Last Blog

After this course I learned multiple things about the issues of race, class and gender and how it relates to today's popular culture. An issue that I myself have never realized was such a profound issue in society is the issue of race and gender. Alone the issue of race still exists in our world. Racism is still persistent among cultures and present throughout our structural system. The most interesting topic to me that we discussed in depth was the two issues on White Privilege and Color Blindness. As a white middle class female, I never really realized the privilege I do have as an individual. And I feel that most of my friends and family are also very blind to privilege our skin color has given us. Another issue that applies to me is the idea of color blindness. Since my family is white and privileged I feel like I have been raised to ignore the issue of racism, and fall into the category of colorblindness. The intersecting of these issues was very interesting and made me think about the privilege I have been given but also the sexism I face daily being a woman. It didn't become as apparent until I wrote my research paper. I wrote my paper on the stereotypes of female athletes. The research involved in my paper was very extensive and I really enjoyed it. Being a female athlete myself made it that much more important to me. But to read about the sexism and ridicule female athletes had to face in order to gain the rights to participate in the Olympics and organized sports is insane. Women had and still have to face stereotypes of being lesbian, dyke, butch, masculine, etc. because they chose to act out of the norm of society and play a sport. After every discussion we have had in class I have come away from class thinking about how corrupt society is. The media and popular culture feed into a large part of why stereotypes, rationalizations, and hatred are present in our society. But the worst isn’t just the media and culture it is people in our society. It is the beliefs that we as people have bought into, the norms and precedents we have set for the people in the world around us. Especially, including our family, friends, and peers. What our society needs to understand is how to adapt. The world is constantly changing, and people need to learn how to adapt to the world around them, rather than create phobias and hatred toward issues they fear.

Since taking this course many things in my life have become much clearer. I understand more about my identity particularly, my race, class, and gender, and the privilege I have been given. After being educated about race and the ideals behind color blindness, racism, and white privilege I feel that I can be much more open-minded. Open minded in a sense of understanding other races, that aren’t my own. And I hope I can spread my ideal of open-mindness towards other races to my family and friends. Today’s world is so diverse with cultures and peoples; I feel that it will be beneficial to me in my life now and for my career. For my career as an elementary school teacher I will be able to connect with more of my students that are of other races and cultures than myself. In addition, being open-minded will give me more of a curriculum to teach and will help me educate and open the minds of other students that seem to be racist or color-blind. As far as my everyday actions and behaviors, I think a huge behavior I need to change not just for myself but for my surrounding community is the ignorance toward homosexuals. I hear many people in my community misusing words that refer to the homosexual orientation, and I feel that that is a big issue. By reacting to how people use such words around me I feel I can make a difference, and change how they use the words. I also feel that in a school setting I can aid children in being comfortable with both race and gender. I also feel that I can promote girls and women in my school system to stand up for women’s rights and themselves as women. Overall, I have learned a lot through taking this course, and feel that I can change others views and make a difference in the world!

blog Prompt for 4/14

During this course, you have become aware of hegemonic practices of racism, sexism, heterosexism and classism as they have intersected with the representations of gender in popular culture. Some of the issues you have been resistant to acknowledging because of personal experiences to the contrary. Some of the structural and institutional issues have felt “true,” even when your individual experiences have been different.

In this last blog post, I want to see you bring the intersectionality issues of race, class and gender together by discussing the way they relate to one another. (You are certainly free to bring in other issues related to minority groups such as religion, national origin/ethnicity, etc. – but be sure to talk about the ways that these issues intersect.) THEN discuss ways in which you believe that you can make a difference in the world – in your everyday acts/behaviors regarding these very important issues.

BLog for April 7th

The convergence of race and heterosexism is a combination of systems that affect peoples everyday lives. According to Margaret Anderson there are multiple reasons why race and sexism converge. "For one, both use similar state-sanctioned institutional mechanisms to maintain their hierarchies." They also share a common set of practices that attempt to instill the status quo and "manufacture ideologies" on racism and heterosexism on the population. Since heterosexism and racism share common ideas they tend to affect a lot of peoples lives. For instance, it forces non-heterosexual individuals such as LGBT to remain closeted and segregated from one another. Because of this notion racism is very similar, because race also segregates people like heterosexism does. Heterosexism like race also oppresses people. Heterosexism oppresses people because they feel that since the norm is to be heterosexual they must conform to the norm, oppressing feelings that they may in fact have toward the homosexual orientation. Race, as we have discussed in class before oppresses certain people. For example, the white race oppresses other races due to white privilege. Anderson states that racism and heterosexism are the prison and the closet, this statement is true because of how racism imprisons races. Although slavery isn't present in society today it is still present through oppression. African Americans, and many other minority races are oppressed by the white race, and are imprisoned. As far as heterosexism goes it forces people to remain in the closet because of societies norm of being heterosexual. Therefore, racism and heterosexism affect all races and people in society. Norms of our society force people to feel imprisoned and closeted through both racism and heterosexism.

