title: Truist Park

text: Unlike Turner Field, Truist Park does not have a stand-alone Braves museum. However, a well-appointed space in the main concourse behind home plate, Monument Garden, displays many highlights of franchise history. The Monument Garden features audio, light and water elements. The Braves partnered with Atlanta-based A-R-T & Associates to create a visual experience for Braves fans. The baseball-centric artwork highlights nostalgic moments throughout Braves franchise history. The 300-piece installation consists largely of original artwork ranging from portraits to action scenes, and complemented by macro photography, oversized vintage baseball cards and a LEGO brick mosaic. The Braves took memorabilia from the Ivan Allen Jr. Braves Museum & Hall of Fame at Turner Field and incorporated it throughout the ballpark.


title: Truist Park

text: The focal point of Monument Garden is a statue of Hank Aaron. The statue was created and unveiled by Atlanta-based artist Ross Rossin. The statue captures the moment on April 8, 1974, at Atlanta-Fulton County Stadium when Aaron broke Babe Ruth's long-standing 714 career home-run record. Behind the statue is a sculpture made of 755 baseball bats in honor of Aaron's career home-run total. A video screen plays an Aaron biography. Other statues will be placed throughout the stadium. The bat and ball from his 715th home run are displayed in the Hank Aaron Terrace above left field.


title: Truist Park

text: On April 13, 2017, the Braves unveiled a statue of former manager Bobby Cox. The new statue joined two other statues outside the ballpark featuring legends of the Braves franchise. The other statues include Warren Spahn and Phil Niekro.


title: Truist Park

text: The stadium is equipped with a Wi-Fi network than on an average gameday can support 10,000-14,000 concurrent users access. The system is robust enough for everyone in a sold-out ballpark to simultaneously post a selfie. On a Friday or Saturday with big crowds, the system reaches 8.3 terabits of data. The stadium features of single mode fiber optic lines, of CAT6A lines, and 1,350 802.11ac access points: 900 in the ballpark, 450 in the adjacent Battery. There are 1,350 Panasonic televisions that are installed throughout the ballpark.


title: Truist Park

text: After the new stadium was announced, citizens organized campaigns both supporting and opposing the plan, which was made public only two weeks before the Cobb County Commission voted. More than 80% of county residents supported delaying the vote. Cobb Chairman Tim Lee and Commissioner Helen Goreham insisted that vote could not be delayed because it would threaten the stadium's timeline.


title: Truist Park

text: An InsiderAdvantage/FOX 5 poll released on November 25, 2013, showed that 59% of registered voters in Cobb County favored building a new stadium for the Braves. However, support fell to 30% of Cobb County voters when they were asked if they'd support funding the stadium with Cobb County tax dollars, with 56% opposed and 14% undecided. On September 8, 2014, the University of Florida's Department of Tourism, Recreation and Sports Management released the first independent scientific poll on Cobb residents' attitude toward the public investment in the stadium. The survey found that 55% of the survey respondents would have supported the stadium in a referendum.


title: Truist Park

text: Two weeks after the Atlanta Braves announced the new stadium project, the Cobb County Commission held a public hearing to vote on whether to approve the plan. Residents who both supported and opposed the plan began crowding into the meeting hall hours before the 7 p.m. hearing was to begin, many sporting "Cobb: Home of the Braves" T-shirts. After a one-hour public comment on the new stadium project, the Cobb County Commission voted 4–1 to approve a memorandum of understanding with the Atlanta Braves. On May 27, 2014, the Cobb County commissioners voted unanimously, 5–0, on the operating agreement that bound the county to borrow up to $397 million to build the new stadium.


title: Truist Park

text: Retired businessman Larry Savage, attorney Tucker Hobgood, and Austell resident Rich Pellegrino filed notices of appeal with the Georgia Supreme Court, to argue against issuance of the bonds. Attorneys Lesly Gaynor Murray and Blake Sharpton of law firm Butler Snow, the county's bond counsel, represented Cobb in the Supreme Court. The appeal was heard by the Georgia Supreme Court in February, 2015. On June 29, 2015, the Georgia Supreme Court unanimously upheld the bond authorization. The failed appeal represented the last legal challenge to the SunTrust Park project.


title: Truist Park

text: In July 2016, Cobb County commissioner Tim Lee lost his bid for re-election to challenger Mike Boyce. Boyce had called the election a delayed referendum on the stadium deal, but Lee pointed to four other commissioners who were re-elected promoting the Braves.


title: Truist Park

text: The ballpark opened to positive reviews. Woody Studenmund of the Hardball Times called the park a "gem" and he was impressed with "the compact beauty of the stadium and its exciting approach to combining baseball, business and social activities." J.J. Cooper of Baseball America praised the "excellent sight lines for pretty much every seat." Cooper also noted that "the Wi-Fi works and it's very fast, even with a park full of smartphone users."


title: Truist Park

text: For the first half of the opening season many believed that the new ballpark favored hitters. Fox Sports South announcer Chip Caray speculated that the park favored hitters because "it's a vacuum." In May 2017, Braves manager Brian Snitker said, "Everybody is going to like hitting here, not just left-handers." Despite the speculation, Truist Park is slightly favoring pitchers according to MLB park factors.


title: Truist Park

text: On November 17, 2018, NCAA Division I Football Championship Subdivision member Kennesaw State University played a home football game against Jacksonville State University at Truist Park. The Kennesaw State Owls defeated the Jacksonville State Gamecocks 60–52 in the fifth overtime period. This was the first football game held at Truist Park. The baseball diamond was removed to accommodate the football field, which was laid out along the third base line.


title: Naser al-Din Shah Qajar

text: Naser al-Din Shah Qajar (; 16 July 1831 – 1 May 1896) was the fourth Shah of Qajar Iran from 5 September 1848 to 1 May 1896 when he was assassinated. He was the son of Mohammad Shah Qajar and Malek Jahan Khanom and the third longest reigning monarch in Iranian history after Shapur II of the Sassanid dynasty and Tahmasp I of the Safavid dynasty. Nasser al-Din Shah had sovereign power for close to 51 years.


title: Naser al-Din Shah Qajar

text: He was the first modern Persian monarch who formally visited Europe and wrote of his travels in his memoirs. A modernist, he allowed the establishment of newspapers in the country and made use of modern forms of technology such as telegraphs, photography and also planned concessions for railways and irrigation works. Despite his modernizing reforms on education, his tax reforms were abused by people in power, and the government was viewed as corrupt and unable to protect commoners from abuse by the upper class which led to increasing antigovernmental sentiments. He ended up being assassinated when visiting a shrine.


title: Naser al-Din Shah Qajar

text: The state under Naser al-Din was the recognized government of Iran but its authority was undermined by local tribal leaders. The religious and tribal chieftains held quite a bit of autonomy over their communities. Naser al-Din was not effective in implementing his sovereignty over his people. Local groups had their own militias and oftentimes did not obey laws passed by the monarchy since they did not have the power to enforce them. The people followed the ulama's fatwas instead of state issued law. When Naser al-Din took power, his army barely had 3,000 men which was significantly smaller than the armies under various tribal leaders. When the state needed a proper army, he would hire the local militias. Prior to his reforms, Naser's government had very little power over their subjects and even during the reforms, they faced more scrutiny over their ability to implement those reforms successfully.


title: Naser al-Din Shah Qajar

text: Naser al-Din was in Tabriz when he heard of his father's death in 1848, and he ascended to the Sun Throne with the help of Amir Kabir. During his reign he would have to deal with the Revolt of Hasan Khan Salar, as well as insurrections by Babis.


title: Naser al-Din Shah Qajar

text: Naser al-Din had early reformist tendencies, but was dictatorial in his style of government. With his sanction, thousands of Bábis were killed, this was in reaction to an assassination attempt from a small group of Bábis. This treatment continued under his prime minister Amir Kabir, who even ordered the execution of the Báb – regarded as a manifestation of God to Bábí's and Baháʼís, and to historians as the founder of the Bábí religion.


title: Naser al-Din Shah Qajar

text: Unable to regain the territory in the Caucasus irrevocably lost to Russia in the early 19th century, Naser al-Din sought compensation by seizing Herat, in 1856. Great Britain regarded the move as a threat to British India and declared war on Persia, forcing the return of Herat as well as Persia's recognition of the kingdom of Afghanistan.


title: Naser al-Din Shah Qajar

text: Naser al-Din was the first modern Persian monarch to visit Europe in 1873 and then again in 1878 (when he saw a Royal Navy Fleet Review), and finally in 1889 and was reportedly amazed with the technology he saw. During his visit to the United Kingdom in 1873, Naser al-Din Shah was appointed by Queen Victoria a Knight of the Order of the Garter, the highest English order of chivalry. He was the first Persian monarch to be honoured as such. His travel diary of his 1873 trip has been published in several languages, including Persian, German, French, and Dutch.


title: Naser al-Din Shah Qajar

text: In 1890 Naser al-Din met British major Gerald F. Talbot and signed a contract with him giving him the ownership of the Persian tobacco industry, but he later was forced to cancel the contract after Ayatollah Mirza Hassan Shirazi issued a fatwa that made farming, trading, and consuming tobacco haram (forbidden). Consuming tobacco from the newly monopolized 'Talbet' company represented foreign exploitation, so for that reason it was deemed immoral. It even affected the Shah's personal life as his wives did not allow him to smoke.


title: Naser al-Din Shah Qajar

text: This was not the end of Naser al-Din's attempts to give concessions to Europeans; he later gave the ownership of Persian customs incomes to Paul Julius Reuter.


