Instructor’s Manual and Test Bank
for
Women’s Lives
A Psychological Exploration
Second Edition
Claire A. Etaugh
Bradley University
Judith S. Bridges
University of Connecticut at Hartford, Emeritus
Allyn & Bacon
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ISBN-10: 0-205-59422-0
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Contents
Chapter 1
1
Chapter 2
14
Chapter 3
33
Chapter 4
53
Chapter 5
72
Chapter 6
86
Chapter 7
104
Chapter 8
123
Chapter 9
153
Chapter 10
163
Chapter 11
189
Chapter 12
206
Chapter 13
240
Chapter 14
262
Chapter 15
293
Film Distributors Contact Information
308
CHAPTER 1
INTRODUCTION TO THE PSYCHOLOGY OF WOMEN:
HISTORY AND RESEARCH
SUGGESTIONS FOR DISCUSSIONS
1. After students become familiar with biases in psychological research, ask them to generate questions for
research on females or gender and to identify procedures that could guard against bias.
2. To sensitize students to various forms of societal bias, ask them to consider how different their lives
would be if they (a) were the other gender, (b) were a different ethnicity, (c) had a different sexual
orientation, and/or (d) had a disability (if they are able-bodied) or were able-bodied (if they have a
disability). Inform students they can consider any type of roles and experiences, such as romantic,
academic, work-related. Depending on class size and time availability, you could assign each group a
different “difference” (i.e., one group discusses gender, another focuses on ethnicity, etc.) or each group
could discuss all.
SUGGESTIONS FOR EXERCISES
1. As an excellent way to familiarize students with multiple forms of feminism, on the first day of class
(preferably before students have read Chapter 1) administer a short version of the Feminist Perspectives
Scale, which follows the list of films/videos. When they have finished, ask them to go back over each
question and circle those that do not fit their own conceptualization of feminism. Then tell them to score
themselves on the following 5 feminism scales: cultural (1, 6, 11), socialist (2, 7, 12), women of color (3,
8, 13), radical (4, 9, 14), and liberal (5, 10, 15). Discussion can focus on reasons why students have
higher scores on some forms of feminism than others and on why they believe some items do and others
do not reflect feminism. You might want to ask students to put this questionnaire in a safe place but not
refer to it during the semester. Then at the end of the semester (see Chapter 16 exercises), you can readminister the scale and students can compare their two sets of scores.
2. Ask students to evaluate any article from a mainstream psychology journal in terms of its reference to
gender, ethnicity, and class. (Possible journals are Developmental Psychology, Journal of Personality
and Social Psychology, and Journal of Consulting and Clinical Psychology). You might ask them to
select one recently-published article and, as a comparison, another from the same journal published in the
1970s. They should answer questions, such as: (a) Did the authors specify the gender, ethnicity, and
social class composition of the sample? (b) If yes, did the study include an equal number of females and
males and a significant number of people of color and/or poor people? (c) Do the procedures appear to
be suitable for both females and males? (d) Did the authors examine the data for gender, ethnic, and/or
class differences? (e) If yes, did they discuss observed differences in a way that implies a weakness on
the part of one group compared to another or does their interpretation appear to be fair? (e) Did the
authors generalize from one gender, ethnicity, or class to other people or did they point to the need of
limiting their findings to the type of people sampled? (f) Did the authors use any gender-biased
language? If students evaluate articles from two points in time, a comparison of the two would be
illustrative of any changes in editorial policy and/or researcher sensitivity over time.
Copyright © 2010 Pearson Education, Inc. Publishing as Allyn & Bacon.
1
WEBSITES
Feminism
Search Engines Focused on Women
http://femina.cybergrrl.com/www.wwwomen.com
FILMS/VIDEOS
Meaning of Gender
Cross-Cultural Comparisons: Gender Roles
This two-part video set compares gender roles in several countries. The first part discusses Hindu, Chinese,
and Islamic gender roles, examining cultural practices that give men authority over women. The second
focuses on societies that have tried to remedy gender inequalities with specific policies and changes in law. It
presents examples from China, the former Soviet Union, and Sweden. (Also good for Chapter 15). 2
volumes, 60 min. each. Insight Media, 1994.
Gender: The Enduring Paradox
From the formation of gender roles in early childhood to the social construction of masculinity and
femininity, this video explores the role of gender in American life. Through interviews with experts, children,
and poets, it examines how various cultures define the differences between the genders. 58 min. Insight
Media, 1991.
The Idea of Gender
This video presents a lecture on the evolution of the idea of gender in America and Europe over the last 200
years. It focuses on traditional beliefs and the idea of male domination. 60 min. Insight Media, 1995.
Intellectual Parity: What Little Girls Are Made Of
See description in Chapter 5
Feminism
Critiquing Feminisms
This video questions the long-term benefits of the feminist movement. It examines the continuing relevance
of feminist philosophy and explores pervasive sexist assumptions that remain at the roots of contemporary
thought and language. (Also good for Chapter 15). 60 min. Insight Media, 1992.
My Feminism
This film debunks mass media’s demonization of feminism. In interviews with leading activists and
intellectuals, including bell hooks, Gloria Steinem, and Urvsahi Vaid, the film insists that feminism is one of
the most successful and significant revolutions of the late 20th century. It links equality, gender, race,
reproductive rights, sexualities, women’s health, abortion, parenting, breast cancer, poverty, and power as
interlocking planks of the feminist global agenda. 55 minutes. Women Make Movies, 1997.
The F-Word: A Video about Feminism
This video looks at the power of the word ‘feminism’ in the U.S., and why it means so many different things
to different people. Interviews with women and men from diverse backgrounds are rhythmically intercut with
computer-animated quotes. 10 min. Women Make Movies, 1994.
Copyright © 2010 Pearson Education, Inc. Publishing as Allyn & Bacon.
2
Feminist Research
Asking Different Questions: Women and Science
This video examines how five scientists have incorporated feminist values into their work. 51 min. Insight
Media, 1996.
Gender Roles From a Feminist Perspective
The lecture in this video explains the feminist perspective and discusses its use in research on gender roles. It
also examines areas in which the feminist perspective could have been, but was not, used. 60 min. Insight
Media, 1994.
Copyright © 2010 Pearson Education, Inc. Publishing as Allyn & Bacon.
3
Feminist Perspectives Scale
On a scale from 1 (strongly disagree) to 7 (strongly agree), indicate the extent to which you disagree or
agree with each of the following statements.
1.
