Gendered Sport and Physical Activity - Essay Example

Gendered Sport and Physical Activity al Affiliation) Introduction The essence of gender equality has been identified and cited as one of the most pertinent elements to achieve a proper well-being for the society (Correll 2012). Sociologists have argued that it is imperative in any society that aspires to achieve sustainable social and economic development. The concept of gender equality, majorly driven by the existence of gender parity within the society is the existence of a scenario, where men and women are provided with equal opportunities in relation to social, political and economic development. Correll also cites that the existence of hegemony or the ideologies of associating a man or a woman with certain social aspects has a negative impact on women. That is, the essence of gender differences has disadvantaged women to a great extent through discrimination in places of work, learning institutions, health institutions as well as in sports. This research will explore various ways through, which gender differences has facilitated the occurrence of these social disadvantages among women in schools, health services provision as well as in sporting activities. Effects of Hegemonic Masculinity/Femininity on Women in Learning Institutions In a research published by Azzarito & Solomon in 2009, it is mentioned that learning institutions are some of the social dynamics that have been affected by perceptions associated with being a male or a female. To begin with, research has indicated that there are varying perceptions among populaces regarding the participation of women in some activities (Azzarito & Solomon 2009). For instance: Many people associate certain subjects and schooling activities more with women rather than with women i.e. in mathematics where women are perceived to be poor performers is such subjects that have been regarded by research experts as technical (http://www.engagemen-me.org n.d). In some cases, women are usually denied educational opportunities majorly in developing and less developed nations where women are subjected to performing most domestic activities such as: Provision of primary care to children, cooking and managing certain family activities (Jackson 2006). A research conducted by the World Health Organization indicated that most women in developed nations are denies education opportunities majorly due to inadequate awareness on issues ascribed to gender equality. Taking an example in Kenya for instance; majority of the Masaai women are subjected to domestic duties and married as early as nine years old (Correl 2012). According to Jackson 2006, gender differences facilitated by the existence perceptions regarding gender differences in some countries have affected the performance of women in learning institutions. This has been majorly experienced in countries dominated by Islamic religion, where women are viewed as sub-ordinate to men and are usually compelled to certain cultural activities such as dress codes, participation of sporting activities et cetera (Jackson 2006). Moreover, Gar 2008 posits that hierarchy is another factor that affects the participation of women in majority of educational activities. Gender hierarchy is the existence of social structures where women are men are subjected to perform and conform to certain social and economic activities that are considered more technical and require masculine resources to facilitate their achievement. Effects of Gender Hegemony on Women in Provision of Health Services In a research undertaken by UNICEF in 2012, there was an assertion that approximately 800 million illiterate persons in the world from 15 years of age and above were women (Correl 2012). Within this number, the research indicated that approximately 75% of this people were from developing and less developed nations where they are brought up in scenarios of limited opportunities for learning (Correll 2012). The existence of limited learning opportunities for women in developed nations due to high levels of gender inequality has been attributed to the existence of high rates of some epidemic diseases i.e. HIV/AIDS that majorly occurs through lack of awareness. That is, most uneducated girls in developed nations have been subjected to marginalization and are at a greater risk getting infected by such epidemic diseases due to their vulnerability to sexual manipulation (http://www.engagemen-me.org n.d). In addition, according to Gard 2008, the existence of gender hegemony has also affected the provision of proper maternal health in most developing and underdeveloped nations. This has been attributed to poor legislative enforcement geared towards provision of proper maternal health services. Researchers have argued that lack of awareness among leaders and development stakeholders on the provision of proper maternal health is one of the causes poor maternal health service provision in these countries (Correll 2012). Development stakeholders in such countries do not perceive maternal health service provision as an imperative aspect of social development; hence direct their focus on other aspects of development. Moreover, the contemporary society is ascribed by a scenario where women are charged with entire responsibility of provision primary care to children at their early periods of development (http://www.engagemen-me.org n.d). In most cases, women also play a critical role of providing health care to other members of the family hence exposing them to some contagious diseases; such scenarios are common in developing nations where gender inequality is at its peak (http://www.engagemen-me.org n.d). Consequently, discrimination in relation to human rights provision has been attributed as one of the factors that affect the provision of proper health services among women. Research has indicated that most women, especially in developed nations are socially manipulated due to the fact that they are marginalized and do not have awareness regarding their rights to the access of social services (Wright, O’Flynn & Macdonald 2006): This limits their capacity to access social services, majorly health care service provision. Effects of Gender Differences in Sports Sporting is one of the social dimensions that have been majorly affected by different perception among the various genders (Wright, O’Flynn & Macdonald 2006). One of the most evident effects occurs in remuneration of women athletes and male athletes; the stakes awarded to male athletes in different sports is usually higher than those awarded to women athletes. The contemporary society is characterized by a scenario where women athletes are not awarded equal salaries, media attention and other benefits that are provided to male athletes (Jackson 2006). On the other hand, there is a general perception within the society that sports played by women are less exciting as those played by men for instance: In the current society, male dominated sports such as football have a higher number of fan-base as compared to football played by women (Wright, O’Flynn & Macdonald 2006). Some analysts have claimed that men’s sports have received tremendous media attention as compared to women’s sports and have been undergoing more marketing as compared to the attention given to women. Moreover, there seem to be increase and indiscriminate tweaking of sporting rules to make sports dominated by men more appealing as compared to those that are dominated