title: Naser al-Din Shah Qajar

text: He defeated various rebels in the Iranian provinces, most notably in Khorasan, he balanced the budget by introducing reforms to the tax system, curbed the power of the clergy in the judiciary, built several military factories, improved relations with other powers to curb British and Russian influence, opened the first newspaper called "Vaghaye-Ettefaghieh", embellished and modernized cities (for example by building the Tehran Bazaar) and most importantly opened the first Iranian school for upper education called the Dar ul-Funun where many Iranian intellectuals received their education. However Naser al-Din Shah's reforms were unpopular with some people.


title: Naser al-Din Shah Qajar

text: The shah gradually lost interest for reform. However, he took some important measures such as introducing telegraphy and postal services and building roads. He also increased the size of the state's military and created a new group called the Persian Cossack Brigade which was trained and armed by the Russians. He was the first Persian to be photographed and was a patron of photography who had himself photographed hundreds of times. His final prime minister was Ali Asghar Khan, who after the shah's assassination aided in securing the transfer of the throne to Mozaffar al-Din.


title: Naser al-Din Shah Qajar

text: Although he was successful in introducing these western based reforms, he was not successful in gaining complete sovereignty over his people or getting them to accept these reforms. The school he opened, Dar al-Funun, had very small enrollment numbers. The restrictions defined by Sh'ia Islam on the shah's collection of the "zakat" led to those funds going straight into the coffers of the ulama. Therefore, the financial autonomy given to the ulama enabled them to remain structurally independent, keeping madrasahs open and supporting the students therein. The ulama also maintained their authority to challenge state law. To fund these new institutions and building projects, Naser repeatedly used tax farming to increase state revenue. Unfortunately, tax collectors routinely abused their power and the government was viewed as corrupt and unable to protect them from abuse by the upper class. This anti-government sentiment increased the ulama's power over the people because they were able to provide them security. Keddie states in her book, "Roots of Revolution: An Interpretive History of Modern Iran", that at the time "it was still considered a sign of greater status to be admitted to the ranks of the ulama than it was to become a member of the civil service."


title: Naser al-Din Shah Qajar

text: In 1852 Naser al-Din dismissed and executed Amir Kabir, the famous Persian reformer. With him, many believe, died the prospect of an independent Persia led by meritocracy rather than nepotism.


title: Naser al-Din Shah Qajar

text: In the later years of his rule, however, Naser al-Din steadfastly refused to deal with the growing pressures for reforms. He also granted a series of concessionary rights to foreigners in return for large payments. In 1872, popular pressure forced him to withdraw one concession involving permission to construct such complexes as railways and irrigation works throughout Persia. He visited Europe in 1873, 1878 and 1889. In 1890, he granted a 50-year concession on the purchase, sale, and processing of all tobacco in the country, which led to a national boycott of tobacco and the withdrawal of the concession. This last incident is considered by many authorities to be the origin of modern Iranian nationalism.


title: Naser al-Din Shah Qajar

text: Naser al-Din was assassinated by Mirza Reza Kermani, a follower of Jamāl al-Dīn al-Afghānī, when he was visiting and praying in the Shah Abdol-Azim Shrine on 1 May 1896. It is said that the revolver used to assassinate him was old and rusty, and had he worn a thicker overcoat, or been shot from a longer range, he would have survived the attempt on his life. Shortly before his death, he is reported to have said "I will rule you differently if I survive!" The assassin was prosecuted by the defence minister, Nazm ol-Dowleh.


title: Naser al-Din Shah Qajar

text: Nasser-al-Din Shah's assassination and the subsequent execution of Mirza Reza Kermani marked a turning point in Iranian political thought that would ultimately lead to the Iranian Constitutional Revolution during his successor Mozzafar-al-Din Shah's turbulent reign.Naser al-Din was buried in the Shah Abdol-Azim Shrine, in Rayy near Tehran, where he was assassinated. His funeral took place six months after his death. A British diplomat who spoke with some who had been present, Charles Hardinge, commented "... the corpse was conveyed on a very high funeral car and was 'high' in more ways than one". His one-piece marble tombstone, bearing his full effigy, is now kept in the Golestan Palace Museum in Tehran.


title: Naser al-Din Shah Qajar

text: Naser al-Din Shah was very interested in painting and photography. He was a talented painter and, even though he had not been trained, was an expert in pen and ink drawing. Several of his pen and ink drawings survive. He was one of the first photographers in Persia and was a patron of the art. He established a photography studio in Golestan Palace.


title: Naser al-Din Shah Qajar

text: Naser al-Din was also a poet. 200 couplets of his were recorded in the preface of "Majma'ul Fusahā", a work by Reza-Qoli Khan Hedayat about poets of the Qajar period. He was interested in history and geography and had many books on these topics in his library. He also knew French and English, but was not fluent in either language.


title: Naser al-Din Shah Qajar

text: "Hekāyāt Pir o Javān" (; "The Tale of the Old and the Young") was attributed to him by many; it was one of the first Persian stories written in modern European style.


title: Naser al-Din Shah Qajar

text: He also wrote the book "Diary of H.M. the Shah of Persia during his tour through Europe in A.D. 1873".


title: Wayne Sermon

text: Daniel Wayne Sermon (born June 15, 1984) is an American musician, songwriter, and record producer. He is the lead guitarist for the pop rock band Imagine Dragons.


title: Wayne Sermon

text: Sermon was born on June 15, 1984 in American Fork, Utah to parents Jeff and Debbie Sermon. He is one of five children and grew up a member of the Church of Jesus Christ of Latter-day Saints but has since left the church.


title: Wayne Sermon

text: As a youth, Sermon learned to play both cello and guitar. He was determined to be a guitarist even as a child. His father had an audio-phile quality amplifier, a record player, and all of The Beatles albums on vinyl, which Sermon enjoyed listening to. He also loved the sounds of Tom Scholz (of Boston) and his approach to solos. He attended Berklee College of Music where he double majored in guitar performance and composition, graduating in 2008. While at Berklee he was part of a five-guitar jazz fusion ensemble called The Eclectic Electrics.


title: Wayne Sermon

text: Wayne Sermon first met Dan Reynolds after hearing him perform at a club in Utah and approaching him afterwards about his musical interests. Reynolds invited him to join his band and move to Las Vegas. Sermon then invited Ben McKee to join the band on bass, and drummer Daniel Platzman, also a friend of Wayne's from Berklee College of Music, became the last member to join the group at the invitation of McKee. In Las Vegas, the band performed and honed their craft nearly nightly as a lounge act. Vegas Music Summit Headliner 2010, and more sent the band on a positive trajectory. In November 2011 they signed with Interscope Records and began working with producer Alex da Kid.


title: Wayne Sermon

text: In 2012 their debut album "Night Visions" brought the band mainstream success. It reached 2 on the "Billboard" 200 chart and won the Billboard Music Award for Best Rock Album (2014). Single "It's Time" became the band's first single reaching #15 Billboard Hot 100 and certified multi-platinum by the RIAA. Second single "Radioactive" reached #3 Billboard Hot 100 and was certified diamond by the RIAA, becoming the best selling rock song in the history of Nielsen SoundScan. Third single "Demons" reached #6 Billboard Hot 100 and was certified multi-platinum by the RIAA. Their album made the highest debut for a new rock band in six years (since 2006) and single Radioactive set a record for longest time atop the Billboard Hot Rock Songs chart with 23 consecutive weeks. Tracks from the album topped the Billboard Rock Songs, Billboard Alternative Songs, and Billboard Pop Songs charts. Radioactive was also nominated for two Grammy Awards, winning the Grammy Award for Best Rock Performance. Singles include "I Bet My Life" and "Shots".


title: Wayne Sermon

text: Sermon has chronic insomnia and will often record songs during the middle of the night, sleeping only a couple of hours a day.


title: House (season 6)

text: The sixth season of "House" premiered on September 21, 2009, with a two-hour premiere filmed at the Greystone Park Psychiatric Hospital in New Jersey. In the United Kingdom, the season began airing on Sky 1 and Sky 1 HD on October 4, 2009. Season six featured 22 episodes, two fewer than usual. It is the first season of "House" to feature Hugh Laurie as the only original cast member in all episodes, and the last season to feature Jennifer Morrison as a main cast member. It was fairly well critically received, scoring 77 on Metacritic.


title: House (season 6)

text: Ray Abruzzo, Sasha Alexander, Eva Amurri, Curtis Armstrong, Annabelle Attanasio, Alexandra Barreto, Neill Barry, Angela Bettis, Jolene Blalock, Dennis Boutsikaris, Roger Aaron Brown, Sarah Wayne Callies, Samuel Carman, Willie C. Carpenter, Larry Cedar, Nick Chinlund, Shelly Cole, Bianca Collins, Joseph Culp, Vicki Davis, Alex Désert, Megan Dodds, Denise Dowse, Shane Edelman, Ethan Embry, Mark Damon Espinoza, Kim Estes, Nick Eversman, Rob Evors, Celia Finkelstein, Cali Fredrichs, Andrea Gabriel, Holly Gagnier, Adam Garcia, Troy Garity, Beau Garrett, Marcus Giamatti, Carl Gilliard, Ben Giroux, Jeremy Howard, JD Jackson, James Earl Jones, Orlando Jones, Sarah Jones, Paul Keeley, Doug Kruse, John Lacy, Katherine LaNasa, Andrew Harrison Leeds, Ana Lenchantin, Riki Lindhome, Eric Lutes, Tanner Maguire, Joshua Malina, David Marciano, James McCauley, Da'Vone McDonald, Doug McKean, Zoe McLellan, Jamie McShane, Gonzalo Menendez, David Monahan, Jonathan Murphy, Garikayi Mutambirwa, Trever O'Brien, Marnette Patterson, Artemis Pebdani, Jack Plotnick, Franka Potente, Esteban Powell, Laura Prepon, Anthony Tyler Quinn, Wes Ramsey, Kim Rhodes, Derek Richardson, Adam Rothenberg, Freda Foh Shen, Jon Seda, Noah Segan, China Shavers, Patrick St. Esprit, David Strathairn, Lee Tergesen, Desean Terry, Dale E. Turner, Bernardo Verdugo, Rick D. Wasserman, Charlie Weber and Jessica Whitaker.


