersexed, or otherwise genderqueer. Give an example of two specific difficulties that queer kids may face growing up as well as a potential response to help ease each issue, explaining how the response would directly impact the issue.
Q:
Identify the themes (or elements) of what it means to be masculine in the United States. As part of your explanation, be sure you provide brief, concrete examples for the six themes. Finally, discuss one way that parental/guardian communication about gender (as discussed in Chapter 7 of Gendered Lives) may influence understanding of one or more of these themes.
Q:
Define ego boundaries and explain how they typically develop in masculine and feminine people, noting both similarities and differences in development.
Q:
Parental modeling
Q:
Men in the United States are seen as failing at masculinity if they try to transcend traditional notions of masculinity.
Q:
Though many things have changed about gender over time, appearance is still a primary measure and marker of femininity.