Processes Constructing Race, Gender, Sexuality, and Class, Essay Example

Race, gender, class, and sexuality are systems of power and inequality that are socially constructed through historical, social, political, and economic processes. These systems of power and inequality create and maintain systems of domination and subordination within society. For example, race is a system of power that structures social interactions, determines who is considered “worthy” of rights and privileges, and often restricts people’s access to education, employment, and housing. Gender is a system of power that determines who can make decisions about their own body, who can speak out, and who is considered “masculine” or “feminine.” Sexuality is a system of power that determines who can have sex, marry, and have children. This paper will detail how historical, social, political, and economic processes construct race, class, gender, and sexuality.

Historical, Social, Political, and Economic Processes that Construct Race

In “Constructing Race: Pem Davidson Buck and the Politics of Whiteness,” Buck examines how white people use race to construct and control others. She argues that whites use racial categories and definitions to create hierarchies and advantages for themselves (Buck, 2007). Buck contends that white people use race to define and distinguish themselves from others and to gain power and control over them. Buck’s analysis is based on her study of how white people talk about and use race in America. She observes that white people use race to justify their positions and actions and to conceal their prejudices and beliefs. For example, white people often use the term “black” to refer to people who are not white, and they use the term “white” to refer to themselves (Buck, 2007). In addition, buck argues that white people use race to maintain their power and privilege. For example, white people use affirmative action programs to achieve equality, but they also use affirmative action programs to limit the opportunities and benefits black people can receive. In addition, white people use laws and institutions to discriminate against black people. For example, black people are less likely than white people to be hired for high-ranking positions and more likely to be arrested and incarcerated. Buck’s analysis is powerful and insightful. She provides a detailed account of the ways in which white people use race to construct and control society. Her book is an essential contribution to the literature on race and racism.

In general, race can be said to exist when different groups of people are assigned different levels of respect or privilege based on their perceived differences. This can happen through official policies and practices, as well as through social attitudes and norms. Historically, race has been used to justify various forms of discrimination and violence. For example, during the European colonization of the Americas, Europeans were often given preferential treatment over Native Americans, who were seen as inferior and unruly (Buck, 2007). This led to widespread violence and genocide, with Native Americans often losing their lands and cultures.

Today, race remains a significant factor in many aspects of life. Even today, racial division continues to remain rampant in countless parts of the globe, leaving marginalized individuals disproportionately neglected when it comes to education, wages and career opportunities (Brodkin, 2007). This can lead to a sense of frustration and resentment among these groups, which can fuel extremist ideologies and violence. In addition, economically, race plays a significant role in inequality. Specifically, the unemployment rate is significantly higher and wages are substantially lower among black Americans compared to white Americans. This is partly due to structural barriers preventing them from entering certain sectors of the economy, but it also reflects how society perceives and treats black Americans.

Overall, race is a complex and multi-layered issue that continues to play a role in many aspects of human life. Therefore, getting awareness is important the historical, social, and economic processes that construct race, as this can help understand and overcome the challenges these processes pose.

Historical Social, Political, and Economic Processes that Construct Gender

In Judith Lorber’s “Night to His Day,” she discusses how social processes construct gender according to society’s expectations. She argues that gender is a product of culture and is socially constructed. This means our culture determines how we perceive and act towards people based on gender. Lorber looks at how gender is created and reinforced through socialization (Lorber, 1994). She points out that children are taught to think in terms of gender from an early age. By society’s standards, they are conditioned to act in accordance with the sex they were assigned at birth. This can include things like wearing clothes that match their gender, being taught to look down on people who don’t fit into rigid gender roles, and being told that their gender is the only proper way to be (Lorber, 1994). As children mature, they are taught to adopt established social norms of what a man or woman should be. This can involve everything from how they talk to the way they act. People who don’t conform to traditional gender roles are often considered strange or weird. These perspectives can make it hard for them to obtain employment or fellowship, as society is often hesitant to embrace their views. Lorber believes that our community ultimately determines the way we view gender. This means that changing or adapting our society’s expectations of gender is one way of combating the way that it constructs gender.

As humans, we constantly grow and change as we learn and experience new things. This process of change is often referred to as development or adaptation. One of the most critical aspects of development is the way in which we form our identity. Our identity is the collection of all the information, beliefs, and experiences that make us who we are. Our gender is an integral part of our being, defining who we are. Gender is a socially-established and culturally-defined distinction between being male or female. It is a deeply-rooted system of values, attitudes, and behaviors taught to us from birth and affects how we see ourselves and our place in the world. Our culture, our family, and our peers shape the way that we view gender. Historically, gender has been constructed in several ways. For example, in some cultures, women are seen as weaker than men and are not allowed to participate in many parts of society. This is called patriarchy. In other cultures, such as the United States, women are seen as equals to men and can participate in many aspects of society (Lorber, 1994). This is called democracy. Political and economic procedures can shape the manner in which gender is formed. For example, when there is a recession, people may become more likely to view women as objects instead of people. This is because people may have less money and may be less able to afford to buy things, including things traditionally considered for men (like cars).

