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Introduction: Opening the Conversation
I. Julia Wood Introduces Herself
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 a committed relationship […] for 41 years.”
C. She became a feminist during the second wave of feminism.
D. She notes that some of her social location gives her privilege while other aspects
disadvantage her.
II. The Social Construction of Inequality
A. It is possible to change society. We do not have to accept discrimination. Because
we construct society, we can reconstruct it.
B. Learning about others helps us expand our view of the world. It is also important to
remember the limits of our own perspective and realize that we do not know
everything and our experience is not everyone else’s experience.
III. Feminism—Feminisms
A. “Feminism” was coined in France in the 1800s and combines the word “woman”
(“femme”) and the suffix “ism” (which means political position): a political position
about women.
B. Feminism is not a single belief or position and has been portrayed in distorted ways
by media.
C. Many people avoid using the word “feminist” because it is often associated with
radical protests and male-bashing.
D. Both heterosexual men and women who are in relationships with feminist partners are
happier and more satisfied with their relationships than are heterosexual men and
women with nonfeminist partners.
E. Julia defines feminism as including “respecting all people, as well as nonhuman
forms of life and the Earth itself” and being against all kinds of oppression.
F. Feminism is a consciousness that one develops, not a single thing that happens.
IV. Features of Gendered Lives
A. The book uses diverse examples that cover various classes, ethnicities, races, and
sexual orientations.
B. The text uses inclusive language like “he and she” instead of simply “he” and
“committed relationships” rather than “marriages.”
C. Student voices are featured in the book by including their commentary on various
topics.
V. Becoming Aware
A. Reading Gendered Lives will increase your awareness and knowledge about gender.
Reading it may feel informative at times and frustrating other times.
B. Becoming aware of injustices equips you to be critical of those inequities. Speaking
out about inequality can be empowering and also frustrating.
C. It is important to remember that our culture is constructed in ways that are oppressive,
and the problem does not lie with individual people.
VI. Why I Wrote this Book
A. Julia wrote this book because she believes change in the way we enact gender is
needed.
B. The possibility for change is attested to by numerous historical facts and cultural
shifts.
C. More changes must be made so that all people are treated equally and have access to
humane and fulfilling lives.
VII. Communication as the Fulcrum of Change
A. We use communication to identify and challenge inequity.
B. Public discourse and personal communication can enact change.
C. Learning about gender is an important step towards changing it.
VIII. The Challenge of Studying Communication, Gender, and Culture
A. Studying communication, gender, and culture means considering new ideas and
taking risks.
B. Awareness comes with responsibility to confront inequity.
C. Although studying gender, communication, and culture can be frustrating, it can also
be rewarding.
Journal Entry
1. After reading the Introduction to the text, position yourself as an individual studying
gender and communication. Discuss/comment on the importance of acknowledging your
standpoint(s), such as gender, race, class, sexuality, geography, age, etc., and how they
might affect your perspective on gender issues.
2. Ask two or three people—friends, colleagues, or family members—to define feminism and
reflect on their answers. How do your informants define feminism? Are the definitions
similar to one another or are they diverse? Do your informants define feminism positively,
negatively, or in a neutral fashion? How do your informants’ definitions intersect with
Wood’s discussion of feminism?
InfoTrac Activities
1. Choose the Advanced Search option using InfoTrac College Edition. Select keyword and
enter “feminism.” Examine the titles and skim a few of the articles that result from your
search. Note vast differences in the issues and concerns of various feminisms. How many
different kinds of feminism can you find in this search?
2. Choose the Advanced Search option using InfoTrac College Edition. Select keyword and
type “feminine.” Scroll down the screen until you find the article entitled Marketing Term
'‘Metrosexual'’ Describes Men Who Face Feminine Side. Do you believe the term
“metrosexual” is useful? Do we want to create categories for heterosexual men with
varying interests and tastes? Does this help us resist the common conflation of sex and
gender, or does it serve to exacerbate it?
Getting to Know You Activities
1. Arrange the class in a circle. Have the person to your right or left tell her/his name. Let
the next person tell her/his name and the first person’s name. The third student will share
2. Allow each student to find an item in her/his purse, backpack, or wallet that represents
something about her/him as a person. Let students introduce themselves and share their
3. Several instructors in our communication studies department find it useful to ask students
to fill out index cards on the first day of class with students’ names, contact information,
and why she or he chose to enroll in this course. We find it helpful to use these cards as
4. In the textbook, Wood discusses “Confusing Attitudes.” Ask each student to anonymously
write down one issue regarding gender about which she/he feels either very confused or at
odds with peers. Ask them to include why. Then, collect their papers and redistribute them.
Suggested Activity: Beliefs about Sex and Gender Issues
The following activity is intended to be completed in two parts. First, individuals indicate
a “generally true” or “generally false” response to each statement on the survey “Beliefs about
Sex and Gender Issues” included with this activity. After each individual has responded to all of
the statements, divide the class into groups of four to five students. Allow the students to discuss
their beliefs and feelings on each question and arrive at a consensus response for each survey
statement.
In discussing the survey statements after groups have arrived at a consensus, encourage
students to share the assumptions that guide their perspectives on the statements. The exercise
intends to allow the class to start examining their opinions and beliefs on various gender issues
that will be addressed throughout the course.
Below, you will find thoughts that may help to guide your discussion of particular items.
2. Young children need an at-home mother at least for the first years of life. Again, the
3. America’s national policy guarantees parental leaves only if they are unpaid. Again, the
4. Women generally value friendships more than men. Men and women both value
5. Women generally want to talk “about the relationship” more than men do. The correct
6. Women’s hormonal swings and PMS make them unsuitable for military service or high
7. Affirmative Action policies involve quotas that require hiring certain
9. Having lower self-esteem than males is a weakness of many females. This question
10. Women generally have more natural instincts for nurturing than men do. The
11. Feminists are pro-choice in the abortion debate—the decision should be up to the
BELIEFS ABOUT SEX AND GENDER ISSUES
Read the statements listed below. Then indicate whether you think each statement is generally true or
false in the column labeled INDIVIDUAL OPINIONS. Next, discuss the statements with members of
your group and reach a GROUP OPINIONS for each. Focus your discussions on understanding why
group members think as they do.
INDIVIDUAL OPINIONS GROUP OPINIONS
Generally Generally Generally Generally
True False True False
1. Women are more empathic
than men. _______ _______ _______ _______
2. Young children need an
at-home mother at least
for the first years of
life. ______ _______ _______ _______
3. America’s national policy
guarantees parental leaves
only if they are unpaid. ______ _______ _______ _______
4. Women generally value
friendships more than men. ______ _______ _______ _______
5. Women generally want to
talk “about the relation-
ship” more than men do. ______ _______ _______ _______
6. Women’s hormonal swings and
PMS make them unsuitable
for military service or
high political offices. ______ _______ _______ _______
7. Affirmative Action policies
involve quotas that require
hiring certain percentages
of women and minorities. ______ _______ _______ _______
8. In American schools educa-
tional opportunities are
equal for women and men. ______ _______ _______ _______
9. Having lower self-esteem
than males is a weakness
of many females. ______ _______ _______ _______
10. Women generally have more
natural instincts for
nurturing than men do. ______ _______ _______ _______
11. Feminists are pro-choice
in the abortion debate—the decision
should be up to the individual
women. ______ _______ _______ _______