Men should follow women’s lead in religious matters, because women have a higher regard for
love and peace than men.
2.
A socialist restructuring of businesses and institutions is necessary for women and people of
color to assume equal leadership with White men.
3.
Racism and sexism make double the oppression for women of color in the work environment.
4.
Sex role stereotypes are only one symptom of the larger system of patriarchal power, which is
the true source of women’s subordination.
5.
The availability of adequate child care is central to a woman’s right to work outside the home.
6.
Rape is best stopped by replacing the current male-oriented culture of violence with an
alternative culture based on more gentle, womanly qualities.
7.
Romantic love supports capitalism by influencing women to place men’s emotional and
economic needs first.
8.
Women of color are oppressed by White standards of beauty.
9.
Marriage is a perfect example of men’s physical, economic, and sexual oppression of women.
10.
Legislation is the best means to ensure a woman’s choice of whether or not to have an abortion.
11.
Women’s experience in life’s realities of cleaning, feeding people, caring for babies, etc.,
makes their vision of reality clearer than men’s.
12.
It is the capitalist system which forces women to be responsible for child care.
13.
Much of the talk about power for women overlooks the need to empower people of all races
and colors first.
14.
Rape is ultimately a powerful tool that keeps women in their place, subservient to and
terrorized by men.
15.
The government is responsible for making sure that all women receive an equal chance at
education and employment.
Based on Henley, Meng, O’Brien, McCarthy, & Sockloskie (1998).
Copyright © 2010 Pearson Education, Inc. Publishing as Allyn & Bacon.
4
MULTIPLE-CHOICE QUESTIONS
1.1.
In this textbook the word gender is used to refer to
a.
b.
c.
d.
classification of individuals as female or male based on their genetic makeup.
the social and cultural aspects of being female or male.
both of the above.
neither of the above.
Answer: b
1.2.
Page: 2
The viewpoint that emphasizes the differences between the behaviors of women and men is
known as
a.
b.
c.
d.
the alpha bias.
the beta bias.
essentialism.
sexism.
Answer: a
1.3.
Page: 3
Which of the following statements about the study of gender differences is not correct?
a.
b.
c.
d.
An emphasis on gender similarities is referred to as the beta bias.
An emphasis on gender differences is referred to as the alpha bias.
Cultural feminists emphasize the differences approach.
Female-male differences necessarily imply biological difference.
Answer: d
1.4.
Page: 3-4
The theories of Carol Gilligan and Nancy Chodorow illustrate which approach?
a.
b.
c.
d.
liberal feminism
socialist feminism
radical feminism
cultural feminism
Answer: d
1.5.
Page: 3-4
The belief that women and men should have the same political, legal, economic, and educational
rights and opportunities is called
a.
b.
c.
d.
liberal feminism.
cultural feminism.
socialist feminism.
radical feminism.
Answer: a
Page: 4
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5
1.6.
Which form of feminism states that there are differences between women and men and that
women’s attributes should be given more respect?
a.
b.
c.
d.
liberal feminism
cultural feminism
women of color feminism (womanism)
radical feminism
Answer: b
1.7.
Page: 5
Which form of feminism contends that gender inequality is rooted in the economic structure of
North American society?
a.
b.
c.
d.
socialist feminism
cultural feminism
women of color feminism (womanism)
radical feminism
Answer: a
1.8.
Page: 5
Whereas socialist feminism believes that
is the source.
feminism argues that
a.
b.
c.
d.
inborn traits; capitalism
racism; capitalism
patriarchy; inborn traits
capitalism; men
Answer: d
1.9.
Page: 5
Patriarchy is of central importance to
a.
b.
c.
d.
socialist feminism.
radical feminism.
cultural feminism.
liberal feminism.
Answer: b
1.10.
is the source of gender inequality, radical
Page: 5
Women of color feminism contends that
a. the feminist movement has focused primarily on the needs of White women.
b. classicism and racism are as important as sexism.
c. women will not achieve equality with men unless technology takes over reproductive
functions.
d. a and b
Answer: d
Page: 5
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6
1.11.
Which of the following statements about women’s involvement in the American Psychological
Association (APA) is/are correct?
a.
b.
c.
d.
Women now hold the majority of leadership roles in the APA.
No woman has ever been president of the APA.
Women currently represent approximately 1/4 of the APA members.
none of the above
Answer: d
1.12.
Which of the following assertions have been offered in support of the viewpoint that women are
inferior to men?
a.
b.
c.
d.
Women’s brains are smaller than men’s.
Brain weight relative to body weight is greater in men than in women.
The corpus callosum is larger in men than in women.
All of the above.
Answer: a
1.13.
Helen Thompson Woolley
Leta Stetter Hollingworth
Margaret Kuenne Harlow
Ruth Bleier
Answer: c
Page: 9
Events of the 1960s signaled the beginning of the modern feminist movement in the United States
and included all except
a.
b.
c.
d.
The Feminine Mystique by Betty Friedan
Women’s right to vote
formation of NOW
Equal Pay Act
Answer: b
1.15.
Page: 9
Which of the following psychologists did not carry out research that challenged assumptions of
female inferiority?
a.
b.
c.
d.
1.14.
Page: 7
Page: 9
Currently, what percentage of doctoral degrees in psychology are awarded to women?
a.
b.
c.
d.
10%
25%
50%
67%
Answer: d
Page: 10
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7
1.16.
According to the text, which of the following helps explain why psychological research has only
infrequently examined topics related to girls and women?
a.
b.
c.
d.
Most researchers have been women and they have wanted to learn more about men.
Female respondents have not been available for investigation.
both a and b
neither a nor b
Answer: d
1.17.
Page: 10
Which of the following influences selection of topics for psychological research?
a.
b.
c.
d.
the gender of the researcher
assumptions about gender characteristics
assumptions about the characteristics of ethnic groups
all of the above
Answer: d
1.18.
Page: 10 - 11
Dr. Joyce Lin wanted to examine the feminist attitudes of young adult women in the U. S.
Consequently, she administered a feminist attitude questionnaire to 100 young adult women from
each of three universities. The 300 tested women form the _______ and young adult women in
the U. S. comprise the _______.
a.
b.
c.
d.
effect size; population.
meta-analysis; effect size.
sample; population.
population; sample.
Answer: c
1.19.
Page: 12-13
Which of the following does not characterize most participants in psychological research?
a.
b.
c.
d.
white
working class
able-bodied
heterosexual
Answer: b
Page: 13
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8
1.20.
