A Critique Of Nancy Chodorow

A Critique Of Nancy Chodorow In Nancy Chodorows Family Structure, and Feminine Personality it is argued that care, development and socialization of children and females is largely rested upon women, and therefore provides the basis on gender personality development within males and females; but from the perspective of Margret Mead and her book Sex and Temperament this fails to account for separating the European views of male dominance, and also the role of the male in early development of the children, and the socialization of females. In the conclusion of Meads book she entered the idea that children school yard teasing, and their taught early gender roles were partially to blame for boys to perpetuate male dominated roles, and even the young girls themselves were to blame for furthering this ideology. Chodorow continues on mentioning mother/daughter relationships, and of double identification, but fails to account for malleability as well. In these mother/daughter relationships Chodorow continues to link this relationship as paramount to the gender socialization of the sexes. It is my belief that Mead would be superior in ultimately and authoritatively speaking on the basics of gender development in the sexes, due to her studies of different cultures. With Chodorow she continually speaks from the perspective of her native western nuclear socialite development, and only academically mentions other cultures which so happen to be possibly more developed towards the ways of the western world. The ability of being able to draft from a larger pool of culture that Margret Mead did made it possible to draw conclusions, form a basis and gave the ability leave out the Western world perspective allows the reader to conclude to similar opinions as Mead had. When Chodorow speak in large part of the Western, or nuclear families, she was able to draw the reader to make conclusions out of familiarity or even to have close access to ask the opposite sex questions to meet the similar opinions. The problem with Chodorows formatting of her short article and conclusions rested far too great of weight on the mother perpetuating of the male dominated society, and that the absent father added to further influence on the development of young boys and girls. Mead was able to present to the reader that in three different and distinct cultures that gender identity was not based on Freudian sexual needs but social conditioning. Chodorow even suggests that the mother/daughter relationship promotes the mothers own challenges within her own social development was transgressed onto the daughter, forming the daughters basis of womanly gendered behaviors known in the western world was feminine behaviors. This was contrasted by Mead when she wrote about the Mundugumor, in which children of either sex were considered a hassle and needed to survive by their own means, therefore both male and female were only differentiated based on physiologic differences, and both sexes displayed Masculine and Feminine attributes. Mead presented terms such as social conditioning in which the society provided the bonds, or lack of, for gender identity. Chodorows accounts were formed of the western perspective, and therefore drew from a shallow pool of cultural intelligence. Chodorow left the reader to believe that male dominance was something inherent and passed from generation to generation, and that naturally passed on due to the dynamics of the heterosexual relationship of men and woman the devel opment of young children. Mead was able to counter this believe in the 1935s when she talked about the Tchambuli peoples, in where the women were dominant, and the providers of the family; much like the opposite of the western worlds common beliefs. With Chodorow leaving the inference that gender identity were based on the Freudian model of sexual development, continued because it is also passed generation to generation based on the mothers upbringing discredits that there is malleability in society. The western perspective on gender identities, and roles had to of evolved from somewhere. With Meads views of the different and primitive societies, we the readers are able to draw conclusions that societies are based on their surroundings and passed down. Cultural borders or other borders allow differences to the Western perspective of male dominance. Mead was able to smash the ideals, that women, because of physiological differences with man created masculine/feminine roles. But in fact made the roles subjective in context to what the rest of that society views are masculine/feminine roles. Chodorow alleges that because women have such hard and limited lives of child rearing, lack of career choices, and dominated by men mothers pa ss this down to their daughters perpetuating the male dominance. With male dominance Chodorow had to contort her theory of male being dominant and women perpetuating this practice by conveniently including the absent