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The Study of Gender 1

Solution Manual for Gender Psychological

Perspectives 6th Edition by Brannon
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Chapter 1
The Study of Gender
Are Men Boring?
—Telegraph, June 11, 2008
Are You Calling Us Boring?
—Telegraph, June 12, 2008
Are Gender Stereotypes Boring?
—New Statesman, June 28, 2008

Lecture Outline

A. The first two headline stories reported on a current skirmish in the “gender wars;” a
woman contended that men are boring to women, and a man countered that women
are the ones who are boring. These two views draw from the essentialist view,
hypothesizing that gender differences are “hard-wired” into men and women, making
them incompatible on some underlying level. The third headline expressed a view
consistent with the biosocial view, which holds that gender roles are social and thus
a great deal of flexibility is possible. The headline articles reflect the diversity of
opinion on gender, both in psychology and in the broader culture. Views of gender
differences include the minimalist view, which holds that few underlying differences
exist between men and women, whereas the maximalist position holds that large
differences exist.
B. HISTORY OF THE STUDY OF SEX DIFFERENCES IN PSYCHOLOGY does not extend to the earliest
years of psychology. The structuralist school ignored differences between women and
men, and women were not participants in early psychology research.
1. The Study of Individual Differences came about with the development of
functionalism, which reflected the sexist views of society at that time. Most of these
psychologists were men, but functionalist psychologist Leta Stetter Hollingworth
argued against the intellectual inferiority of women. The rise of behaviorism resulted in
a decrease of interest in sex differences, and the era of “womanless” psychology
began during which women were not often psychologists or the subjects of
psychological inquiry.
The Study of Gender 2

2. Psychoanalysis and Freudian theory concentrated on sex differences, and the

psychoanalytic view holds that women are inferior to men.
B. THE DEVELOPMENT OF WOMEN’S STUDIES resulted from the feminist movement of the
1960s.
1. The History of Feminist Movements dates back to the 19th century, when the first
wave of feminism fought to get the right to vote for women. During the 1960s, the
second wave of feminism developed into several varieties. Liberal feminists (also
called egalitarian feminists) wanted to extend women’s rights; radical feminists
focused on the oppression of women; cultural feminists believe that women have a
unique, valuable point of view.
2. Sex or Gender? Researchers have used the term sex differences in studies that
contrasted women and men, but some researchers have argued that the term carries
implications of a biological basis for differences. Gender is an alternative term that
includes the traits and behaviors regarded by society as appropriate for men and
women. Although these two terms should apply to different domains, no clear
division of usage has yet emerged, and both terms continue in use.
3. Women in Psychology increased in number with the growth of the second wave of
the feminist movement, when women entered many professions in increasing
numbers. Women’s entry into psychology and other fields in large numbers changed
those fields, producing more research on women and decreasing the sexist bias in
research. Female psychologists tried to found a division of the American
Psychological Association for years before they succeeded with the establishment of
Division 35, Psychology of Women (later changed to the Society for the Psychology
of Women).
C. THE APPEARANCE OF THE MEN'S MOVEMENT was prompted by the feminist movement.
The changes in women’s roles resulted in men examining their roles. Some men
have concluded that the Male Gender Role has burdened them, and some men
became profeminist, whereas others objected to the dissolution of traditional roles.
Male psychologists interested in issues concerning men’s roles succeeded in
founding Division 51 of APA, the Society for the Psychological Study of Men and
Masculinity, in 1995.
D. CONSIDERING DIVERSITY has been a problem for the women in psychology, who
devoted their energy to issues of sexism rather than racism. African American
women sometimes felt that they had to choose between supporting their ethnic group
or supporting women. During the 1980s, a more inclusive psychology became a
priority for feminist psychologists.
The Study of Gender 3

Multiple Choice Questions

d 1. Those who believe that the differences between men and women have a
biological basis hold the ______ view.
a. nurturance
b. naturalist
c. minimalist
d. essentialist

c 2. The minimalist view holds that

a. the differences between the genders are large.
b. the differences between the genders are due to biological factors.
c. the differences between the genders are small.
d. no gender-related differences exist.
e. both a and b

a 3. The maximalist view holds that

a. the differences between the sexes are large.
b. male superiority is biologically based.
c. the differences between the sexes are small.
d. no differences exist between women and men.

