12. 2 Gender and Gender Inequality

Learning Objectives

By the end of this section, you should be able to:

  • Explain the influence of socialization on gender roles in the United States
  • Explain the stratification of gender in major US institutions
  • Provide examples of gender inequality in the United States
  • Describe the rise of feminism in the United States
  • Describe gender from the view of each sociological perspective

 

Figure 12.8: Traditional images of US gender roles reinforce the idea that women should be subordinate to men (Credit: Sport Suburban/flickr).

Gender and Socialization

The phrase “boys will be boys” is often used to justify behavior such as pushing, shoving, or other forms of aggression from young boys. The phrase implies that such behavior is unchangeable and something that is part of a boy’s nature. Aggressive behavior, when it does not inflict significant harm, is often accepted by boys and men because it is congruent with the cultural script for masculinity. The “script” written by society is in some ways similar to a script written by a playwright. Just as a playwright expects actors to adhere to a prescribed script, society expects women and men to behave according to the expectations of their respective gender roles. Scripts are generally learned through the process of socialization, which, as learned in chapter five, is the process through which people learn to behave in particular ways as dictated by socio-cultural values, beliefs, and attitudes.

Children learn at a young age that there are distinct expectations for boys and girls. Cross-cultural studies reveal that children are aware of gender roles by age two or three. At four or five, most children are firmly entrenched in what is seen as culturally appropriate gender roles acquired through socialization (Kane 1996). For example, society often views riding a motorcycle as a masculine activity and, therefore, considers it to be part of the male gender role. Attitudes such as this are typically based on stereotypes or oversimplified notions about members of a group. Gender stereotyping involves overgeneralizing the attitudes, traits, or behavior patterns of women or men. For example, women may be thought of as too timid or weak to ride a motorcycle.

Figure 12.9:  Although our society may have a stereotype that associates motorcycles with men, women make up a sizable portion of the biker community. (Credit: Robert Couse-Baker/flickr)

 

Gender stereotypes form the basis of sexism. Sexism refers to prejudiced beliefs that value one sex or gender over another. It varies in its level of severity. In parts of the world where women are strongly undervalued, young girls may not be given the same access to nutrition, healthcare, and education as boys. Further, they will grow up believing they deserve to be treated differently from boys (UNICEF 2011; Thorne 1993).  Discrimination based on sex occurs at both the micro- and macro-levels. Many sociologists focus on discrimination that is built into the social structure, or what is known as institutional discrimination (Pincus 2008).  While it is illegal in the United States, unequal treatment of women and the LGBTQ+ community, continues to pervade social life.

Gender socialization occurs through four major agents of socialization: family, education, peer groups, and mass media. Each agent reinforces gender roles by creating and maintaining normative expectations for gender-specific behavior. Exposure also occurs through secondary agents such as religion, government, and the workplace. Repeated exposure to these agents over time leads men and women into a false sense that they are acting naturally rather than following a socially constructed role.

Family is the first agent of socialization. There is considerable evidence that parents socialize sons and daughters differently. Generally speaking, as mentioned in section one of this chapter, girls are given more latitude to step outside of their prescribed gender roles (Coltrane and Adams 2004; Kimmel 2000; Raffaelli and Ontai 2004). However, differential socialization typically results in greater privileges afforded to sons. For instance, boys are allowed more autonomy and independence at an earlier age than daughters. They may be given fewer restrictions on appropriate clothing, dating habits, or curfew. Sons are also often free from performing domestic duties such as cleaning or cooking and other household tasks that are considered feminine. Daughters are limited by their expectation to be passive and nurturing, generally obedient, and to assume many of the domestic responsibilities.

Even when parents set gender equality as a goal, there may be underlying indications of inequality. For example, boys may be asked to take out the garbage or perform other tasks that require strength or toughness, while girls may be asked to fold laundry or perform duties that require neatness and care. It has been found that fathers are firmer in their expectations for gender conformity than are mothers, and their expectations are stronger for sons than they are for daughters (Kimmel 2000). This is true in many types of activities, including preference for toys, play styles, discipline, chores, and personal achievements. As a result, boys tend to be particularly attuned to their father’s disapproval when engaging in an activity that might be considered feminine, like dancing or singing (Coltraine and Adams 2008). Parental socialization and normative expectations also vary along lines of social class, race, and ethnicity. African American families, for instance, are more likely than Caucasians to model an egalitarian role structure for their children (Staples and Boulin Johnson 2004).

