Composition - Intro To Writing

English 1010-026  

Instructor: James Hirst

For our ePortfolio submission in English 1010, we were asked to post our final paper- an argument on an issue.  I chose to write about toys and the stereotypical gender roles and socialization that occurs with toys.  I found a great deal of information while writing this paper, most of which was new information for me.  It was interesting to see how many instances I could recall in my past that contributed to stereotypes in my gender roles now as an adult, and possibly some changes I would make in my children one day.  The argument posed a great question that I believe some may never agree or fess up to, but as studies arise, the sociological evidence becomes more and more indisputable.  Gender socialization, through toys and children's entertainment, reinforces the teaching of male and female stereotypical roles. 

Toys - Children and Stereotypical Gender Roles and Socialization 

           Toys and children’s entertainment have always been divided to be gender specific, in stores, in homes, and also in learning environments such as schools and daycare.  Most often, stores and parents claim this happens on the basis of pure convenience.  This division has been claimed to be completely innocent of stereotypes for young children, many parents stating the gender division has no effects on their children’s lifetime roles.  Through these gender-biases, it has been witness in children the latent stereotypical responsibility brought on at a young age to boys and girls.  Boys, with action figures such as “GI Joe”, packaged in a rugged- forest print box, are molded to be soldier-like, tough, and dominant in their nature.  Girls, however, with toys such as “Mom-and-Me Barbie” packaged in a glossy pink box, along with cleaning and kitchen look-a-likes, take on the character of a nurturing caregiver.  These products found in the store, and then brought into the home, can create great instances for discussion on the subject of gender roles.  Gender socialization, through toys and children’s entertainment, reinforces the teachings of male and female stereotypical roles. 

In beginning to understand gender, socialization and stereotypical roles children’s entertainment brings upon them, defining these terms is critical.  Gender, in the sense we intend to use it throughout this argument, refers to the difference of sociological culture between male individuals and female individuals. (Maccoby 6).  As discovered in Sociology: Cultural Diversity in a Changing World, children are born into this world with no pre-existing awareness of difference in genders and roles they play, or are taught to play. (Bryjak, Soraka 209-245). In current study, it has been observed that even in the womb, male in comparison to females are treated, spoken to, and fantasized about by their parents differently.  (Wharton 49) This is where socialization comes into effect.  Socialization, by sociological definition, is “the process by which people learn the characteristics of their group – the knowledge, skills, attitudes, values, norms, and actions thought appropriate for them by society”  (Henslin G7).  The important meaning to be taken from this definition is “…thought appropriate for them by society.”  These skills, attitudes, values, norms, and actions we are taught specifically as a male or female are socialized into our minds on the basis of what those who are teaching us believe. 

With a better understanding of gender and socialization of stereotypical roles under our belt, we begin to understand the thesis of how these things in children’s entertainment reinforces gender-specific behavior.  We also come to understand how instrumental a parent, guardian, or teacher is in reinforcing or even displaying these stereotypes themselves based on previous information given to them, sometimes as a child, or throughout their lifetime as an adult in the home or workplace.  In a parent’s role as caregiver to a child, the marketing involved with children’s entertainment displaying stereotypical roles is directed at the buyer of the goods, most often the parent, just as much as with the child who will play with them.  The point of sale of an item is most often where socialization involving gender begins with a child.  For example, pink clothing for girls- blue clothing for boys.  In hospital rooms, children experience a very early form of gender specific actions when a pink or blue cap is placed on their head. 

Product placement in stores and marketing play a very large role in gender socialization and stereotyping roles presented in the home. In many observances in my lifetime in stores containing children’s toy sections, there are many latent gender socialization techniques in placement and organization of these objects.  Most often, a navy blue and green section is derived for boy’s toys, and a pink and white section for girl’s toys.  The girl’s section is most often much larger and contains many products compared to the boy’s section.  This, already creating the stereotype that women more often have more material possessions than men.  Also, boys are given opportunities to play fix it with play tools like hammers, screwdrivers, and wrenches along with dump trucks and cranes, while girls have ‘do my hair’ Barbie. Play makeup, high heels; fancy dresses, and hair accessories are readily available in abundance, projecting the expectations of society on how a woman ought to look. These are brought into the home, creating opportunity for stereotypes to infiltrate a place where children spend most of, if not all, of their time. 