title: Lists of Hindi films

text: This is a list of films produced by the Indian Hindi-language film industry, popularly known "Bollywood," based in Mumbai ordered by year and decade of release. Although "Bollywood" films are generally listed under the Hindi language, most are in Hindustani and many in Urdu as well as Hindi, with partial Bhojpuri, Punjabi and occasionally other languages. Bollywood films can achieve national distribution across at least 22 of India's 29 states.


title: Lists of Hindi films

text: Speakers of Hindi, Bhojpuri, Urdu, and Punjabi understand the mixed language usage of Bollywood thus extending the viewership to people all over the Indian subcontinent (throughout India and its neighboring countries). Here are some examples - partly Bhojpuri: PK, "Panchlait", "Manjhi – The Mountain Man" and "Jabariya Jodi"; partly English: "Kal Ho Naa Ho", "Kabhi Alvida Naa Kehna", "Dhoom 2", "Partner", "Om Shanti Om", "Kismat Konnection", "Kambakkht Ishq" and "Love Aaj Kal"; partly Urdu: "Fanaa", "Saawariya", "Jodhaa Akbar" and "Kurbaan"; partly Punjabi: "Jab We Met", "Singh Is Kinng", "Rab Ne Bana Di Jodi", "Love Aaj Kal", "Dil Bole Hadippa!", "Band Baaja Baaraat", "Patiala House", "Phillauri" and "Thande Koyle". "Veer-Zaara" and "Mausam" is an equal mix of Urdu, Punjabi and a little bit of Hindi.


title: The Secret Life of Walter Mitty

text: "The Secret Life of Walter Mitty" (1939) is a short story by James Thurber. The most famous of Thurber's stories, it first appeared in "The New Yorker" on March 18, 1939, and was first collected in his book "My World and Welcome to It" (Harcourt, Brace and Company, 1942). It has since been reprinted in "James Thurber: Writings and Drawings" (The Library of America, 1996, ), is available on-line on the "New Yorker" website, and is one of the most anthologized short stories in American literature. The story is considered one of Thurber's "acknowledged masterpieces". It was made into a 1947 film of the same name, with Danny Kaye in the title role, though the film is very different from the original story. It was also adapted into a 2013 film, which is again very different from the original.


title: The Secret Life of Walter Mitty

text: The name Walter Mitty and the derivative word "Mittyesque" have entered the English language, denoting an ineffectual person who spends more time in heroic daydreams than paying attention to the real world, or more seriously, one who intentionally attempts to mislead or convince others that he is something that he is not.


title: The Secret Life of Walter Mitty

text: Warner Brothers studio head Jack L. Warner in his autobiography "My First Hundred Years in Hollywood", described the actor Errol Flynn in the following way: "To the Walter Mittys of the world he was all the heroes in one magnificent, sexy, animal package."


title: The Secret Life of Walter Mitty

text: The short story deals with a vague and mild-mannered man who drives into Waterbury, Connecticut, with his wife for their regular weekly shopping and his wife's visit to the beauty parlor. During this time he has five heroic daydream episodes. The first is as a pilot of a U.S. Navy flying boat in a storm, then he is a magnificent surgeon performing a one-of-a-kind surgery, then as a deadly assassin testifying in a courtroom, and then as a Royal Air Force pilot volunteering for a daring, secret suicide mission to bomb an ammunition dump. As the story ends, Mitty imagines himself facing a firing squad, "inscrutable to the last."


title: The Secret Life of Walter Mitty

text: Mitty is very much a Thurber protagonist, so much so that he has been called "the archetype for dreamy, hapless, Thurber Man". Like many of his male characters, such as the husband in "The Unicorn in the Garden" and the physically unimposing men Thurber often paired with larger women in his cartoons, Mitty is dominated and put upon by his wife. Like the man who saw the unicorn, he escapes via fantasies. A similar dynamic is found in the Thurber story "The Curb in the Sky", in which a man starts recounting his own dreams as anecdotes as an attempt to stop his wife from constantly correcting him on the details.


title: The Secret Life of Walter Mitty

text: In his 2001 book "The Man Who Was Walter Mitty: The Life and Work of James Thurber" (), author Thomas Fensch suggests that the character was largely based on Thurber himself. This is consistent with Thurber's self-described imaginative interpretations of shapes seen with his "two-fifths vision" in his essay "The Admiral on the Wheel". Neurologist V.S. Ramachandran suggests that Thurber may have had Charles Bonnet syndrome, a neurological condition that causes vivid and bizarre hallucinations in blind people.


title: The Secret Life of Walter Mitty

text: Thurber's love of wordplay can be seen in his coining of several nonsense terms in the story, including the pseudo-medical jargon "obstreosis of the ductal tract", "streptothricosis", and the recurring onomatopoeia of "ta-pocketa-pocketa-pocketa." The medical nonsense that "coreopsis has set in" uses the name of a flower which sounds vaguely like a horrible medical condition.


title: The Secret Life of Walter Mitty

text: The story was made into a 1947 film starring Danny Kaye as a young daydreaming editor of pulp magazines. The film was adapted for the screen by Ken Englund, Everett Freeman, and Philip Rapp, and directed by Norman Z. McLeod. It was filmed in Technicolor.


title: The Secret Life of Walter Mitty

text: Thurber was repeatedly consulted about the film's script, but his suggestions were largely ignored by producer Samuel Goldwyn, who had the writers alter the original story to showcase Kaye's talents. In a letter to "Life" magazine, Thurber expressed his considerable dissatisfaction with the script, even as Goldwyn insisted in another letter that Thurber approved of it.


title: The Secret Life of Walter Mitty

text: A 1947 radio adaptation of the film, with Danny Kaye and Virginia Mayo reprising their roles, was performed on "The Screen Guild Theater". Because the show was a half hour, including commercials, Kaye's extraneous routines are minimized, making it more like the original story. Even closer to the original story is a 1944 radio adaptation from "This Is My Best", with Robert Benchley as the daydreaming Mitty.


title: The Secret Life of Walter Mitty

text: 20th Century Fox produced and Ben Stiller directed another film adaptation in 2013, which also differs widely from the book. Stiller stars as Mitty, with Kristen Wiig, Shirley MacLaine, Patton Oswalt, Adam Scott, Kathryn Hahn, and Sean Penn also appearing in the film. The film was released on December 25, 2013 in the US and in other countries and had a production budget of $90 million.


title: The Secret Life of Walter Mitty

text: "The Secret Life of Walter Mitty" was adapted for the stage by Thurber as part of the 1960 Broadway theater revue "A Thurber Carnival". The sketch, which closed the show except for "Word Dance Part II", was nearly identical to the short story, except that at the end he cleverly avoids being shot. The original cast for the sketch was as follows:


title: The Secret Life of Walter Mitty

text: The story was again adapted for the stage in 1964, this time by Joe Manchester. This musical version of "The Secret Life of Walter Mitty" depicts Mitty at age 40, tempted by "would-be chanteuse" Willa De Wisp to leave his wife Agnes and really live "the Secret Life". It features 17 songs, with lyrics by Earl Shuman and music by Leon Carr. The musical opened off-Broadway at the Players Theatre on October 26, 1964, and ran for 96 performances. "Time magazine" referred to the musical's plot as having been "boldly extrapolated" from the short story, and called the result "a thoroughly pleasant musical evening". Columbia Records issued an original cast recording on LP, also dated 1964.


title: Genie (Disney)

text: The Genie is a fictional jinnī appearing in Walt Disney Pictures' 31st animated feature film "Aladdin" (1992). He was voiced by Robin Williams in the first film. Following a contract dispute between Williams and Disney, Dan Castellaneta voiced the Genie throughout the direct-to-video feature "The Return of Jafar", as well as the television series, before Williams reprised the role for the final installment, "Aladdin and the King of Thieves", as well as for the character's own mini-series, "Great Minds Think for Themselves".


title: Genie (Disney)

text: Dan Castellaneta voiced the Genie in "Aladdin in Nasira's Revenge" and later the "Kingdom Hearts" series of video games by Square Enix and Disney Interactive Studios for both "Kingdom Hearts" and "Kingdom Hearts II" (with archived audio used in other "Kingdom Hearts" games). Jim Meskimen took over the role in "Disney Think Fast" (2008) and "Kinect Disneyland Adventures" (2011). Will Smith plays a live-action version of the character in the 2019 live-action adaptation of the original 1992 film.


title: Genie (Disney)

text: As well as largely driving the plot in the first film, the Genie serves as comic relief in each of his appearances. He is shown to have unlimited shapeshifting abilities, which allow for many and varied sight gags; however, he is unable to kill anyone, make anyone fall in love, fully revive the dead, or provide additional wishes. The Genie's supernatural abilities permit him to break the fourth wall, as well as parody real-life people and popular culture completely beyond the boundaries of his native universe. For instance, during production of "Aladdin" Williams would improvise various impersonations at will, and his animator Eric Goldberg would choose the ones that would be translated into the film. One of those was an imitation of Pinocchio's nose growing, which made the Genie's head turn into Pinocchio's. Composer Alan Menken and Lyricist Howard Ashman had conceived the Genie as "a hip Harlem jazz singer, like Fats Waller or Cab Calloway." Thus Menken was afraid Williams would not be able to display the required singing capabilities, only changing his mind after seeing Williams perform "Friend Like Me" and "Prince Ali" at his Los Angeles home.