As research samples are often restricted to middle class women, problems that have a greater
impact on poor women are rarely studied. Which of the following statements is/are true regarding
research involving poor women?
a. Little is known about sexual harassment of low income women by their landlords even
though it is a common occurrence.
b. Relatively little is known about women in blue collar jobs.
c. When researchers do study the poor, they tend to focus on people of color, perpetuating a
biased assumption about ethnicity and social class.
d. all of the above
Answer: d
1.21.
According to the text, problems that stem from the overrepresentation of White middle class
women in psychological research include
a.
b.
c.
d.
faulty generalizations to underrepresented groups.
devaluation of the experiences of excluded groups.
both a and b.
neither a nor b.
Answer: c
1.22.
Page 14
Page: 14-15
Which of the following statements about the current presentation of participants’ gender in
research articles is/are correct?
a. Regardless of whether they examine both genders or only one, all researchers report the
number of participants of each gender included in their study.
b. The gender composition of the research participants is specified only when both genders are
examined.
c. The title of the article always specifies whether the study involved both genders or only one.
d. none of the above
Answer: d
1.23.
Page: 13
The term “statistical significance” means that the research findings
a.
b.
c.
d.
have societal importance.
are not due to chance alone.
are due primarily to chance.
a and b
Answer: d
Page: 16
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9
1.24.
Which of the following is a bias in interpreting the results of research?
a.
b.
c.
d.
interpreting the results in a way that suggests female weakness
generalizing results from one group to other groups
assuming that the presence of gender differences implies a biological cause
all of the above.
Answer: d
1.25.
Page: 17
Which of the following statements about communicating research findings is/are correct?
a. There is a publication bias that favors studies showing no gender differences.
b. There is a publication bias that favors studies showing gender differences.
c. The use of male pronouns to refer to both genders continues to be common in psychological
research articles.
d. b and c
Answer: b
1.26.
Feminist research methods might include the _____ approach in which participants are asked to
describe, in their own words, a particular event or feeling; or the _____ approach in which
participants are asked to complete a questionnaire, written by the researcher, expressing their
feelings and interactions.
a.
b.
c.
d.
informal; formal
indirect; direct
subjective; objective
objective; subjective
Answer: c
1.27.
Page: 19
Which of the following is/are methodological problems that must be addressed when performing
cross-cultural research?
a.
b.
c.
d.
Samples in different countries might not reflect their populations similarly.
Similar findings might have different meanings in different countries.
The results might vary across countries.
a and b
Answer: d
1.28.
Page: 18
Page: 19, EOC 1.1
Feminist research values include all of the following except the belief that research should
a.
b.
c.
d.
be value-free.
promote social change.
attempt to empower women.
examine diverse groups of women.
Answer: a
Page: 20
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10
1.29.
Meta-analysis is a statistical method in which
a.
b.
c.
d.
each study is given the same weight regardless of its sample size.
each study is given the same weight regardless of the magnitude of the reported difference.
researchers count the number of studies finding a difference.
a measure is provided of the size of a given difference across several studies.
Answer: d
1.30.
Page: 21
In meta-analysis, an effect size of .50 is considered:
a.
b.
c.
d.
small
moderate
large
meaningful
Answer: b
1.31.
In meta-analysis, the value of d is large when the difference between means is ______, and the
variability within each group is _______.
a.
b.
c.
d.
large; large
small; small
small; large
large; small
Answer: d
1.32.
Page: 21
Page: 21
According to the text, which of the following statements about the term, “race,” is not correct?
a. Race refers to attitudes and traditions associated with a group of people.
b. Race refers to physical characteristics of people.
c. The concept of race is problematic because there is considerable genetic diversity among
people classified as a single race.
d. There is controversy among experts about what constitutes a single race.
Answer: a
1.33.
Page: 21
An early traditional way of examining psychological gender differences involved sorting through
many studies on a particular topic and giving each study the same weight regardless of the sample
size or magnitude of the difference is known as the _______.
a.
b.
c.
d.
box score approach
meta-analytic
statistical method approach
narrative approach
Copyright © 2010 Pearson Education, Inc. Publishing as Allyn & Bacon.
11
1.34.
Which of the following types of power is considered desirable by feminist psychologists?
a.
b.
c.
d.
males’ organizational power
power-over
males’ interpersonal power
power-to
Answer: d
1.35.
Leah Rubin is a middle-level manager who has the resources to reward her subordinates’ good
performance and punish their poor performance. The type of power held by Leah is called
a.
b.
c.
d.
interpersonal power.
power-to.
organizational power.
subordinate power.
Answer: c
1.36.
interpersonal power.
power-to.
organizational power.
power-over.
Answer: b
Page: 23
Which of the following is not consistent with the concept of the social construction of gender?
a.
b.
c.
d.
Gender differences have their basis in biological factors.
Conceptions of femaleness and maleness can vary from culture to culture.
Our conceptions of specific groups of females and males are influenced by social forces.
An individual’s conceptions of femaleness and maleness can be affected by that person’s
social experiences.
Answer: a
1.38
Page: 23
Maria Lopez feels in control of her life. She feels she has the ability and opportunity to make
important decisions that will influence her personal development. The type of power held by
Maria is called
a.
b.
c.
d.
1.37.
Page: 23
Page: 24
According to the _____ view, the traits, behaviors, and roles that we assume with females and
males are not inherent in one’s sex; they are shaped by numerous interpersonal, cultural, and
societal forces.
a.
b.
c.
d.
social desirability
social construction of gender
social responsibility
social skills
Answer: b
Page: 24
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12
ESSAY QUESTIONS
1.
Differentiate between sex and gender.
2.
Differentiate between the similarities and differences approaches to the study of gender
differences.
3.
Identify and define the five types of feminism presented in the text.
4.
Describe the changing involvement of women in the field of psychology.
5.
Describe the highlights in the development of the psychology of women.
6.
Discuss gender and ethnic biases in psychological research. Identify effects of these biases on our
knowledge about girls and women.
7.
Discuss methodological challenges that might be involved in cross-cultural research.
8.
Discuss principle of feminist research.
9.
Differentiate between the narrative and meta-analytic approaches to drawing conclusions from
multiple studies.
10.
Differentiate between ethnicity and race.
11.
Differentiate between organizational and interpersonal power. Give one example of a gender
imbalance in each type of power.
12.
Differentiate between power-over and power-to. Indicate which type of power is considered
desirable from a feminist perspective and give reasons why.
Copyright © 2010 Pearson Education, Inc. Publishing as Allyn & Bacon.
