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I chose this video because it explores both sides of the argument of the social construction of gender.

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Is Gender a Social Construct? in 7 Minutes

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This picture shows the basic differences between sex and gender

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This meme shows that men and women are, in a way, told by society that certain things are feminine or masculine.

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This article discusses the gender norms we learn as kids and in our early adolescence.

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Across the world, from Beijing to Baltimore, children are straitjacketed into gender roles in early adolescence, with the world expanding for boys and closing in for girls, according to new research.

The Global Early Adolescent Study breaks new ground by talking to children and their parents in 15 countries around the world and finding a remarkably similar story. Girls approaching adolescence are considered vulnerable and protected, while boys are set free to roam and explore. That has consequences for their behaviour and expectations throughout their life.

"We found children at a very early age - from the most conservative to the most liberal societies - quickly internalise this myth that girls are vulnerable and boys are strong and independent," said Robert Blum, director of the Global Early Adolescent Study, based at Johns Hopkins University. "And this message is being constantly reinforced at almost every turn, by siblings, classmates, teachers, parents, guardians, relatives, clergy and coaches."

Over four years, the researchers talked to 450 children aged 10 to 14 with a parent or guardian, from low-income families in Bolivia, Belgium, Burkina Faso, China, the Democratic Republic of Congo, Ecuador, Egypt, India, Kenya, Malawi, Nigeria, Scotland, South Africa, the United States and Vietnam for the research produced with the World Health Organisation.

The researchers found that gender-based restrictions rationalised as "protecting" girls actually made them more vulnerable by emphasising subservience and implicitly sanctioning even physical abuse as punishment for violating norms. They say that in many parts of the world these stereotypes leave girls at greater risk of dropping out of school or suffering physical and sexual violence, child marriage, early pregnancy, HIV and other sexually transmitted infections.

Boys in both New Delhi and Shanghai, for instance, talked about being encouraged to spend time outside of the home in unsupervised exploration of their environment, while girls said they were told to stay home and do chores. Shaming and beatings for those who sought to cross the divide was reported by girls and boys in both cities.

Some parents accepted that boys were not always strong and independent. But, says the report, "even in sites where parents acknowledged the vulnerability of their sons, they focus on protecting their daughters."

Much of it is about girls' sexuality. "Around the world pubertal boys are viewed as predators and girls as potential targets and victims. Messages such as 'do not sit like that, do not wear that, do not talk to him, boys will ruin your future' support the gender division of power ... In some places, girls come to internalise these norms to even a greater extent than boys," says one of the papers in the study published in a special supplement of the Journal of Adolescent Health.

Girls' mobility is restricted. "A girl cannot go out as she wishes because she is a girl and if a girl came home late her parents would shout at her, but it is okay for a guy," said a girl in Assuit, Egypt.

Both girls and boys were saddened that their early easy relationship with the opposite sex was no longer allowed. "They played together as children and were friends, but now with puberty, those friendships are no longer legitimate," says the report.

Even in wealthier parts of the world, the gender norms were still apparent. Edinburgh in Scotland was the only city where boys and girls did not think the boy must always take the initiative in a relationship. In every country, young girls talked of a constant emphasis on their physical appearance and had been taught that their bodies were their key asset.

"In New Delhi, the girls talked about their bodies as a big risk that needs to be covered up, while in Baltimore girls told us their primary asset was their bodies and that they need to look appealing - but not too appealing," said Kristin Mmari, associate professor and the study's lead researcher for the qualitative research.

Boys are not unscathed, says the report. Because of these gender norms, "they engage in and are the victims of physical violence to a much greater extent than girls; they die more frequently from unintentional injuries, are more prone to substance abuse and suicide; and as adults their life expectancy is shorter than that of women. Such differences are socially not biologically determined."

One paper compared young people's attitudes in China, India, Belgium and the United States. It was more acceptable for girls to push against the gender boundary than it was for boys.

In all four countries, it appeared to be increasingly acceptable for girls to engage in certain stereotypically male behaviours, like wearing trousers, playing sports and pursuing careers. But "boys who challenge gender norms by their dress or behaviour were by many respondents seen as socially inferior," said the researchers. Both boys and girls said the consequences for boys who were perceived as adopting feminine behaviour, like painting their nails, ranged from being bullied and teased to being physically assaulted.

