Lecture Notes Chapter 10

Lesson 10 Inequalities of Gender and Age

Learning objectives for Chapter 10

What are the key ideas concerning gender and age from the stand point of Conflict Theory, Functionalist Theory, and Symbolic Interactionalist Theory?

What are the differences between “gender” and “sex” in sociology?

How did females come to be designated as a minority group?

How is inequality perpetuated in the education system, health care, the workplace, and politics?

Why are men so violent? Analyze violence against women

Vocabulary to learn from Chapter 10

ageism

activity theory

attitudes toward aging

continuity theory

disengagement theory

feminism

gender differences: biologically and culturally

gender stratification

glass ceiling

glass escalator

"the graying of America"

male power

patriarchy

pay gap

sexual harassment

Discussion

Gender

While sex is biologically determined, gender is socially defined. In the U.S. society as a whole, sex and gender go hand-in-hand and are often used interchangably. But that is not always the case.

Consider a Native American tribe who, historically, did not have the words "boy" and girl" at all. They only had "child." At 12 years old, they let the child choose its gender. They did this by building a small, flamable teepee and placing objects in it. On one side of the tent was a doll, on the other side was a bow and arrow. They would place their child in the teepee and then set it on fire.

What the child brought out of the teepee with them determined the child's new gender. If it was the doll, that meant "woman." If it was the bow and arrow, that meant "warrior." If the child did not bring anything out, that meant "Shaman." Biology was not the determining factor (I do not know what happened if they brought both the doll and the bow with arrow).

Even later in life the individual could choose to change their gender choice. Most often it was the "warrior" that changed, but sometimes it was the "woman." The choice was often a new gender that approximated 1/2 woman, 1/2 warrior. The person could maintain that gender or go back to the gender that they chose when they were 12.

Adding all those together: child = 1 gender, warrior = 1 gender, woman = 1 gender, Shaman = 1 gender, and the 1/2 way in between = 1 gender. That totals 5 genders that ignored the chromosome arrangement. This tribe, of course, is not the only group in history to allow poeple to choose their gender assignments.

Whatever the number of genders and the way they are assigned, the most frequent gender differences found in history were based on power. It appears that most societies today and in the past assigned greater power to the males than to the females. The text discusses some theories as to why this may have happened, but should it still be that way in America today?

Aging

There are no clearly defined rules in our society for the inter-relationship between generations. However, we share one thing; independence appears to be very important for all people no matter their age. This includes personal lives, public lives, and the workplace.

With the apparent lack of cultural and intergenerational norms, other than independence, Americans will continue to struggle to understand how to interact with an aging population. However, there are commitments currently in place to help the elderly:

Social Insurance has its modern beginnings in 1889 Germany, where Chancellor Otto von Bismarck introduced the first old age insurance program. This laid the foundation for the introduction of various old-age assistance programs throughout Europe by the onset of World War I.

In 1920, the United States government followed their lead by instituting the Federal Employees Retirement program. Several states soon followed with assorted plans of their own, so that by 1935, all except two states (Georgia and South Carolina) had programs that provided funding to widows and children.

With the coming of the Great Depression came also the desire by many to have some type of assistance, so Franklin Roosevelt advocated a government assistance program which would cover both unemployed and retired workers. The result of his efforts was the Social Security Act of 1935, which established the basic framework for our social welfare state today.

With Social Insurance, people pay to insure themselves against loss, and do not receive benefits unless they have paid into the fund. Key Social Insurance programs include OASDHI (often referred to as Social Security), Unemployment Insurance, and Worker's Compensation.

In the case of Public Assistance, or Income Maintenance Programs, aid to the needy is financed from taxes and is not based on a previous record of productivity, but is instead based on need, and is therefore "means tested." Recipients of Public Assistance are often stigmatized as lazy. Some examples of Public Assistance include AFDC (Aid to Families with Dependent Children); SSI (Supplemental Security Income; and GA (General Assistance).

