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Gender Studies Final Review
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Gravity
Terms in this set (33)
Postfeminism as Contradictory Discourse
Feminism succeeded and is no longer needed vs. feminism failed and caused more harm than good
Types of Postfeminism
Linear --> historical trajectory with feminism now ended
Backlash --> blames feminism for supposedly negative cultural effects
Choice --> downplays collective action in favor of consumerism; imagines achievement of full equality
(Hetero)Sex-Positive --> sees feminism as "anti-sex"; celebrates female sexual availability (to men)
"Makeover Paradigm"
"Choosing" to change oneself, NOT society
"Marketplace Feminism"
Selling idea of feminism as cool brand identity--from "social envy" to "empowerment"; a way into feminism or a way of "selling out" to big business?
Major Traits of Homonormativity (Assimilationism, "Pink Dollar," "Pinkwashing")
Embrace of domesticity (marriage, nuclear family)
Privatization and normalization of sexuality (monogamy, vanilla sex)
Gay and lesbian lifestyle consumerism (pink dollar)
Privileges white, middle/upper class, cisgender, urban gays/lesbians
Downplays diversity of queers and forms of "queer world-making"
Reproductive Futurism
Ideology that privileges the future as personified by the child--personal and social reproduction
The child as figure motivating politics--also used for social control
Queerness as radical rejection of normalcy and future-oriented politics
Trans Issues Beyond LGB+ Issues ("Gender Dysphoria")
Response to post-2010 gay and lesbian assimilationism (homonormativity); gender variability different from sexual identity; previous social anxieties about gays/lesbians (freakery, duplicity, threats to family/kids) shifted to trans people
Disproportionately subject to violence, prejudice; medicalization: "gender dysphoria" as presumed product of mental illness (unequal access to medical care, condition to be "corrected or "completed); gender-variant child as new focus for social anxieties
Impairment vs. Disability (Congenital vs. Acquired)
Impairment --> non-normative physiological condition
Congenital --> present from birth
Acquired --> gained later in life
Disability --> limitations, prejudices, etc. resulting from impairment
Medical Model of Disability
Permanent/chronic impairment as bodily "problem" in need of correction/cure
Presumes "healthy" body as ideal ("normative"); sees difference as synonymous with deviance
Social Model of Disability
Non-normative body disadvantaged by social/environmental barriers, not by body itself
Preferred by most disability rights advocates
Social Construction of "Normalcy"
19th century demographers discovered "bell curve" (statistical norms); rise of industrial capitalism--"normal" range of bodily movement for workers; coincides with sexology's focus on classifying "productive" bodies
Freakery
Intentional performance of physical "abnormality" as popular entertainment (conjoined twins, intersex people, racial difference, fascination with gender/sexual difference)
Ableism
Discrimination against people with disabilities
Common Disability Stereotypes (Misrepresentation)
Monstrous and avenging cripples, tragic/self-loathing victims, freakish/fetishized spectacles, objects of pity/inspiration ("overcoming" and "supercrip" narratives)
Parallels between Sexism and Ableism
Bodily or mentally weak/inferior, dependent and/or in need of control, symbols of lack and/or excess (menstruation, "hysteria"), in need of medical/cosmetic correction ("ugly laws")
Disability often seen as "feminizing" and "desexualizing"; lives not worth living
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An elementary school teacher was given a list of her students on the first day of class. Next to each student's name was a number. One was 132, another was 141, and so forth. The teacher saw these numbers and was tremendously excited to begin the school year. In fact, she went out and bought extra materials. At the end of the school year, her students had shown incredible progress. When the principal came up to the teacher and congratulated her, the teacher thanked the principal for giving her so many students with high IQs. The principal said, "What do you mean?" "Well," the teacher replied, "on the first day of class, you gave me that list of student names with their IQs." "Those weren't IQ numbers; they were locker numbers!" The principal responded. Whether this story is true or not, it is a good example of the self-fulfilling prophecy (or the Pygmalion effect). What might have happened if the numbers next to the students' names had been 94 or 97?
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