title: Genie (Disney)

text: The Genie first appears in "Aladdin", where he is released from a magical oil lamp, which formed the phrase "genie in a lamp" or "genie in a bottle", which coined the term by the titular character in the collapsed Cave of Wonders. After he explains that he can grant three wishes, Aladdin, knowing that Genie would only grant his wish to get out of the cave if he used one of his wishes, dupes him into freeing Aladdin and Abu from the cave without using a wish. At a faraway oasis, the Genie is shocked when he finds that Aladdin didn't use his first wish to get out of the cave and reluctantly agrees to let Aladdin's first wish to be spared. Asked by Aladdin what he would wish for, Genie admits he would wish for freedom, since genies must follow the orders of a master—in this case, Aladdin. He accepts Aladdin's promise to use the third wish to set him free, then grants Aladdin his first wish: making him a prince so he can legally court Princess Jasmine. Genie goes into hiding after leading a parade to the Agrabah palace. Genie is released again when Aladdin is shackled, gagged, and thrown off a cliff into the ocean by Jafar's guards. He rescues Aladdin as the second wish upon liberally interpreting Aladdin's nodding head. Later, Genie has a falling out with Aladdin when he starts to think he may have to break his promise to use the third wish, out of fear of what will happen should someone find out he is not royalty.


title: Genie (Disney)

text: Iago the parrot soon steals Genie's lamp and delivers it to Jafar, making Jafar Genie's new master. The Genie has no choice but to grant Jafar's first and second wish to become Sultan of Agrabah and the world's most powerful sorcerer. He is then made a slave with no purpose in life but to entertain the sadistic Jafar by tormenting the former Sultan. During the final fight between Aladdin and Jafar, the Genie is forced to grant Jafar's final wish to become an all-powerful genie when Aladdin convinces him to do so, much to his reluctance. However, as they both know, the fulfillment of this wish causes Jafar to be imprisoned in a lamp of his own, which a now-more-relieved Genie hurls into the desert, freeing Agrabah from his tyranny. While the Genie is willing to sacrifice his freedom in order to allow Aladdin to be with Princess Jasmine, Aladdin decides to live up to his original promise and uses his final wish to free the Genie from his lamp's power, much to the latter's surprise and happiness. Aladdin still gets to marry Princess Jasmine, as the Sultan is touched by the young couple's love for one another, so he changes the law so the princess can marry whomever she pleases. The freed Genie bids an emotional goodbye to Aladdin and leaves Agrabah to explore the world.


title: Genie (Disney)

text: In "The Return of Jafar", the Genie returns to Agrabah after his one-year trip around the world, deciding it isn't all that great without his friends to share it with. His powers are lessened by his own admission, as a freed genie is less powerful than one bound to a lamp, though he still retains several of his abilities, most notably shapeshifting, flight, and conjuration. On the night of his return, after Jasmine and Aladdin have a fight over Aladdin keeping Iago's presence secret from her, the Genie convinces Iago to help him get the couple to reconcile. Later in the film, when Aladdin, Iago and the Sultan go on an outing without him, the Genie and Abu have a picnic for themselves but are confronted by Jafar. Despite a brave fight against him, the Genie is outmatched and both he and Abu are imprisoned. Eventually, they are joined by the Sultan, Princess Jasmine and the Carpet who were all captured by Jafar. After being freed from imprisonment by a morally confused Iago, Genie saves Aladdin from being executed by the palace guards, which Jafar had orchestrated by falsely framing Aladdin for murdering the Sultan. After the heroes regroup, the Genie reveals destroying Jafar's lamp is the only way they can destroy him. Their plan to discreetly take the lamp does not go unnoticed and they are drawn into combat. Genie assists the heroes several times during this battle, by catching a falling Aladdin and by shape-shifting into him in an attempt to distract Jafar while Aladdin grabs his lamp. However, this too fails as Jafar is able to prevent Aladdin from seizing the lamp, and uses his powers to split the land open over a sea of magma. After the reformed Iago is shot down trying to hand over the lamp to Aladdin, the parrot bravely kicks the lamp into the lava and thus destroys Jafar once and for all. The Genie saves Jasmine from a dangerous situation as the ground is closing back up by stretching himself so they can get out in time. When he finds out that Iago survived the battle, he celebrates by turning into a firework.


title: Genie (Disney)

text: The Genie has a major supporting role in the "Aladdin" television series, although his contributions are sometimes limited; as the show is directly after the sequel, the once-omnipotent Genie is now reduced to "semi-phenomenal, nearly-cosmic powers", which renders him incapable of undoing some of the spells he is confronted with, and lacks some degree of his old intellect. A particular example of this is the episode "Love at First Sprite", when a group of sprites lift the palace into the air and then drop it back to the ground; Genie explicitly references how he lifted the palace in the past, but is unable to repeat the feat on this occasion, requiring Carpet to trick the sprites into lowering the palace to safety. However, Genie is still an indispensable member of Aladdin's team: there were many, many occasions in the TV series where the Genie's magic was crucial for the heroes to win, and the situation would have been hopeless without him. The Genie also is a guest in "Disney's House of Mouse", and acts as host in the video game "".


title: Genie (Disney)

text: In "Aladdin and the King of Thieves", the Genie plays a considerably smaller role. Unlike the first and second films, he does not have an active role in the main plot, resulting in less screen time.


title: Genie (Disney)

text: Nevertheless, he still acts as Aladdin’s best friend and moral support. He also appears to be just as powerful as he was in the first film, as he has no problem with anything he tries, something that implies that his reduction of power was merely temporary.


title: Genie (Disney)

text: The Genie appears in most of the installments of the "Kingdom Hearts" series of video games. His role in the first game is mostly the same as in the film as his lamp is found by Aladdin. The general difference is that all of Aladdin's wishes are wasted to get him out of trouble: the first wish was spent on getting rid of Heartless attacking and the second one is to rescue Princess Jasmine from Jafar. Eventually, Iago steals the Genie's lamp, forcing him to show Jafar the keyhole of Agrabah and assist him in fighting Sora and his friends. After Jafar is defeated, Aladdin wishes the Genie free from his lamp. He then becomes a summon for Sora. The Genie has much less screen time and much less to do with the plot in "Kingdom Hearts II". Like in "The Return of Jafar", he goes off to see the world along with Carpet. He misses most of the action, but arrives near the end of Sora's first visit and disturbs Pete when he is about to free Jafar from his lamp. Also, the Genie once again becomes a summon partner for Sora, but his newest feature is copying Sora's Drive forms and wielding his own copy of the Keyblade (excluding the Limit Form in "Kingdom Hearts II Final Mix"). The Genie also appears briefly in "Kingdom Hearts 358/2 Days", interacting with Xion and Roxas as they make their way back to Agrabah.


title: Genie (Disney)

text: He also serves as the host of "Disney's Think Fast", introducing the game's players and rounds, as well as ranking the players based on the number of points (and commenting on things such as all players getting an answer wrong, and stopping to take very brief breaks).


title: Genie (Disney)

text: Genie appears as a playable character to unlock for a limited time in the video game "Disney Magic Kingdoms".


title: Genie (Disney)

text: In the 2019 live-action adaptation of "Aladdin", the Genie is portrayed by Will Smith, with his appearance alternating between his classic blue-skin and a human form as a disguise to blend in. This version is significantly less wacky than in the original film, having a more relaxed and sarcastic personality. In the remake, wishes must be done with more specific words or else the Genie could give something different from what was intended, something Aladdin later uses to trick Jafar into becoming a genie. Additionally, in this version, the Genie states clearly that his power comes from the lamp as well as himself, with the result that he becomes human when freed from the lamp. Genie is also portrayed as forming a romance with Jasmine's handmaiden Dalia, to the point that he asks her to join him in travelling the world after he is freed from the lamp. The start of the film features a plot twist featuring a human Genie telling Aladdin's story to his and Dalia's children, a reference to a deleted concept from the original film in which the Peddler from the start would reveal himself as the Genie.


title: Genie (Disney)

text: On August 18, 2021, Disney announced the Genie would be the mascot of a new paid skip-the-line service called Genie+, which was implemented later that fall.


title: Genie (Disney)

text: Reception to Williams' involvement influenced tributes following his 2014 death, with critics considering the Genie to have been his most memorable performance. "Aladdin" composer Alan Menken lamented that Williams was "a brilliant, adorable, hilarious, compassionate, vulnerable manifestation of the human condition."


title: Social construction of gender

text: The social construction of gender is a theory in feminism and sociology about the manifestation of cultural origins, mechanisms, and corollaries of gender perception and expression in the context of interpersonal and group social interaction. Specifically, the social construction of gender stipulates that gender roles are an achieved "status" in a social environment, which implicitly and explicitly categorize people and therefore motivate social behaviors.


title: Social construction of gender

text: A related matter in feminist theory is the relationship between the ascribed status of assigned sex (male or female) and their achieved status counterparts in gender (masculine and feminine).


title: Social construction of gender

text: In the context of feminist theory, the word status deviates from its colloquial usage meaning rank or prestige but instead refers to a series of strata or categories by which societies are divided, in some ways synonymous with "labels" or "roles". The semantic distinctions of "labels" and "roles" are homogenized into the term "status" and then re-differentiated by the division into "ascribed status" and "achieved status" respectively.


title: Social construction of gender

text: Within the domain of psychoanalytical and Radical feminism, status bears additional significance as a mechanism of arbitrary power; where arbitrary refers to the derivation of power from status as opposed to mutual agreement of involved parties. Therefore, the undermining and disassembly of status and status symbols is a prerequisite to liberation from arbitrary power.


title: Social construction of gender

text: Social constructionism is a theory of knowledge which describes the relationship between the objectivity of reality and the capacity of human senses and cognition. Specifically it asserts that reality exists as the summation of social perceptions and expression; and that the reality which is perceived is the only reality worth consideration. This is accompanied by the corollaries that any perceived reality is valid, that reality is subject to manipulation via control over social perceptions and expressions.


