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(单词翻译:双击或拖选)
Unit 9
Gender1 Differences
After-Class Reading
PASSAGE I Boys Are Teachers' Pets
Proper Names
Dale Spender
(女子名)戴尔.斯彭德
London University Institute of Education
伦敦大学教育学院
New Words
accustomed *
adj. 习惯的，惯常的
e.g. I'm not accustomed to being treated like this.
conclude *
v. end a speech, meeting or piece of writing, or judge after some consideration 推论出
e.g. He concluded that he had no choice but to accept Paul's words as the truth.
contempt *
n. a feeling that someone or something is not important and deserves no respect 轻视，轻蔑
e.g. You should treat those remarks with the contempt that they deserve-don't give them a second thought.
discrimination
n. the practice of treating one particular group in society in an unfair way 歧视
dramatically *
adv. 显著地
e.g. The new treatment could dramatically alter the lives of people suffering from this disease.
hopeful *
adj. giving hope 有希望的，给人希望的
e.g. The green shoots were hopeful signs of spring.
improvement *
n. 改进，改善
e.g. Unless there's an improvement in the weather we won't be going out today.
pervade2
v. spread through every part of (a place) 弥漫，遍布
rightful
adj. morally or legally correct 公正的，恰当的
sloppy3
adj. not done carefully or thoroughly4 马虎的，凌乱的
tolerate *
v. accept something although you do not particularly like it 容忍，容许
e.g. She can no longer tolerate the position that she is in.
unladylike
adj. not behaving in the polite, quiet way that was once supposed to be typical of or suitable for women 缺乏女性风度的
Boys Are Teachers' Pets
The classroom is a man's world, where boys get two-thirds of the teachers' attention even when they are in a minority. They are allowed to tease the girls and they receive praise for sloppy work that would not be tolerated from girls.[1] Boys are accustomed to being teachers' pets, and, if girls get anything like equal treatment, boys will protest and even disrupt lessons.
These claims are made in a book out[2] this week, written by Dale Spender, a lecturer at the London University Institute of Education. She argues that discrimination against girls is so typical of co-educational schools[3] that single-gender classes are the only answer.
Her case is based on tape-recordings of her own and other teachers' lessons. Many of them, like Spender, had deliberately5 set out to give girls a fair chance. "Sometimes,"says Spender, "I have even thought I have gone too far and have spent more time with the girls than the boys."
The tapes proved otherwise. In 10 taped lessons (in secondary school and college), Spender never gave the girls more than 42 percent of her attention (the average was 38 percent) and never gave the boys less than 58 percent. There were similar results for other teachers, both male and female.
In other words, when teachers give girls more than a third of their time, they feel that they are depriving the boys of their rightful share[4]. And so do the boys themselves. "She always asked the girls all the questions," said one boy in a classroom where 34 percent of the teachers' time was allocated6 to girls. "She doesn't like boys, and just listens to the girls,"said a boy in another class, where his gender got 63 percent of the teacher's attention.
Boys regarded two-thirds of the teacher's time as a fair deal[5]—and when they got less they caused trouble in class and even complained to a higher authority. "It's important to keep their attention," said one teacher. "Otherwise, they behave very badly."
According to Spender's research , double[6] standards pervade the classroom. "When boys ask questions, protest, or challenge the teacher, they are often met with respect and rewards; when girls engage in exactly the same behavior, they are often met with criticism and punishment."
A boy seeking attention will quickly get a response from a teacher. "But girls can be ignored; their hands can be held up for ages, and their often polite requests for assistance are disregarded as the teacher is obliged to remain with the boys."
One girl, talking about a male teacher, commented: "You wouldn't want to have your hand up to tell him there was a fire, if you were a girl. We'd all burn to death before he asked you what you wanted to say."
Boys' written work, too, is judged by different standards, says Spender. When she asked teachers to mark essays and projects, the same work got better marks when teachers were told that it came from boys. "When a boy decides to make a thing of it, there's not a girl that can match him,"[7] one teacher said of a project on inventions. But, in fact, the work had been done by a girl.
Neat and tidy work from girls was treated with some contempt. "I think she could have spent more time on getting some facts than on making it look pretty," was one comment. "Typical, isn't it? All that effort just to make it look nice[8]—you can't beat girls for being concerned with appearances,"was another. But when Spender indicated that the work came from a boy, the tune7 changed dramatically.
Spender concludes that, in mixed classes[9], the girls are at a disadvantage. If they are as noisy and ambitious as the boys, they are considered "unladylike"; if they are quiet and passive, they are ignored.