The reinforcement of gender roles and stereotypes continues once a child reaches school age. Until very recently, schools were rather explicit in their efforts to stratify boys and girls. The first step toward stratification was segregation. Girls were encouraged to take home economics or humanities courses and boys to take math and science.  Studies suggest that gender socialization still occurs in schools today, perhaps in less obvious forms (Lips 2004). Teachers may not even realize they are acting in ways that reproduce gender-differentiated behavior patterns. Yet any time they ask students to arrange their seats or line up according to gender, teachers may be asserting that boys and girls should be treated differently (Thorne 1993).

Even in levels as low as kindergarten, schools subtly convey messages to girls indicating that they are less intelligent or less important than boys. For example, in a study of teacher responses to boy and girl students, data indicated that teachers praised boys far more than girls. Teachers interrupted girls more often and gave boys more opportunities to expand on their ideas (Sadker and Sadker 1994). Further, in social as well as academic situations, teachers have traditionally treated boys and girls in opposite ways, reinforcing a sense of competition rather than collaboration (Thorne 1993). Boys are also permitted a greater degree of freedom to break rules or commit minor acts of deviance, whereas girls are expected to follow rules carefully and adopt an obedient role (Ready 2001).  Dress codes in schools often focus more heavily on controlling the dress of young girls.

Mimicking the actions of significant others is the first step in the development of a separate sense of self (Mead 1934). Like adults, children become agents who actively facilitate and apply normative gender expectations to those around them. When children do not conform to the appropriate gender role, they may face negative sanctions such as being criticized or marginalized by their peers. Though many of these sanctions are informal, they can be quite severe. For example, a girl who wishes to take karate class instead of dance lessons may be called a “tomboy” and face difficulty gaining acceptance from both boy and girl peer groups (Ready 2001). Boys, especially, are subject to intense ridicule for gender nonconformity (Coltrane and Adams 2004; Kimmel 2000).

Mass media serves as another significant agent of gender socialization. In television and movies, women tend to have less significant roles and are often portrayed as wives or mothers. When women are given a lead role, it often falls into one of two extremes: a wholesome, saint-like figure or a malevolent, hypersexual figure (Etaugh and Bridges 2003). This same inequality is pervasive in children’s movies (Smith 2008). Research indicates that in the ten top-grossing G-rated movies released between 1991 and 2013, nine out of ten characters were male (Smith 2008).

Television commercials and other forms of advertising also reinforce inequality and gender-based stereotypes. Women are almost exclusively present in ads promoting cooking, cleaning, or childcare-related products (Davis 1993). Think about the last time you saw a man star in a dishwasher or laundry detergent commercial. In general, women are underrepresented in roles that involve leadership, intelligence, or a balanced psyche. Of particular concern is the depiction of women in ways that are dehumanizing, especially in music videos. Even in mainstream advertising, however, themes intermingling violence and sexuality are quite common (Kilbourne 2000).

Social Stratification and Inequality

Stratification refers to a system in which groups of people experience unequal access to social resources and opportunities. There is a long history of gender stratification in the United States. When looking to the past, it would appear that society has made great strides in terms of abolishing some of the most blatant forms of gender inequality (see timeline below) but underlying effects of male dominance still permeate many aspects of society.

  • Before 1809—Women could not execute a will
  • Before 1840—Women were not allowed to own or control property
  • Before 1920—Women were not permitted to vote
  • Before 1963—Employers could legally pay a woman less than a man for the same work
  • Before 1971-73—Women did not have the right to safe and legal abortions or birth control; women could not have a credit card in their name; women could not take legal action against workplace discrimination; women could still be fired for getting pregnant; women could not receive an Ivy League education; women did not have access to sports and sports scholarships or protections against harassment and discrimination in high educational institutions; women could not serve on a jury or serve in combat roles in the military.

