The Process of Gender
Edition: 4
Copyright: 2019
Edition: 4
Copyright: 2019
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The Process of Gender encourages students to critically examine the ways that their gender has influenced his/her values, attitudes, behaviors, experiences, and communication. The publication contains sixteen published readings that examine the multitude of ways that gender influences the process of communication.
Students have spent a lifetime constructing their personal gender identity and the expectations and biases that come with that experience. The Process of Gender examines the influence of family, personal relationships, media, educational institutions, and workplaces have on one’s understanding and presentation of masculinity and femininity.
The Process of Gender:
- encourages critical thinking! Students are offered frameworks for understanding the process of gender and these, in turn, provide them with the ability to examine gendered communication from a critical perspective.
- features discussion questions to assist students in understanding the readings and encouraging them to voice their opinion.
- asks the student to interrogate assumptions about femininity and masculinity and learn about the possibility of gender as a fluid concept.
- enlightens students to the problems of sexism and gendered violence and helps the reader identify and fight against communication practices that perpetuate negative gender stereotypes.
- is divided into six sections: The Process of Defining Gender; The Process of Becoming Gendered; The Process of Communicating Gender; The Process of Examining Gendered Violence; The Process of Understanding Gender in Social Systems; and The Process of Critiquing Gender.
- features an accompanying website with a gradebook, a summary of the textbook articles, a class discussion board that includes article discussion questions from each article, practice quizzes, and links to outside sources.
Preface
Part One
The Process of Defining Gender
Readings
Terms and Concepts
Alternative Approaches to Understanding Gender/Sex Victoria DeFrancisco and Catherine Palczewski
Believing is Seeing: Biology as Ideology Judith Lorber
Part Two
The Process of Becoming Gendered
Readings
Terms and Concepts
Who Will Make Room for the Intersexed? Kate Haas
Skating Femininity: Gender Maneuvering in Women’s Roller Derby Nancy J. Finley
Grieving Gender Trans-Identitites, Transition, and Ambiguous Loss Kristin Norwood
Part Three
The Process of Communicating Gender
Readings
Terms and Concepts
Gendered Verbal Communication Julia T. Wood
My Life as a Man Elizabeth Gilbert
Sweetwater: Black Women and Narratives of Resilience Robin Boylorn
Part Four
The Process of Examining Gendered Violence
Readings
Terms and Concepts
Punking and Bullying: Strategies in Middle School, High School, and Beyond Debby A. Phillips
Monsters and Victims: Male Felons’ Accounts of Intimate Partner Violence Julia T. Wood
Excavating Gender in Women’s Early Claims to Political Asylum in the United States Sara L. McKinnon
Part Five
The Process of Understanding Gendered Social Systems
Readings
Terms and Concepts
In/Discernible Bodies: The Politics of Passing in Dominant and Marginal Media Catherine R. Squires and Daniel C. Brouwer
Endorsing Equity and Applauding Stay-at-Home Moms: How Male Voices on Work-Life Reveal Aversive Sexism and Flickers of Transformation Sarah J. Tracy and Kendra D. Rivera
Entering the Darkness: Rhetorics of Transformation and Gendered Violence in Patty Jenkins’s Monster Bryan J. McCann
Part Six
The Process of Critiquing Gender
Readings
Terms and Concepts
Power, Feminisms, and Coalitional Agency: Inviting and Enacting Difficult Dialogues Karma R. Chávez and Cindy L. Griffin
Manhood in Contradiction: The Two Faces of Straight Edge Ross Haenfler
Coming Out, Coming Home, Coming With: Models of Queer Sexuality in Contemporary China Shuzhen Huang and Daniel C. Brouwer
Concluding Thoughts
Jennifer Linde is a senior lecturer in the Hugh Downs School of Human Communication at Arizona State University, artistic director of The Empty Space (Theatre), and an active member of the I-4C (Civil, Critical, Creative, Communication) research collective at ASU. She engages Civil Dialogue as a pedagogical tool in performance studies classes, has developed courses in civil communication, and facilitated Civil Dialogue events in public and educational contexts since 2004. She has presented Civil Dialogue at national conferences and panels, and is a founding director of the Institute for Civil Dialogue.