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Chapter Chilly Climate

SOCC38H3 Chapter Chilly Climate: SOCC38 The Chilly Climate


Department
Sociology
Course Code
SOCC38H3
Professor
Ann Mullen
Chapter
Chilly Climate

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SOCC38
The Chilly Climate
Over the last 25 years we have eliminated many of the overt barriers that deprived girls and women
in education. Many hidden barriers, very different experiences.
Chilly climate for women, women students treated differently, by men and women faculty alike as
well as fellow students, undermine girls and women's self confidence in academic ability, lower their
academic and occupational aspirations, inhibit their learning, and generally lower their self-esteem.
Minority men often treated same way
Unknowingly treat male and female students differently. Behaviours are general small and
seemingly not important. Constitute a pattern of behaviour that dampens women's ambition, their
class room participation and self-confidence.
Educational institutions as a whole, reflect the strengths, weaknesses and biases of our society.
Many of ways in people behave have origins long before they arrived on campus. Part and parcel of
our daily behaviour, comfortable and normal"
Devaluation
Often viewed either consciously or unconsciously as more valued students.
Teachers generally call men more often, even when females raise hands.
o White males > minority men> white females > black females the least
Faculty nod and gesture when males speak, may look elsewhere when females speak. Tells students
that teacher is concerned about their understanding the material and is checking to see if they are
paying attention.
More responsible to comments and answers from males. More feedback, praise, criticism and help.
Some women, only praise their hear is attractiveness. Men more likely to praised on achievements
and intellectual effort.
Men get more coaching. Tell the person more to say, intellectual effort is worthwhile. Called by
name more often.
Some evidence, asked different types of questions. Females more factual questions. Men more
harder and open ended questions, can shine if know answer and if they don't, can try to fake it.
Experiments. Two groups of people. First group shown work with women's names and second group
items with women's names and other way around as well.
o Results remarkably consistent. Male name attached get higher ratings than same article with
woman's name. men and women devalue items ascribed to females.
Men's success is attributed to talent and women's success attributed to luck or affirmative action
Women more likely to speak in polite and hesitant speech. Use more qualifiers more likely to use tag
questions. May use questions stead of making definitive statement. More likely ot raise pitch of
voice at end of sentence, making question. More likely to apologize. May be seen as less bright
because valued speech is strong, concise, clear, assertive speech.
Tentative, more polite, less aggressive speech had value, encourages other people to join in
discussion. Everyone should learn both kinds of speech, the assertive male style and the softer, less
aggressive so-called female style
Men and women act same way or have similar achievements, valued and viewed differently.
Woman's work may be doubted and challenged. Woman who asks for help doesn't know material or
isn't very bright, while men considered smart, interested, and inquisitive.
Women's behaviours are often downgraded or trivialized.
find more resources at oneclass.com
find more resources at oneclass.com
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