a 4. Those who believe that the differences between the sexes are due to nature also
tend to hold that
a. differences between the sexes are biologically based.
b. differences between the sexes are based on social and cultural factors.
c. a mixture of biological and social factors creates differences.
d. genetic but not hormonal factors are the source of the differences.

b 5. Those who believe that the differences between the sexes are due to nurture hold
that
a. differences between the sexes are biologically based.
b. differences between the sexes are based on social and cultural factors.
c. a mixture of biological and social factors creates differences.
d. genetic but not hormonal factors are the source of the differences.

a 6. Those who believe that gender differences are due to biological factors advocate
_________ as the basis for differences, whereas those who believe that these
differences are due to social and cultural factors take the position that _____ is
responsible.
a. nature . . . . nurture
b. nature . . . hormonal inheritance
c. nurture . . . . nature
The Study of Gender 4

d. nurture . . . . individual learning

d 7. Which of the following pairs represents views that are most similar and
compatible?
a. nature : nurture
b. maximalist : minimalist
c. structuralism : behaviorism
d. essentialism : maximalism

c 8. By placing gender into categories conceptualized as opposites,

a. stereotypical thinking about gender decreases.
b. people begin to consider the similarities between women and men.
c. the differences between the genders are magnified.
d. people begin to understand the underlying biological basis of gender-related
differences.

d 9. Exaggerations in gender-related differences tend to occur

a. in all cultures in very similar ways.
b. regardless of personal experience.
c. without forming stereotypes.
d. when people think of the genders in terms of opposites.
e. in all of the above situations.

b 10. If three sexes existed, then

a. gender-identity confusion would increase.
b. the tendency to think of women and men as opposites might decrease.
c. gender stereotypes would be more influential than they are now.
d. sexual relationships would not allow adequate matings for population
maintenance.

c 11. Few early psychologists were women, mostly because

a. women did not have the intellectual ability to do the experiments that were the
main work of early psychology.
b. few women of that era wanted to attend professional school.
c. few women were admitted to the programs that trained psychologists.
d. there were no programs in the United states that trained psychologists until the
1920s, and women were not allowed to travel to Europe.

b 12. The structuralist school of psychology

a. emphasized gender as a factor in human thought.
b. ignored gender as a factor in human thought.
c. included both women and men as participants in psychological research.
d. both a and c
The Study of Gender 5

e. none of the above

d 13. Structuralist psychology concentrated on _________ and ________ individual

differences, such a gender-related differences.
a. individual performance . . . . emphasized
b. species-specific behavior . . . . ignored
c. test performance . . . . accepted
d. thought processes in adults . . . . ignored

b 14. Early psychology did not concentrate on sex differences,

a. but many women were among the students and researchers.
b. and the “generalized adult mind” that it studied was most often male.
c. but female psychologists brought the issue to the attention of male
psychologists, resulting in a growing hostility to women in psychology.
d. and that trend continues in modern psychology.

c 15. Individual differences, including gender differences, were of interest to which

group of early psychologists?
a. structuralists
b. mnemonists
c. functionalists
d. maximalists

a 16. The functionalist school of psychology was influenced by

a. Darwin’s theory of evolution and adaptation.
b. Skinner’s formulation of operant conditioning principles.
c. Freud’s theory of the unconscious.
d. Gibson’s formulation of structural boundaries.

d 17. Functionalist psychologists conducted research that

a. showed that women were intellectually equal to men.
b. showed that maternal instinct did not exist.
c. confirmed the societal view that nonwhites were equal to Whites in
intelligence.
d. confirmed the societal view that women and nonwhites were inferior in terms
of intelligence.

a 18. Psychologist Leta Stetter Hollingworth argued that women’s intellectual potential
would not be understood until
a. women had the freedom to choose a life including career, motherhood, or
both.
b. female psychologists studied maternal instinct in more objective ways than the
male psychologists had done.
The Study of Gender 6

c. women gained the right to vote.