A few schools have introduced single-gender groups for math and science, says Spender, and have found significant improvements in girls' results. Separating boys and girls within schools for certain subjects—rather than a return to single-gender schools—is the most hopeful solution she suggests.
Phrases and Expressions
at a disadvantage
in a situation in which you are less likely to succeed than others 处于不利地位
e.g. The children from poor families were at a distinct disadvantage.
be accustomed to (doing) something
be used to something 习惯于
e.g. I'm not accustomed to getting up so early.
be in a minority
form less than half of a group 占少数
e.g. Boys are very much in a minority in the dance class.
be typical of
show the usual qualities or characteristics of someone or something
e.g. This hot and spicy8 dish is very typical of the food in the south of the country.
burn to death/be burnt to death
be killed by fire
e.g. At least 80 people were burnt to death when their bus caught fire.
for ages (informal)
for a very long time
e.g. Simon! I haven't seen you for ages!
go too far
do something unacceptable 做过头，做过分
e.g. Sometimes you go too far and say hurtful (伤害的) things.
make a thing of...
consider something to be very important
e.g. Don't make a thing of leaving early. It's not important.
PASSAGE II Stereotypes10 and Individual Differences
Proper Names
Best
(人名)贝斯特
Williams
(人名)威廉斯
New Words
access *
n. the method or possibility of approaching a place or person, or the right to use or look at something 接近(或进入)的机会；使用......的权利
e.g. The system has been designed to give the user quick and easy access to the required information.
adventurous11
adj. willing to take risks and to try new methods 爱冒险的
e.g. He was an adventurous businessman.
assertion
n. (权利等的) 维护
e.g. The decision is seen as an assertion of his authority within the company.
consistent *
adj. in agreement with principles that do not change or with typical or previous behavior 一致的，符合的
e.g. This proposal is not consistent with our initial aims.
context *
n. the influences and events that helped cause a particular event or situation to happen (事件人物等的)来龙去脉，背景
e.g. All the fighting and bloodshed in his plays is explained if you see his writing in a historical context.
contribution *
n. 贡献
e.g. He was awarded a prize for his contribution to world peace.
courageous12
adj. 勇敢的，有胆量的
defer13
v. (to someone) allow someone to make decisions for you or tell you what to do, even if you disagree with them, because you respect them or their authority 遵从，依从
dictate14 *
v. 1) say or read something aloud for someone else to write down 口授，使听写
e.g. Everything he dictated15 was signed and sent out the same day.
2) cause or influence 促使，影响 e.g. A number of factors will dictate how long an apple tree can survive.
differentiation16 *
n. 区别，区分
e.g. In the past, no differentiation was made between mental illness and mental handicap.
disappearance17
n. 消失
dominance
n. 优势，支配地位，权威
dominance hierarchy18
权威等级
dominate *
v. have control over a place or a person, or be the most important person or thing 支配，控制
e.g. He refuses to let others speak and dominates every meeting.
downplay
v. make something seem less important or less bad than it really is 对......轻描淡写
feminist19
adj. 主张男女平等的，女权主义的
generalization20 *
n. a statement that seems to be true in most situations or for most people, but that may not be completely true in all cases 概括，总结
e.g. The research has so far not produced enough evidence to allow for any generalization.
ideal *
adj. without fault, perfect, or the best possible 理想的，完满的
e.g. In an ideal world no one would go hungry.
justification21 *
n. an acceptable reason or explanation for something 理由，借口
e.g. I knew from the beginning that there was no justification for what I was doing.
makeup22
n. one's nature and the various qualities in one's character 性格，气质
nonexistent
adj. 不存在的
norm *
n. a way of behaving that is considered normal in a particular society 标准，准则
e.g. One child per family is becoming the norm in some countries.
nurturant
adj. 抚养的，抚育的
offering
n. something that is offered 提供之物
originate *
v. begin to happen or exist 发源，开始
e.g. The disease originated in Africa.
passivity
n. 被动性 (尤指无行动，迟钝，顺从)
e.g. He likes to give an impression of helpless passivity so that people will feel sorry for him.
prejudice *
n. an unfair and unreasonable23 opinion or feeling, especially when formed without enough thought or knowledge 偏见，成见
e.g. The TV program merely confirmed all my prejudice about salespeople24.
respectful
adj. showing respect for someone 恭敬的，对......表示尊敬的
e.g. The children in our family are always respectful to their elders.
restriction25 *
n. a rule that limits what you can do 限制，约束
e.g. The government tried to control the population through restriction on emigration (移民).
sympathetic *
adj. showing, especially by what you say, that you understand and care about someone's suffering 同情的
e.g. She's very sympathetic, which is desirable in a doctor.
tendency *
n. 1) a general change or development in a particular direction 趋势，趋向
e.g. There is a growing tendency to regard money more highly than quality of life.