Historical, social, political, and economic processes that construct sexuality

Sexuality is “the totality of behavioral responses associated with the erotic phenomenon.” (Hubbard, 2007). Hubbard (2007), in her work, argues that sexuality is not a natural or immutable part of human beings but rather a product of social conditioning and experience. Hubbard divides the construct of sexuality into three axes: biological, psychological, and social. Biological factors include one’s sex, gender identity, and sexual orientation; psychological factors include one’s thoughts, feelings, and behaviors related to one’s sexuality; and social factors include one’s the social environment and relationships. Each of these axes has its own set of influences and dynamics. Biological aspects, for instance, substantially influence one’s beliefs and actions associated with their sexuality. However, these thoughts, feelings, and behaviors are also influenced by one’s psychological characteristics and the social environment in which one lives.

Consequently, sexuality is an intricate and multifaceted concept that is impacted by multiple elements. Hubbard’s work provides a detailed overview of the various aspects of sexuality and its social construction. The formation of sexuality throughout history has been shaped by an array of events and practices. These processes can be grouped into historical, social, political, and economic factors. Historical factors include the evolution of different cultures and civilizations, which have shaped how people regard and experience sexuality (Hubbard, 2007). For example, in ancient Greece, it was considered natural for men and women to have multiple sexual partners, and there was no stigma associated with homosexuality. Contrast this with Islamic societies, where homosexuality is considered a criminal act punishable by death.

Politically, sexuality is often used as a tool to manipulate and control people. For example, during the McCarthy era in the United States, people were accused of being communists if they had any homosexual relationships. Although the prejudice associated with sexual orientation has been eliminated, many areas of the world still harbor a conservative mindset when it comes to sexuality.

Economically, sexuality is often associated with economic wealth. For example, prostitution is legal in many countries because it is seen as a way of generating revenue for the government. This is clearly illustrated by the fact that vast amounts of money are spent on prostitution worldwide. Overall, these historical, social, political, and economic processes have significantly impacted how sexuality is viewed and experienced.

Historical Social, Political, and Economic Processes that Construct Class

Gregory Mantsios discusses how history, social, political, and economic processes construct class in America. He begins by discussing the origins of class in America. He notes that American society was founded on the principle of individualism, which led to a society divided into two classes: the haves and have-nots. The haves were born into wealthy families who had access to education and economic opportunities (Mantsios, 2009). The have-nots were born into families who were poor and had little access to education or economic opportunities. Mantsios argues that this division is still present in America today. He notes that the haves have increasingly gained power and control over the have-nots. This has led to the have-nots feeling angry and resentful toward the haves. Mantsios (2003) discusses how the haves have gained power and control over the have-nots. He notes that the haves has used their power to gain wealth and privilege. They have also used their power to influence government policy to their advantage (Mantsios, 2009). Mantsios argues that the have-nots have been powerless to resist the haves’ dominance. He notes that the have-nots have responded to the haves’ prominence by forming organized groups to fight for their rights. Mantsios discusses how the haves have reacted to the have-nots’ organizing. He notes that the haves has used their power to divide the have-nots and suppress their protests. He also notes that the haves has used their power to manipulate the media to portray the have-nots negatively (Mantsios, 2003). Mantsios argues that the have-nots have struggled to resist the haves’ dominance but have made some progress.

Conclusion

In conclusion, inequality within and between social classes, genders, and sexual orientations is perpetuated by the systems of power that these categories are based on. These systems function to create and maintain divisions between people, which can ultimately lead to discrimination, violence, and exploitation. In general, race, class, gender, and sexuality are all systems of power and inequality that are created and perpetuated through social, political, and economic processes. Moreover, these systems of power and inequality often intersect and overlap, creating complex and challenging realities for people of all genders and sexual orientations.

References

Buck, P. D. (2007). Constructing race, creating white privilege. Race, class, and gender in the United States, 32-38.

Brodkin, K. (2007). How Jews became white folks and what that says about race in America. Race, class, and gender in the United States.

Hubbard, R. (2007). The social construction of sexuality. Race, class, and gender in the United States, 65-68.

Lorber, J. (1994). Night to his day”: The social construction of gender. Race, class, and gender in the United States.

Mantsios, G. (2009). Class in America: Myths and realities (2000). Race, class, and gender in the United States.

Mantsios, G. (2003). Media Magic: Making class invisible. Race, class, and gender in the United States.