father. The absent father image was what Chodorow presented; child males must transition from the role of son-mother connection and more towards their remote father and take on a positional role. I believe from after reading the context of Meads book and how its presents different cultures proves Chodorows claims as false. If the absent father is absent, then how can his role be influenced onto the child whose father is in fact, absent. In this case, this bolsters Chodorows initial claim that mothers determine the gender roles of both sons and daughters. But according to Mead and the Mundugumor people, children were seen as a liability to the men, and therefore already sent in motion the social conditioning that followed. The Mundugumor men viewed the children as liabilities, could potential beat their wives, and their society in resp onse forced the framing an anti-children society. So in this one culture Chodorows claim is disproven because Mead directly illustrated men do have an active role, and even went on further explaining this point with just this one Papua New Guinea tribe. Mead in her conclusion of Sex and Temperament noted that in the western world, child gender development was continued in the school yard. Chodorows view was more limited in that she was attempting to bolster her view that women gender identities developed as based on the mother/daughter relationship. Chodorow did acknowledge that some external events could influence gender role/identities development. Mead noted very powerful school yard bullying in two examples of feminine behavior being taught or reinforced on females in particular. One example was the usages of the word tomboy. Mead went on to note that the term formerly encompassed acting like a boy, dress like a boy and things like that. Nowadays all girls have to do is act like boys quite quietly. At the core of Chodorows argue of gender development is that the mother/daughter relationship forges the ideals of femininity. This is also entirely of the Western gender perspective. But Chodorow states that the formation of female gender identity is through the socialization of her mother, in which is socialized in groups of women, and therefore has no need to reject this perspective unlike the males. With girls and women there is not fanaticising of roles, but direct identity and therefore easily transitions these feminine identities. Chodorow leaves the reader to infer that there could be biological reasons for gender identities, with the theory of the mother/daughter. This maybe the way how gender identity is perpetuating in the western world, but in terms of evolutionary, it isnt the methods these are roles based. Mead concluded with her studies that the social conditioning defined the roles of male and females, she also further concluded that what is masculine and feminine is relative and not based to sexual identity. Mead with her cross cultural research noted three different societies, one where men has the traditional to the western world feminine attributes (Tchambuli), another culture were the women were as aggressive as the western world men (Mundugumor), and a third culture were men and women were exact complete equals (Arapesh). With these findings Mead was able to conclude that the individual society dictated the society structure and the gender roles, and what was masculine or feminine. The reader could also infer that both the genders were responsible for advancing the sociality gender identities onto the youth further progressing their gender models. Gender identities have been researched by both Margret Mead, and Nancy Chodorow, and both have presented excellent ideas to the sociology of genders. Margret Mead was able to present views from three cultures unlike our own. Chodorow mainly presented on a culture like ours, with references to other modern developed cultures. Chodorow was able to speak extensively for the female perspective of how feminine behaviors are passed from mother to daughter, and gave some examples on the male gender development. Mead was able to present that genders were malleable, and therefore changed based on what that culture demanded the roles of males and females be. Mead illustrated that women were not born feminine, and men not masculine. But that those qualities had to be taught onto the different sexes and outside of physical differences that man and women were essentially the same. Chodorow illustrated that gender behaviors were forged based on the relationships of the children to the parents, and if the children could assimilate based of their sexual identity. But Chodorow failed to present how these roles were started and only talked about how that are perpetuated. Chodorow also failed to give some explanation as to how these role behaviors either evolved. This is why I still believe that Meads writings are a little more comprehensive on the discussion of the roles of genders, and the relativity of masculine/feminine behaviors.