             These toys, brought into the home, create another cause for debate.  After winning the heart, or pocketbook, of those who purchase the toys in the stores, these toys are also a tool for parents and guardians of children to teach them norms of society in regards to their gender.  “For a child, society is uncharted territory.  A major signpost on society’s map is socialization into gender.  As we learn what is expected of us because we are male or female we are nudged into different lanes in life, we take direction so well that, as adults, most of us act, think, and even feel according to this gender map.” (Henslin 70).  Our parents and teachers are the first significant others who show us how to follow this gender map.  Their own gender and orientation of social norms are so deeply embedded, they do most of this teaching without being aware of what they are doing.  For example, a mother may purchase a toy vacuum for her daughter.  As a mother vacuums, which is seen as such a normal task and is not thought to be a teaching tool, her daughter mimics her actions along side her.  When the time comes to vacuum in real life, the daughter assumes her role based on these latent life lessons.  A young boy, as another example, receives a child-sized snow shovel as a gift.  Along side his father, who dutifully shovels the snow, the boy mimics his father.  When faced with the task in his own home when he grows up, the boy will assume his task, which was passed covertly from his father.

In the home, these roles are brought on children as displayed by their parents.  Also, in the educational system in schools, gender roles and stereotypes are presented.  Many playground practices present themselves to be stereotypical, children usually mimicking their older peers in games and playing.  Boys are presented with basketballs at school, where they play a game with their guy friends.  Girls are presented with chalk, or jump ropes, to socialize with their girl friends.  Girls are also nudged by their peers on how to act, talk, dress in what is fashionable, and what boys are cute.  Young boys are mentored by their peers on how to speak, act, react, and look to be appealing, normal, and fashionable.  (Henslin 274-75). This eventually matures throughout a child’s school years, and advances into higher education, and into the workplace, where those of the same gender or stereotype blindly lead each other, as society would have it.  Women, who experience a larger stereotype in the common workplace of the United States, will come to face the differences in pay, standing, and promotion as compared to men with the same education and experience in that same workplace, which is a subject of debate all in itself (Henslin 276-78).

To resolve what has been previously stated, gender socialization, through toys and children’s entertainment, reinforces the teachings of male and female stereotypical roles.   The most common and earliest observed gender stereotype begins they day you are born, when a pink or blue cap is placed on your head.  Some studies combat it begins before birth, when a woman nurtures her child in her womb with comforting words, depending on known gender.   A Toy store’s role in choosing, observing, and mimicking with gender-specific objects is astronomical. We witness impressions put upon young children by their parents and peers, most often unknowingly, involving gender-specific and colored objects to be used alongside mesial daily tasks. Toys and objects create specific stereotypes for their role as an adult.

 Composition - Intermediate Writing

ENG 2010-080 

Instructor: Rebecca Miner

Fall 2012 Semester Writing Portfolio 

While participating in Salt Lake Community College’s English 2010 course, I entered into an advance world of college-level writing.  Ms. Miner’s close supervision and enthusiasm to help whenever needed paved the way for a successful semester for all of her students in this course. 

The objectives of this course spread me as a student over every genre and category of writing to prepare me for things to come in a professional career.  Touching on evaluations, positions, reports, and peer reviews, I was given a expansive opportunity to fine tune my skills attained in English 1010 in a previous semester. 

Taking into consideration the peer reviews given to me on the tasks assigned, I have modified and revised my original drafts according to recommendations of my peers.  The instruction I have received in English 2010 has already given me real tools I have used in the workplace and in my personal life, by giving me confidence to express feelings and actions through the written word.

 Composition - Critical Introduction to Literature

 ENGL 2600-042

Instructor: Stephanie Maenhardt

 In Critical Introduction to Literature, we were assigned an essay to assess a piece of poetry we had read at that point in the past.  I chose "The Yellow Wallpaper" by Charlotte Perkins Gilman. "Yellow Wallpaper" is a well known piece of literature addressing many latent and obvious flaws in the way society treats women.  In this poem, I addressed the idea Gilman brings into light that women may be put an a grand pedestal in humanity, but on top of that pedestal is a cage.  The slow slip into insanity the woman in the story experiences brings to light that putting women on a pedestal, separating them from the rest of the free world of men will cause them to live no life at all.  I thoroughly enjoyed this poem, which addressed social issues we still face today. 