The Pay Gap

Despite making up nearly half (49.8 percent) of payroll employment, men vastly outnumber women in authoritative, powerful, and, therefore, higher-earning jobs (U.S. Census Bureau 2010). Even when a woman’s employment status is equal to a man’s, she will generally make only 81 cents for every dollar made by her male counterpart (Payscale 2020). Women in the paid labor force also still do most of the unpaid work at home. On an average day, 84 percent of women (compared to 67 percent of men) spend time doing household management activities (U.S. Census Bureau 2011). This double duty keeps working women in a subordinate role in the family structure (Hochschild and Machung 1989).

Figure 12.10: In the above screenshot of the US Department of Labor’s data and statistics site, in 2022 men’s overall median earnings were $62,350 and women’s were $52,360. This means that women earned 80% of what men earned in the United States. (Credit: U.S. Department of Labor).

 

Gender stratification through the division of labor is not exclusive to the United States. According to George Murdock’s classic work, Outline of World Cultures (1954), all societies classify work by gender. When a pattern appears in all societies, it is called a cultural universal. While the phenomenon of assigning work by gender is universal, its specifics are not. The same task is not assigned to either men or women worldwide, but the way each task’s associated gender is valued is notable. In Murdock’s examination of the division of labor among 324 societies around the world, he found that in nearly all cases the jobs assigned to men were given greater prestige (Murdock and White 1968). Even if the job types were very similar and the differences slight, men’s work was still considered more vital.

Figure 12.11:  In some cultures, women do all of the household chores with no help from men, as doing housework is a sign of weakness, considered by society as a feminine trait (Credit: Evil Erin/flickr).

 

Part of the gender pay gap can be attributed to unique barriers faced by women regarding work experience and promotion opportunities. A mother of young children is more likely to drop out of the labor force for several years or work on a reduced schedule than the father. As a result, women in their 30s and 40s are likely, on average, to have less job experience than men. This effect becomes more evident when considering the pay rates of two groups of women: those who did not leave the workforce and those who did.  In the United States, childless women with the same education and experience levels as men are typically paid with closer (but not exact) parity to men. However, women with families and children are paid less: mothers are recommended a 7.9 percent lower starting salary than non-mothers, which is 8.6 percent lower than men (Correll 2007).

This evidence points to levels of discrimination that go beyond behaviors by individual companies or organizations. As discussed earlier in the gender roles section, many of these gaps are rooted in America’s social patterns of discrimination, which involve the roles that different genders play in child-rearing, rather than individual discrimination by employers in hiring and salary decisions. On the other hand, legal and ethical practices demand that organizations do their part to promote more equity among all genders.

The Glass Ceiling

The idea that women are unable to reach the executive suite is known as the glass ceiling. It is an invisible barrier that women encounter when trying to win jobs in the highest level of business. At the beginning of 2021, for example, a record 41 of the world’s largest 500 companies were run by women. While a vast improvement over the number twenty years earlier – where only two of the companies were run by women – these 41 chief executives still only represent eight percent of those large companies (Newcomb 2020).

Why do women have a more difficult time reaching the top of a company? One idea is that there is still a stereotype in the United States that women aren’t aggressive enough to handle the boardroom or that they tend to seek jobs and work with other women (Reiners 2019). Other issues stem from the gender biases based on gender roles and motherhood discussed above.

Another idea is that women lack mentors and executives who take an interest in helping them get into the right meetings and introducing them to the right people to succeed (Murrell & Blake-Beard 2017).

Women in Politics

One of the most important places for women to help other women is in politics. Historically in the United States, like many other institutions, political representation has been mostly made up of White men. By not having women in government, their issues are being decided by people who don’t share their perspectives or lived experiences. The number of women elected to serve in Congress has increased over the years but does not yet accurately reflect the general population. For example, in 2018, the population of the United States was 49 percent male and 51 percent female, but the population of Congress was 78.8 percent male and 21.2 percent female (Manning 2018). Over the years, the number of women in the federal government has increased, but until it accurately reflects the population, there will be inequalities in our laws.