education in society :: essays research papers fc

With so many problems surrounding public schooling, it is difficult to understand where public school is headed. In the article â€Å"Taking Sides,† William J. Bennett and Forrest J. Troy tackle the problem from two opposing views. Both sides present a compelling case, while at the same time helping readers to understand the difficulty of creating a program that functions the fullest potential. The article examines one major topic; â€Å"Have Public Schools Failed Society?† I hope to answer this question while taking a look at both sides of the coin. As the former secretary of education, William J. Bennet has a good understanding of what could possibly be right and wrong with public schooling. After placing â€Å"goals† schools the United States realized, years later, that they have fallen into a lull. In other words, Bennet believes that the United States has reached a point where the schooling system cannot improve based on the goals they put in place fifteen years ago. This makes perfect sense. Why would a nation as powerful as the United States place â€Å"limitations,† on what schools can and cannot do? Learning is constantly growing. With this being said, I believe that the direction that the United States public schools are heading is failure. Teachers and students understand this more than anyone. Each student is completely different, in their own right. To make a blanket statement for the every school and setting the same goals is ridiculous. There are many critics to this status quo idea. They believe that â€Å"young Americans are not learning enough for their own or their nation’s good, that international comparisons rank the U.S. academic performance from the middle to the bottom year after year, and that many employers say that they cannot find people who have the necessary skills, knowledge, attitudes, and habits to do the work.† (Noll 173) If education is supposed to aid in the development of an entire nation, then why do so many people disagree with the system the United States have in place at the moment? If the country continues on this path there will never be room for improvement. I think what Bennet is trying to say is that the world is ever changing, so in the same regard so should education. Chester E. Finn takes the criticism of education in another direction. Instead of focusing on the downfalls of the education system he believe that the problems stem from society. education in society :: essays research papers fc With so many problems surrounding public schooling, it is difficult to understand where public school is headed. In the article â€Å"Taking Sides,† William J. Bennett and Forrest J. Troy tackle the problem from two opposing views. Both sides present a compelling case, while at the same time helping readers to understand the difficulty of creating a program that functions the fullest potential. The article examines one major topic; â€Å"Have Public Schools Failed Society?† I hope to answer this question while taking a look at both sides of the coin. As the former secretary of education, William J. Bennet has a good understanding of what could possibly be right and wrong with public schooling. After placing â€Å"goals† schools the United States realized, years later, that they have fallen into a lull. In other words, Bennet believes that the United States has reached a point where the schooling system cannot improve based on the goals they put in place fifteen years ago. This makes perfect sense. Why would a nation as powerful as the United States place â€Å"limitations,† on what schools can and cannot do? Learning is constantly growing. With this being said, I believe that the direction that the United States public schools are heading is failure. Teachers and students understand this more than anyone. Each student is completely different, in their own right. To make a blanket statement for the every school and setting the same goals is ridiculous. There are many critics to this status quo idea. They believe that â€Å"young Americans are not learning enough for their own or their nation’s good, that international comparisons rank the U.S. academic performance from the middle to the bottom year after year, and that many employers say that they cannot find people who have the necessary skills, knowledge, attitudes, and habits to do the work.† (Noll 173) If education is supposed to aid in the development of an entire nation, then why do so many people disagree with the system the United States have in place at the moment? If the country continues on this path there will never be room for improvement. I think what Bennet is trying to say is that the world is ever changing, so in the same regard so should education. Chester E. Finn takes the criticism of education in another direction. Instead of focusing on the downfalls of the education system he believe that the problems stem from society.

Qualities of a Good Son or Daughter

What are the important qualities of a good son or daughter? Have they changed or remained the same over time in your culture? Use specific reasons and examples to support your answer. Within a family, children have their own roles including their behavior, their rights and their responsibilities. As to respond to these roles children are expected to obey as well as to be helpful and willing. It is really important for the family structure, the sons and the daughters to have the quality of obeisance. However, the parents’ demands differentiate according to the gender of their child. Boys are expected to become mature man as quick as possible in order to look alike their fathers. They should obey in a more practical way as to get ready for the life sooner than the â€Å"delicate† daughters. On the other hand, girls are often considered as the privileged or even spoiled ones and they are not charged with the hard works. However, they are obliged to maintain their morality and their humility more than their brothers. This is why, in the past daughters were only accompanied outdoors by their parents or their older brothers. Nowadays, this is considered as an exaggeration, but still in Greece daughters do not have the same level of freedom as the sons have. To be helpful and willing is a quality always appreciated the most from the family. Therefore, the sons should be willing to help at the heavy jobs and the daughters at the housekeeping. The willingness is a quality to be taught and parents should not wait their children to be considerate without teaching them at first the value of helping. The greek families of the past could not actually understand that and there were a lot of cases of punishments as the daughters and sons to learn how to behave. Fortunately, the mentalities have changed and improved. To sum up, it is my strong belief that over the period of time the truly important qualities of daughters and sons haven’t changed in my culture. The obeisance and the quality of contributing to the family have remained the same, it is the way we approach them that has changed. PLIGOROPOULOU THALIA

Personal Statement Of The Classroom - 1257 Words

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She must now figure out a way to spend almost t he entirety of her time teaching in the target language of Spanish. This will serve as the umbrella theme under which she will also address a variety of other modifications and concepts she must consider in her new classroom. All of these modifications serve to improve her ability to teach the class almost exclusively in the target language. What is to follow in this paper is the teacher’s firsthand account, written approximately a month before she is to start teaching, of how she plans to handle thisShow MoreRelatedPersonal Statement On Classroom Management1439 Words   |  6 PagesPhilosophy Statement in Classroom Management I believe classroom management is extremely significant for teachers and effective teachers know how to manage the classroom while helping students to behave appropriately. 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