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Showing posts with label education administration. Show all posts
Showing posts with label education administration. Show all posts

Thursday, October 22, 2009

Online Education And Degree. Part 20. ANDROGYNY.


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Androgyny is a term derived from the Greek andras (avSpaq—man) and gyne {yovx\—woman) referring to either the absence of any distinguishing masculine or feminine traits, as in the Hijras of India, or the combination of both masculine and feminine characteristics, whether spiritual, psychological, or physiological.
Most Western cultures presume a binary opposition between male and female. In the 1950s, June Singer revived a mystical interest in androgyny, reconciling the "masculine" and "feminine" aspects of a single human, restoring the balance between what Jung called animus and anima. Like Mircea Eliade and Carl Jung, Singer treated androgyny as archetypal, in which the divided self yearned for the complete reunion of male and female. This understanding of androgyny as a metaphysical ideal was implicit in shamans or deities like Buddha, Shiva, Kuan Yin, and Elohim. Even so, Singer believed that the sexes were naturally differentiated: that males are generally aggressive, dominant, hard, and logical, and women are passive, compliant, soft, and intuitive.
In 1974, Sandra Bern published the Bern Sex Role Inventory (BSRI), a self-test listing 20 socially desirable female traits, 20 socially desirable male traits, and 20 considered to be neutral. Male traits included "forceful," "analytical," and "self-sufficient"; female traits included "sympathetic," "loyal," and "compas-sionate"; and neutral items included "truthful," "sincere," and "friendly." Scores revealed the respondent's self-reported possession of socially desirable, stereotypically masculine and feminine personality characteristics. An individual who received high scores for both female and male traits was defined as androgynous, whereas one with low scores in both was described as undifferentiated. Gender traits had little correlation with the ascribed sex of participants. Like Singer and Jung, Bern believed that people who had androgynous psychological traits were the most effective and well-functioning individuals in society.
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At this time, Constructivism claimed that gender was socially constructed and could therefore be changed at will. Resistance to gender binaries and heterosexuality took the form of transvestitism, or performances as drag queens or drag kings. Kate Bornstein, having performed as a cross-dressing performance artist and encouraged the self-construction of "who you are," used surgery to change herself in 1998 to a "male-to-female lesbian transsexual" but has now settled into being neither male nor female, a gender outlaw.
To describe a born male as "lesbian" indicates some of the conceptual change required by this new gender fluidity, but it did not necessarily accommodate androgyny. A medical category, gender identity disorder, was created to describe those who felt incompatibility between their felt identity and their anatomy. Improvements in surgical processes made it possible to normalize anatomies as normalized male or female, and medical research sought to explain sex "transgres-sions" (gender identity disorder, cross-dressing, or homosexuality) physiologically in order to remove blame and effect a "cure." A few transsexuals, like female-to-male Jamison Green, rejected such normalizing "cures" and accepted their androgynous status to the extent of having hormone treatment but not requiring a surgically constructed penis or denying their past.
Despite a relatively low level of sexual dimor-phism in humans, Charles Darwin had naturalized the sex binary in The Descent of Man by referring to naturally selected sex differences between male and female in gonads, sex organs, body mass, amount and placement of body hair, intelligence, psychological traits such as aggression, and child-rearing practices. But he tended to overlook the high amount of androgyny in the natural world, for instance, in worms and snails. About 30% of the fish species on a coral reef start out as males and end as females, or vice versa, or are both male and female at the same time. Could humans be naturally androgynous?
In 1993 in Bodies That Matter, Judith Butler argued that even though we construct gender, our material bodies sometimes prevent us from conforming to social norms. Earlier in Gender Trouble, she claimed that drag queens in their "queer performativ-ity" demonstrate resistance to being required to "perform" normal dichotomous roles of male or female which they do not feel. The existence of physically androgynous humans challenges those dichotomies at an even more profound level.
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Anne Fausto-Sterling estimates conservatively that 1 in 1,000 persons is born with androgynous physiological features. Previously called hermaphrodites, they are now medically defined as intersex, a term, like androgyny, applied to any person with characteristics determined as neither exclusively male nor female, or combining features of both. The most common cause of so-called sexual ambiguity is congenital adrenal hyperplasia, an endocrine condition in which the adrenal glands produce unusually high levels of virilizing hormones. In genetic females, this leads to an appearance that may be slightly masculinized (large clitoris) to quite masculine. Another form of intersex is andro-gen insensitivity syndrome, in which people born with masculinizing Y chromosomes do not develop male morphology. Other physiological androgynes show chromosome variations such as 47XXY, 45XO, or mosaics. Far from being revered as complete or ideal persons, such anatomical androgynes are usually classified as male or female sex at birth and surgically or hormonally transformed into either male or female in childhood, with remaining variations of the male-female binary seen as transgressive.
Bern and Fausto-Sterling argue that the danger of perpetuating the male-female binary lies in the fact that cultural roles and norms remain dictated by males and highly polarized male values. The placement of the androgyne at the center of our understanding of physical and cultural humanness and our acceptance of complex combinations of male and female defuse current hegemonies.