13
CHAPTER 2
CULTURAL REPRESENTATION OF GENDER
SUGGESTIONS FOR DISCUSSIONS
1. To reinforce the meaning of various forms of sexism described in the chapter, ask students to share
their own experiences with gender bias. They should present specific incidents and women should
indicate whether the sexist incidents they experienced reflect hostile, benevolent, or modern sexism.
Men should indicate whether their experiences seem to fit any of these forms of sexism in reverse. In
addition, students might reflect on how the different types of sexism made them feel.
2. Ask students to share their impressions of the media portrayal of gender, ethnicity, age, and sexual
orientation in the electronic media. This can include TV programs, commercials, music videos, and
films.
3. Distribute a list of the current year’s Academy Award nominations for Best Actress, Best Actor, Best
Supporting Actress and Best Supporting Actor. Ask students to discuss whether or not the list
appears to indicate any change in the film industry’s double standard of aging.
SUGGESTIONS FOR EXERCISES
1. An exercise focused on media images is to have each student bring in 2 examples of stereotypical and
2 examples of nonstereotypical images of women or girls in the print media. These can include
magazine ads, newspaper headlines, magazine article titles, or any other representation of females. As
a comparison, you might want them to do the same for images of men. During class students can
show their selections to the class and explain why they defined the image as stereotypical or
nonstereotypical. Students tend to enjoy sharing their selections and viewing those presented by their
classmates.
2. To promote awareness of gender-related language practices, ask students to examine two or three
issues of a local newspaper for evidence of different terms applied to women and men. For example,
they could note the percentage of times women versus men are (a) called by their full name or last
name only, (b) referred to by the term “chair,” “chairman,” “chairwoman,” or “chairperson,” and (c)
identified by gender, as in “female athlete.” You might want to assign different sections of the paper
(e.g., world news, sports, community news) to different students and ask them to share their findings
with the class.
3. To illustrate the use of male as gender neutral, ask students to do an electronic literature search for
books with “man,” “men,” or “mankind” in the title, but no mention of women. Then they should
check the description of the book to see if women are included in the content. Also, you might ask
them to note the copyright date so that they could examine changes over time.
4. Another exercise that examines sexist language is to have students observe and record instances
during prime time television. Ask students to watch a one-hour drama or comedy and all of its
commercials. Have them record the name of the show and each of the advertised products. For the
program and each commercial, students should record every instance of sexist language, such as use
of “man” for both genders, reference to grown women as “girls,” and use of childlike or sexual terms
Copyright © 2010 Pearson Education, Inc. Publishing as Allyn & Bacon.
14
to refer to women.
WEBSITES
The Media
Fair’s Women’s Desk
http://www.fair.org/womens-desk.html
Representation of Gender in Language
Feminist Utopia
http://www.amazoncastle.com/feminism/feminism.htm
FILMS/VIDEOS
Gender Stereotypes
Equal Opportunity
This video reveals how arbitrary gender inequality is by reversing everyday gender roles and stereotypes.
It depicts the life of a man trapped in a woman’s world, showing how he is subject to the prejudices and
small harassments that come with being the subordinate gender. 18 min. Insight Media, 1994.
Racial and Sexual Stereotyping
This specially adapted Phil Donahue program focuses on how prejudices are handed on from generation
to generation and how teens deal with them on a daily basis. The program airs assumptions of Blacks
about Latinas/os, straight teens who believe homosexuality to be morally wrong, and a lesbian who fears
the reactions of other girls. The program concludes with a demonstration of teens seeking to work out
their differences. 28 min. Films for the Humanities & Sciences.
Ageism
Myths and Realities of Aging
This video examines ageism in its many forms. Experts and elders describe how people learn about
aging and debunk common myths, such as the idea that most older people are ill or that there is no sex
after the age of 60. 60 min. Insight Media, 1993.
What’s Happening? Old Like Me
This film aims to help people understand the feelings and problems of being old. To find out how society
treats older people, a young reporter disguised herself as a helpless 85-year old woman. Venturing out on
the streets in over 100 cities, she experienced the terror that society can inflict on the weak and the old.
28 min. Filmakers Library, 1988.
Representation of Gender in the Media
The Beauty Backlash
With its “Real Beauty” information and marketing campaign, the Dove brand struck a chord with women
Copyright © 2010 Pearson Education, Inc. Publishing as Allyn & Bacon.
15
skeptical of unhealthy or absurd standards of attractiveness. But did the campaign have the widespread
impact Dove intended? This program investigates consumer reactions against the idealized images of
beauty promoted by TV, movies, and glossy magazines, while exploring the complex relationship
between corporate strategy and feminine self-esteem. Insights concerning Dove, L’Oreal, and advertising
giant Saatchi & Saatchi provide a provocative basis for discussion. 29 min. Films for the Humanities &
Sciences, 2006.
Buying into Sexy: The Sexing Up of Tweens
Ads targeting girls between the ages of 8 and 12 employ an increasing level of sexuality. Are advertisers
responding to neo-feminist notions of “girl power” or are they leading girls toward harmful self-images?
This program examines the trend by following a group of tween girls through their daily lives, recording
their perceptions of fashion, celebrities, boys, and themselves. Interviews with parents—as well as a
behind-the-scenes look at the corporate decision-making which so profoundly impacts tween culture—are
also included. 25 min. Films for the Humanities & Sciences, 2005.
Dreamworlds 2: Desire/Sex/Power in Music Video
In this video, the producer focuses on the effects of music video images on women’s and men’s
understanding of themselves and each other. It includes a scene portraying sexual violence. 56 min.
Media Education Foundation, 1994.
Game Over : Gender, Race & Violence in Video Games
Video and computer games represent a $6 billion a year industry. One out of every ten households in
America own a Sony Playstation. Children who own video game equipment play an average of ten hours
per week. Yet video games remain one of the least scrutinized cultural industries. This video addresses
the fastest growing segment of the media. 41 min. Media Education Foundation 2000.
Images and Realities: African-American Women
This video explores issues of life, love, work, and family as they pertain to African-American women. It
discusses the state of education, the impact and influence of media imagery, issues of politics and
violence, and the challenges of motherhood. (Also appropriate for Chapters 8, 9, 10, & 11). 60 min.
Insight Media, 1993.
Images in Media
The pictures in our heads that define who we are and help us neatly categorize others are increasingly
shaped by the newspaper, magazine, film, and TV images that bombard our senses. To convey a message
quickly, these images often rely on stereotypes that can foster in an audience an inordinate fear of
violence, racial and ethnic prejudices, diminished self-worth, and even eating disorders as young women
attempt to mimic the look of high-fashion models. 28 min. Films for the Humanities & Sciences.