d. men began to participate equally in child care.
e. all of the above

c 19. One of the early criticisms of sexist bias in psychology came from
a. Wilhelm Wundt.
b. William James.
c. Leta Stetter Hollingworth.
d. Karen Horney.

b 20. When behaviorism became the leading school of psychology,

a. interest in gender-related behaviors increased sharply.
b. interest in gender-related behaviors declined.
c. interest in gender-related behaviors remained, but the research emphasis
became female dominated.
d. more women started to become psychologists.

d 21. The main interest of behaviorist psychology was ________, and gender-related
behaviors were _________.
a. emotion . . . . emphasized
b. motivation . . . . ignored
c. memory . . . . emphasized
d. learning . . . . ignored

d 22. The era of “womanless” psychology existed when

a. women left research psychology to pursue the more prestigious and lucrative
private practices in clinical psychology.
b. women were not included as participants in psychology research.
c. gender-related differences were not among the topics researched by
psychologists.
d. both b and c
e. all of the above

c 23. Women’s influence in psychology

a. was strongest early in the history of psychology, when the structuralist school
dominated.
b. increased when psychology made the transition from functionalism to
behaviorism.
c. increased during the 1970s, when women began to enter psychology in large
numbers.
d. has been low throughout the history of psychology and continues today.

a 24. Freud’s theory of personality development emphasized the importance of

The Study of Gender 7

a. early childhood sexuality.

b. stages of development that extend into old age.
c. global factors in personality rather than specific events during childhood or
adulthood.
d. conscious factors and defense mechanisms.

b 25. According to Freud’s theory, an important event in the development of gender

differences is
a. appropriate reinforcement for gender-typical behaviors.
b. perception of the differences in anatomy between the sexes.
c. initiation of sexuality by the parent of the other gender.
d. fantasies of sexual activity involving adults.

a 26. Freud hypothesized that boys have a more difficult course of personality
development than girls, which results in
a. boys having a stronger sense of morality and conscience.
b. girls having a stronger sense of morality and conscience.
c. boys developing resentment toward parents.
d. girls developing a lasting feeling of moral superiority but without an underlying
sense of morality.

c 27. Although many elements of Freud’s theory are negative concerning women, Freud
a. spoke in complimentary terms about women.
b. argued that women have higher levels of mental health than men.
c. admitted women to training as psychoanalysts and accepted them as
colleagues.
d. was involved in the feminist movement in 19th century Vienna.

a 28. The feminist movement of the 1960s grew out of the

a. civil rights movement.
b. worldwide movement for women’s rights.
c. earlier women’s rights movements.
d. political conservatism of the 1960s.

c 29. “The world would be a better place if women were in charge” is a statement
consistent with
a. liberal feminism.
b. radical feminism.
c. cultural feminism.
d. stereotypical feminism.

a 30. Many of the women who became involved in the women’s movement in the 1960s
and 1970s were interested in equal rights for women. This type is feminism is
The Study of Gender 8

a. liberal feminism.
b. radical feminism.
c. cultural feminism.
d. stereotypical feminism.

c 31. The first wave of the feminist movement

a. was a radical movement that originated in the 1970s.
b. originated with the feminist protest of the 1968 Miss America pageant.
c. campaigned for voting rights for women.
d. originated during the 1920s but was most active during World War II.

d 32. The image of feminists as “bra-burners”

a. originated from the media coverage of the 1968 Miss American pageant,
during which feminists burned bras as a protest.
b. originated with media publicity by Rush Limbaugh during the 1990s.
c. came from the first wave of feminism during the late 19th century.
d. was created by the media rather than by the actions of feminists.

b 33. Those who prefer the term gender rather than sex argue that use of the term sex
differences
a. fails to make important biological distinctions.
b. carries implications of biological differences when no such underlying basis
has been found.
c. has been inappropriately applied to fields other than psychology.
d. has been too limited, with researchers failing to extend the research to
sociology and anthropology.

c 34. Those who continue to use the term sex differences rather than the term gender
differences have argued that
a. these differences have a biological basis and that basis should be
acknowledged.
b. changing the definition is pointless without changing the underlying
conceptualization.
c. it is impossible to know what is biological and what is social.
d. the term gender differences is only a substitution of terms rather than a
change of definition.