title: Social construction of gender

text: The social constructionist movement emerged in relation to both criticism and rejection of Objectivism developed by Russian-American writer Ayn Rand. Specifically, in the assumption of a positivist basis for knowledge; which is to say that social constructionism rejects the notion that empirical facts can be known about reality, where as objectivism is defined by it. Though not explicitly reliant on it, much literature on the subject of social constructionism focuses on its relationship in many facets to hierarchy and power. This intimacy demonstrates the close inspirational source of Marxist doctrine, as utilized in the works of Foucault and his writings on discourse.


title: Social construction of gender

text: The work "The Blank Slate" of Harvard psychologist Steven Pinker, demonstrates the existence of socially constructed categories such as "money, tenure, citizenship, decorations for bravery, and the presidency of the United States." which "exist only because people tacitly agree to act as if they exist." However they are not in support of social constructionism as the sole means of understanding reality, rather as a specific context for specific phenomena, and support the consideration of empirical scientific data in our understanding of the nature of human existence. In this manner, Pinker explicitly contradicts social constructionist scholars Marecek, Crawford & Popp in "On the Construction of Gender, Sex, and Sexualities", who argue against the idea that socially organized patterns can emerge from isolated origins and favor instead the theory of Tabula rasa, which states that knowledge and meaning are generated exclusively as a collective effort and that the individual is incapable of doing so independently. In essence, the creation of meaning is a shared effort even when achieved by an individual in solitary conditions, because individuality is an illusion found at the intersection of myriad external influences being filtered through Id, Ego, and Super-ego.


title: Social construction of gender

text: Alsop, Fitzsimmons & Lennon also note that the constructionist accounts of gender creation can be divided into two main streams:


title: Social construction of gender

text: They also argue that both the materialist and discursive theories of social construction of gender can be either essentialist or non-essentialist. This means that some of these theories assume a clear biological division between women and men when considering the social creation of masculinity and femininity, while other contest the assumption of the biological division between the sexes as independent of social construction.


title: Social construction of gender

text: Gender is used as a means of describing the distinction between the biological sex and socialized aspects of femininity and masculinity. According to West and Zimmerman, is not a personal trait; it is "an emergent feature of social situations: both as an outcome of and a rationale for various social arrangements, and as a means of legitimating one of the most fundamental divisions of society."


title: Social construction of gender

text: As a social construct, gender is considered an achieved status by feminist theory, typically (though not exclusively) one which is achieved very early in childhood. The view as achieved is supported by the contemporary constructionist perspective, as proposed by Fenstermaker and West, asserts regarding gender as an activity ("doing") of utilizing normative prescriptions and beliefs about sex categories based on situational variables. These "gender activities" constitute sets of behavior, such as masculine and feminine, which are associated with their sexual counterpart and thus define concepts such as "man" and "woman" respectively. It is noted, however, that the perception as masculine or feminine is not limited or guaranteed to match the expression's typical or intended nature. Hence, gender can be understood as external to the individual, consisting of a series of ongoing judgements and evaluations by others, as well as of others.


title: Social construction of gender

text: Gender roles are a continuation of the gender status, consisting of other achieved statuses that are associated with a particular gender status. In less theoretical terms, gender roles are functional position in a social dynamic for which fulfillment is a part of "doing gender"


title: Social construction of gender

text: Empirical investigations suggest that gender roles are "social constructs that vary significantly across time, context, and culture". Ronald F. Levant and Kathleen Alto write:


title: Social construction of gender

text: American philosopher Judith Butler makes a distinction between gender performativity and gender roles, which delineates between the social behaviors of the individual seeking to express the behavior which articulate their own perception of their gender; and behavior which creates the perception of compliance with societal gender expressions in aggregate. This is not to imply that participation in gender performativity cannot correspond to pressure to fulfill a gender role, nor that fulfillment of a gender role cannot satisfy the desire for gender performativity. The distinction refers primarily to context and motivation, rather than particular behaviors and consequences- which are often closely linked. Research by Liva and Arqueros describes gendered behaviors being taught. In Argentina, missionaries intending to educate the Qom people reinforced a conversion to gender norms and European modernity on the indigenous community.


title: Social construction of gender

text: In some subdomains of feminism, such as intersectional feminism, gender is a major though not solitary axis along which factors of oppression are considered, as expressed by Berkowitz, who wrote "The gender order is hierarchical in that, overall, men dominate women in terms of power and privilege; yet multiple and conflicting sources of power and oppression are intertwined, and not all men dominate all women. Intersectionality theorizes how gender intersects with race, ethnicity, social class, sexuality, and nation in variegated and situationally contingent ways".


title: Social construction of gender

text: Berkowitz also asserts that gender at large, especially gender roles, contribute greatly as a prolific and potent avenue by which manipulations of social perceptions and expression manifest reality. Specifically, a reality in which women are typically oppressed by men within a social structure that establishes roles for women, which are of explicitly lesser capacity for accruing and exercising arbitrary power. The system which manifest and exercises this power, is typically referred to as "patriarchy". To clarify, the term arbitrary here is used to denote the source of power as being derived from status as feminist theory describes it. The particular model of patriarchy prescribed, does not make any distinction of stratification or power originating from competence or prestige.


title: Social construction of gender

text: Anthropologist Catherine L. Besteman observes the differences in gender roles in the context of parenting by Somali Bantu refugees in Lewiston, Maine; The separate roles communicate the agency of individuals based on their gender – agency in which males tend to be favored in terms of social power. Girls seemed to be "under increasing scrutiny to behave respectably as parents attempted to protect them from America's public sexual culture in the only way they know: early arranged marriage and lots of responsibilities for domestic tasks". Boys, however, were given less responsibilities and more freedom. The distinction between the responsibilities of boys and girls define the refugees' children's understanding of what it means to belong to a particular gender in America with association to "parental authority". Besteman observed the contrast to be a result of a lack traditional male chores in America compared to Somalia, such as farm work, while the traditional female chores were able to be maintained.


title: Social construction of gender

text: Gender identity is a related concept, which instead of referring to the external social understanding developed between persons, gender identity refers to the internal sense of ones own gender on an individual scale.


title: Social construction of gender

text: In recent years, elementary schools in the U.S. have started carrying chapter books that include either non-traditional families with same-sex parents, homosexual role models, or (in fewer cases) an adolescent who is discovering and accepting their own sexuality/sexual orientation. Hermann-Wilmarth and Ryan acknowledge this rise in representation, while critiquing the way that the limited selection of books present these characters with an eye towards popularized characterizations of homosexuality. The authors characterize this style of representation as "homonormative", and in the only example of a book where the protagonist questions their gender identity, it is left ambiguous as to whether or not they are a trans man or that they were simply pretending.


title: Social construction of gender

text: Diamond and Butterworth argue that gender identity and sexual identity are fluid and do not always fall into two essentialist categories (man or woman and gay or straight); they came to this conclusion via interviewing women that fall into a sexual minority group over the course of ten years. One woman had a relatively normal early childhood but around adolescence questioned her sexuality and remained stable in her gender and sexual identity until she started working with men and assumed a masculine "stance" and started to question her gender identity. When 'she' became a 'he' he began to find men attractive and gradually identified as a homosexual man.


title: Social construction of gender

text: The perception of sexuality by others is an extension of others' perceptions of one's gender. Heterosexuality is assumed for those individuals who appear to act appropriately masculine or appropriately feminine. If one wants to be perceived as a lesbian, one must first be perceived as a woman; if one wants to be seen as a gay man, one has to be seen as a man.


title: Social construction of gender

text: According to Alsop, Fitzsimmons & Lennon, "Gender is part of an identity woven from a complex and specific social whole, and requiring very specific and local readings". Thus, gender identity can be defined as part of socially situated understanding of gender. LaFrance, Paluck and Brescoll note that as a term, "gender identity" allows individuals to express their attitude towards and stance in relation to their current status as either women or men. Turning the scope of gender from a social consensus to objectivity to one's self-identification with a certain gender expression leaves much more space for describing variation among individuals.


title: Social construction of gender

text: While men and women are held accountable for normative conceptions of gender, this accountability can differ in content based on ethnicity, race, age, class, etc. Hurtado argues that white women and women of color experience gender differently because of their relationship to males of different races and that both groups of women have traditionally been used to substantiate male power in different ways. Some women of color are subordinated through rejection, or denial of the "patriarchal invitation to privilege". For instance, some white men may see women of color as workers and objects of sexual aggression; this would allow the men to display power and sexual aggression without the emotional attachment that they have to white women. White women are accountable for their gendered display as traditionally subservient to white men while women of color may be held accountable for their gendered performance as sexual objects and as recalcitrant and bawdy women in relations with white men. West and Fenstermaker conclude that doing gender involves different versions of accountability, depending on women's "relational position" to white men.


title: Social construction of gender

text: Gender, according to West and Zimmerman, is not simply what one is, but what one does – it is actively produced within social interactions. Gender is an accomplishment : "the activity of managing situated conduct in light of normative conceptions of attitudes and activities appropriate for one's sex category". People do not have to be in mixed gender groups or in groups at all for the performance of gender to occur; the production of gender occurs with others and is even performed alone, in the imagined presence of others. "Doing" gender is not just about conforming to stereotypical gender roles – it is the active engagement in any behavior that is gendered, or behavior that may be evaluated as gendered.


title: Social construction of gender

text: The performance of gender varies given the context: time, space, social interaction, etc. The enactment of gender roles is context dependent – roles are "situated identities" instead of "master identities". The sociology of knowledge must first of all concern itself with what people "know" as "reality" in their everyday, non- or pre-theoretical lives. In other words, individual perceptions of ""knowledge" or reality...must be the central focus."


