Gender stereotype that still exists

 

Choose a gender stereotype that still exists. Again, it may be a stereotype in any culture or specific country. Briefly describe the stereotype and the culture in which it existed, including the country of origin.
Explain the effects that the stereotype has on the individuals of that gender.
Explain the effects the stereotype has on society, specifically the impact on family, education, work, health, sexual attitudes and behaviors—and anything else you feel is relevant. Explain what difference there might be, for individuals of that gender and for society as a whole, if the stereotype disappeared today keeping in mind the social areas you discussed in the previous question.
Explain what perpetuates the stereotype.
Explain whether or not this stereotype has impacted a specific culture from the one or country in which it originated (such as, beliefs of immigrants influencing the views of neighbors in their new homeland).
Explain how, if at all, this stereotype has impacted you personally.

 

Sample Solution

A gender stereotype is a generalized view or preconception about attributes or characteristics, or the roles that are or ought to be possessed by, or performed by, women and men. A gender stereotype is harmful when it limits women`s and men`s capacity to develop their personal abilities, pursue their professional careers and/or make choices about their lives. Gendered stereotypes are pervasive in our culture – ingrained by long-standing biases (both conscious and unconscious). It is astonishing that girls still grow up being treated very differently from boys through entrenched stereotyping and unconscious biases. Girls` subject choices in school are one clear symptoms of their unequal experience. One example is that four times as many boys as girls take physics, a subject seen as having value by universities and employers alike.

There are other contingency theories that provide a more continuum based approach such as Redding’s theory of leadership and management, however Fielder’s description of how situational factors affect the leadership style required for the situation is extremely useful in understanding the fundamentals of leadership (Pettinger, 2007). Chelladurai in his Multi Dimensional Model of Leadership, expands on much of Fiedler’s theory but in a continuum based approach, in which the leader can adapt their leadership style to fit the situation (Chelladurai and Madella, 2006). Chelladurai’s theory is taken from sports psychology but can be applied to an organisational scenario. It provides a much more empirical categorisation of task structure, clearly differentiating a plethora of situations that require certain leadership styles for success. Chealldurai found three characteristics that affect the leadership style required for a situation, called antecedents, they mainly expand upon Fiedler’s situational factors and leader – member relations and ultimately affect how a leader should behave towards a situation. The first are situational characteristics, the environment in which the leader must perform, the second are leader characteristics, the experience, personal qualities and skills of the leader, and the third are member characteristics, the motivation, skill and experience levels of group members (Chelladurai and Madella, 2006). The situational characteristics and member characteristics have a required behaviour to ensure maximum group performance, they also have a preferred behaviour to ensure the satisfaction of group members, if the leaders actual behaviour matches both the required behaviour and preferred behaviour of the situation the consequence is maximum group performance and satisfaction. However, if the group are not performing and achieving goals or are not satisfied or both, then the leader is able to amend their actual behaviour to improve this. Leaders able to monitor performance and satisfaction, and understand what is required to amend the situation will achieve optimum group performance in Chelladurai’s model

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