The authors say interventions to change gender stereotyping need to happen at a much earlier age. By the age of 10, it can be too late. "Adolescent health risks are shaped by behaviours rooted in gender roles that can be well established in kids by the time they are 10 or 11 years old," said Mmari.

"Yet we see billions of dollars around the world invested in adolescent health programs that don't kick in until they are 15, and by then it's probably too late to make a big difference."

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Children are straitjacketed into gender roles in early adolescence, says study

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Across the world, from Beijing to Baltimore, children are straitjacketed into gender roles in early adolescence, with the world expanding for boys and closing in for girls, according to new research. The Global Early Adolescent Study breaks new ground by talking to children and their parents in 15 countries around the world and finding a remarkably similar story.

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This article talks about the different expectations for men and women in areas such as, masculine/feminine traits.

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Pew Research Center's Social & Demographic Trends Project

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2. Americans see different expectations for men and women

The public has very different views about what society values most in men and what it values in women. While many say that society values honesty, morality and professional success in men, the top qualities for women are physical attractiveness and being nurturing and empathetic.

When asked in an open-ended format to name the traits or characteristics that society values most in men, honesty and morality tops the list, with 33% saying this. About a quarter (23%) say society values professional and financial success most in men, including 14% who specifically mention money or being rich, 6% who reference jobs or careers and 6% who cite being a breadwinner. And roughly one-in-five adults point to ambition, leadership or assertiveness (19%), strength or toughness (19%) and a good work ethic (18%) as qualities society values most in men.

Some of the top traits listed for men are also mentioned as characteristics that society values most in women, but by significantly smaller shares. About one-in-ten say society values ambition, leadership or assertiveness (9%) and a good work ethic (9%) most in women; just 5% mention strength or toughness. In fact, 28% volunteer traits related to ambition, leadership and assertiveness when asked what qualities people in our society believe women should not have, far more than cite any other trait or characteristic.

When it comes to what society values most in women, traits associated with one's physical appearance are among the most often mentioned: 35% volunteered something having to do with physical attractiveness or beauty. Three-in-ten say that society values being nurturing and empathetic most in women, including 11% who specifically mention being a parent or caregiver and 6% who mention traits like kindness or being helpful. By contrast, significantly smaller shares of Americans say that society values physical attractiveness or being nurturing or empathetic most for men (11% each).

When it comes to traits or characteristics people in our society believe men should not have, no response stands out: Somewhat similar shares say most people in our society believe men should not be emotional or sensitive (15%), intolerant (11%), ambitious, assertive or a leader (11%), weak or vulnerable (11%), or dishonest or immoral (10%).

Public sees more pressure for men on job and career front

When asked about the extent to which men and women feel pressure in different realms of their lives - from jobs, to family responsibilities, to personal appearance - the public sees clear gender differences. In particular, far higher shares say men face a lot of pressure to support their family and to be successful at work. And while solid majorities say women face a lot of pressure to be an involved parent and to be physically attractive, about half or fewer see these as pressure points for men.

About three-quarters of Americans (76%) say men face a lot of pressure to support their family financially, compared with 40% who say the same about women. And while about two-thirds (68%) say men face a lot of pressure to be successful in their job or career, fewer than half (44%) say women face the same type of pressure.

By contrast, far larger shares of the public say that women are pressured to be an involved parent and to be physically attractive. Most Americans (77%) say women face a lot of pressure to be an involved parent; 49% say the same for men. Roughly seven-in-ten (71%) say women face a lot of pressure to be physically attractive, but just 27% say the same of men.

There are some gender gaps in views about the pressures faced by men and women. By double-digit margins, women are more likely than men to say women face a lot of pressure to support their family financially (a 12-percentage-point gap), to be successful in their job or career (16 points) and to be physically attractive (15 points). Large majorities of men and women agree that women face a lot of pressure to be an involved parent (74% and 80%, respectively).

At the same time, men are more likely than women to say that men face a lot of pressure to be an involved parent (a 13-point gap) and to support their family financially (10 points). Similar shares of men and women say that men face a lot of pressure to be successful in their job or career and to be physically attractive.

There are also gaps along educational lines in assessments of the pressures men and women face. About half of adults with a high school diploma or less (49%) say women face a lot of pressure to support their family financially, compared with 36% of those with some college experience and 31% with a bachelor's degree or higher. Similarly, 48% of those with a high school diploma or less say women face a lot of pressure to be successful in their job or career, compared with 40% of those with a bachelor's degree or higher (43% with some college experience say the same).