title: Social construction of gender

text: These performances normalize the essentialism of sex categories. In other words, by doing gender, we reinforce the essential categories of gender – that there are only two categories that are mutually exclusive. The idea that men and women are essentially different is what makes men and women behave in ways that appear essentially different. Though sex categorization is based on biological sex, it is maintained as a category through socially constructed displays of gender (for example, you could identify a transgender person as female when in fact she is assigned male at birth).


title: Social construction of gender

text: Institutions also create normative conceptions of gender. In other words, gender is simultaneously created and maintained – "both a process and a product, medium and outcome of such power relations". In his examination of blue and white-collar workers, Mumby argued that hegemonic or dominant masculinity provides a standard of acceptable behavior for men, and at the same time, is the product of men's behavior. This can be said for constructions of any identity in certain contexts (e.g. femininity, race, Black femininity, etc.).


title: Social construction of gender

text: People hold themselves and each other accountable for their presentations of gender (how they 'measure up'). They are aware that others may evaluate and characterize their behavior. This is an interactional process (not just an individual one). Social constructionism asserts that gender is a category that people evaluate as omnirelevant to social life. Gender as omnirelevant means that people can always be judged by what they do as a man or as a woman. This is the basis for the reasoning that people are always performing gender and that gender is always relevant in social situations.


title: Social construction of gender

text: Accountability can apply to behaviors that do conform to cultural conceptions as well as those behaviors that deviate – it is the "possibility" of being held accountable that is important in social constructionism. For example, Stobbe examined the rationale that people gave for why there were small numbers of women in the auto industry. Men cited the idea that such dirty work was unsuitable for women and women were unable to train because of family duties. Stobbe argues that the male workers created a machismo masculinity to distinguish themselves from women who might have been qualified to work in the auto shop. Women who do work in male-dominated professions have to carefully maintain and simultaneously balance their femininity and professional credibility.


title: Social construction of gender

text: Even though gender seems more salient in some situations – for instance, when a woman enters a male-dominated profession – gender categories also become salient in contexts in which gender is less obvious. For instance, gender is maintained before the woman enters the male-dominated group through conceptions of masculinity.


title: Social construction of gender

text: Race, class, and other oppressions can also be omnirelevant categories, though they are not "all" identically salient in every set of social relationships in which inequality is done. People have preconceived notions about what particular racial groups look like (although there is no biological component to this categorization). Accountability is interactional because it does not occur solely within the individual. It is also institutional because individuals may be held accountable for their behaviors by institutions or by others in social situations, as a member of any social group (gender, race, class, etc.). This notion of accountability makes gender dynamic because what is considered appropriate behavior for men and women changes and is reproduced over time and is reproduced differently depending on context. Gender is created in different ways among uneducated and educated African Americans.


title: Social construction of gender

text: Moroccan women in Belgium with high-skill jobs report struggling to find a work-life balance; they leave ethnicity out of the discussed influences on professional identity, but do discuss gender. Portrayals of gender can be advantageous or disadvantageous for Moroccan women in the Belgian workplace. Disadvantages include the view of women in their twenties as busy with homemaking and child-rearing, and the Islamic tradition of wearing a headscarf leading to discrimination. Advantages include second generation immigrant women receiving less discrimination than men, and being highly educated further reduces chances of discrimination.


title: Social construction of gender

text: In the U.S., changes in gender ideology relate to changes in an individuals life, such as becoming a parent, getting a job, and other milestones. Racial differences and gender are determiners of treatment in the workplace; African American mothers suffer a wage penalty if they are married with big families, while white women are penalized upon becoming a mother. African American husbands are not seen as serious economic providers, and do not receive a wage premium for parenthood, while white fathers do. Current, full-time working women have a more egalitarian gender ideology than non-working or part-time women. Men relate work to providing roles and only shift to a more egalitarian gender ideology when opportunities are blocked and they learn to redefine success; blocked opportunities are more prevalent for black men.


title: Social construction of gender

text: West and Zimmerman give this definition for sex in their paper "Doing Gender": "Sex is a determination made through the application of socially agreed upon biological criteria for classifying persons as females and males. The criteria for classification can be genitalia at birth or chromosomal typing before birth, and they do not necessarily agree with one another". The differentiation between gender and sex did not arise until the late 1970s, when researchers began using "gender" and "sex" as two separate terms, with "gender" referring to one's self-identity and "sex" referring to one's chromosomal makeup and sex organs. The binary of male and female leaves out everyone who does not fit into these categories because of genital make up, chromosomes, or hormone levels. Anne Fausto-Sterling addresses the issues facing intersex people in her article "The Five Sexes". She claims that there is at minimum five sexes but probably more; this is based on the vast range of ways bodies show up in nature. She points out that, "recent advances in physiology and surgical technology now enable physicians to catch most intersexuals at birth...infants are entered into a program of hormonal and surgical management..." This highlights the intense adherence to the binary instead of allowing bodies to present in the world without intervention.


title: Social construction of gender

text: West and Zimmerman also give a definition for sex category: "achieved through application of the sex criteria, but in everyday life, categorization is established and sustained by the socially required identificatory displays that proclaim one's membership in one or the other category". Sex category is applied to a person in everyday life through commonly recognized cues that are not necessarily fulfilling biological criteria of sex. In a different study by Wenzlaff et al., 40 participants in North America were asked whether schematic drawings of nude adults were male or female. The majority response was male for images including a penis, and a more evenly split response for images including a vulva; drawings included both congruent and incongruent genital and secondary sex characteristics, so the presence of a penis is the predominant determiner of perceived gender.


title: Social construction of gender

text: The term "gender performativity" was first coined by American philosopher and gender theorist Judith Butler in their 1990 book "". In the book, Butler sets out to criticize what they consider to be an outdated perception of gender. This outdated perception, according to Butler, is limiting in that it adheres to the dominant societal constraints that label gender as binary. In scrutinizing gender, Butler introduces a nuanced perception in which they unite the concepts of performativity and gender. In chapter one, Butler introduces the unification of the terms gender and performativity in stating that "gender proves to be performance—that is, constituting the identity it is purported to be. In this sense, gender is always a doing, though not a doing by a subject who might be said to pre-exist the deed".


title: Social construction of gender

text: In demystifying this concept, Butler sets out to clarify that there is indeed a difference in the terms gender performance and gender performativity. In a 2011 interview, Butler stated it this way:


title: Social construction of gender

text: Thus, Butler perceives gender as being constructed through a set of acts that are said to be in compliance with dominant societal norms. Butler is, however, not stating that gender is a sort of performance in which an individual can terminate the act; instead, what Butler is stating is that this performance is ongoing and out of an individual's control. In fact, rather than an individual producing the performance, the opposite is true. The performance is what produces the individual. Specifically, Butler approvingly quotes Nietzsche's claim that "there is no 'being' behind doing... 'the doer' is merely a fiction added to the deed – the deed is everything." Thus, the emphasis is placed not on the individual producing the deed but on the deed itself.


title: Social construction of gender

text: On Butler's hypothesis, the socially constructed aspect of gender performativity is perhaps most obvious in drag performance, which offers a rudimentary understanding of gender binaries in its emphasis on gender performance. Butler understands drag cannot be regarded as an example of subjective or singular identity, where "there is a 'one' who is prior to gender, a one who goes to the wardrobe of gender decides with deliberation which gender it will be today". Consequently, drag should not be considered the honest expression of its performer's intent. Rather, Butler suggests that what is performed "can only be understood through reference to what is barred from the signifier within the domain of corporeal legibility".


title: Social construction of gender

text: Amelia Jones proposes that this mode of viewing gender offered a way to move beyond the theories of the gaze and sexual fetishism, which had attained much prominence in academic feminism, but which by the 1980s Jones viewed as outdated methods of understanding women's societal status. Jones believes the performative power to act out gender is extremely useful as a framework, offering new ways to consider images as enactments with embodied subjects rather than inanimate objects for men's viewing pleasure.


title: Social construction of gender

text: The idea around gender performativity, when applied to infancy and young childhood, deals with the idea that from the moment one is conceived, arguably even before that, who they are and who they will become is predetermined. Children learn at a very young age what it means to be a boy or girl in our society. Individuals are either given masculine or feminine names based on their sex, are assigned colors that are deemed appropriate only when utilized by a particular sex and are even given toys that will aid them in recognizing their proper places in society. According to Barbara Kerr and Karen Multon, many parents would be puzzled to know "the tendency of little children to think that it is their clothing or toys that make them boy or girl". Parents are going as far as coordinating their daughter with the color pink because it's feminine, or blue for their son because it's masculine. In discussing these points, Penelope Eckert, in her text titled "Language and Gender", states: "the first thing people want to know about a baby is its sex, and social convention provides a myriad of props to reduce the necessity of asking". Thus, this reinforces the importance and emphasis that society places not only on sex but also on ways in which to point towards one's sex without implicitly doing so. Eckert furthers this in stating that determining sex at one's birth is also vital of how one presents themselves in society at an older age because "sex determination sets the stage for a lifelong process of gendering". Eckert's statement points to Judith Butler's view of gender as being performative. Similar to Butler, Eckert is hinting to the fact that gender is not an internal reality that cannot be changed. What Eckert is instead stating is that this is a common misconception that a majority of the population unknowingly reinforces, which sees its emergence during infancy.


title: Social construction of gender

text: Butler suggests in both "Critically Queer" and "Melancholy Gender" that the child/subject's ability to grieve the loss of the same-sex parent as a viable love object is barred. Following from Sigmund Freud's notion of melancholia, such a repudiation results in a heightened identification with the Other that cannot be loved, resulting in gender performances which create allegories of, and internalize the lost love that the subject is subsequently unable to acknowledge or grieve. Butler explains that "a masculine gender is formed from the refusal to grieve the masculine as a possibility of love; a feminine gender is formed (taken on, assumed) through the fantasy which the feminine is excluded as a possible object of love, an exclusion never grieved, but 'preserved' through the heightening of feminine identification itself".


