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Part II
Cultural Constructions of Gender


Content Questions

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1. What is the central contribution of gender studies to the concept of culture?

Answer


2. Do West and Zimmerman believe that gender is a quality that belongs to individuals?

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3. What did “Agnes” possess that made her different from other women?

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4. According to West and Zimmerman, when do people stop “doing gender”?

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5. For the women in Ruby’s study, what does “hijab” mean, beyond simply wearing a head scarf?

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6. How does the hijab link the wearer to the Muslim community, in addition to being a signal of identity?

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7. How are transgenderists’ coming-out experiences different from those of lesbians and gay men, according to Gagne et al?

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8. How did the treatment of transgenderists by their parents and families change as they moved from childhood into adolescence?

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9. Were transgenderists’ fears about negative reactions from others realized when they “came out”?

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10. What was the single greatest difference between women’s and men’s hockey, according to Theberge’s study?

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Flashcards

 


Multiple Choice Questions for Part II

Instructions: For each question, click on the radio button beside your answer. When you have completed the entire quiz, click the Submit my answers button at the bottom of the page to receive your results.

Question 1:


a) By physical appearance at birth
b) Through repeated social interactions
c) By universal consensus on gender norms
d) By ethnomethodologists
e) By the application of universal standards

Question 2:


a) Orienting one’s actions to the possibility that they might be noticed and commented on by others
b) Keeping track of changing gender norms
c) Introducing members of different genders to each other
d) Learning how to “pass” as a member of a different gender
e) Growing up and adopting a new gender identity

Question 3:


a) Through deliberate efforts by adults
b) Through trial and error
c) Through programmes run by the federal government
d) By members of the opposite sex
e) Through the appropriation of gender ideals and gender identities

Question 4:


a) As a symbol of oppression
b) As a new innovation rather than a religious requirement
c) As something which is required by their husbands
d) In a wide range of different ways
e) As an invention of the western media

Question 5:


a) Because they can’t go outdoors without the hijab
b) Because their religion allows them to choose not to wear the hijab
c) Because they are perceived as good people rather than terrorists
d) Because men also wear hijab
e) Because hijab means they do not have to worry about the male gaze

Question 6:


a) Gender radicals were born with very different physical anatomy.
b) Gender radicals did not wish to “pass” as a member of either gender.
c) Gender radicals were born female, but transitioned to being male.
d) Gender radicals were ostracized by family and friends.
e) Gender radicals were much younger than the rest of the sample.

Question 7:


a) To prove their heterosexuality
b) To fulfill their family’s expectations
c) To meet others in similar circumstances
d) To attempt to prove their masculinity by adhering to what they saw as norms of manhood
e) All of the above

Question 8:


a) Economic necessity
b) Family expectations
c) The desire to receive affirmation of their “new” identity from others
d) Fear of not being able to “pass” as a member of their new identity
e) Changes in internal self-perception

Question 9:


a) The game appealed to a wider fan base.
b) The game was easier to learn.
c) More goals could be scored in less time.
d) The game emphasized speed and skating rather than aggression.
e) They did not see any advantage.

Question 10:


a) They did not believe women were physically strong enough.
b) They wanted to maintain the game exclusively for women.
c) They did not have the skills for body-checking.
d) They were concerned that this would replicate the problems in men’s hockey.
e) They wanted women’s hockey to be slower and quieter than men’s.