2) a probability that you will develop, think or behave in a certain way (性格上的) 倾向
e.g. His tendency to exaggerate is well-known.
tough *
adj. difficult to do or deal with 艰苦的，困难的
e.g. My boss has given me a tough assignment.
universal *
adj. existing everywhere or involving everyone 普遍的
e.g. The desire to look attractive is universal.
unwilling26 *
adj. not willing 不愿意的
e.g. He's unwilling to accept the money.
warrior27
n. 勇士，武士
workplace
n. the place where you work 工作场所
Stereotypes and Individual Differences
Stereotypes are types of generalization that are useful in organizing the massive amounts of information to which people are exposed. As with any generalization, the formation of stereotypes downplays the behavior of specific individuals and stresses trends across large numbers of people. [1] After many observations of different individuals, people from all over the world are likely to see more aggressive behavior in men, more nurturant behavior in women, more assertion of leadership among men, and more passivity among women in mixed-gender groups. These observations become part of the universal stereotypes of men and women. When drawing their conclusions about men and women, observers do not focus on individual differences. They do not focus their attention on the individual aggressive woman or the passive man.
In their studies, Williams and Best found that passivity was part of the stereotype9 of females in 25 cultures. Other parts of the stereotype were that females were respectful, nurturant, and sociable28. In addition to an explanation based on biological differences that lead to responsibilities for child care, Williams and Best asserted that additional arguments need to be made about the reasons for the stereotype. One argument is that people become comfortable believing that members of each gender either have or can develop the characteristics that are necessary to carry out tasks in a smooth-functioning society. If females are to have a principal responsibility for the care of the young, it is reassuring29 to believe that they can be—or can become—affectionate, gentle, patient, sympathetic, and so on. If males are to serve as hunters and warriors30, it is comforting to believe that they can be—or can become—adventurous, aggressive, courageous, energetic, independent, self-confident, and the like[2]. It may be in this context, the "justification of necessity"[3] with regard to different social roles, that many of the gender-trait stereotypes originated. Once established, the beliefs concerning the psychological makeup serve as norms for the behavior of adult men and women and provide models for the socialization of girls and boys toward their assigned gender roles.
Another needed part of the explanation is consistent with some feminist approaches to the analysis of gender differences. According to these studies, once men are socialized to act in a dominant31 manner, they become comfortable with their power over women and develop norms that keep women in inferior positions. People who hold power learn to enjoy it and are unwilling to let go of it. When men have power, they often develop beliefs that maintain it (e.g. "We are better at making tough decisions.") Further, they develop other beliefs that make it difficult for women to gain access to power (e.g. "They are really happier in homemaker roles.")
Returning to the arguments about gender, the tendency for women to become passive in the company of men does not have to dictate behavior among adults in today's world. After all, it is possible for women, who find themselves deferring32 to men during arguments and discussions in the workplace, to try to break old habits. They can, for example, make a point of asking relevant questions and of becoming more active participants in the discussion. In other words, they can make a conscious decision to move beyond traditional male-female tendencies. The liberation that stems from moving beyond traditional gender roles can benefit members of both sexes. [4] Men who have a tendency to dominate meetings, for instance, may want to make a point of listening to and respecting the contributions of others. They may find that the meetings will be much more productive. Time and energy will be spent on developing good ideas rather than on sorting out positions in the dominance hierarchy[5].
As women decide to move into roles that were traditionally denied them, there is a decrease in the number of sharp distinctions that once marked the behavior of men and women. School-related performance is an example. If there once was a stereotype that women perform less well than men in mathematics and better in language and the arts, the differences today are almost nonexistent. Once females are encouraged to take advanced mathematics courses, and once males are encouraged to pursue interests in language and the arts, they are able to take advantage of a school's offerings without the prejudice that "boys do better in math, girls do better in areas involving verbal skills". In an ideal world, once opportunities within a society are opened up to members of both genders33, individuals can pursue various goals based on their abilities and interests. Further, they can pursue their goals without the constant concern that there will eventually be limits placed on them. This ideal world does not yet exist, but there has been research in diverse cultures that has given insights into what a society without unnecessary gender restrictions34 might look like. [6] Research has focused on the pressures for movements away from traditional restrictions and the results of the changes in the behavior of males and females. Many of these changes have resulted in the disappearance of the sharp differentiation between the behavior of males and females.
