CHAPTER 8 Gender Inequality Biology or Society? (pp. 256-260) The authors state that one crucial question concerns how we account for the
numerous differences in attitudes, behavior, perceptions, and aspirations of
the sexes. Are the differences a reflection of gender (society) or sex (biology)?
The authors discuss the views of Freud and the sociobiologists who emphasize
the biological differences between women and men and observe that the implications
for behavior are controversial. At the same time, evidence from such researchers
as Margaret Mead and Fausto-Sterling shows that many differences between men
and women can be accounted for in terms of sociocultural factors. Clearly, there
are some differences between males and females both in the structure and functioning
of the brain, but the implications of these differences are unclear and controversial,
and new research continues to modify some of the conclusions about differences. Gender Inequality and the Quality of Life (pp. 260-271) Women have suffered discrimination that has served to contradict a desired
quality of life for many of them. They have been penalized in the labor market
through discriminatory practices involving hiring, salary, promotion, and career
opportunities--all of these seriously undermining the American ideology of equal
opportunity. At the same time, the chances for women to find employment today
are actually better than those of men, but, once in a job, women suffer more
discrimination in terms of career, income, educational attainment, and political
participation in comparison to their male counterparts. Furthermore, there is
a contradiction between our belief in the dignity of human beings and the ideology
about women in our society: A belief in the inferiority of women continues and
is reflected in such behaviors as sexual harassment. Contributing Factors (pp. 271-282) The normative role of women--such as the traditional homemaker role--is one
of the most important structural factors perpetuating inequality and other problems.
Social expectations, for better or worse, have force. Thus, serious implications
occur when parents discourage their daughters from striving for certain goals
that would be achievable were they socialized otherwise. Schools have been a
guilty party to the teaching of generations of little girls to be dependent
and passive. The mass media is also part of this puzzle. As research has shown,
even picture books for preschool children are conducive to subjugation of the
female spirit. The combined forces of economic, political, religious, and educational
institutions have aided and abetted long-standing male dominance in nearly all
walks of American life. There are various myths that continue to reinforce many
aspects of social inequality affecting women. What Is to Be Done? (pp. 283-286) The authors discuss consciousness-raising groups, child-care centers, changes
in education, comparable worth, voluntary affirmative action programs, policies
and practices for dealing with sexual harassment, anti-discrimination laws,
and equal career opportunities. They point out that affirmative-action programs
are now under attack from conservatives. |