Figure 12.12:  Breakdown of Congressional Membership by Gender. 2021 saw a record number of women in Congress, with 120 women serving in the House and 24 serving in the Senate. Gender representation has been steadily increasing over time, but is not close to being equal. (Credit: Based on data from Center for American Women in Politics, Rutgers University)

Movements for Change: Feminism

One of the underlying issues that continues to plague women in the United States is misogyny. This is the hatred of, aversion to, or prejudice against women. Over the years misogyny has evolved as an ideology that men are superior to women in all aspects of life. There have been multiple movements to try and fight this prejudice.

In 1963, writer and feminist Betty Friedan published The Feminine Mystique in which she contested the post-World War II belief that it was women’s sole destiny to marry and bear children. Friedan’s book began to raise the consciousness of many women who agreed that homemaking in the suburbs sapped them of their individualism and left them unsatisfied. In 1966, the National Organization for Women (NOW) formed and proceeded to set an agenda for the second wave of the feminist movement (the first began in the late 1800s concerning suffrage). Framed by a statement of purpose written by Friedan, the agenda began by proclaiming NOW’s goal to make possible women’s participation in all aspects of American life and to gain for them all the rights enjoyed by men.

Feminists engaged in protests and actions designed to bring awareness and change. For example, the New York Radical Women demonstrated at the 1968 Miss America Pageant in Atlantic City to bring attention to the contest’s—and society’s—exploitation of women. The protestors tossed instruments of women’s oppression, including high-heeled shoes, curlers, girdles, and bras, into a “freedom trash can.” News accounts incorrectly described the protest as a “bra burning,” which at the time was a way to demean and trivialize the issue of women’s rights (Gay 2018).

Other protests gave women a more significant voice in a male-dominated social, political, and entertainment climate. For decades, Ladies Home Journal had been a highly influential women’s magazine, managed and edited almost entirely by men. Men even wrote the advice columns and beauty articles. In 1970, protesters held a sit-in at the magazine’s offices, demanding that the company hire a woman editor-in-chief, add women and non-White writers at fair pay, and expand the publication’s focus.

Feminists were concerned with far more than protests, however. In the 1970s, they opened battered women’s shelters and successfully fought for protection from employment discrimination for pregnant women, reform of rape laws (such as the abolition of laws requiring a witness to corroborate a woman’s report of rape), criminalization of domestic violence, and funding for schools that sought to counter sexist stereotypes of women. In 1973, the U.S. Supreme Court in Roe v. Wade invalidated a number of state laws under which abortions obtained during the first three months of pregnancy were illegal. This made a nontherapeutic abortion a legal medical procedure nationwide.

Gloria Steinem pushed through gender barriers to take on serious journalism subjects and emerged as a prominent advocate for women’s rights. Through her work, Steinem met Dorothy Pittman-Hughes, who had founded New York City’s first shelter for domestic violence victims as well as the city’s Agency for Child Development. Together they founded Ms. Magazine, which avoided articles on homemaking and fashion in favor of pieces on women’s rights and empowerment. Ms. showcased powerful and accomplished women such as Shirley Chisholm and Sissy Farenthold and was among the first publications to bring domestic violence, sexual harassment, and body image issues to the national conversation (Pogrebrin 2011).

Many advances in women’s rights were the result of women’s greater engagement in politics. For example, Patsy Mink, the first Asian American woman elected to Congress, was the co-author of the Education Amendments Act of 1972, Title IX which prohibits sex discrimination in education. Mink had been interested in fighting discrimination in education since her youth when she opposed racial segregation in campus housing while a student at the University of Nebraska. She went to law school after being denied admission to medical school because of her gender. Like Mink, many other women sought and won political office, many with the help of the National Women’s Political Caucus (NWPC). In 1971, the NWPC was formed by Bella Abzug, Gloria Steinem, Shirley Chisholm, and other leading feminists to encourage women’s participation in political parties, elect women to office, and raise money for their campaigns.

Figure 12.13: “Unbought and Unbossed”: Shirley Chisholm was the first Black United States Congresswoman, the co-founder of the Congressional Black Caucus, and a candidate for a major-party Presidential nomination.