Some of the major social policies in the United States affecting the welfare of older individuals and others with special needs include:

SOCIAL SECURITY ADMINISTRATION - SSA

When: 1935 - Franklin D. Roosevelt's "New Deal"

What Social Insurance (also called transfer income)

Who: Elderly, vocational rehabilitation and unemployment.

Originally covered elderly, survivors, and disabled.

Why: Move elderly out of the workforce; make jobs for younger people.

How: FICA - Federal Income Contributory Act (Originally, 1/2 of 1% of the first $3,000 earned. First benefit paid to Ida Fuller - $22/month)

SUPPLEMENTAL SECURITY INCOME - SSI

When: Passed 1972; implemented 1974

What: Income floor for the worthy poor; is means tested

Who: Aged (65+), blind (vision 20/200), disabled of any age

Why: Provide cash assistance

How: General revenues

MEDICARE - Title 18

When: 1965 - Lyndon B. Johnson's "War on Poverty"

What: Health Insurance (When started, 80% received, currently only 41% receive)

Who: Aged (65+), disabled (must be on Social Security for 2 years to qualify), those on kidney dialysis

Why: Provide humane care to the worthy poor

How: Part A (Universal) - payroll taxes, FICA

Part B (Optional) - individual pays part (withheld from Social Security check); general revenues (taxes) pays part

MEDICAID - Title 19 "The tail that wags the (Medicare) dog"

When: 1965

What: Medical Assistance - means test required

Who: Elderly, recipients of AFDC and SSI, low income

Why: Provide humane care to the worthy poor

How: State (25%) and Federal (75%) funds

OLDER AMERICANS ACT - OAA "Cornerstone of aid to the elderly in America"

When: 1965

What: Community services for older Americans

Who: Older Americans (60+)

Why: Services, advocacy, politics

How: General revenues; "contributions" (the law prohibits means testing or charging of fees for services for older Americans, so the elderly are encouraged to "contribute". Many contribute because they want to pay for what they get.)

Movies assigned

Chapter 10 Gender & Age

Videos that you can rent which are based upon some of the principles of this lesson:

Gender

Fried Green Tomatoes

Paint Your Wagon

Red Green: We're Men

Age

Cocoon

Driving Miss Daisy

Shadrach


				*SLCC Students* *Lecture Notes Chapter 10*



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		Lesson 10 Inequalities of Gender and Age Learning objectives for Chapter 10 What are the key ideas concerning gender and age from the stand point of Conflict Theory, Functionalist Theory, and Symbolic Interactionalist Theory? What are the differences between “gender” and “sex” in sociology? How did females come to be designated as a minority group? How is inequality perpetuated in the education system, health care, the workplace, and politics? Why are men so violent? Analyze violence against women Vocabulary to learn from Chapter 10 ageism activity theory attitudes toward aging continuity theory disengagement theory feminism gender differences: biologically and culturally gender stratification glass ceiling glass escalator "the graying of America" male power patriarchy pay gap sexual harassment Discussion Gender While sex is biologically determined, gender is socially defined. In the U.S. society as a whole, sex and gender go hand-in-hand and are often used interchangably. But that is not always the case. Consider a Native American tribe who, historically, did not have the words "boy" and girl" at all. They only had "child." At 12 years old, they let the child choose its gender. They did this by building a small, flamable teepee and placing objects in it. On one side of the tent was a doll, on the other side was a bow and arrow. They would place their child in the teepee and then set it on fire. What the child brought out of the teepee with them determined the child's new gender. If it was the doll, that meant "woman." If it was the bow and arrow, that meant "warrior." If the child did not bring anything out, that meant "Shaman." Biology was not the determining factor (I do not know what happened if they brought both the doll and the bow with arrow). Even later in life the individual could choose to change their gender choice. Most often it was the "warrior" that changed, but sometimes it was the "woman." The choice was often a new gender that approximated 1/2 woman, 1/2 warrior. The person could maintain that gender or go back to the gender that they chose when they were 12. Adding all those together: child = 1 gender, warrior = 1 gender, woman = 1 gender, Shaman = 1 gender, and the 1/2 way in between = 1 gender. That totals 5 genders that ignored the chromosome arrangement. This tribe, of course, is not the only group in history to allow poeple to choose their gender assignments. Whatever the number of genders and the way they are assigned, the most frequent gender differences found in history were based on power. It appears that most societies today and in the past assigned greater power to the males than to the females. The text discusses some theories as to why this may have happened, but should it still be that way in America today? Aging There are no clearly defined rules in our society for the inter-relationship between generations. However, we share one thing; independence appears to be very important for all people no matter their age. This includes personal lives, public lives, and the workplace. With the apparent lack of cultural and intergenerational norms, other than independence, Americans will continue to struggle to understand how to interact with an aging population. However, there are commitments currently in place to help the elderly: Social Insurance has its modern beginnings in 1889 Germany, where Chancellor Otto von Bismarck introduced the first old age insurance program. This laid the foundation for the introduction of various old-age assistance programs throughout Europe by the onset of World War I. In 1920, the United States government followed their lead by instituting the Federal Employees Retirement program. Several states soon followed with assorted plans of their own, so that by 1935, all except two states (Georgia and South Carolina) had programs that provided funding to widows and children. With the coming of the Great Depression came also the desire by many to have some type of assistance, so Franklin Roosevelt advocated a government assistance program which would cover both unemployed and retired workers. The result of his efforts was the Social Security Act of 1935, which established the basic framework for our social welfare state today. With Social Insurance, people pay to insure themselves against loss, and do not receive benefits unless they have paid into the fund. Key Social Insurance programs include OASDHI (often referred to as Social Security), Unemployment Insurance, and Worker's Compensation. In the case of Public Assistance, or Income Maintenance Programs, aid to the needy is financed from taxes and is not based on a previous record of productivity, but is instead based on need, and is therefore "means tested." Recipients of Public Assistance are often stigmatized as lazy. Some examples of Public Assistance include AFDC (Aid to Families with Dependent Children); SSI (Supplemental Security Income; and GA (General Assistance). Some of the major social policies in the United States affecting the welfare of older individuals and others with special needs include: SOCIAL SECURITY ADMINISTRATION - SSA When: 1935 - Franklin D. Roosevelt's "New Deal" What Social Insurance (also called transfer income) Who: Elderly, vocational rehabilitation and unemployment. Originally covered elderly, survivors, and disabled. Why: Move elderly out of the workforce; make jobs for younger people. How: FICA - Federal Income Contributory Act (Originally, 1/2 of 1% of the first $3,000 earned. First benefit paid to Ida Fuller - $22/month) SUPPLEMENTAL SECURITY INCOME - SSI When: Passed 1972; implemented 1974 What: Income floor for the worthy poor; is means tested Who: Aged (65+), blind (vision 20/200), disabled of any age Why: Provide cash assistance How: General revenues MEDICARE - Title 18 When: 1965 - Lyndon B. Johnson's "War on Poverty" What: Health Insurance (When started, 80% received, currently only 41% receive) Who: Aged (65+), disabled (must be on Social Security for 2 years to qualify), those on kidney dialysis Why: Provide humane care to the worthy poor How: Part A (Universal) - payroll taxes, FICA Part B (Optional) - individual pays part (withheld from Social Security check); general revenues (taxes) pays part MEDICAID - Title 19 "The tail that wags the (Medicare) dog" When: 1965 What: Medical Assistance - means test required Who: Elderly, recipients of AFDC and SSI, low income Why: Provide humane care to the worthy poor How: State (25%) and Federal (75%) funds OLDER AMERICANS ACT - OAA "Cornerstone of aid to the elderly in America" When: 1965 What: Community services for older Americans Who: Older Americans (60+) Why: Services, advocacy, politics How: General revenues; "contributions" (the law prohibits means testing or charging of fees for services for older Americans, so the elderly are encouraged to "contribute". Many contribute because they want to pay for what they get.) Movies assigned Chapter 10 Gender & Age Videos that you can rent which are based upon some of the principles of this lesson: Gender Fried Green Tomatoes Paint Your Wagon Red Green: We're Men Age Cocoon Driving Miss Daisy Shadrach



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*Lecture Notes Chapter 11*