blog prompt for april 7th

Patricia Hill Collins in “The Prison and the Closet,” argues that the assumption that racism and heterosexism are two separate systems of oppression obscures the fact that racism and sexism rely upon each other for meaning. She writes about the intersecting relationship between racism and sexism as two hegemonic ideologies. Explain how the convergences of these two ideologies both affect the everyday lives of all people.

Chappals and Gym Shorts

The essay Chappals and Gym Shorts used many different useful techniques in order for the reader, myself, to become centered on her life rather than the life I live. In her description on the visit of her father I was able to see how her culture functions. How Muslim women were to be married off to a Muslim boy. The history on her previous marriage proposals also helped in understanding the importance of marriage to Muslims. I also really was able to connect with her during the explanation of her argument with her parents over the sports attire. She made the description so easy to connect with because she didn’t harp on the idea that she was arguing for the shake of being a Muslim and going against her culture. She made it as though she was arguing as any other adolescent would. With that connect I feel that most would be able to really connect as I did.

A section of the essay that I found harder to connect with but still did thanks to the author, was about being a feminist Muslim women. I can connect with the idea of being a women and fighting for women’s rights, but it was hard at first to understand the struggle she faced as a feminist Muslim. Like she said “the feminist agenda in her community is centered on ending violence against women, fighting for queer rights and maintaining women’s reproductive choices.” This idea is hard to handle at first but then later into the essay the author breaks it down to a better way for readers to understand. And that was what I understood and connected with. She did so in explaining more about herself and what she has done and where she has been. Also her examples of the issues she’s faced made it clearer to understand what she was fighting for, why and how she developed such a strong feminist idea as a Muslim women.

Missing People and Others

In reading the essay Missing People and Others I was able to change my focus and connect with the author of the essay. An aspect that was most beneficial at first was the author’s explanation of his heritage. Stating "he does not fit into those mental sets that define America and Americans." Plus, describing his physical appearance, speech patterns, name and profession really helped to gain an understanding for the author as a person. A key point that the author discusses is how Americans view his race and how he is viewed as an “other”. In his descriptions of his hometown and the Americano around him I feel that I can really see into his life. And create a picture in my head of the town, his friends and family, and the Americans outside the town.

The background that the author goes through also helps to shift my center into the life that he lived, giving me a different perspective. The best example that helped me shift from my ideals was the paragraph on schooling, how schooling is more socialization than education. Because I can understand how schooling is strongly socialization I see how the author felt an other, and felt that he was different and was, “aware of being distinct, and conscious of being dissimilar.” The portion later in the essay on his denial and downplaying of otherness was a very true and common feeling for minorities. And as he mentioned these feelings were made clear when he attended UCLA, and found that Mexican-American students were invisible and the Mexicans that were present worked in food service and groundcrew.

Overall, the process that the authors mention using was very effective for me. Being that I am of the dominant race I find myself unaware of other peoples challenges with race. But with the authors explicit description of his history, personality, and life struggles I was able to shift my center in order to understand what being an “other” might feel like.

Blog Prompt for March 24th

In their introduction, Margaret Andersen and Patricia Hill Collins write that they want students to “. . . think about race, class and gender as systems of power. We want to encourage readers to imagine ways to transform, rather than reproduce, existing social arrangements.” Additionally, they posit that a helpful way for us to begin to explore the world is by changing our frame of vision. (p. 3) They use the metaphor of taking a photograph to explain how to make that shift of re-framing. We simply shift the frame slightly to include those who have normally been left out of our vision. I sometimes refer to that as “shifting our center” so that the focus is less on ourselves and those who are similar and more on those who are in the margins of our lives, who often are invisible.
Please choose two essays from the readings from today, and explain how that particular essay enabled you to “shift your center” so that you could creatively enter into the life of someone different from you. What were the benefits to you of that exercise?

no blog for this week- march 17

Hey Everyone, there is no blog post due this week, for March 17th! So you have a free week for that, however you really do need to read the readings and make sure that you are fully prepared for class.
I hope you all had an awesome spring break! See you wednesday!