Feminism and “The Yellow Wallpaper”

Charlotte Perkins Gilman, a literary genius of the feminine breed, broke the mold by pioneering women’s rights through literary masterpieces, such as “The Yellow Wallpaper”.  Gilman was a very concerned woman, having felt deep obligation to the women’s rights act, and she contributed her part, especially by “The Yellow Wallpaper”. 

Overall, “The Yellow Wallpaper” brings a strong sense of entrapment by the protagonist.  This entrapment, working its way through the story starting out as just physical, constricted the woman from doing mundane, everyday things such as writing or doing any type of housework,   “So I take phosphates or phosphites—whichever it is, and tonics, and journeys, and air, and exercise, and am absolutely forbidden to “work” until I am well again.    Personally, I disagree with their ideas . . “ (Gilman, 2).  The narrator starts out her writings describing her surroundings, wondering how her husband is able to afford to stay in a place such as the estate surrounding her.  This is the first latent touch on the disconnect her husband has put between her and humanity; the fact that she is not aware of their financial state, in the slightest. 

This feminine type of writing, including the depiction of a female narrator and a cliché happening in the time period, such as the diagnosis of her exhaustion and orders to become very inactive and immobile, displays the discernable gender role a woman such as the narrator would play.  This conveys the impression that women are inherently inferior to men and their role in the household, as well as life in general according to other people.  Pointing out the constricting quarters women are kept in was a small step that began a great leap in women’s rights and the women’s movement of the 1960’s. 

Gilman wisely proceeds throughout the story, changing tone and sentiment throughout the narrator’s stay at this mansion.  Feminist motivation thrives. The character not only begins to feel the physical restrictions that were ‘doctor’s orders’ from day one, but also the emotional confinement it requires here while she is forbidden to write, which is one true love of hers.  Sneaking around, writing when she is alone or concealed seems to be a great release for her stress and anxiety her diagnosed sickness offers her. “There are things in that paper which nobody knows but me, or ever will.” (Gilman, 12)  The wallpaper, representing an immeasurable pattern of bars that barred her into this depression, continued to at first irritate, then annoy, then drive her into complete insanity.  The immeasurability of the pattern and the woman who was trapped in this wallpaper mirrored her own entrapment and depression inside her life- that she no lover, or possibly never wanted in the first place. 

“The Yellow Wallpaper” represented all feminine characteristics we see in feminist writings.  These feminine characteristics and behavior, such as women being portrayed as passive, more subjective, and less practical as men, shows a definite need for reform and replacement for women in society.  This saddening story of the woman in “The Yellow Wallpaper” demands women to be placed where their personalities belong- whether it be in the kitchen, or in a political or business position, to best suit the world- despite their gender criticism.

A great psychoanalytical criticism may be applied well to Gilman’s story.  The unconscious motive of characters in this fictional literary text provides a great moment of thought and reflection on your own life- especially if the audience reading this story is a female.  Oftentimes women, such as the character, find themselves deeply unhappy in a very ordinary situation.  To every man, or woman, his own.  One woman’s paradise may be another’s deep, dark, nightmare.  One man’s ideal wife may be a woman’s lifelong punishment. 

Psychoanalytical criticism not only touches on the character’s parts to be played in the literary text, but the writer and audience’s response to these events.  What may have been odd, unnerving, and inappropriate published literary work in the time “The Yellow Wallpaper” was published, can now be viewed as a principal text put at the cornerstone of women’s rights and equality.  

This story having been a reflection of Gilman’s actual experiences as a female in her time leaves an eerie feeling of tangible and factual mortality in depressions path. 

“The Yellow Wallpaper”, a feminine and emotional writing, written to help describe the turmoil and harsh depression taking a toll on women’s lives everywhere was a massive step for women’s voices being heard.  Gilman claims the incident she based this story off of has affected her throughout her life, just like female oppression and prejudiced undertaking of what a woman’s place was would affect any female’s self-worth and dignity throughout her life. The seriousness of the women’s rights movement changed the face of history, all beginning and continuing to this day with female literary works, giving women a voice. 

  Composition - Writing for English Majors

ENGL 3090

Instructor: Gae Lyn Henderson

Fall 2013 Semester

Writing for English Majors was a class that focused around the research and rhetoric involved in writing a good academic paper.  We participated in several research activities leading up to our final research project.  We were asked to write an explanatory research essay discussing a topic we believe should be of public interest. I chose to discuss education within the US correctional facilities and it's strengths, weaknesses, and opportunities for improvement (including current legislation topics).