 

Shirley Chisholm personally took up the mantle of women’s involvement in politics. Born to immigrant parents, she earned degrees from Brooklyn College and Columbia University, and began a career in early childhood education and advocacy. In the 1950’s she joined various political action groups, worked on election campaigns, and pushed for housing and economic reforms. After leaving one organization over its refusal to involve women in the decision-making process, she sought to increase gender and racial diversity within political and activist organizations throughout New York City. In 1968, she became the first Black woman elected to Congress. Refusing to take the quiet role expected of new Representatives, she immediately began sponsoring bills and initiatives. She spoke out against the Vietnam War, and fought for programs such as Head Start and the national school lunch program, which was eventually signed into law after Chisholm led an effort to override a presidential veto. Chisholm would eventually undertake a groundbreaking presidential run in 1972, and is viewed as paving the way for other women, and especially women of color, achieving political and social prominence (Emmrich 2019).

Theoretical Perspectives on Gender

Sociological theories help sociologists to develop questions and interpret data. For example, a sociologist studying why middle-school girls are more likely than their male counterparts to fall behind grade-level expectations in math and science might use a feminist perspective to frame her research. Another scholar might proceed from the conflict perspective to investigate why women are underrepresented in political office, and a symbolic interactionist might examine how the symbols of femininity interact with symbols of political authority to affect how women in Congress are treated by their male counterparts in meetings.

Structural Functionalism

Structural functionalism has provided one of the most important perspectives of sociological research in the twentieth century and has been a major influence on research in the social sciences, including gender studies. Viewing the family as the most integral component of society, assumptions about gender roles within marriage assume a prominent place in this perspective.

Functionalists argue that gender roles were established well before the pre-industrial era when men typically took care of responsibilities outside of the home, such as hunting, and women typically took care of domestic responsibilities in or around the home. These roles were considered functional because women were often limited by the physical restraints of pregnancy and nursing and were unable to leave the home for long periods of time. Once established, these roles were passed on to subsequent generations since they served as an effective means of keeping the family system functioning properly.

When changes occurred in the social and economic climate of the United States during World War II, changes in the family structure also occurred. Many women had to assume the role of breadwinner (or modern hunter-gatherer) alongside their domestic roles to stabilize a rapidly changing society. When the men returned from war and wanted to reclaim their jobs, society fell back into a state of imbalance, as many women did not want to forfeit their wage-earning positions (Hawke 2007).

Conflict Theory

According to conflict theory, society is a struggle for dominance among social groups (like women versus men) that compete for scarce resources. When sociologists examine gender from this perspective, we can view men as the dominant group and women as the subordinate group. According to conflict theory, social problems are created when dominant groups exploit or oppress subordinate groups. Consider the Women’s Suffrage Movement or the debate over women’s reproduction. It is difficult for women to rise above men, as dominant group members create the rules for success and opportunity in society (Farrington and Chertok 1993).

Friedrich Engels, a German sociologist, studied family structure and gender roles. Engels suggested that the same owner-worker relationship seen in the labor force is also seen in the household, with women assuming the role of the proletariat. This is due to women’s dependence on men for the attainment of wages, which is even worse for women who are entirely dependent upon their spouses for economic support. Contemporary conflict theorists suggest that when women become wage earners, they can gain power in the family structure and create more democratic arrangements in the home, although they may still carry the majority of the domestic burden, as noted earlier (Rismanand and Johnson-Sumerford 1998).

Feminist Theory

Feminist theory is a type of conflict theory that examines inequalities in gender-related issues. It uses the conflict approach to examine the maintenance of gender roles and inequalities. For instance, looking at the role of the family in perpetuating male dominance. In patriarchal societies, men’s contributions are seen as more valuable than those of women. Patriarchal perspectives and arrangements are widespread and taken for granted. As a result, women’s viewpoints tend to be silenced or marginalized to the point of being discredited or considered invalid.

Sanday’s study of the Indonesian Minangkabau (2004) revealed that in societies some consider to be matriarchies (where women comprise the dominant group), women and men tend to work cooperatively rather than competitively regardless of whether a job is considered feminine by U.S. standards. The men, however, do not experience the sense of bifurcated consciousness under this social structure that modern US women encounter (Sanday 2004).