Phrases and Expressions
be consistent with
与......一致
e.g. What you say is not consistent with what you do.
defer to
agree to accept one's opinion or decision because you have respect for that person or his/her authority 遵从，听从
gain access to
have the opportunity or right to see or use something 取得使用，接触......的机会
e.g. The tax inspector35 (检查官) gained complete access to the company files.
have a tendency to do something
do something quite often and be more likely to do it than other people 喜欢做......,倾向于做......
e.g. She's nice but she has a tendency to talk too much.
in the company of
with someone 与......一起
e.g. I couldn't help feeling uneasy in the company of such an important person.
let go of...
stop holding someone or something 松手；放弃
e.g. She let go of the child's hand and took a sip36 of her drink.
make a point of doing something
always do something or take particular care to do something 坚持，一定要
e.g. She makes a point of keeping all her shopping receipts.
open up
make something available 提供
e.g. New opportunities are opened up for investors37.
sort out
separate something into different classes, groups or places 把......分类
e.g. Sort out all your bills, receipts and expenses as quickly as possible and keep detailed38 accounts.
with/in regard to
in connection with 关于
e.g. He wants to talk to you with/in regard to your financial situation.
收听单词发音 |
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gender
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| n.（生理上的）性，（名词、代词等的）性 | |
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pervade
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| v.弥漫，遍及，充满，渗透，漫延 | |
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sloppy
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| adj.邋遢的，不整洁的 | |
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thoroughly
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| adv.完全地，彻底地，十足地 | |
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deliberately
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| adv.审慎地；蓄意地；故意地 | |
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allocated
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| adj. 分配的 动词allocate的过去式和过去分词 | |
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tune
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| n.调子；和谐，协调；v.调音，调节，调整 | |
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spicy
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| adj.加香料的；辛辣的，有风味的 | |
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stereotype
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| n.固定的形象，陈规，老套，旧框框 | |
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stereotypes
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| n.老套，模式化的见解，有老一套固定想法的人( stereotype的名词复数 )v.把…模式化，使成陈规( stereotype的第三人称单数 ) | |
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adventurous
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| adj.爱冒险的；惊心动魄的，惊险的，刺激的 | |
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courageous
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| adj.勇敢的，有胆量的 | |
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defer
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| vt.推迟，拖延；vi.(to)遵从，听从，服从 | |
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dictate
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| v.口授；(使)听写；指令，指示，命令 | |
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dictated
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| v.大声讲或读( dictate的过去式和过去分词 )；口授；支配；摆布 | |
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differentiation
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| n.区别，区分 | |
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disappearance
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| n.消失，消散，失踪 | |
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hierarchy
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| n.等级制度；统治集团，领导层 | |
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feminist
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| adj.主张男女平等的，女权主义的 | |
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generalization
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| n.普遍性，一般性，概括 | |
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justification
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| n.正当的理由；辩解的理由 | |
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makeup
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| n.组织；性格；化装品 | |
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unreasonable
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| adj.不讲道理的，不合情理的，过度的 | |
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salespeople
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| n.售货员，店员；售货员( salesperson的名词复数 ) | |
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restriction
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| n.限制，约束 | |
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unwilling
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| adj.不情愿的 | |
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warrior
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| n.勇士，武士，斗士 | |
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sociable
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| adj.好交际的，友好的，合群的 | |
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reassuring
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| a.使人消除恐惧和疑虑的，使人放心的 | |
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warriors
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| 武士，勇士，战士( warrior的名词复数 ) | |
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dominant
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| adj.支配的，统治的；占优势的；显性的；n.主因，要素，主要的人(或物)；显性基因 | |
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deferring
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| v.拖延，延缓，推迟( defer的现在分词 )；服从某人的意愿，遵从 | |
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genders
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| n.性某些语言的（阳性、阴性和中性，不同的性有不同的词尾等）( gender的名词复数 )；性别；某些语言的（名词、代词和形容词）性的区分 | |
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restrictions
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| 约束( restriction的名词复数 )； 管制； 制约因素； 带限制性的条件（或规则） | |
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inspector
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| n.检查员，监察员，视察员 | |
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sip
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| v.小口地喝，抿，呷；n.一小口的量 | |
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investors
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| n.投资者，出资者( investor的名词复数 ) | |
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detailed
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| adj.详细的，详尽的，极注意细节的，完全的 | |
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