by women (Gard 2008). The essence of discrimination has also been evident in relation to marketing where male athletes are used to undertake certain advertisement thereby increasingly improving the awareness and popularity associated with male sports (Wright, O’Flynn & Macdonald 2006). The heightened rate of commercializing male sports has been attributed as one of the major reasons why women do not access or enjoy the benefits associated with being popular in the sports (Gard 2008). Despite the fact that some stakeholders have made efforts directed towards reducing such gender parities in sports, myriad challenges arise due to the fact that commercialization of male dominated sports began as early as 1920’s and has attained a strong foundation in the contemporary society (Jackson 2006). Consequently, discrimination of women especially in developing nations where women do not have equal rights like men to access social amenities have limited the capacity of women to participate in sports (Correl 2012). Majority of women in such societies are usually subjected to marginalization and compelled to conform to the demands of men: They are usually regarded as sole caretakers of domestic activities, ranging from provision of food to their families to educating their children. Additionally, the perception of women as sub-ordinate to men has also contributed to a scenario where women are not provided with equal opportunities to participate in some sports; this is majorly evident in male dominated cultures such as in the Middle East where men are regarded as more superior than women thus make decision regarding the participation of women in such sports (Wright, O’Flynn & Macdonald 2006). Cultures that dictate different modes of behavior i.e. dress codes among women and men have also been cited as major factors that determine the level of participation of men and women in sports. In the Middle East Region, women are accustomed to dressing in long dresses and veils that cover their entire body; this has been perceived as a hindrance to their participation in certain sports owing to the fact that they are not allowed to show certain parts of their bodies in public i.e. necks, thighs et cetera (Gard 2008). Effects of Gender Perception on Male and Human Body There is also the notion of the differences on the physical and biological aspects of human body among males and females. One of the challenges that occur in this context affects a large number of females during their adolescent stages (Wright, O’Flynn & Macdonald 2006). This is the period where most women began experiencing certain physical and biological challenges on their bodies; psychologists have argued that this is the period where females are subjected to emotional and psychological challenges. Basically, this is attributed to the fact that unaware girls began recognizing the physical challenges that occur between them and males. In societies where women are less aware of such changes at an early age, their participation in learning activities is usually limited due to the psychological challenges that affects them regarding these issues. Moreover, certain societies characterized by male dominance and indiscriminate religious beliefs have facilitated the freedom of women in relation to the manner through, which they dress (http://www.engagemen-me.org n.d). That is, the physical and biological differences between men and women has been used a factor that dictates the behavior of women in these societies i.e. scenarios where women are subjected to dress codes that cover their entire bodies, excluding their eyes. On the other hand, incidence of rape and sexual violence that has been identified as one of the challenges affecting the contemporary society is another factor that has been attributed to inappropriate perceptions among women’s and men’s physical bodies (Gard 2008). In countries such as India, a significant number of women have been subjected to rape and sexual violence from males owing to the inappropriate perceptions of women as helpless persons that cannot have to undergo sexual encounters with any man. However, research has shown that such incidents have been facilitated by lack of appropriate law enforcements that protect women and men on equal basis (Gard 2008). In recent times, there has also been increased misuse of women among certain societies where there is a limited awareness and empowerment opportunity for women (Jackson 2006). In the Caribbean region for example, women have fallen as victims of misuse for commercial purposes i.e. in music videos where they dance half naked as a means to attract a large number of audience (Jackson 2006). Sociologists have attributed this factor to limited job opportunities as well as inadequate awareness among females on the consequences of undertaking such acts (Jackson 2006). Conclusion It is apparent that there are various social facets that have facilitated the discrimination of women, especially those who do not conform to these facets. Despite the fact that efforts have been directed towards creating gender equality, there seem to be a situation where gender stereotypes and perception of the opposite gender as ‘inferior’, has continued propagating gender equality. This requires, intensive awareness programs created among different stakeholders to ensure that gender equality is promoted in the society, especially in regions where culture and religious purposes affect gender equality. Another important issue that emerge in relation to gender in equality in sports is that; media channels have facilitated inequality in relation to the manner through, which they cover men’s and women’s sport. The media is a very sensitive channel for information dissemination in the society, taking this issue into consideration, it should give equal airtime in relation to the manner through, which men and women issues are covered. References Adams, N., Schmitke, A., Franklin, A. (2005) Tomboys, dykes and girly girls: Interrogating the subjectivities of adolescent female athletes. Women’s Studies Quarterly, 33(1&2), 17–34. Azzarito, L., & Solmon, M.A. (2009). An investigation of students’ embodied discourses in physical education: A gender project. Journal of Teaching in Physical Education, 28, 173-191. Correll, S. J. (2007). Social psychology of gender. Amsterdam: Elsevier JAI. Frost, L. (2003). Doing bodies differently? Gender, youth, appearance and damage. Journal of Youth Studies, 6(1), 53-70. Gard, M. (2008). When a boy’s gotta dance: new masculinities, old pleasures. Sport, Education and Society, 13(2), 181-193. Hickey, C. (2010). Hypermasculinity in schools: The good, the bad and the ugly. In M. O’Sullivan, & A. MacPhail, Young peoples choices in physical education and youth sport (pp. 108-122). New York: Routledge. Jackson, C. (2006). ‘Wild’ girls? An exploration of ‘ladette’ cultures in secondary schools. Gender & Education, 18(4), 339-360 Schacht, S. P. (1996). Misogyny on and off the pitch: The gendered world of male rugby players. Gender and Society, 10(5): 550-565. Wright, J., OFlynn, G., & Macdonald, D. (2006). Being fit and looking healthy: Young womens and mens constructions of health and fitness. Sex Roles - A Journal of Research, 54(9-10), 707-716. Gender & Society. (n.d.). Gender & Society. Retrieved February 2, 2014, from http://www.engagemen-me.org/sites/default/files/Hegemonic%20Masculinity-%20Rethinking%20the%20Concept%20%28R.%20W.%20Connell%20and%20 Read More