Preface, About the Author, Introduction

1. Preface, About the Author, Introduction Emily and Drew

2. Preface • Why the author wrote the book… - To inform students about the intricate relationship among communication, gender and culture. • Empower students to make informed decisions.

3. Question Why is there a study of gender as related to communication?

4. How This Edition is Different • Up-To-Date Research • Continuing Coverage to Cultural and Social Diversity- Addresses broader groups and issues • Attention to Timely Issues- Added a media section in chapter 11 • Pedagogical Features to Engage Students- Heightens students’ engagement • Supplementary Resources- Website with self-quizzes, crossword puzzles, flashcards and glossary

5. About the Author: Julia T. Wood • Department of Communication Studies at the University of North Carolina • Lineberger Distinguished Professor of Humanities, Caroline H. and Thomas S. Royster Distinguished Professor of Graduate Education and professor in Communication Studies. • Written over 90 books and won many teaching awards • Lives with her husband, dog and kittens in North Carolina. Enjoys traveling, baking, biking and consulting attorneys on gender and sex issues.

6. Introduction • There are advantages to disadvantages to the social construction of inequality. • Respect everyone’s inequalities

7. Introduction • Our author defines herself as a feminist. • Feminism is a misunderstood term. It originally meant “ a political position about women.” • Media stereotypes do not fit the men and women who identify as feminists.

8. Question How would you define feminism?

9. An introduction to feminisms in a postfeminist age • Third Wave Feminism: Challenges previous conceptions of femininity with four new perspectives: 1. Women of color 2. Postmodernist and Postconstructionalist ( After the 40’s and 50’s) 3. Global Feminism 4. Agenda of younger feminists (Coleman, 2009)

10. Introduction • Three features of this book: • Includes discussion of diverse classes, ethnicities, races and sexual orientation. • Includes language that includes all readers. For example, “he and she” instead of just “he.” • Includes students’ standpoints to avoid limiting the information to the author’s thoughts.

11. Question Do you make a conscious effort to use gender-neutral language? Do you have a problem with gender-specific terms like mankind, fireman, mailman, etc…?

12. Introduction • Becoming aware of issues in gender communication will enhance the way you view yourself and society, and it may also be disturbing. • For example, women may be surprised at the limits Western culture has put on their opportunities. • Men may be surprised when they realize the pressure our culture has put on them to be successful, repress their feelings and prioritize work above family.

13. Question Females: Do you feel limited by our culture in any ways? Males: Do you feel pressured to fit certain male stereotypes that our culture has created?

14. Introduction • One of the reasons our author wrote this book is because she believes our society is in need of change. Here’s why… • 1 in 4 women re killed by their partners or ex-partners everyday in the US. • A Pakistani court sentenced a women to be gang-raped because of an offense committed by her brother. • Women working full-time earn about 77 cents for every dollar a man earns. • Mothers have an advantage over fathers in gaining child custody.

15. Introduction • Students have told our author that gender issues have been resolved; however, there is still discrimination in our world. • For example, they say discrimination is not a problem in the workplace, yet women make less than men. • They say people like Hilary Clinton and Barbara Boxer are examples that the playing field is equal, yet women hold less than ¼ of the seats in both houses of congress.

16. Introduction • Communication is the source of social change because we can challenge views and inequities. • This obviously includes public communication, but interpersonal as well. Everyday conversations can bring about social change.

17. Introduction • Challenges: • Must be willing to consider new ideas • Requires courage when questioning our society and even ourselves • We must take responsibility for the problems in society once we are aware of them.

18. Rethinking Gender Research • Two major areas of research • Sex differences • Media Images • More attention to structures of gender relations • Focus on mass communications and women’s image broader definitions of what gender is. (Rakow, 1986)

19. Question Do you think learning about gender still relates to us today? Why?

20. Trouble Talk • Study that examines differences among men and women’s emotional responses to problematic situations. • It’s thought that women want to talk about their problems more while men tend to avoid the situations. • Results showed that gender typing and gender do affect an individual’s response. • This is an example of how men and women are different; however, as a society we must learn to treat them both with equal respect. (Basow& Rubenfeld, 2003)

21. References • Basow , S. A., & Rubenfield, K. (2003). “Troubles talk”: Effects of gender and gender-typing. Sex Roles, 48, • Coleman, J. (2009). An introduction to feminisms in a postfeminist age. Women's Studies Journal, 23(2), 3-13. • Rakow, L. R. (2006). Rethinking gender research in communication. Journal of Communication, 36(4), 11-26. doi: 10.1111/j.1460-2466.1986.tb01447.x • Wood, J. T. (2013). Gendered lives: Communication, gender, and culture. (10 ed.). Boston: Wadsworth.