Blog for 3/3/10

Chelsea Gamble

Society for some reason or another tends to portray feminine characteristics of males as negative characteristics. For example, on page 142 “The fellows who are afraid are called “sissies” for the reason that they are like girls when they are in danger or have hard things to do.” The term “sissies” refers directly to females and is defined as a negative trait for men to exhibit. Another example is “to be able to fight it out according to the rules of the game and not whine when you are beaten or hurt is to be a man instead of a “baby.” The term baby usually refers to the female gender, because females carry babies. So this type of statement used my men, like the previous statement of “sissies” demeans women simply through a single word.

Another way Pink Think dismisses women relative to children and males masculinity is in an example on page 135, ‘”rejection” a boy who felt rejected during childhood would likely grow into a social outcast, a “slum-bum” or a “juke-joint rock n roll artist who required all-night sessions and a barby to keep the gang awake. Also, mothers and women are dismissed for the opposite, which is, “a mother who “smothered” her son by trying “too hard, constantly protecting him, continuously reminding him, lavishing him with love whether he reciprocates it or not, fighting all his battles, making all his decisions, doing all his work” runs the risk of turning out a son who is unprepared for adult life, timid, dependent, and afraid. These characteristics are the exact opposite of how society defines masculinity, therefore it’s safe to assume these are negative characteristics that the mother enforces on her son through her actions.

Women are women they strive to look there best, charm the nicest, greatest looking lad in the room, and be perfect in every way possible. On page 165 the “beauty czar” John Robert Powers says, “posture, speech, dress, make-up, personality-all were elements of charm.” He continued in saying that the charming woman exhibits characteristics of a Girl Scout, “unfailing in her service to others,” always engaged in “some form of constructive activity.” These are all types of guides for women on how to act, what to do, and how to charm, which are very similar to the guidebooks made for men discussed in Chapter 5. The Charm Teachers Manual was a very direct manual that communicated verbally to women the importance of charm, beauty, and personality training. Women were taught how to become submissive and command power because they’re “innermost urge was to procreate,” which required attention from the opposite sex, the acquisition of a husband, and the establishment of a home.”

Your Power as a Woman stated that it wasn’t just a woman’s “right and duty” to look and be her best it was an “obligation to take pride in her womanliness.” This type of pride in oneself is what is defined as power. Through all these guides and books of teachings women gain an understanding of who the world and society wants them to be, instead of which they believe they are, what they believe in, and how they want to act. These type of manuals and books cause women to become even more self conscious and insecure about themselves if they don’t posses the type of beauty and charm they “should have.” Women and society should be who they want to be, and like Professor Scott says we should all just give each other an f-ing break!

Blog Prompt for 3/3/10

Blog Prompt for 3/3/2010

This week you are reading the chapters on the ways in which both verbal and nonverbal communication are gendered. Many times we would like to assume that language doesn’t really matter, but after reading the chapter on gendered verbal communication, I hope you were able to see the ways in which language not only reflects but also sustains the our culture’s views of masculinity and femininity. Also, I hope you see the ways that our nonverbal communications expresses our views of gender differences.

Write a response to these two chapters citing examples of the ways that male generic language reinforces stereotypes and demeans women, spotlights women and dismisses them. Also indicate the ways in which nonverbal communication is related to appearance, commanding space and power and indicating submissiveness. Please cite the text and use personal examples to indicate your full understanding of the two chapters.