a 35. Some researchers use the terms sex differences and gender differences
interchangeably;
a. others use gender to refer to the social and sex to refer to the biological
aspects of these differences.
b. others use gender to refer to the biological and sex to refer to the genetic
aspects of these differences.
The Study of Gender 9

c. others fail to make these distinctions, arguing for androgyny at all levels.
d. these researchers have become dominant, and now almost all researchers
believe that this distinction is not important.

d 36. The terms sex differences and gender differences

a. may refer to biological versus social differences.
b. are used interchangeably by some researchers.
c. cannot be distinguished.
d. both a and b
e. all of the above

c 37. The National Council of Women Psychologists

a. formed during World War I as an international effort to aid the war.
b. became Division 35 of the American Psychological Association after
repeatedly petitioning for division status.
c. petitioned to the American Psychological Association to become a division but
never succeeded.
d. excluded men from its membership, alienating male psychologists.

b 38. Naomi Weisstein’s 1968 paper contended that psychology had discovered nothing
about women because
a. there were no women in the field of psychology.
b. male psychologists had approached the study of women with too many biases.
c. women had not been the subjects of study for psychology research.
d. men cannot understand women through research.

c 39. In her 1968 paper, Naomi Weisstein argued that some factor had been omitted
from psychology’s conceptualization of women and gender. This factor was
a. individual differences.
b. the biological basis of behavior.
c. the context in which behavior occurs.
d. the epistemological orientation that some psychologists have taken.

d 40. The group of female psychologists that gained divisional status in the American
Psychological Association was the
a. National Council of Women Psychologists.
b. International Council of Women Psychologists.
c. Women’s Division of the Psychologists of America.
d. Association of Women in Psychology.

d 41. Division 35 of the American Psychological Association has the goal of

a. advancing women in the field of psychology.
b. prompting research on issues relevant to women.
The Study of Gender 10

c. restricting research on men.

d. both a and b
e. all of the above

d 42. The men’s movement differs from the women’s movement

a. in questioning gender roles—the men’s movement has not done so, and the
women’s movement has.
b. the number of people involved in each—more women have been involved in
the women’s movement than men involved in the men’s movement.
c. the time course of the two movements—the women’s movement began before
the men’s movement.
d. both b and c
e. all of the above

c 43. One difference between the men’s movement and the women’s movement is that
a. women’s groups are feminist in orientation, whereas men’s groups are anti-
feminist.
b. men’s groups concentrate on establishing masculinity through physical fitness.
c. men’s groups have not yet gained the political power that women’s groups
have.
d. more men belong to men’s groups than women belong to women’s groups.

d 44. One similarity between the men’s movement and the women’s movement is
a. their shared political goal of equal rights for all people.
b. their emphasis on the individual rather than membership in any group.
c. their proposal that oppression can be traced to society rather than to men.
d. their questioning of male and female gender roles.

a 45. The men who belong to the Society for the Psychological Study of Men and
Masculinity (Division 51 of APA) tend to be
a. profeminist.
b. anti-feminist
c. radical masculinists.
d. cultural feminists.

a 46. According to some men involved in the men’s movement, fathers who are not
involved with their sons
a. fail to provide models of appropriate masculinity.
b. provide the correct amount of separation to prevent their sons from becoming
overly feminine.
c. fail to overcome their fears of homosexuality.
d. are now the norm and thus cannot be considered a problem.
The Study of Gender 11

a 47. Men such as Robert Bly and Sam Keen who are involved in the men's movement
want
a. to redefine masculinity.
b. to "throw off the shackles of female oppression."
c. for women to return to traditional gender roles.
d. to unite the diverse branches of the men's movement so that the united
movement can have more political power and influence.