Killing us Softly 3: Advertising’s Image of Women
Produced by Jean Kilbourne, this video reviews how--and if--images of women in advertising have
changed in the last 20 years. It questions whether advertising continues to objectify women’s bodies,
sexualize young girls, and infantilize grown women. It also looks at how images of male violence against
women are used to sell products. 30 min. Insight Media, 1999.
Mickey Mouse Monopoly: Disney, Childhood and Corporate Power
This film takes a look at the world Disney films create and the stories they tell about race, gender and
class. This video analyzes Disney’s cultural pedagogy, examines its corporate power, explores its vast
influence on our global culture and reaches disturbing conclusions about the values propagated under the
guise of innocence and fun. Includes interviews with cultural critics, media scholars, child psychologists,
kindergarten teachers, multicultural educators, college students and children. Media Education
Copyright © 2010 Pearson Education, Inc. Publishing as Allyn & Bacon.
16
Foundation.
Off the Straight & Narrow: Lesbians, Gays, Bisexuals & Television
This film challenges viewers to consider the value and limits of available gay images: who is represented,
what they get to say, and how people respond to them. The video introduces students to issues of
representation and diversity in the media. 63 min. Media Education Foundation.
Patently Offensive: Porn Under Siege
This award-winning documentary explores the social and historical context for pornography. It shows
how porn has influenced popular culture, including Hollywood films and TV shows, all of which serve as
socializers in contemporary society. In an attempt to present a balanced presentation of pornography
issues, such as censorship and feminist theory, it includes interviews with people representing numerous
perspectives on the controversy, among them radical feminist Andrea Dworkin, ACLU spokesperson
Barry Lynn, and pornographer Al Goldstein. 58 min. Filmakers Library, 1993.
Picturing the Genders: Male and Female Views of Women in Art
Only about one percent of the canvasses in the historical collection of the National Gallery, London, have
been painted by women! Are female painters from the past really such a rarity, has the artistic vision of
women been systematically discriminated against, or is the reason perhaps a bit of both? In this program,
art historians Charles Harrison and Trish Evans play devil’s advocate with each other as they analyze
female subjects painted by Élisabeth Vigée-Lebrun, Berthe Morisot, Edgar Degas, Auguste Renoir, and
others in order to explore the societal implications of male and female points of view as represented by
artists of both sexes. 30 min. Films for the Humanities & Sciences, 1998.
Playing Unfair: The Media Image of the Female Athlete
This provides a critique of the sexism and homophobia that pervade media representations of female
athletes. Sports media scholars Mary Jo Kane, Pat Griffin, and Michael Messner examine the disparity
between the authentic success of female athletes and sports journalism’s often trivialized and
(hetero)sexualized coverage of them. The video concludes with an argument for new media images that
fairly and accurately depict strength and competence, Playing Unfair inspires and empowers as it invites
important discussion about the relationship between society, gender, and sport. 30 min. Media Education
Foundation, 2000.
Pornography: The Double Message
This documentary explores the effects of the deluge of hard-core pornography in our society. Do people
become desensitized to violence by the images of rape, domination and bondage that abound? This
documentary emphasizes the efforts made by legislators, censors and community groups to control this
problem. Contains explicit material. 28 min. Filmakers Library.
Pornography: First Amendment Right or State-Sanctioned Violence Against Women?
Is pornography a legitimate form of constitutionally protected expression, or nothing more than obscene
trash and a glaring example of state-sanctioned violence against women? In this CBS News program, the
issues surrounding pornography are explored through Larry Flynt’s odyssey to the U.S. Supreme Court,
Andrea Dworkin’s fight to have pornography banned, and the personal accounts of other women and men
whose lives have been affected by this potentially damaging medium. 46 min. Films for the Humanities
& Sciences.
Rate It X
This documentary provides a look at sexism in America. A series of portraits uncovers advertising firms
and porn shops as well as often overlooked pockets of sexist imagery which promote gender stereotyping
and reinforce negative conceptions of women and sexuality. The film shows how sexism becomes
Copyright © 2010 Pearson Education, Inc. Publishing as Allyn & Bacon.
17
rationalized through commerce, religion and social values. 93 min. Women Make Movies, 1986.
Sexual Stereotypes in the Media
Americans are being bombarded--and acculturated--by the media, and only discerning individuals will
recognize the sexual biases that all too often are a part of each day’s information and entertainment. This
program focuses on identifying and looking beyond categorical stereotypes of women, men, gays, and
lesbians. 25 min. Films for the Humanities & Sciences, 2001.
Sexual Stereotypes in the Media
This program illustrates some of the commercial, cultural, psychological, and sociological forces that
have shaped sexual stereotypes in the media, such as demographic segmentation and the selling of gender,
the myths of alluring femininity and rugged masculinity. The program encourages discussions regarding
the media’s role in reinforcing sexual stereotypes, as well as the ongoing sexual biases that nurture them.
38 min. Films for the Humanities & Sciences, 2008.
Slim Hopes: Advertising and the Obsession with Thinness
This video explores the slim images of women in advertising and discusses the effect of the idealization
of thinness on the self-images of girls and women (Also appropriate for Chapter 5). 30 min. Media
Education Foundation, 1995.
What A Girl Wants
This video presents, in girls’ own voices, a glimpse into the powerful – and often destructive – influence
corporate media has on the formation of young girls’ identities. Eleven girls, aged 8 to 16 and from a
variety of socio-economic backgrounds, join two classrooms of middle and high school students and
speak about their lives. 33 min. Media Education Foundation, 2000.
Women Seen on Television
This video presents condensed broadcast footage from two consecutive days to show how women are
portrayed by the media. It illustrates how men dominate air-time on televisions and how women often
appear either as sex objects or in matronly roles. The video also probes whether the media are a mirror or
a molder of public opinion. 11 min. Insight Media, 1991.
Women’s Representation in the Media: Content, Careers, and Criticism
This DVD examines the reclaimed history of women who created media, the media portrayal of women,
women’s inclusion in the media workforce, and the difference between male and female perceptions of
media. 2005 Telly Award. Communicator Crystal Award. 45 min. Insight Media, 2006.