Blog for 2/24

Chelsea Gamble

The media plays an important role in society and has been an influence on girls and boys, and men and women since it first began. An example of an ad from the media in Think Pink is, the cover illustration featured a blonde bombshell winking over her man’s shoulder, a blazing engagement ring on prominent display as she cradles his head. This type of ads gives girls the impression that this is what they are supposed to look and act like. That they are supposed to get married to a gorgeous man, and get a large blazing engagement ring. In “Tough Guise,” a reference to G.I. Joe’s was used and how the idea of these toy figures influenced boys in how they should look and act. Think Pink also references to the idea of G.I. Joe’s in that, the Montgomery Wards catalogue changed the actions figures name to “action figures” rather than dolls, because fathers and mothers didn’t like the idea of their sons playing with dolls. Similar to G.I. Joes were the toy guns, in the mid twentieth century boys had access to firepower galore. Think Pink states that, little boys could choose from a variety of firepower, from old-west style six shooters to M1 rifles. This idea is also brought up in the film “Tough Guise,” with the notion that boys should play with guns and firepower because they are tough and masculine men. Today the media shows signs of what little boys and girls should look like, act like, and aspire to be. But in the mid-twentieth century the ideas of what little boys and girls should be was reinforced constantly, through media, children’s parents, and everyone else in the society.

Blog Prompt for February 24

Blog Prompt for 2-24-2010

In Pink Think, you have read about the socialization process for girls and boys (yes, binaries!) in the mid-twentieth century. Please consider the media representations back then that we consider ridiculous today and lay them against the images and comments in the film “Tough Guise” from last week’s class. Remember to use concrete in your comments and to reference specific passages from Pink Think and from “Tough Guise.” If you were not in class, the film “Tough Guise” is available in the JC library.

Becoming Gendered: The Early Years

Already before a child has even come into the world it is restricted by the “norms and standards” of society. For instance, Chapter 7 refers to how after a baby is born they are wrapped in a pink or blue blanket; pink implying it’s a baby girl and blue implying it’s a baby boy. The flaw is that these colors although they are simply colors in our society are recognized as feminine and masculine, yet, they identify the gender of a newborn. Later on in a child’s life toys bought by a child’s parent determine gender and identity as well. Toys such as, baby dolls, Barbie’s, and any toy with pink imply a girl to be “girly”, and boys have toys like trucks, sports balls, G.I. Joes and toys with black and blue in them and they are toys for little boys. Later on in the text the author talks about the subconscious technique of monitoring, “ we remind ourselves what others have told us we are supposed to think, to do, look like, and feel…especially what is appropriate for our age, sex and so forth.” This monitoring process is just like an internal dialogue, where a child may want to do something and want to ask to do something out of the norm and standard, but knows that it is wrong because of the ideas his/her parents and society has instilled in them.
Along with the monitoring idea is the idea presented in Chapter 2 of children learning gender roles through a process of receiving rewards and punishments for various behaviors. This process for most girls includes rewards for actions that are cooperative, helpful, nurturing, and all the qualities consistent with social views of femininity. Boys get rewards for behaviors that are aggressive, competitive, independent, and assertive, as well as all the “accepted” masculine qualities. This type of parenting is flawed not only in restricting ‘norms and standards” but in all other aspects. The main aspect is in the message given in the reward and punishment system. This system creates the norms and standards idea in children already at such a young age. It gives children the idea of what their parents and their society defines as masculine and feminine. But the biggest flaw in this system as well as other techniques is in the restriction of “norms and standards.” Because of parents and societies actions in certain types of parenting and shaping, children don’t get to experience and understand life for themselves. Don’t get to decide who they are, what they are, what they want to look like, act like and do. “Norms and standards” are simply defined as what is expected of and accepted of a gender. But who defines the expectations and acceptance of a person and a group of people other than the people who surround us and our society.

Chelsea Gamble

Blog Prompt for February 17

For this week you read a chapter from the Wood text, “Becoming Gendered,” which focuses on the ways in which all of us learn to perform gender. In the Peril text, we learn about the role of advertisements and the popular press in the 1960s in “gendering femininity.” I would like for you to consider the concepts from both texts and list the ways that both males and females have been restricted by “norms and standards.” Be sure to reference both texts in your responses.

Blog for Chapter 4

Chapter 4 on Men's Movements in the United States was a very interesting chapter about men's movements as well as men's groups. The movements and groups are extremely interesting, but the one group I find most interesting is the Fathers' Rights Groups, imparticular the Fathers 4 Justice group. The Fathers 4 Justice relies on the strategies to raise public awareness about the custody rights of separated and divorced fathers. I find this group very moving. Fathers standing up for there rights to there children is an amazing thing. A divorce is hard enough on a family and a relationship, but to go further families and parents are torn away from their children. Because we live in a patriachal society and fathers normally don't spend as much time with there children than mothers do. Courts reward mothers with custody of their child, over fathers. Fathers deserve to chance to parent their child as much as a mother does, but based on the facts of our society fathers lose custody. The Fathers 4 Justice group is an outstanding idea, fathers are standing up for themselves, and making a scene about it. Making people see the injustice and turn to see them do stunts to prove a point. It's about time that fathers fight for their child, because it's their child too!!