c 48. Men involved in the straight edge (sXe)

a. are also involved in punk music and drugs.
b. are usually young and married, often with young children.
c. are committed to forming a version of masculinity that does not involve
violence.
d. all of the above

d 49. The Promise Keepers believe that

a. men should reappraise their status as breadwinners and heads of household
to form more egalitarian relationships with wives.
b. men should reclaim their role as heads of their households.
c. men should honor their commitments to their families.
d. both b and c
e. all of the above

c 49. The factors (such as gender or race) that form the basis for discrimination tend to
be _______ to those who have that factor and _____ to those who are privileged by
that factor.
a. reversed . . . . straightforward
b. invisible . . . . visible
c. visible . . . . invisible
d. irrelevant . . . . relevant

a 50. In addition to promoting the view that men and women are very different, gender
researcher Sandra Bem pointed out that much research has an androcentric bias,
which means that
a. men are the standard against which women are compared.
b. researchers try to reduce gender differences to biological factors such as
androgen.
c. many topic areas of psychology are phalocentric.
d. original contributions become difficult because biology and sociology have
also begun to do gender research.

b 51. When women began to enter psychology in large numbers,

a. women from a variety of racial and ethnic groups came to psychology.
The Study of Gender 12

b. the women were mostly White and middle-class.

c. the younger women were feminists who found it difficult to get along with the
women already in the field.
d. diversity and inclusiveness came rapidly to psychology.

c 52. Women of color have a long experience of discrimination,

a. which led them to join feminist groups during the 1960s.
b. and younger African American and Hispanic American women are the most
radical of feminists.
c. but they often concentrated on the struggle against racism rather than sexism.
d. but they did not organize or join feminist groups until the 1990s.

b 53. Hip-hop feminism

a. focuses on feminism as practiced on college campuses by women of color.
b. draws energy from hip-hop culture and leads women to an analysis of both
racism and sexism in society.
c. helps African American women reconcile themselves to the racism and sexism
in the wider culture.
d. attempts to ignore the multiracial nature of discrimination and highlight the
primacy of ethnicity.

a 54. When Latina women in the United States voice feminist values,
a. they are likely to meet with the criticism that they are rejecting the values of
their culture.
b. they find it easier to find a women’s group to join than African American
women do.
c. they are more likely to be recent immigrants and thus less acculturated than
Latina women who were born in the United States.
d. they find it easier to join women’s groups with Native American women than
groups with other ethnicities.

a 55. The goal of diversity

a. has been more prominent within the women’s movement than within the men’s
movement.
b. was important to women’s groups during the 1980s but became less important
during the 1990s.
c. has focused on social class more than ethnicity.
d. all of the above.

Essay Questions
The Study of Gender 13

1. Trace the history of psychology’s research on gender, beginning with the founding of
psychology.

2. Compare the women’s and men’s movements.

3. Evaluate the statement, “Women have helped to build a more inclusive psychology.”

Look for the following points in students’ answers:

1. A. Structuralist psychologists did not investigate gender and failed to include women
in their studies.
B. Functionalist psychologists had a great interest in sex differences as part of the
area of individual differences.
1. Most psychologists were men, and most believed in the intellectual inferiority of
women. Their research tended to support these beliefs.
2. Female psychologists, such as Leta Stetter Hollingworth, tried to refute the
sexist assumptions of psychology and society.
C. Psychoanalysis did not arise within psychology but became associated with it.
1. Freud’s view of women was uncomplimentary.
2. The psychoanalytic view became widely popular and influenced views about
men and women.
D. Behaviorist psychology, which became the dominant school of psychology in the
U.S. from the 1930s until the 1960s, paid little attention to gender.
E. The feminist movement of the 1960s prompted changes in psychology.
1. More women became psychologists and began to change the topics
researched in the field.
2. Gender remains a popular and a controversial topic.

2. A. The women’s and men’s movements differ in

1. Age, with the women’s movement developing in the 1960s and the men’s
movement in the 1980s.
2. The number of people involved, with a much larger number of people involved
in the women’s than men’s movement.
3. Philosophy, with the women’s movement having a feminist orientation, whereas
the men’s movement groups have taken a number of different philosophical
positions.
B. The women’s and men’s movements are similar in
1. Questioning the traditional roles that men and women have fulfilled.
2. Providing groups in which members can discuss problems and receive support
from people with similar concerns.
3. Attempting to prompt changes in laws, such as reforming divorce laws and
strengthening sexual harassment laws.
The Study of Gender 14

3. A. Women’s presence has made psychology more inclusive.

1. Psychology was originally dominated by men, and women were restricted in
receiving training in psychology.
2. Women’s increased participation in psychology as participants in research
studies, as researchers, as professors, as clinicians, and as administrators has
changed psychology.
B. The women in psychology were initially more concerned with inclusion for women
than for ethnicity.
1. The inclusion of ethnic groups other than Whites has come more slowly than
the inclusion of women, and the percent of African Americans, Hispanic
Americans, Native Americans, and Asian Americans is still low.
2. Division 35 of the American Psychological Association, the Society for the
Psychology of Women, has the goal of building a more inclusive psychology.