Younger, Thinner, Smoother
This documentary explores the growth and appeal of cosmetic surgery in our youth-obsessed society. The
film follows the filmmaker’s own experiences as she investigates the pros and cons of cosmetic surgery
and decides whether or not to take the plunge. Beyond the marketing hype and easy-payment plans, the
film challenges viewers to reflect on numerous issues of image and aging. (Also appropriate for Chapter
4). 51 min. Chip Taylor Communications, 2001.
Gender and Language
Sexism in Language
This program shows how sexism may be contained in language--in song lyrics, conversation, newspaper
reports, written conventions, and satire. In many cases, gender bias in language is extremely subtle, but
this subtlety does not detract from its ability to influence the thoughts and perceptions of speakers and
Copyright © 2010 Pearson Education, Inc. Publishing as Allyn & Bacon.
18
listeners. 26 min. Films for the Humanities & Sciences.
Sexism in Language: Thief of Honor, Shaper of Lies
This video analyzes the gender bias that permeates everyday language, and shows how it is often
unintentional or even unrecognized. The video explores four key areas: “female” words that are
dependent on a “male” version; words that are more positive for men than for women; words for women
that carry negative sexual connotations; and “neutral” words that become inferior when applied to
women. 29 min. Berkeley Media, LLC, 1995.
Slut
This program examines the ways in which being labeled a “slut” can damage a woman’s self-perception,
tarnish her reputation, and alter her life course. It features experts and women who trace the evolution of
the word and consider its power. The DVD also discusses the effects of the media’s portrayal of women.
45 min. Insight Media, 2005.
Copyright © 2010 Pearson Education, Inc. Publishing as Allyn & Bacon.
19
MULTIPLE-CHOICE QUESTIONS
2.1.
The cluster of traits that includes being independent, ambitious, and achievement-oriented is
known as:
a.
b.
c.
d.
agency
communion
essentialism
Type A behavior
Answer: a
2.2.
According to the text, in North American society _______ traits are more likely to be associated
with power and prestige than are _______ traits.
a.
b.
c.
d.
biologically-based; socially constructed
socially constructed; biologically-based
communal; agentic
agentic; communal
Answer: d
2.3.
can affect how we interact with others.
can affect how individuals structure their own behavior.
stem primarily from biological gender differences that are evident early in life.
a and b
Answer: d
Page: 31
Research on gender stereotypes shows that college students and faculty view:
a.
b.
c.
d.
the ideal woman as more communal than most women.
the ideal woman and man as high on both communion and agency.
the ideal man as high on communion and low on agency.
the ideal woman as high on agency and low on communion.
Answer: b
2.5.
Page: 29
According to the text, gender stereotypes:
a.
b.
c.
d.
2.4.
Page: 29
Page: 31
Studies show that college students and faculty view the ideal woman as having:
a.
b.
c.
d.
many female-related traits and few male-related ones.
many male-related traits and few female-related ones.
many female-related and many male-related traits.
few male-related and few female-related traits.
Answer: c
Page: 31
Copyright © 2010 Pearson Education, Inc. Publishing as Allyn & Bacon.
20
2.6.
According to available research, which of the following ethnic groups engages in less gender
stereotyping than the others?
a.
b.
c.
d.
Blacks
Whites
Latinas/os
All of the above are equal in the degree to which they stereotype by gender.
Answer: a
2.7.
Page: 31
Ageism is:
a.
b.
c.
d.
a bias against people based on their age.
a bias against older people.
more strongly directed toward women than men.
a and c
Answer: d
2.8.
Page: 32
Which of the following groups is most likely to experience age-based prejudice?
a.
b.
c.
d.
female teenagers
male teenagers
women in late adulthood
men in late adulthood
Answer: c
2.9.
The terms “hag,” “wicked old witch” and “old maid” are examples of:
a.
b.
c.
d.
sexism.
ageism.
elder abuse.
a and b
Answer: d
2.10.
Page: 32
Page: 32
Which of the following statements about TV depiction of older adults is/are true?
a.
b.
c.
d.
Elderly women are often depicted as wise and respected figures in television shows.
There are more older adult than younger adult characters in television shows.
There are a greater number of elderly women than elderly men in television shows.
none of the above
Answer: d
Page: 32-33
Copyright © 2010 Pearson Education, Inc. Publishing as Allyn & Bacon.
21
2.11.
Gender stereotyping research that focused on the ethnicity of the target found that:
a.
b.
c.
d.
some traits are associated with all women, regardless of their ethnicity.
some traits are not uniformly applied to women in diverse ethnic groups.
women, regardless of their ethnicity, are generally viewed as unpleasant.
a and b
Answer: d
2.12.
Page: 33
Older women who appear on TV are often depicted:
a.
b.
c.
d.
more favorably than older men
as comic or eccentric figures
as active, mature adults
as successful and assertive
Answer: b
2.13.
Page: 33
Gender stereotyping research that focused on social class has found that:
a.
b.
c.
d.
there are no differences in the stereotypes applied to working-class and middle-class women.
working-class women are perceived more negatively than are middle-class women.
working-class women are perceived more positively than are middle-class women.
honesty is one trait more strongly associated with working-class than middle-class women.
Answer: b
2.14.
Bias against people because of their disabilities is known as:
a.
b.
c.
d.
disablement
handicapism
unableness
abelism
Answer: d
2.15.
Page: 34
Page: 35
Which of the following groups of women is unlikely to be perceived as nurturers?
a.
b.
c.
d.
White women
Latinas
women with disabilities
all of the above
Answer: c
Page: 35
Copyright © 2010 Pearson Education, Inc. Publishing as Allyn & Bacon.
22
2.16.
Studies of the parents of newborns have found that:
a.
b.
c.
d.
there are no differences in the way parents view their newborn daughters and sons.
parents perceive newborn daughters as more delicate and weaker than newborn sons.
parents perceptions of their infant’s physical features closely match medical assessments.
b and c
Answer: b
2.17.
Page: 35
Which of the following statements about gender stereotyping of children is/are correct?
a. Adults tend to stereotype infants but not older children.
b. Parents tend to see their newborns as unique and do not apply gender stereotypes to them.
c. Although adults apply gender stereotypes to children, these stereotypes are different from the
communal-agentic distinction comprising stereotypes of adults.
d. none of the above
Answer: d
2.18.
Which of the following is not an assumption of the social categorization perspective on
stereotyping?
a.
b.
c.
d.
People naturally classify others into categories.
Categorization is frequently based on easily identifiable attributes.
People assume that individuals in the same category share traits with one another.
Because it is easy to classify people, category-based stereotypes are always accurate.
Answer: d
2.19.