title: Social construction of gender

text: One's teen years are the prime time in which socialization occurs as well as the time in which how one presents themselves in society is of high concern. Often, this is the time in which one's ability to master their gender performance labels them as successful, and thus normal, or unsuccessful, and thus strange and unfitting. One of the sources that demonstrate how successful performance is acted out is magazines, specifically magazines targeting young girls. According to Eckert, "When we are teenagers, the teen magazines told girls how to make conversation with boys...". This not only emphasizes the fact that gender is something that is taught to us and is continuously being shaped by society's expectations, but it also points to one of the ways in which individuals are being subconsciously trained to be ideal participants in the gender binary. Thus calling back to Butler's perception that gender is not a fact about us but is something that is taught to us and is being constantly reinforced. This idea that gender is constantly shaped by expectations is relevant in the online community. Teenagers are easily able to formulate relationships and friendships online, thus increasing the probability of a teenager's delicate identity to be manipulated and distorted. Teenagers often come across situations in real life and online that cause them to question themselves when facing society, including gender performance.


title: Social construction of gender

text: The Butlerian model presents a queer perspective on gender performance and explores the possible intersection between socially constructed gender roles and compulsory heterosexuality. This model diverges from the hegemonic analytical framework of gender that many claim is heteronormative, contending with the ways in which queer actors problematize the traditional construction of gender. Butler adapts the psychoanalytical term of melancholia to conceptualize homoerotic subtext as it exists in western literature and especially the relationship between women writers, their gender, and their sexuality. Melancholia deals with mourning, but for homosexual couples it is not just mourning the death of the relationship, instead it is the societal disavowal of the relationship itself and the ability to mourn, thus leading to repression of these feelings. This idea is reflected in the activism organized by political groups such as ACT UP during the AIDS crisis. Many of the survivors that participated in this activism were homosexuals who had lost their partners to the disease. The survivors commemorated the dead by quilting together their rags, repurposing their possessions, and displaying their own bodies for premature mourning. All of these protests amounted to a message that some part of them will be left in the world after they have expired.


title: Social construction of gender

text: Queer Failure is a concept in queer theory that also calls gender into question, because it examines queer art and the bodies of LGBTQ+ people through the lens of what a parental figure may identify as "failure" on the part of their character. Instead of recognizing these instances as moral or psychological failures, this concept frames them as the resultants of a conflict between a person's sexuality and their gender.


title: Social construction of gender

text: Butler suggests that "[t]he critical promise of drag does not have to do with the proliferation of genders... but rather with the exposure of the failure of heterosexual regimes ever fully to legislate or contain their own ideals", although such remarks fail to indicate how the inadequacies of heterosexual regimes might be explicitly exposed.


title: Social construction of gender

text: According to Butler, gender performance is only subversive because it is "the kind of effect that resists calculation", which is to say that signification is multiplicitous, that the subject is unable to control it, and so subversion is always occurring and always unpredictable. Moya Lloyd suggests that the political potential of gender performances can be evaluated relative to similar past acts in similar contexts in order to assess their transgressive potential: "Even if we accept that there are incalculable effects to all (or most) statements or activities, this does not mean that we need to concede that there are no calculable effects." Conversely, Rosalyn Diprose lends a hard-line Foucauldian interpretation to her understanding of gender performance's political reach, as one's identity "is built on the invasion of the self by the gestures of others, who, by referring to other others, are already social beings". Diprose implies that the individual's will, and the individual performance, is always subject to the dominant discourse of an Other (or Others), so as to restrict the transgressive potential of performance to the inscription of simply another dominant discourse.


title: Social construction of gender

text: Martha Nussbaum criticizes Butler's concepts of gender performativity as a misguided retreat from engaging with real-world concerns:


title: Social construction of gender

text: "Butler suggests to her readers that this sly send-up of the "status quo" is the only script for resistance that life offers [...] Butlerian feminism is in many ways easier than the old feminism. It tells scores of talented young women that they need not work on changing the law, or feeding the hungry, or assailing power through theory harnessed to material politics. They can do politics in safety of their campuses, remaining on the symbolic level, making subversive gestures at power through speech and gesture. This, the theory says, is pretty much all that is available to us anyway, by way of political action, and isn't it exciting and sexy?"


title: Social construction of gender

text: Gender features strongly in most societies and is a significant aspect of self-definition for most people. One way to analyze the social influences that affect the development of gender is through the perspective of the social cognitive theory. According to Kay Bussey, social cognitive theory describes "how gender conceptions are developed and transformed across the life span". The social cognitive theory views gender roles as socially constructed ideas that are obtained over one's entire lifetime. These gender roles are "repeatedly reinforced through socialization". Hackman verifies that these gender roles are instilled in us from "the moment we are born". For the individual, gender construction starts with assignments to a sex category on the basis of biological genitalia at birth. Following this sexual assignment, parents begin to influence gender identity by dressing children in ways that clearly display this biological category. Therefore, biological sex becomes associated with a gender through naming, dress, and the use of other gender markers. Gender development continues to be affected by the outlooks of others, education institutions, parenting, media, etc. These variations of social interactions force individuals to "learn what is expected, see what is expected, act and react in expected ways, and thus simultaneously construct and maintain the gender order".


title: Social construction of gender

text: It is very common for gender-based harassment to occur throughout the academic years of a person's life. This serves as a form of gender boundary policing. People who identify as women are expected to conform to stereotypical gendered appearances, as are people who identify as male. Students regularly take part in policing gender boundaries through bullying. Male students frequently harass male and female students, while female students generally only harass other female students. The practice of male students bullying other male students is explicitly linked to machismo, which is the notion that boys are expected to subscribe to in order to be constructed and related to as 'normal' boys. Many girls report that boys tease and ridicule them on the basis of their appearance, which is linked to boys asserting masculine power through sexist practices of denigrating girls. This also serves to perpetuate the idea that appearance is a female's most important asset. In their study, "Correlates and Consequences of Peer Victimization: Gender Differences in Direct and Indirect Forms of Bullying," Lopez, Esbensen & Brick state that "boys were more likely to experience direct or physical forms of bullying and girls were more likely to report being teased or joked about." This can be interpreted as females typically harassing other females in more of a mental, emotional, and psychological torment while males take more of a physical and aggressive approach. Unique appearances and attempts to stand out among girls are regarded very negatively. This type of female on female bullying sets the standard for norms on appearance and the importance of conforming to the societal expectations of that appearance for females. Overall, gender-based harassment serves to define and enforce gender boundaries of students by students.


title: Social construction of gender

text: Gender is a cultural construction which creates an environment where an adolescent's performance in high school is related to their life goals and expectations. Because some young women believe that they want to be mothers and wives, the choice of professions and future goals can be inherently flawed by the gender constraints. Because a girl may want to be a mother later, her academics in high school can create clear gender differences because "higher occupational expectations, educational expectations, and academic grades were more strongly associated with the expected age of parenthood for girls than for boys". With "young women recognizing potential conflicts between the demands of work and family", they will not try as hard in high school allowing males to achieve higher academic achievement then girls. Crocket and Beal in their article "The Life Course in the Making: Gender and the Development of Adolescents", "gender differences in the anticipated timing of future role transitions, the impact of expectations and values on these expected timings, and the extent to which expectations foreshadow actual behavior". The actions of a youth in high school greatly impact the choices the individual will have over a lifetime. Women especially are constrained in the way they view their adulthood even at a young age because of motherhood.


title: Social construction of gender

text: Males can also be subject to gender construction due to social expectations of masculinity. According to Jack Halberstam (under the name Judith), people correlate masculinity with "maleness and to power to domination", something that he believes is a result of patriarchy. In a 2015 study published in the "American Journal of Public Health", researchers stated that gender construct can differ depending on the man's race or ethnicity and stated that for white men there was an emphasis on "education,employment, and socioeconomic status" whereas the expectations for black men focused on "sexual prowess, physical dominance, and gamesmanship". These expectations can make it harder for males to display emotions without receiving criticism and being seen as less of a man.


title: Social construction of gender

text: Adolescents view on adulthood is also determined by their employment in high school. Many boys work during high school and "unlike young women, young men who had not worked during high school did not quite match their peers". Because many other boys are working, those who don't work may not be as successful after graduation. In the book "Working and Growing Up in America", Jeylan T. Mortimer explains "youth who work during high school, and those who devote more hours to work, are more vocationally successful after leaving high school". This creates a distinct gender difference in which men are more likely to be employed after high school than women if they have worked during high school. This means women may be at an academic advantage if they do not work in high school and focus on school work.


title: Social construction of gender

text: High school continues to become a more high-pressure environment with academic and social triggers increasing the expectations of adolescents. High school is a large transitional period for teenagers causing them to "cope with these various transitions in different ways; some negotiate the passages easily whereas others develop serious behavioral and psychological problems". One of these psychological problems is depression. While the environment of high school can be stressful biological functions also play a large role is psychological well-being. Negriff and Susman explain in their article "Pubertal Timing, Depression, and Externalizing Problems" that "the same hormones that increase during puberty are also related to depression and aggressive tendencies. Higher levels of testosterone are associated with increased aggression in boys and girls, whereas higher estrogen for girls is associated with increased depressive symptoms". The gender differences observed may not just be due to the cultural expectations, but rather a biological function of the sex the individuals are born with. Self-esteem has also been linked to depression in high school students. One study done by James Battle in 1980 took 26 student ages 15–18 showed a correlation between depression and self-esteem. In the 80s, research had not looked past adults and Battle's research was some of the first of its kind which showed a direct correlation between self-esteem and depression. Self-esteem is not a product of our biology but rather is culturally constructed. Girls in high school also tend to have lower self-esteem due to body image. With depression and self-esteem being so closely linked the potential for having the disease can result in an educational experience which can be compromised. Depression can be isolating, and without proper academics and societal support, high school can be challenging. Along with higher rates of self-esteem issues in adolescents, this can adversely affect girls' academics and social life in high school.