Felicity Ann Haynes





online college degree


EDITOR Neil J. Salkind
Copyright © 2008 by SAGE Publications, Inc.

Wednesday, September 16, 2009

Online Education And Degree. Part 13. African americans.

Health Disparities
As with the achievement gap, there are disparities in health between African Americans and White Americans across the life span. African Americans are either first or second with regard to infant mortality rates, low birthweight infants, and teenage pregnancies. African Americans also have the highest death rates in the United States, both generally and from specific causes such as heart disease, stroke, lung cancer, female breast cancer, and homicide. African Americans make up a substantial proportion of males (34.7%), females (60.5%), and children (61%) dying from AIDS. With regard to mental health issues, African Americans have less insurance and are also less willing to seek treatment, resulting in lower access to mental health care. The dearth of African American providers also contributes to an unwillingness to seek treatment.
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Research Agenda
African Americans make up a substantial portion of the U.S. population. They are a group with a unique place in the history and current sociopolitical context of the United States, and their academic achievement relative to members of the majority culture represents one of the most intractable problems facing educational psychology. Educational psychologists need to develop a comprehensive research agenda on this issue. Although efforts to close the achievement gap continue apace, it is perhaps time to rethink the approach to African American achievement. Data from the 2005 National Assessment of Educational Progress indicate that Whites and Asian/Pacific Islanders in the fourth and eighth grades had higher reading achievement scores, 22 to 29 points higher, than their Black, Hispanic, and American Indian counterparts. Moreover, these scores have remained relatively unchanged for much of the past decade.
Beginning in 2002, the No Child Left Behind (NCLB) Act required school districts to disaggregate student performance data on the basis of demographic variables, including ethnicity, gender, race, and socioeconomic status. One result of this requirement was to highlight the disparities in educational performance among groups at the local level, disparities heretofore seen only in national data. NCLB also proposes eliminating the achievement gap by 2014. However, there are still no explanations of the achievement gap that are accepted as definitive by large segments of the research community. Genetic, biological, environmental, demographic, and psycho-social explanations have both proponents and critics, and there are no studies in which combinations of all of these variables have been systematically examined.
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Educational research indicates that effective interventions (e.g., Sesame Street) often have positive consequences for those who need them as well as for those who could have done without them. Thus, in the absence of interventions targeted specifically at and solely to African Americans, it may be difficult to close the achievement gap. However, the achievement gap between African Americans and Whites may not be the only issue that merits attention. An alternative perspective suggests focusing attention at the achievement levels that African Americans attain. From this perspective, educators should be concerned with ensuring that all African Americans attain at least basic proficiency in the core academic subjects and the skills to pursue advanced educational opportunities.
Research indicates that effective teachers make a difference in student performance and that the impact is cumulative over multiple school years, but it is not clear how these findings relate to African American student achievement. Nor is it clear how teacher education programs need to change to prepare teachers to not only be effective but also convey appropriate messages to African American students. Effective teacher training needs to counter the increased susceptibility of African American students to negative messages conveyed by teachers and help teachers counter aversive racism. More research is needed on the relationships between African American collective identity and psychosocial variables that are proximally related to academic achievement (e.g., self-efficacy, intrinsic motivation, and anticipation of success) and on the mechanisms that are effective in supporting these variables in African American students. Finally, researchers need to assess how much variance in African American student achievement is attributable to racial identity attitudes, oppositional identity, and stereotype threat, and which behaviors and attitudes are compatible with high academic achievement and African American ethnic heritage.
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As should be clear, there are many questions that remain unanswered with regard to African Americans and schooling in the United States. Effectively addressing the educational issues related to African Americans will require a focused research agenda and collaboration between researchers and school districts with large numbers of African Americans. Educational researchers concerned with equity, and with African Americans specifically, have a challenging and worthwhile task that requires urgent attention.
Frank C. Worrell

EDITOR Neil J. Salkind
Copyright © 2008 by SAGE Publications, Inc.