Blog For Chapter 3

After reading Chapter 3 on Women's Movement on the United States, I found more than one of kind of feminism least appealing. The most unappealing kind of feminism to me is separatism. Separatists are women, many lesbian women that live independently in mutual respect and harmony. Due to the beliefs of separatists they tend to form individual communities, in which these women exist without the intrusion of men. This type of feminism is the least appealing to me due to the sole factor that we were put on earth to exist in nature together, as males and females have always done so.

Although this type of feminism may be seen as unappealing and wrong to others in certain societies there are benefits. Since men and women first walked the earth, male has been the dominant species. Dominant in stature, in character, and dominant in our world. Women were never given the chance to make decisions for themselves, stand up for themselves, do things for themselves, men did it for them. Today, women have become equal yet the patriarchal, and capitalist society still seems to prevail. So, because our society's fast, and what seems like to be the future is corrupt toward women, and denies them equality, separatists beliefs are understanding. Separatist women live in their own communities, and define there existence as an alternative vision of how we might live-one that speaks of harmony, cooperation, and peaceful coexistence of life forms, because they don't feel the need to live by societies standards. They don't feel that men should hinder on there lives.

Blog Prompt for February 10

Please remember to write your name on the blog post each time! Also, you should be able to write about both of these topics no matter what your sex or gender!

Chapter 3, “The Rhetorical Shaping of Gender: Women’s Movements in the US,” provides an overview of various “feminisms,” and women’s movements. As you saw in the first week’s video clip, feminists come in a variety of sizes, shapes, colors, sexualities, genders and sexes – and we know that the media narrative thread has tended to “freeze” feminists at a certain stage and in their most extreme form.

Prompt: Choose the kind of feminist that you find the least appealing in this chapter of the Wood text and write an argument about why it is the best type of feminist to be. (You clearly do not have to believe your own argument, but you must take it seriously by trying to understand why someone else would choose that particular world view!)

Chapter 4, “The Rhetorical shaping of Gender: Men’s Movements in the US,” provides an overview of various men’s movements. Many of you were probably surprised to learn that there are so many men’s movements and that many are sympathetic to the goals of equity for all people.

Prompt: Choose the kind of men’s group that you find the most appealing in this chapter of the Wood text and write an argument about why it is the best group to be a part of. In this one, it’s important for you to believe your own argument!

Blog Prompt for February 3rd

Chapter 2, “Theoretical Approaches to Gender Development,” may seem dense and complex to you if these ideas are somewhat new to you. I caution you to not get “hung up” in the details of each of the theoretical approaches mentioned. It is most important that you have an overview of the various theoretical approaches and that you understand that, although you may find one more appealing than others, no single theory alone can explain gender development entirely.

Prompt: How can you weave together two or more of the theoretical approaches Wood describes to explain the way you believe gender develops?

The phrase the “gender is learned” seems to be a very true statement. Many people say that the type of toy parents give their young child shapes them into the type of person they will become. Boys are supposed to play with transformers while girls play with dolls. I do feel however that for some and most children it is instinctive as to which toys they would like to play with. Most girls given the choice would choose to play Barbies or house. I think that while gender is learned it is also instinctive. I don’t think that it is a coincidence that someone with the male brain makeup would rather play with cars and Lego’s.

With the idea of gender comes about the words of masculinity and femininity. Society has made a common norm as to what qualities are deemed masculine and what are deemed feminine. The problem with these “norms” is that straying outside of them and doing something masculine if you are a female and vis-versa for males brings out much debate. Society and norms follow the general guidelines that guys are supposed to be tough, dominant, athletic and rugged; while girls are supposed to be quiet, emotional, loving and sweet; any mixing and matching of these traits questions the person as being male or female. I think it is extremely important for girls to be able to feel strong and not feel as if wearing pink and dressing girly is the only way to be a girl; and for guys to be able to lean on another’s shoulder or care about their looks and not get made fun of.