Page: 36
“People stereotype females as communal and males as agentic because they have observed
females as caregivers and males as workers.” This statement best reflects:
a.
b.
c.
d.
the social categorization perspective.
essentialism.
social role theory.
modern sexism.
Answer: c
2.20.
Page: 35 - 36
Page: 36-37
Research evidence indicates that people view women and men who are employed as more agentic
than those who are not employed. This finding is most consistent with:
a.
b.
c.
d.
social role theory.
essentialism.
the social categorization perspective.
modern sexism.
Answer: a
Page: 37
Copyright © 2010 Pearson Education, Inc. Publishing as Allyn & Bacon.
23
2.21.
Jane Collins, a woman married to Mark Sullivan, wants her potential employer to view her as
highly achievement-oriented, independent and ambitious. Based on research presented in the
text, which of the following titles would be most helpful to her?
a.
b.
c.
d.
Mrs. Jane Sullivan
Ms. Jane Sullivan
Mrs. Jane Collins-Sullivan
Ms. Jane Collins-Sullivan
Answer: d
2.22.
Page: 38
Currently, about ___ percent of college-educated brides do not take their husband’s last name.
a.
b.
c.
d.
5
20
35
50
Answer: b
2.23.
Page: 38
Women who prefer to use the title Ms. are often perceived as:
a.
b.
c.
d.
unmarried women.
more agentic than traditionally titled women.
less communal than traditionally titled women.
all of the above.
Answer: d
2.24.
Dwayne was recently diagnosed with terminal cancer. He has shared this information with his
father but has decided to withhold the diagnosis from his mother for as long as possible. Dwayne
thinks his mother would be unable to deal with the situation and he wants to shield her from pain.
Dwayne’s attitude best reflects:
a.
b.
c.
d.
modern sexism.
benevolent sexism.
hostile sexism.
all of the above.
Answer: b
2.25.
Page: 38
Page: 39
Ambivalent sexism refers to the combination of:
a.
b.
c.
d.
modern sexism and modern sexism.
modern sexism and benevolent sexism.
modern sexism and hostile sexism.
benevolent sexism and hostile sexism.
Answer: d
Page: 39
Copyright © 2010 Pearson Education, Inc. Publishing as Allyn & Bacon.
24
2.26.
Ann Hopkins filed a lawsuit against Price Waterhouse asserting that her promotion for
partnership was denied on the basis of her gender. Price Waterhouse criticized her for all except:
a.
b.
c.
d.
her “macho” style
having few billable hours
her lack of makeup and jewelry
her unfeminine walk
Answer: b
2.27.
Page: 39
Which of the following is not true of Ann Hopkins’ legal battle?
a. She lost her case and left Price Waterhouse.
b. Her case was appealed to the Supreme Court.
c. A federal judge concluded that gender-based stereotyping had played a role in Price
Waterhouse’s refusal to promote her to partner.
d. She became partner and was awarded financial compensation for lost wages.
Answer: a
2.28.
Page: 39
Ann Hopkins’ case is an example of:
a.
b.
c.
d.
ageism
backlash effect
spotlighting
benevolent sexism
Answer: b
2.29.
Page: 39
Both hostile and benevolent sexism:
a.
b.
c.
d.
imply women are weak.
serve to justify and maintain patriarchal social structures.
serve to maintain the power imbalance between women and men.
all of the above
Answer: d
2.30.
Page: 39
Recent research indicates that _____ sexism actually has a more harmful effect on women’s
performance on cognitive tasks than does _____ sexism.
a.
b.
c.
d.
modern; benevolent
benevolent; hostile
hostile; modern
hostile; benevolent
Answer: b
Page: 40
Copyright © 2010 Pearson Education, Inc. Publishing as Allyn & Bacon.
25
2.31.
____ percent of men surveyed in 1977 felt women should tend to the children and home while
men earned the money, while ___ percent expressed this view in 2002.
a.
b.
c.
d.
24; 12
44; 22
74; 42
94; 62
Answer: c
2.32.
Page: 40
Cross-cultural research on ambivalent sexism showed that:
a. the more hostile sexism endorsed by the men, the less benevolent sexism reported by the
women.
b. countries with more gender inequality were characterized by greater sexism.
c. across countries, men showed stronger hostile sexism than women did.
d. b and c
Answer: d
2.33.
Page: 41, EOC 2.1
A recent study of 600 teenage girls of varied socioeconomic and ethnic background reported:
a. one-half of the girls heard discouraging, sexist comments about their science, math or athletic
abilities
b. three-fourths of the girls received disparaging remarks about their athletic or sports
involvement
c. teachers and fathers were a frequent source of discouraging remarks about girls’ academic
ability
d. all of the above
Answer: d
2.34.
Brian believes that gender discrimination is no longer a problem in society. Therefore, he does
not support policies such as affirmative action that aim to overcome unequal treatment. Brian’s
attitude best reflects:
a.
b.
c.
d.
modern sexism.
hostile sexism.
benevolent sexism.
ambivalent sexism.
Answer: a
2.35.
Page: 41
Page: 41
Which of the following is an example of a sexist experience?
a.
b.
c.
d.
receiving unwanted sexual advances
experiencing discrimination in employment
being forced to listen to jokes that belittle women
all of the above
Answer: d
Page: 42-43
Copyright © 2010 Pearson Education, Inc. Publishing as Allyn & Bacon.
26
2.36.
Which of the following is not true of media portrayals of women and men?
a.
b.
c.
d.
2.37.
underrepresentation of females
portrayal of gender-based social roles
overrepresentation of female characters with both family and paid work responsibilities
depiction of female communion and male agency
Answer: c
Page: 43-44
Currently, nearly equal numbers of females and males appear as central characters in:
a.
b.
c.
d.
children’s readers and picture books.
Saturday morning cartoons.
TV commercials.
all of the above
Answer: a
2.38.
Which of the following groups of individuals is least likely to be seen on television?
a.
b.
c.
d.
Asian American women over age 35
White women over age 35
White women under age 35
Black women under age 35
Answer: a
2.39.
Page: 44
Page: 44
Compared to 30 years ago, modern children’s school textbooks:
a. show less gender bias
b. still show more male characters than female characters in basic readers and math materials
c. now have about equal numbers of male and female characters in basic readers and math
materials
d. a and b
Answer: d
2.40.
