6 question how did the girls in myers and raymonds

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Sexuality Now: Embracing Diversity
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Chapter 8 / Exercise 1
Sexuality Now: Embracing Diversity
Carroll
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6. Question : How did the girls in Myers’ and Raymond’s study in "Elementary School Girls and Heteronormativity: The Girl Project? co-construct heteronormativity for each other while they participated in group discussions and activities? Student Answer: Performing heterosexual desire for each other by framing girls’ interests as boy-centered Coproducing a fantasy world of romance and sex Reinforcing gender binaries in which girls are measured —by their relationship to boys All of the above
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Sexuality Now: Embracing Diversity
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Chapter 8 / Exercise 1
Sexuality Now: Embracing Diversity
Carroll
Expert Verified
Question 1 7. Question : Family patterns and the distribution of power within the household (known as ___________ ) are largely acknowledged as a way to understand women’s value and independence relative to men, including rights, privileges, and responsibilities. In families where descent and inheritance are traced through the male line (which is referred to as _______________ descent), one’s name, property, and children all belong to the male’s family. These arrangements also often incorporate ____________ marital practices, which expect newly married couple moves in with, or near, the husband’s family.
Points Received: 1 of 1 Comments: Question 1 8. Question : Drive-reduction theories of sexuality and the belief that adolescents are generally deficient in self-control and responsibility influence perspectives on adolescent sexuality that are narrowly focused on its risks and problems. Stude nt
Answe r: Points Received: 1 of 1 Comments: Question 1 9. Question : How do Amanda E. Lewis and Laina Y. Bay-Cheng characterize the gap between the mentoring program’s “self-identification as feminist” and its “actual fidelity to feminist critique of gender and power” in "Our 'Ideal Girl'"?
Points Received: 1 of 1 Comments: Question 2 0. Question : Which of the following characterizes the attitude toward adolescent sexuality found in the feminist mentorship program observed by Amanda E. Lewis and Laina Y. Bay-Cheng in the article "Our 'Ideal Girl': Prescriptions of Female Adolescent Sexuality in a Feminist Mentorship Program"? Student Answer: Many mentors and the program director appeared to have clear ideas about what is not appropriate in terms of action and appearance, and they explained their reasoning and specified what is appropriate Similar to the opinions of many others, the mentors and program director approved of adolescent girls’ being sexual because in actuality girls are sexual in a range of ways Mentors and the program director relied on vaguely defined ideas of age appropriateness to justify uniform, decontexualized standards of sexual

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