title: Social construction of gender

text: There are many different factors that affect body image, "including sex, media, parental relationship, and puberty as well as weight and popularity". The intersectionality of these factors causes individualistic experiences for adolescents during this period within their lives. As their body changes, so does the environment in which they live in. Body image is closely linked to psychological well-being during adolescence and can cause harmful effects when a child has body dissatisfaction. In the article "Body Image and Psychological Well-Being in Adolescents: The Relationship between Gender and School Type", Helen Winfield explains that an adolescent's high school experience is closely linked to their perceived body image. She analyzed over 336 teenagers and found "ratings of physical attractiveness and body image remain relatively stable across the early teenage years, but become increasingly negative around age 15–18 years because of pubertal changes". This shift during the high school years may cause serious psychological problems for adolescents. These psychological problems can manifest into eating disorders causing serious lifelong problems. Due to these findings, it is shown that these body image issues are especially prevalent in girls but as boys enter puberty, expectations of height and muscle mass change as well. Geoffrey H. Cohane, Harrison G. Pope Jr. in their article, "Body image in boys: A review of the literature," claim that "girls typically wanted to be thinner, boys frequently wanted to be bigger". This statistic displays that gender difference in body image cause different beauty ideals. Gender can have an impact of affecting an adolescent's body image and potentially their high school experience.


title: Social construction of gender

text: Due to the amount of time that children spend in school, "teachers are influential role models for many aspects of children's educational experiences, including gender socialization". Teachers who endorse the culturally dominant gender-role stereotype regarding the distribution of talent between males and females distort their perception of their students' mathematical abilities and effort resources in mathematics, in a manner that is consistent with their gender-role stereotype and to a greater extent than teachers who do not endorse the stereotype.


title: Social construction of gender

text: According to the 1994 report "" by the American Psychological Association, "[m]ost standard tests of intelligence have been constructed so that there are no overall score differences between females and males." Differences have been found, however, in specific areas such as mathematics and verbal measures. Even within mathematics, it is noted that significant differences in performance as a result of gender do not occur until late in high school, a result of biological differences, the exhibition of stereotypes by teachers, and the difference in chosen coursework between individual students. While, on average, boys and girls perform similarly in math, boys are over represented among the very best performers as well as the very worst. Teachers have found that when certain types of teaching (such as experiments that reflect daily life), work for girls, they generally work for boys as well.


title: Social construction of gender

text: Although little difference in mathematics performance was found among younger students, a study of students grade 1-3 by Fennema et al. noted that significant differences in problem-solving strategies were found, with girls tending to use more standard algorithms than the boys. They suggest that this may be due to both the teachers' stereotypical beliefs about mathematics and gender, as well as the study's design permitting "the children's stereotypical beliefs to influence strategy use and thus the development of understanding in these classrooms". A study conducted at Illinois State University examined the effects of gender stereotypes on the teaching practices of three third grade teachers, noting that "[the teachers] claimed gender neutrality, yet they expressed numerous beliefs about gender difference during the study", such as allowing boys (but not girls) to respond to questions without raising their hand or providing reading selections that promoted women in non-traditional roles, but not doing the same for men.


title: Social construction of gender

text: Overall, differences in student performance that arise from gender tend to be smaller than that of other demographic differences, such as race or socioeconomic class. The results of the 1992 NAEP 12th grade science tests, on a 500-point scale, show that the differences of scores between white and African American students were around 48 points, while differences between male and female students were around 11 points.


title: Social construction of gender

text: Social gender construction (specifically for younger audiences) is also influenced by media. In the 21st century, modern technology is abundant in developed countries. In 2018, roughly 42% of tweens and teens experience feelings of anxiety when not near their phones. There is a growing amount of teens that spend an average of 6.5 hours on media daily. This data reflects how much of a teenager's personality is dependent on media. Media influencing gender construction can be seen in advertising, social networking, magazines, television, music, and music videos.


title: Social construction of gender

text: These platforms can affect how a developing human views themselves and those around them. There is both positive and negative media and each type can be perceived differently. Media will often portray men and women in a stereotypical manner, reflecting their "ideal image" for society. These images often act as an extreme expectation for many developing teenagers.


title: Social construction of gender

text: Men are typically portrayed as assertive, powerful, and strong. Particularly in television, men are usually shown as being nonemotional and detached. Women are often portrayed as the opposite. Gender roles are generally more enforced for women in media than they are for men. Women are typically represented as the backbone of the household, the caretaker, and as stay at home mothers. Women in media are often given weak, dependent, and passive personalities. Media presence often perpetuates that men are not allowed to be caring and that women are not allowed to be strong and demanding. These gender influences from the media can mislead a growing child or teenager because while they are still trying to construct their identities and genders in a social environment, they are surrounded by biased influences.


title: Social construction of gender

text: The Internet reflects the values of offline society, and the jokes made online reveal the values and opinions reflected in those jokes, despite them being couched in humor. Memes are used to make sexist ideas into 'jokes', reinforcing sexist gender stereotypes, making threats against women, and mocking transgender people. Many of these views, when questioned or concerns are raised about them, are hidden, saying it was just a joke or a meme. However, memes and internet communities are also very common in feminist and transgender spaces, where jokes about gender are kinder and come from within the community rather than outside of it.


title: Social construction of gender

text: Inclusiveness and acceptance play significant roles in social constructionist practice – examples include sharing work with others in a cooperative manner, including a diverse sample, being open to other interpretations of data, and blurring the lines between scientific research, participatory research and social activism. The blurring of scientific research also means incorporating other disciplines into psychological work (e.g. performative psychology includes artistic expression or humor) and thinking in terms that go beyond traditional scientific language. These methods are not currently valued in psychology because they are not seen as scientific.


title: Social construction of gender

text: A social constructionist psychologist can make it explicit that his or her perspective is not universally true in all contexts across historical periods. Social constructionists recognize that every researcher has an opinion and is biased in some way. They acknowledge that their own views and findings/results of a study are open to deconstructive critique – no grand truth can be found because everything is context-specific and has potential to change across time periods and different situations. Related to this is the idea that social constructionists must constantly question their own work because their work can be constantly reinterpreted and have different meanings at different times.


title: Social construction of gender

text: Social constructionists argue that the gender dichotomy is so ingrained that it is impossible for research findings to remain unaffected by it. People are often convinced that there are inherent differences between men and women, which skews both studies and their findings. That is, research questions are framed in ways that look for a difference between genders, and thus their methods will be constrained by this framework as well. Moreover, the actual outcome of the study, even if the claims are dubious or modest at best, often come to be accepted as facts if they support the gender discourse narrative and are often cited and discussed. This phenomenon is labeled the "hall of mirrors" effect.


title: Social construction of gender

text: In order to fully and accurately record the socialization processes at play regarding gender construction, ethnographic and longitudinal studies are ideal. However, these methods have their constraints. It is costly and time-consuming to carry out such studies that would yield significant results, and there is an abundance of factors that influence an individual's gender construction. Thus, more research is needed regarding the social construction of gender.


title: Social construction of gender

text: Research can either be qualitative or quantitative. Qualitative data is beneficial because it can give a voice to the subjects of the study. However, poorly-constructed qualitative research can lead to reproduction of race and class biases if findings are inappropriately generalized. For example, qualitative research methods often involve small, homogeneous samples. Therefore, it would be inappropriate to generalize the findings of a study conducted on a specific group of people and then apply them to all people of that gender.


title: Social construction of gender

text: Quantitative data is useful when hard data is needed, such as addressing policy issues, when hard data is needed to convince people unfamiliar with the topics. However, quantitative research can reinforce gender and cultural assumptions as well through item construction. That is, for data to be quantitatively analysed, they must fit into specific categories. However, such categories can be based on or at least influenced by gender stereotypes.


title: Social construction of gender

text: Gender often means adhering to gender normative behavior and roles. The performance of gender reinforces the essentialism of gender categories. Essentialism argues that there are essential differences between genders which manifest themselves in differences in gender performance. Gender performance consists of a stylized practice involving gestures, language, and speech and serves to form and build an identity. When an individual performs their gender to the standards set by societal norms, this bolsters the argument of gender essentialism. Historically, men have assumed a dominant gender role, and women have been prescribed a role submissive to men. In order for subordination to go unquestioned, the structure must not appear as a cultural product – it must seem natural. Social movements can challenge the categories that appear "natural." Certain legislation can promote equality for men and women, which could call into question whether there needs to be two categories of gender at all (if both are treated equally). Social change relies on an understanding of how inequality is rooted in gender accomplishment.


title: Social construction of gender

text: Throughout history, women have fought for their rights regarding various issues.. The first wave, which began in 1854, was a fight for women's rights to education and to the vote by the suffragettes. This movement was then followed by Second-wave feminism and Third-wave feminism which furthered the feminist cause. The feminist movement was not only about fighting for women's rights, but more essentially about earning recognition and respect from the general public acknowledging the fact that they are not inferior than men and thus deserving to be treated equally and granted fair opportunities. Feminism emerged and started to challenge the idea that a woman's appropriate place was confined to that of the domestic and private sphere. Over time, men and women's attitudes have been becoming more liberalized with regard to gender roles. Men and women are agreeing on a more egalitarian responsibility distribution within the family sphere. They are also in agreement that women should and can have roles in the public sphere, especially in leadership positions and that men can have an involved role in the private and domestic sphere. These markers of increasingly liberalized attitudes toward gender roles indicate the trajectory of social change in terms of what is deemed normative.