Page: 44
Which of the following statements regarding the portrayal of women of color on television is/are
correct?
a. Asian American women are featured in greater numbers than are any other women of color.
b. In college textbooks approximately one-half of the references to women are specifically
focused on ethnic minority women.
c. The media tend to portray Latinas in low-status occupations.
d. a and b
Answer: c
Page: 45
Copyright © 2010 Pearson Education, Inc. Publishing as Allyn & Bacon.
27
2.41.
A study of popular films found that older women , compared to older men, were portrayed as
more:
a.
b.
c.
d.
unfriendly
unintelligent
wicked
a, b, and c
Answer: d
2.42.
There is a greater underrepresentation of ____________ than ___________ in movies and
television.
a.
b.
c.
d.
women over age 35; women under age 35
women under age 35; women over age 35
Black women; Asian American women
a and c
Answer: a
2.43.
Page: 46
Page: 46
Which is true of media portrayals of gays and lesbians?
a. As recently as 15 years ago, the few visible gay characters were usually portrayed negatively
b. In recent years gay and lesbian characters increasingly have been featured in mainstream TV,
movies, and theater
c. The New York Times now publishes announcements of same-sex weddings and commitment
ceremonies
d. All of the above.
Answer: d
2.44.
Page: 48
Which of the following is not true of media portrayals of women and men?
a. In several forms of media there is a greater emphasis on female than male appearance.
b. In several forms of media men are more likely than women to be depicted in work-related
activities.
c. In several forms of media there is a greater emphasis on female than male sexuality.
d. The majority of teen magazines for girls focus on self and career development more than on
relationships and domestic topics.
Answer: d
Page: 50
Copyright © 2010 Pearson Education, Inc. Publishing as Allyn & Bacon.
28
2.45.
Which of the following statements concerning women’s participation in sports is/are true?
a. Women who participate in traditional feminine sports such as tennis or gymnastics get more
media coverage than women competing in more masculine team sports such as basketball or
baseball.
b. Despite the increased participation of women in sports, female athletes continue to be
underrepresented in the media.
c. In the 2000 Olympics, women who competed in sports involving power or physical contact
such as martial arts, shotput, and weightlifting received extensive media coverage.
d. a and b
Answer: d
2.46.
Page: 50-51
Which of the following statements regarding college athletes is/are not true?
a. Athleticism of female athletes tends to be overemphasized.
b. In media guides, both female and male athletes are more likely to be shown in passive, nonathletic poses than in active poses.
c. Sports announcers highlight female athletes’ femininity and minimize their athletic ability.
d. both a and b
Answer: d
2.47.
Page: 51
Magazines targeted at teen girls and young women
a. stress the importance of improving one’s physical attractiveness through diet, exercise and
use of beauty products.
b. prey on women’s insecurities to get them to buy advertiser’s products.
c. have increased use of sexual imagery in recent years.
d. all of the above
Answer: d
2.48.
Page: 51-52
Media define females, more than males, by their
a.
b.
c.
d.
intelligence
physical attractiveness
suggestive clothing
b and c
Answer: d
Page: 52
Copyright © 2010 Pearson Education, Inc. Publishing as Allyn & Bacon.
29
2.49.
In examining women’s sexuality in music and music videos, which of the following statements
is/are true?
a. Some popular music lyrics contain explicit sexual references which often are degrading to
women.
b. Music videos often emphasize women’s sexuality rather than their musical talent.
c. Both of the above
d. Neither of the above
Answer: c
2.50.
The birth congratulations card study found that
a.
b.
c.
d.
boys and girls were equally likely to be shown performing physical activities.
girls, more than boys, were described as “little.”
the same type of animals were depicted on the girl cards and the boy cards.
all of the above
Answer: b
2.51.
the Whorfian hypothesis.
male generic language.
male as normative.
social role theory.
Answer: c
Page: 56
Which of the following is not an example of masculine generic language?
a.
b.
c.
d.
“The typical job applicant worries about his chances of getting the job.”
“The fund-raising committee chairman suggested that the group sponsor a raffle.”
“Throughout history mankind has been plagued by disease.”
“The bachelor and spinster decided to share an apartment.”
Answer: d
2.53.
Page: 55
The belief that male behaviors, roles, and experiences are the standards for society is known as
a.
b.
c.
d.
2.52.
Page: 52
Page: 57
Which of the following is an example of spotlighting?
a.
b.
c.
d.
“Gwendolyn Brooks is an outstanding poetess.”
“Female professor receives prestigious grant.”
“The average student does his homework every night.”
“Pioneers moved West, taking their wives and children.”
Answer: b
Page: 58
Copyright © 2010 Pearson Education, Inc. Publishing as Allyn & Bacon.
30
2.54.
Which of the following language practices directly reflect the belief of male as normative?
a.
b.
c.
d.
spotlighting.
diminutive suffixes for female terms.
animal and food terms to refer to females.
a and b
Answer: d
2.55.
Page: 58
Which of the following statements about the differential treatment of females and males in
language is/are correct?
a. There are more sexual terms associated with males than with females.
b. There are several pairs of terms for females and males that have the same objective meaning
but that reflect a more negative connotation for the female term.
c. Although feminists might find it objectionable, the use of male pronouns to refer to females
and males is clearly interpreted as inclusive of both genders.
d. all of the above
Answer: b
Page: 58-59
Copyright © 2010 Pearson Education, Inc. Publishing as Allyn & Bacon.
31
ESSAY QUESTIONS
1. Discuss research evidence regarding the relationship between perceivers’ ethnicity and the gender
stereotypes they apply to others and between targets’ ethnicity and gender stereotypes applied to
them.
2. Specify the content of gender stereotypes. Then show how social categorization processes and social
role theory can account for these stereotypes.
3. Discuss research conclusions regarding perceptions of women based on their identity labels. Then
specify one possible explanation for these conclusions.
4. Define ageism. Discuss evidence that ageism is directed more strongly toward women than toward
men.
5. Define the double standard of aging. What explanation has been offered to account for this
phenomenon?
6. Discuss the meaning of ambivalent sexism. Also, specify a consequence of all types of sexism.
7. Define modern sexism and give one example of a belief that reflects this type of sexism.
8. Discuss research findings regarding benevolent and hostile sexism across countries.
9. Discuss research evidence regarding media portrayal of gender.
10. Discuss the findings of the birth congratulations card study.
11. There are several language practices that reflect the belief that male is normative. Specify and give
an example of two of these.
12. Describe the meaning of masculine generic language, give an example of this language practice, and
discuss research on the way people interpret masculine generic terms.
13. The text discusses several different kinds of negative terms for females. Specify and give an example
of any three.
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