By contrast, those with at least a bachelor's degree are more likely than those with less education to say women face a lot of pressure to be an involved parent or be physically attractive. For example, 84% of adults with at least a bachelor's degree say women face a lot of pressure to be physically attractive, compared with 73% of those with some college experience and 60% with a high school diploma or less.

When it comes to pressures men face, adults with a bachelor's degree are more likely than their less-educated counterparts to say men face a lot of pressure to be successful in their job or career, but they are less likely to say men feel pressured to be an involved parent or be physically attractive. Three-quarters of adults with at least a bachelor's degree say that men face a lot of pressure to be successful in their job or career, compared with 68% with some college experience and 62% with a high school diploma or less. By contrast, 61% with a high school diploma or less say that men face a lot of pressure to be an involved parent, compared with 46% with some college experience and 38% with at least a bachelor's degree. About a third of adults with a high school diploma or less (32%) say men face a lot of pressure to be physically attractive; 28% of adults with some college experience and 20% with a bachelor's degree or higher agree. Most adults across all educational groups say that men face a lot of pressure when it comes to supporting their family financially.

While Republicans and Democrats generally agree on how much pressure men face in these different areas, Democrats are more likely than Republicans to say women face a lot of pressure in each of these. For example, 49% of Democrats and Democratic-leaning independents say women face a lot of pressure to be successful in their job or career, compared with 38% of Republicans and those who lean to the GOP. And while majorities of Democrats and Republicans say women face a lot of pressure to be physically attractive, Democrats are more likely to say this is the case (77% vs. 65%).

Among men, sharp generational differences in views of pressures men face

In recent years, research looking at the messages boys and men get from society about what it means to "be a man" has received increased attention. The survey asked men how much pressure they think men in general face to do each of the following: be emotionally strong, be interested in sports, be willing to throw a punch if provoked, join in when other men are talking about women in a sexual way, and have many sexual partners.

Most men say men face at least some pressure to be emotionally strong (86%) and to be interested in sports (71%). About six-in-ten (57%) say men face pressure to be willing to throw a punch if provoked. Smaller but substantial shares say men face at least some pressure to join in when other men are talking about women in a sexual way (45%) and to have many sexual partners (40%).

Millennial men are far more likely than older men to say men face pressure to be willing to throw a punch, to join in when other men are talking about women in a sexual way and to have many sexual partners. About seven-in-ten Millennial men (69%) say men face at least some pressure to throw a punch if provoked, compared with 55% of Gen Xers, 53% of Boomers and 34% of men from the Silent Generation. When it comes to having many sexual partners, 61% of Millennial men say there is at least some pressure to do so, compared with 34% of Gen Xers, 29% of Boomers and 16% from the Silent Generation. And while 57% of Millennial men say men face pressure to join in when other men are talking about women in a sexual way, about four-in-ten or fewer men in other generations say the same. There are no significant differences in the shares of men across generations who say men face at least some pressure to be emotionally strong or be interested in sports.

Unmarried men are more likely than those who are married to say men generally face pressure to have many sexual partners (47% vs. 32%) and to join in when other men talk about women in a sexual way (52% vs. 38%). Still, among those who are married and those who are not, Millennial men are more likely than their older counterparts to say men face at least some pressure in these areas.

For the most part, white, black and Hispanic men share similar views about the pressures men face, but black and Hispanic men are more likely than their white counterparts to say men face at least some pressure to join in when other men are talking about women in a sexual way (54% of black men and 56% of Hispanic men vs. 42% of white men). And while majorities of white, black and Hispanic men say men face pressure to be interested in sports, blacks and Hispanics are more likely to say this is the case (81% and 80%, respectively, vs. 68% of whites).

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2. Americans see different expectations for men and women

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The public has very different views about what society values most in men and what it values in women. While many say that society values honesty, morality and professional success in men, the top qualities for women are physical attractiveness and being nurturing and empathetic.

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This video describes the system of sexism and how it has developed over the years.

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How Sign Language Interpreters Acknowledge Privilege

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Trans Activist Bamby Salcedo Talks Privilege

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This article goes in depth on five different forms of oppression.