Intersectional Theory

Feminist sociologist Patricia Hill Collins (1990) further developed intersection theory, originally articulated in 1989 by Kimberlé Crenshaw, which suggests we cannot separate the effects of race, class, gender, sexual orientation, and other attributes (Figure 11.4). When we examine gender and how it can bring us both advantages and disadvantages, it is important to acknowledge that the way we experience gender is shaped, for example, by our race, ethnicity, ability, class, etc., as well.

For example, if we return to the data and statistics on the gender wage gap as shown above in Figure 12.10, and include race/ethnicity, we see that not only does the gender wage gap exist for women, but that white and Asian women are on average paid significantly more than all Black and Hispanic women in the US. Multiple layers of disadvantage intersect to create the way we experience gender and race.

Figure 12.14: In the above screenshot of the US Department of Labor’s data and statistics site, white and Asian women’s overall median earnings were significantly higher than Black and Hispanic women (Credit: U.S. Department of Labor).

 

Symbolic Interactionism

Symbolic interactionism aims to understand human behavior by analyzing the critical role of symbols in human interaction. This is certainly relevant to the discussion of masculinity and femininity. Imagine that you walk into a bank hoping to get a small loan for school, a home, or a small business venture. If you meet with a male loan officer, you may state your case logically by listing all the hard numbers that make you a qualified applicant as a means of appealing to the analytical characteristics associated with masculinity. If you meet with a female loan officer, you may make an emotional appeal by stating your good intentions as a means of appealing to the caring characteristics associated with femininity.

Because the meanings attached to symbols are socially created and not natural, and fluid, not static, we act and react to symbols based on the current assigned meaning. The word gay, for example, once meant “cheerful,” but by the 1960s it carried the primary meaning of “homosexual.” In transition, it was even known to mean “careless” or “bright and showing” (Oxford American Dictionary 2010). Furthermore, the word gay (as it refers to a person), carried a somewhat negative and unfavorable meaning fifty years ago, but it has since gained more neutral and even positive connotations. When people perform tasks or possess characteristics based on the gender role assigned to them, they are said to be doing gender. This notion is based on the work of West and Zimmerman (1987). Whether we are expressing our masculinity or femininity, West and Zimmerman argue, we are always “doing gender.” Thus, gender is something we do or perform, not something we are.

In other words, as learned in the previous section, gender and sexuality are socially constructed. The social construction of sexuality refers to how socially created definitions about the cultural appropriateness of sex-linked behavior shape the way people see and experience sexuality.

 

Sociological Research: Being Male, Being Female, and Being Healthy

In 1971, Broverman and Broverman conducted a groundbreaking study on the traits mental health workers ascribed to males and females. When asked to name the characteristics of a female, the list featured words such as unaggressive, gentle, emotional, tactful, less logical, not ambitious, dependent, passive, and neat. The list of male characteristics featured words such as aggressive, rough, unemotional, blunt, logical, direct, active, and sloppy (Seem and Clark 2006). Later, when asked to describe the characteristics of a healthy person (not gender specific), the list was nearly identical to that of a male.

This study uncovered the general assumption that being female is associated with being somewhat unhealthy or not of sound mind. This concept seems extremely dated, but in 2006, Seem and Clark replicated the study and found similar results. Again, the characteristics associated with a healthy male were very similar to that of a healthy (genderless) adult. The list of characteristics associated with being female broadened somewhat but did not show significant change from the original study (Seem and Clark 2006). This interpretation of feminine characteristics may help us one day better understand gender disparities in certain illnesses, such as why one in eight women can be expected to develop clinical depression in her lifetime (National Institute of Mental Health 1999). Perhaps these diagnoses are not just a reflection of women’s health, but also a reflection of society’s labeling of female characteristics, or the result of institutionalized sexism.

 

12.1 and 12.2 Learning Activities: Gender, Sex, Sexuality, Identity and Inequality

Remember: to complete the assignment on Canvas, once you have finished and received feedback on all of the activities above, take a screenshot of the outcome (including feedback), and upload it to the assignment on Canvas.

License

12.2 Gender and Gender Inequality Copyright © by OpenStax. All Rights Reserved.

Share This Book