Gendered Lives 13th Edition

52 Instructors Manual to accompany Gendered Lives 13e 53 Introduction: Opening the Conversation I. Natalie Fixmer-Oraiz and Julia Wood Introduce Themselves A. Authors perspectives affect how books are written. B. Julia is a European American, middle-aged, heterosexual, spiritually engaged, middle-class woman who has been in

219 References Hochschild, A., with Machung, A. (1989). The second shift: Working parents and the revolution at home. New York: Viking/Penguin. Go to Amazon.com to read reviews of this book. Suitor, J. (1991). Marital quality and satisfaction with the division of household labor. Journal of Marriage and the

239 time off when a new child enters a family? How do you think children would be affected if both parents took time off to care for them and to participate in raising them? How do you think fuller involvement of both parents in raising children

256 Chapter 12: Gendered Power and Violence Special Note: The material in this chapter is especially sensitive and potentially polarizing of women and men in the class. In discussing this chapter, it is extremely important to channel conversation in productive ways. The exercises that follow the summary of

68 those close to you? Who do you know who challenges these notions? Are there any ways in which thinking about men and women in these ways can be problematic? The concept of essentializing (i.e., assuming all members of a group are the same) should underlie

75 5. Identifying Theories in Everyday Life. Divide the class into eight groups. Give each group one of the instructions below. Allow groups 10-15 minutes to complete the assignment and then have each group present its report to the class. Your mission is to come up with a

86 consider lawmakers who say that wives and daughters must be protected in the bathroom. References Butler, J. (1990). Gender trouble: Feminism and the subversion of identity. New York: Routledge. Williams, P. (1991). The alchemy of race and rights. Cambridge, MA: Harvard University Press. Go to Amazon.com

97 that have traditionally been associated with the feminist movementreproductive rights, domestic violence, date rape, and equal pay for equal workare not the only issues that should define it (p. xxxiv). While Laboton and Martin are not suggesting that these traditional second-wave issues no longer matter, they argue:

107 Chapter 6: Gendered Nonverbal Communication I. Functions of Nonverbal Communication A. Supplement Verbal Communication 1. Nonverbal behavior supplements, or adds to, verbal messages in five ways: a. Repeating words (e.g., saying right and pointing to the right) b. Contradicting a verbal message (e.g., saying Im

112 patterns in their observations? Did anyone violate a nonverbal expectation? What was the response? A variation on this activity is to release students and ask them to engage in a violation of the expected nonverbal communication style for their sex and record the reactions of those around them.

179 Chapter 8: Gendered Education: Communication in Schools I. Gendered Expectations and Pressures on Students A. Academics 1. All students encounter gendered expectations and pressures in schools from kindergarten on. 2. Boys and Men a. Young boys tend to have more physical energy and less impulse control than

187 Virginia Military Academy: http://www.vmi.edu/ The Citadel: http://citadel.edu/ Military SchoolsMilitary Schools for Boys: http://www.army- navyacademy.com/ NOW (National Organization for Women): http://www.now.org/ After entering the site, go to the issues tab and select women in the military. References Spender, D. (1989). Invisible women: The

1 Chapter 1: The Study of Communication, Gender, and Culture Multiple Choice 1. Rick was born with male and female sex organs. Which of the following is the best term to describe Rick as a person with biological qualities of a male and a female? A. Cisgender B.

166 Chapter 10: Gendered Organizational Communication Multiple Choice 1. The Lilly Ledbetter Act of 2009 A. bars employers from retaliating against employees who ask about pay schedules. B. states that wage discrimination occurs whenever an employee receives discriminatory pay. C. overturned the separate but equal doctrine. D.

166 Chapter 11: Gendered Media Multiple Choice 1. 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

166 Chapter 12: Gendered Power and Violence Multiple Choice 1. Meagen decides to wear a short skirt and tight shirt to class. As she walks there, a group of males whistle, comment on her legs, and make sexual gestures to her. Which of the following best

8 Chapter 2: Theoretical Approaches to Gender Development Multiple Choice 1. Which of the following is generally true? A. Most women use only the right lobe of their brain. B. Most men use only the left lobe of their brain. C. Most mens brains are more

16 Chapter 3: The Rhetorical Shaping of Gender: Competing Images of Women Multiple Choice 1. What was/were the goal/s of the first wave of the womens rights movement? A. Woman suffragethe right to vote B. Womens right to higher education C. Womens right to work in

166 Chapter 4: The Rhetorical Shaping of Gender: Competing Images of Men Multiple Choice 1. This branch of the mens movement encourages men to develop the emotional capacities that society approves of in women but discourages in men. A. Mythopoetic men B. The White Ribbon Campaign

166 Chapter 5: Gendered Verbal Communication Multiple Choice 1. Which of the following is an example of generic language that would refer to everyone regardless of their gender? a. congressman b. mail carrier c. actress d. mankind e. chairman ANS: B REF: p. 97

166 Chapter 6: Gendered Nonverbal Communication Multiple Choice 1. According to research presented in the Gendered Lives text, which of the following is true about smiling? A. Women generally smile more than men. B. Smiling is an example of haptics. C. African-American women are socialized to

166 Chapter 7: Becoming Gendered Multiple Choice 1. A persons private sense of, and subjective experience of, his or her gender is called A. monitoring. B. internalization. C. gender identity. D. ego boundaries. E. gender constancy. ANS: C REF: p. 136 ANS: C REF: p.

166 Chapter 8: Gendered Education: Communication in Schools Multiple Choice 1. Which of the following helps explain why U.S. women are less likely to pursue careers in scientific and mathematical fields? A. In high school, girls take fewer advanced math classes than boys. B. Most girls

166 Chapter 9: Gendered Close Relationships Multiple Choice 1. How do masculine people, often men, who are friends tend to build closeness? A. Share activities B. Talk about their friendship C. Engage in personal disclosure D. Engage in small talk E. Masculine people who are friends