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I chose this chart because it shows some of the main systems of privilege and oppression. It also shows the groups who have privilege and those who are oppressed.

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I feel this meme shows how a lot of people who have privilege do not feel that they are privileged, and even avoid talking about privilege and oppression.

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Examples of Middle-Upper Class Privilege

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Examples of Middle-Upper Class Privilege

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This article gives a plethora of examples of privilege that middle to upper class people experience.

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Following is a list of middle-to-upper class privileges. If you are a member of the middle class or upper class economic groups (or, in some cases, perceived to be) listed below are benefits that may be granted to you based on your group membership - benefits not granted to folks in the lower classes.

The goal of the list is to help folks who have access to these privileges be more cognizant of their privilege, encouraging better understanding of class-based difference in our society.

1. Politicians pay attention to your class, and fight for your vote in election seasons.

2. You can advocate for your class to politicians and not have to worry about being seen as looking for a handout.

3. You can readily find accurate (or non-caricatured) examples of members your class depicted in films, television, and other media.

4. New products are designed and marketed with your social class in mind.

5. If you see something advertised that you really want, you will buy it.

6. You can swear (or commit a crime) without people attributing it to the low morals of your class.

7. If you find yourself in a legally perilous situation, you can hire an attorney to ensure your case is heard justly.

8. You can talk with your mouth full and not have people attribute this to the uncivilized nature of your social class.

9. You can attend a "fancy" dinner without apprehension of doing something wrong or embarrassing the hosts.

10. You understand the difference between healthy and unhealthy food, and can choose to eat healthy food if you wish.

11. You can walk around your neighborhood at night without legitimate concern for your safety.

12. In the case of medical emergency, you won't have to decide against visiting a doctor or the hospital due to economic reasons.

13. You have visited a doctor for a "check-up."

14. Your eyesight, smile, and general health aren't inhibited by your income.

15. If you become sick, you can seek medical care immediately and not just "hope it goes away."

16. If you choose to wear hand-me-down or second-hand clothing, this won't be attributed to your social class, and may actually be considered stylish.

17. You can update your wardrobe with new clothes to match current styles and trends.

18. As a kid, you were able to participate in sports and other extracurricular activities (field trips, clubs, etc.) with school friends.

19. As a kid, your friends' parents allowed your friends to play and sleep over at your house.

20. You don't have to worry that teachers or employers will treat you poorly or have negative expectations of you because of your class.

21. The schools you went to as a kid had updated textbooks, computers, and a solid faculty.

22. Growing up, college was an expectation of you (whether you chose to go or not), not a lofty dream.

23. Your decision to go or not to go to college wasn't based entirely on financial determinants.

24. People aren't surprised if they realize you are intelligent, hard-working, or honest.

25. An annual raise in pay at your job is measured in dollars, not cents.

26. You've likely never looked into a paycheck advance business (e.g., "Check Into Cash"), and have definitely never used one.

27. You are never asked to speak for all members of your class.

28. Whenever you've moved out of your home it has been voluntary, and you had another home to move into.

29. It's your choice to own a reliable car or to choose other means of transportation.

30. Regardless of the season, you can count on being able to fall asleep in a room with a comfortable temperature.

31. When you flip a light switch in your house, you don't have to wonder if the light will come on (or if your utilities have been terminated).

32. People don't assume you've made an active choice to be in your social class, but instead assume you're working to improve it.

33. The "dream" of a house, a healthy family, and a solid career isn't a dream at all, but simply a plan.

34. People do not assume based on the dialect you grew up speaking that you are unintelligent or lazy.

35. When you choose to use variants of language (e.g., slang terms) people chalk them up to plasticity in the language (rather than assuming your particular dialectical variants deserve redicule and punishment).

36. [leave a comment below with another example!]

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30+ Examples of Middle-to-Upper Class Privilege - It's Pronounced Metrosexual

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Following is a list of middle-to-upper class privileges. If you are a member of the middle class or upper class economic groups (or, in some cases, perceived to be) listed below are benefits that may be granted to you based on your group membership - benefits not granted to folks in the lower classes.

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I felt this video did a great job of explaining intersectionality and how it has evolved since it was first introduced.

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If you're seeing this message, it means we're having trouble loading external resources on our website.

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This image shows some of the many different social categories, or identity characteristics, that could come into play while discussing intersectionality.

