Key Concepts in Gender Studies

Whelehan, Imelda; Pilcher, Jane

doi:10.4135/9781473920224

Cited by 31 publications

(32 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Understanding gender identity in relation to an embodiment paradigm requires a consideration of the body as a corporeal entity that is articulated and produced through socio-cultural processes ( Pilcher & Whelehan, 2017 ). Such processes are imbued with norms that promote notions of what it is to be a man or a woman and how these ideas undergird normative conceptions linked to aesthetics, expression, and identities.…”

Section: Resultsmentioning

confidence: 99%

Exploring the Domestic Abuse Narratives of Trans and Nonbinary People and the Role of Cisgenderism in Identity Abuse, Misgendering, and Pathologizing

Rogers

2020

Violence Against Women

View full text Add to dashboard Cite

Drawing on data from two empirical studies, this article employs cisgenderism as a conceptual tool to explore trans people’s experiences of domestic violence and abuse (DVA). Distinct modes of cisgenderism are analyzed. These are identity abuse, microaggressions, misgendering, and pathologizing practices. Qualitative data were collected via semistructured interviews ( n = 24). Two inclusion criteria were used for this secondary analysis requiring participants to self-identify as trans or nonbinary and have experience of DVA. The findings illuminate the extent of cisgenderism as underpinning experiences of DVA. The article ends with a call for further theoretical and empirical research in this regard.

show abstract

Section: Resultsmentioning

confidence: 99%

Exploring the Domestic Abuse Narratives of Trans and Nonbinary People and the Role of Cisgenderism in Identity Abuse, Misgendering, and Pathologizing

Rogers

2020

Violence Against Women

View full text Add to dashboard Cite

show abstract

“…The disciplines previously mentioned (along with others such as law, political science and linguistics) have given rise to gender studies as a separate interdisciplinary academic field in the early 1970s. The emergence of a separate field was a response to perceived gendered inequalities in the development of academic knowledge (Pilcher and Whelehan, 2004). As a sub field, gender studies has matured significantly since, and scholars have collectively learned a great deal about gender.…”

mentioning

confidence: 99%

Critiquing the marginalised place of research on women within international business

Michailova

Hutchings

2016

CPOIB

View full text Add to dashboard Cite

Purpose This paper aims to provide a critical perspective of how the theme of women, and more broadly gender, have been treated in extant international business (IB) literature. It also suggests meaningful and promising avenues in this research space. Design/methodology/approach This paper is not intended to provide a comprehensive literature review; rather, it offers a critical and reflective view on the development of the IB stream of literature in which discussion of women has been largely marginalised. Findings While women and gender have been topics of considerable discussion across a range of disciplines in the social sciences, they have received limited examination in the IB literature despite this discipline being most suitable for such, given its socio-cultural analyses across international borders and organisations. Research limitations/implications Several themes are suggested as fertile future research avenues. These themes identify gaps in existing knowledge but, more importantly, also problematize prevailing views that IB scholars tend to hold about women and gender. The future research themes suggest that the very context of IB signifies the need for systematic gender analysis which might advance current understanding of women specifically and gender, more broadly, in the IB field. Originality/value This paper makes a salient and timely contribution to the IB field in providing an original, erstwhile unexamined critique of the marginal reflection on women and gender within extant IB research.

show abstract

“…Research also confirms that boys are more aggressive than girls, as a consequence teachers devotes more attention to boys than girls as a strategy to maintain order in the class (Pilcher & Whelehan, 2004). Regarding stereotypes in teaching the subjects to students Calvanese (2007) believe that male teachers are more appropriate for teaching the science subject while female teachers are most suitable for teaching arts subjects.…”

Section: The Argument Of the Studymentioning

confidence: 88%

“…Girls were shown as busy in helping their mothers' in house chores while males were shown as shaping their lives. Furthermore, reading materials and textbooks used are also gender stereotyped showing male as active member of society while female busy only in domestic activities (Pilcher & Whelehan, 2004). Such relations also do continue in multiple ways shaping the lives of both male and female with respect to gender role formation and socialization.…”

Section: Gender Stereotypes About Male and Femalementioning

confidence: 99%

Gender Stereotyping In School And Its Impacts On Primary And Middle Level Schooling

Naz¹,

Hussain²,

Hussain³

et al. 2015

PJGS

View full text Add to dashboard Cite

Gender stereotypes play an important role in socialization and gender role formation in educational spheres. School environment, class room, teachers, class room environment, text books and curriculum present and portray the masculine ideology. School curriculum and text books are perpetuating a masculine and dominant trait which decreases female portrayal that effect their potentialities and capabilities at school level and even their empowerment in the larger social structure. Similarly, teacher’s attitudes and behavior in formation of student’s personality is also playing a pivotal role during the class and curriculum development. The current study thus investigates that how gender stereotypes developed during classroom, teaching of subjects, curriculum and text books. The data has been collected from 100 students of two primary and two middle schools selected through purposive sampling technique and the data was collected through structured interview schedule. The data has been analyzed through SPSS while both descriptive and inferential statistics has been utilized for discussion over the results. The study thus conclude that school text, curriculum, attitude of the teacher towards male students in the class are the major reasons promoting gender stereotypes which may affect women status and empowerment.

show abstract

Key Concepts in Gender Studies

Cited by 31 publications

References 0 publications

Exploring the Domestic Abuse Narratives of Trans and Nonbinary People and the Role of Cisgenderism in Identity Abuse, Misgendering, and Pathologizing

Exploring the Domestic Abuse Narratives of Trans and Nonbinary People and the Role of Cisgenderism in Identity Abuse, Misgendering, and Pathologizing

Critiquing the marginalised place of research on women within international business

Gender Stereotyping In School And Its Impacts On Primary And Middle Level Schooling

Contact Info

Product

Resources

About