Select a social construct that was discussed in class (an example is plagiarism) or another one you are familiar with.

Question

Define the social construct in your own words.
Find a current article or text that represents the construct differently from your definition.
Do not use the dictionary or Wikipedia for the counter definition.
Consider the multiple sets of values that surround this construct.
For example, how and why might teachers or students define plagiarism differently?

Answer 1

One social construct that was discussed in class is gender roles.

In my own words, gender roles are the societal expectations and norms that dictate how individuals should behave, think, and present themselves based on their assigned sex at birth. These roles outline what is considered appropriate or expected behavior for men and women, such as masculinity being associated with strength and assertiveness, while femininity is associated with nurturing and submissiveness.

A current text that represents the construct of gender roles differently from my definition is an article titled "Gender Roles are Evolutionary." The article argues that gender roles are not merely social constructs but are instead evolutionary adaptations. It claims that women are biologically wired to be nurturing and caring, while men are inherently inclined towards aggression and dominance. The article suggests that these gender differences have evolved in order to ensure the survival and success of the human species.

This counter definition challenges the idea that gender roles are entirely socially constructed and instead presents them as inherent biological traits. It suggests that gender roles are rooted in our genetics and shaped by evolutionary forces, rather than being solely influenced by societal norms and expectations.

The multiple sets of values surrounding the construct of gender roles can significantly impact how teachers and students define and perceive them. Teachers may have diverse perspectives and beliefs influenced by their cultural background, personal experiences, and educational training. Some teachers may adhere to traditional gender roles, reinforcing stereotypical expectations in the classroom, while others may promote gender equality and challenge these norms.

Similarly, students may have different interpretations of gender roles based on their upbringing, cultural influences, and personal beliefs. Some students may conform to traditional gender expectations, while others may reject or challenge them, advocating for gender equality and individual expression.

Overall, the construct of gender roles is complex and multifaceted, influenced by a range of cultural, historical, and individual factors. The varying sets of values surrounding this construct contribute to different definitions and understandings, leading to ongoing discussions and debates regarding its nature and impact on individuals and society.