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This video does a great job discussing how intersectionality comes into play in the area of feminism.

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For me this meme shows the introduction of the term intersectionality and I feel more people need to be introduced to the term.

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Intersectionality Education for Young People

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Intersectionality Education for Young People

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This article discusses the necessity to introduce intersectionality to the young people of the world. I feel introducing this topic to young people is very important for our society moving forward.

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by Lamisse Hamouda Follow @Lamisse_Hamouda

It was recently that the Australian Research Centre in Sex, Health and Society at La Trobe University has released a new, progressive sexuality education resource for secondary school students.

Commendable indeed; through innovative animation videos that balances between being both cool and daggy (like your favourite youth worker), along with a handy set of guidelines and class activities, this new resource seeks to progress sexuality education beyond its current stale format by addressing topics such as sexual experimentation, consent, gender identity, sexual rights, sexual health and pornography.

We've moved past abstinence-only sexuality education and now we're moving past comprehensive sexuality education with its focus on STD prevention and promoting safe sex. After all, it was comprehensive sexuality education that kindly introduced to us the 'condom on banana' stereotype - though in my year 9 sex-ed class it was condoms on Impulse deodorant bottles...

However, sexuality education curriculum has this tendency to treat young people as a mass of hormone-fuelled underage-drinking pleasure-seeking peer-pressured teenagers. Research tells us that a quarter of all young people say they have had 'unwanted sex', due to feeling pressured or frightened, or being drunk. While this is an undoubtedly relevant statistic, I want to find out: which young people were interviewed?

After all, young people do not escape the structural racism and heteronormativity that positions the the white, cisgendered straight male or female as the default unspoken norm in Australia. It is grounded within the economic position of the suburban white middle to upper class Australian experience; one where sexuality stereotypically emerges with the imbibing of vodka cruisers at house parties and skate parks where the biggest dangers are getting too drunk and over-zealous boys. It adopts colour-blindness and, despite the statistics, still assumes an inherent equal playing ground among young people (which is only upended through the influence of alcohol and hormones), as though the matrix of domination hasn't yet reached them.

We know people cannot be reduced to one characteristic. Yet when it comes to 'the youth', we continue to construct them through their singular characteristic of being young. We need to deconstruct this idea of 'young people'. Young people embody complex identities and human experiences that cannot just be understood through their present experience as a 'young person'.

In my own personal experience, this is where sexuality education failed to speak to me as a young person. What I wanted to know was how I, as a mixed-race young Muslim woman, could learn to navigate my sexuality, relationships, gender identity, sexual rights and sexual health, along with issues around porn, consent and experimentation. I had my own set of cultural and religious norms that weren't reflected in the curriculum or culture around me. I feared judgement and my concerns being misconstrued. I saw a culture that had discussions on teenage pregnancies, contraception and sex, yet ignored Muslim women who chose to marry young and have children and only focused on the women who'd been forced. I saw friends grapple with the conflict between cultures, faith, identity and sexuality with neither side providing them adequate tools to understand the oppressions they faced, nor the empowerment to face them. Plumbing these intersections brings to light sets of protective and risk factors in a young person's life - factors that contain their vulnerabilities and concomitant sites of resistance and resilience.

To be a 'young person' is a socially constructed category that requires interrogating in itself. Young people inhabit a multiplicity of social categories and locations that are fluid, flexible and socially constructed. This includes, but is not limited to, socioeconomic status, gender, culture, faith/religion, migration status, citizenship, sexuality and the family unit (whether it is single-parent, nuclear, extended, same-sex etc). So when we interrogate what it means to be a 'young person', we unearth the complex, intersectional experience that informs their understanding of who they are.

When it comes to sexuality education, this is particularly powerful. Young people aren't navigating their sexuality outside of these social structures, but within them. These structures inform not only how they are learning to perceive themselves (by answering the all-important question of 'who am I?'); they also influence the development and experience of their sexuality.

In navigating sexuality and relationships, it is important for young people to see that their intersecting social categories have embedded within them their own set of diverse knowledges, perspectives and truths. This is how we can empower a range of young people through sexuality education: by recognising the existing sets of strengths within a young person's intersecting identities, rather than submitting them to the discursive erasure of a homogenising categorisation of 'young people' that rests upon Western normative constructions of (white) youth.