gender response

As expressed in the Gendered Lives, people use the term gender and sex interchangeably, even though they have separate and distinct meanings. Gender is something that you can define yourself to be, something that is socially constructed around you through culture and society. It is a way you act, how people assume you are, something that can only be expressed through a certain time or location. For example, there are different ways of expressing femininity. In our culture in Northern Virginia, it's the cultural norm for women to act a certain way, but certainly not as how the Agta women of the Philippines and the Tini Aboriginies, as view hunting as feminine (pg 8). Sex is expressed as your biological self, based upon your sexual reproductive organs. I did an exercise for another class in which I had to write down all of the things I had done the day before that is typical of the gender with which I identify. Although many of my actions were stereotypical of "femininity" (gossiping with my girlfriends, watching a chick flick, putting on makeup), I also found actions that are viewed typically as masculine (eating a cheeseburger {because females are usually on diets}, cursing, and engaging in vulgar conversation). Wood writes that gender is learned, and I do agree with her on that. I have learned to express myself in a certain way because I do identify with a certain sex and a certain gender, and I have learned growing up from my family, the media, and society as a whole, how to act feminine. However, the labels of "masculinity" and "femininity" can certainly be restrictive to all sexes because society expects you to perform in a behavior that identifies with only one, as that is the cultural norm. When a male, for example, enjoys wearing makeup, or if a female enjoys fixing up cars, it goes against the standard of society and leaves many people with questions.

M. Forbes Response #1

Prior to reading through the Wood text, I had a very insignificantly supported idea or concept of what gender and sex meant, and how they were similar and different in context. I understand now that sex is the term given to represent or identify a persons sexual biology, such as external genitalia and internal sex organs. Gender, which is socially constructed, is a term used to identify how a person expressed oneself or feels based on social norms or constructs. The most interesting part of this explanation is that "gender is learned" and a variety of factors and dimensions go into how a person identify themselves based on gender and the culture and society they were raised in, and live in.

I feel confident discussing my own sexual oritation and gender, but the topic as a hole gives me a little anxiety. It is hard for me to identity or relate to how a person would feel who is conflicted with their sexual oritation or gender conflict, but I am committed to exploring these dicussions in depth during the course of this class so I can become more aware and informed on these issues.

The one aspect of this text that I am particually interested in are the ideas of what is "masculine" and what is "feminine." Working in schools and studying education, I am particularly atune to how children interrept these gender roles and how our culture, society, and school system incourage these habits and charateristics. For example, other teachers I work with make jokes and comment when girls in my class play with the legos instead of drawing when they have the choice. I want to encourage this free choice play, but feel like I am walking up a steep hill of preconcieved ideas of how young girls and boys should act.

I look forward to exploreing these issues in more depth and gain more knowledge about them and try to come up with some practical applications to improving gender representation in school and my community.

I've always found the difference between sex and gender to be very intersting. While sex is determined biologically, it is often confused with gender. Sex is what physically makes you a male or a female. It is something that we have no control over. Because of ones sex, gender characteristics are often given to you. From the moment you are born, you either wear "blue" if you're a boy or "pink" if you are a female. There are automatic things that are associated with being a male or female.

Gender is learned. Most of the time, you don't even realize that you identify with your gender so often. From what you wear, to the way you express yourself is related to ones gender. These behaviors can be learned at home or in social settings. People will conform their behavior with what they see and observe.

Gender can even be related in terms of “masculinity” and “femininity.” If a girl likes to play sports or has short hair, many people will identify her as more masculine. On the other hand, when a male is interested in fashion, he is considered to be feminine. It is interesting because when someone acts out of the norm, and does not go along with society standards of what it means to be masculine or feminine, they are labeleed to be "different."

Society needs to be more understanding and relize that gender is not so easily defined and black and white.

Blog Prompt #1 for Jan 27, 2010

In Wood’s Introduction and Chapter 1, she is setting the stage for discussions about our gendered lives. We begin with the basic premise that sex is a biological classification and gender is a social and symbolic system. In other words, gender is learned. Wood disrupts the notion that the characteristics we label masculine and/or feminine and that we attach great significance to belong to either male or female. Discuss the differences between sex and gender, and comment on how comfortable you are with your own views of “masculinity” and “femininity.” Think about the ways in which such labels are restrictive – to all sexes!

test post

This is for group 1- Gender Representation in Popular Culture