All papers are checked via
|← Interpersonal Ties and Media||My Life Story →|
According to Dines & Humez (2010), gender ranking is the particular stratifications of living things, human beings in particular, based on their sexual affiliations. Sexism, on the other hand, is gender bigotry or intolerance based on ones sexual class. The gender ranking greatly influences gender discrimination through the provision the better opportunities one single sex as opposed to the opportunities given to the other. For example, the male gender is given more educational prospects while the feminine gender is dejected to take much time on edification. In such a case, it could be perceived that the gender ranking has the upper hand as far as the provision of equal opportunities is put at risk. Sexual discrimination is also influenced by the ranking in gender through the disregard of equality and opting for a single sex such as male as to being much stronger and more able than the other such as the female gender.
Inequality influences sexual discrimination and it is brought about by gender position and stratification. The respective gender roles in the society are greatly influenced by the sexual positions held. Thus, the gender rankings in this case do influence the kind of roles and responsibilities accorded to various genders. Due to the aforementioned fact, in most cases, the feminine gender is accorded the second position in the society, as well as subordinate roles in development and other important issues ramparted in the society. Thus gender ranking influences sexism approaches through various significant ways which are brought about by the positions held in the society. According to Schulz & Mullings (2005), gender positioning and ranking has brought about the aspect of the glass ceiling at work, whereby women are only allowed to be raised in ranks exclusively to a certain level. The higher positions are regarded as masculine where women cannot perform. Among others there are the sexist approaches that are practiced and brought about by gender ranking.
Gender practice is brought about by socialization. This means that the way different sexual categories are brought up and made to associate with each other is what facilitates the learning aspect of practicing gender. To be able “to do” gender as per the ascribed models, it is essential to have been cultured in a way that requires one to practice it. It is, thus, practical to make a conclusion that people learn to do gender through socialization and coding by the society and other gender influencing systems. For instance, the toys those male children use to play with are different from those that are used by children of opposite sex. Males could play with toy guns and females with dolls. This concept shaped the gender cultural issues and respective roles in people. The most significant sources that influenced the learning of gender or the practice “to do” gender included the society, religion, the school, books and games among others.
The society does advocate for practice of particular roles and certain behavior, similar to religious bodies and affiliations. The school also plays a very significant role in the point of learning “to do” gender, coupled by the books and games played by the children; in fact the point of learning “to do” gender is influenced positively (Schulz & Mullings, 2005). Thus, the various aspects associated with learning to do gender are influenced by the above concerns. These gender issues and systems of influence could not be accomplished if they were not supplemented each other in the process of influencing gender. For instance, school could not succeed, if the books did bring out a different position on matters related to gender erudition. In addition, what was learnt at school will be clarified by the religion and the society which made the process a little bit more practical and simplified. “To do” gender thus requires a complement of the various systems influencing it.