Thus, while progressive sexuality education includes all the right topics, for it to be truly progressive it needs to be underpinned by intersectionality. Canadian researchers recently developed the Intersectionality Policy-Based (IPBA) Framework, which provides a workable operationalisation of the theory of intersectionality. Utilising their guiding principles and twelve IPBA questions, sexuality education curriculum and policy can integrate an intersectional framework. This includes a commitment to social justice and equalising outcomes, a disaggregation of data and research across social categories, facilitating ongoing dialogue with a range of young people, recognising various perspectives and diverse knowledges, and privileging typically excluded voices from consultative and expert roles.

Sexuality education may not be able to include multiple curricula that speak to every intersectional experience of a young person, but it can include intersectionality as a theory and methodology. The presence of intersectionality within a progressive sexuality education curriculum recognises disparity in power relations across social categories and structures that influence relationships, impact on abilities to exercise consent, and affect how young people understand themselves and their sexuality. It can open discussion on how issues such as ableism, homophobia, sexism, racism, colonialism, class and exoticising the other all affect and play out across our bodies and sexuality, and within our relationships. It can address recognising misogyny. It can unravel the complexities of violence against women, sexual assault and rape across social categories. It can talk about beauty standards, self-esteem and body image and the outcomes this can have on our sense of self as sexual beings, and its effect in relationships.

Sexuality education is slowly being removed from its silo, yet it needs to stretch across an intersectional plane in which we recognise that sexuality is not able to taught in way that divorces it from our social categories, structures and identities. A projected goal of an intersectional approach would be an inclusive curriculum where sexuality educators are equipped with an understanding of intersectionality, how to avoid the erasure and dismissal of young people's identities and experience, and how to create space for a multitude of truths and knowledges. Additionally, intersectionality-based sexuality education policy would support and equip individuals within particular communities be trained to run autonomous sexuality education sessions that draw from their wells of experiences, truths, perspectives and knowledges.

Sure, it is a lot. But it is possible - and necessary. Truly progressive sexuality education needs to be intersectional. Young people know they are not a homogenous mass; it's time they were treated and recognised as the self-aware, complex, intersectional young adults that they are.

Lamisse Hamouda is a youth worker and graduate of the University of Sydney. She currently resides in Brisbane, Australia and is a Global Voices Scholar. As part of her scholarship, Lamisse produced a research paper on intersectionality as a pedagogical tool in sexuality education and will be attending the 60th Commission on the Status of Women at the UN Headquarters in New York in March.
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Who are 'Young People?' The Necessity of Introducing Intersectionality to Sexuality Education

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by Lamisse Hamouda It was recently announced that the Australian Research Centre in Sex, Health and Society at La Trobe University has released a new, progressive sexuality education resource for secondary school students. Commendable indeed; through innovative animation videos that balances between being both cool and daggy (like your favourite youth worker), along with a...

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I felt that this video was neat because it gave examples and showed what it takes to be an activist through a song.

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Activism - What Is Activism - Activism Definition - Flocabulary

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Learn how to make your voice heard through activism with Flocabulary's educational hip-hop song, video and lesson activities.

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I felt this video shows the sole purpose of most activists and activist groups, and that is to make the world a better place.

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This meme shows that there are people who think that a like does not help further a cause. when in reality, it does. When you like something all of your friends see it and then they can like the same thing, and it is a chain reaction from there.

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RAINN is the largest anti-sexual violence organization in the USA. RAINN also provides programs to prevent sexual violence, help victims of sexual violence, and ensure that offenders of sexual violence are brought to justice. I feel that sexual violence is a major problem in our country and that this organization helping to put an end to that

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RAINN (Rape, Abuse & Incest National Network) is the nation's largest anti-sexual violence organization. RAINN created and operates the National Sexual Assault Hotline (800.656.HOPE, online.rainn.org y rainn.org/es) in partnership with more than 1,000 local sexual assault service providers across the country and operates the DoD Safe Helpline for the Department of Defense.

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This article gives 13 general types of activism. It is pretty neat how many different ways people can get involved.

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The following are the standard types or methods of modern activism: 6. THIRTEEN TYPES OF ACTIVISM 1. Volunteer: Volunteer on your own or with interested groups to assist disadvantaged and underprivileged people, and threatened species and habitats. In an international context, volunteer to work in refugee camps, at local schools and medical care clinics, or for some other NGO (non-governmental organization).