ACTIVITIES

Examining Gender Attitudes in Different Ethnic Groups

If you are fortunate enough to have students from a variety of ethnic backgrounds,
you can tap their memories (and possibly have them question their families) to provide
information for a class discussion of views of gender in different ethnic groups. College
students tend to be acculturated to middle-American culture, so perhaps your students
themselves may not have a wide diversity of gender attitudes, regardless of their ethnic
background. They may, however, have memories of their childhood and family life that
reflect some attitudes and behaviors more typical of different ethnic groups.
Ask your students to recall and write about how they remember their families
making divisions of what is “woman’s work” and what is “a man’s job,” how men and
women were treated, and the limitations on the behavior of each. Do these memories
differ according to ethnic background or are the differences more strongly related to
social class?
Taking the activity a step farther, ask your students from various ethnic
backgrounds to question their parents about their views of gender. Do the parents’ views
reflect less acculturation? Do any consistent differences appear in the parents that did
not among the students?

Views of Gender across Generations

The behaviors that are allowed and even expected for men and women have
changed rapidly, providing the basis for your students to examine the generational
differences in views of gender. Ask your students to interview people of various ages—
from preadolescents to the elderly—to compile an assortment of opinions concerning
gender from a variety of ages. The questions to ask can be chosen by your students, but
The Study of Gender 15

everyone should ask similar questions so as to have comparable information from

everyone interviewed. Have your students present their information and attempt to
determine if their information reveals any consistent age-related differences.

What Does It Mean to Be a Feminist?

Assign your students the task of interviewing both men and women to determine how
people see feminists. What makes a person a feminist? Can only women be feminists?
What do people believe to be the goals of the feminist movement? How do these views
fit with the descriptions of the various versions of feminism described in the text?

Who Are Those Guys?

Assign your students the task of interviewing both men and women concerning their
opinion of the men’s movement. Have people heard of the men’s movement? What do
they think of men’s groups? What kind of man belongs to a men’s group? What do
people believe to be the goals of the men’s movement?

Looking Behind the Headlines

Students need to understand how people can be well informed yet misinformed
about gender issues, and reliance on popular reports for information is one means of
gaining information that can misinform.
"Gender in the Headlines" is a repeated theme in the text because findings about
gender differences are such common news items. Their prominence reveals a
continuing interest in gender—especially in gender differences. However, the headlines
do not always capture the complexity of the research; reporters look for a good story,
and ambiguous or contradictory information does not make for a good story. Therefore,
the tendency among popular reports of research findings is to simplify and distort
research, making the headlines about gender misleading or inaccurate, at least some of
the time.
Guide your students to look for stories about gender in newspapers, magazines, or
on television. Such reports appear at least weekly, so during the semester, each
student should be able to find at least one example of the reporting about gender. The
best example of a story about gender would be a news or magazine report of a research
finding, because the original report would be available for comparison. Such contrasts
can be very revealing. A typical contrast would reveal the popular report as simple and
straightforward and the scholarly report as complex and tentative. As Carol Jacklin
(1989, p. 132) said "Nonstereotypic findings and complex findings do not seem to make
good copy. . . ."
However, distortions do not always occur. Do not concentrate on how the media
misrepresents gender research. Instead, look for how the media report gender research,
striving for the entire range of responsible to sensationalistic reporting. The impact of all
The Study of Gender 16

types of reporting is significant because most people get their information about science
from the popular press. With nothing else to go on except media reports of research
findings, people cannot differentiate the responsible from the sensationalistic, so all are
equally credible.
You might want to set aside a few minutes of class time each week for a
presentation of a headline and the accompanying story plus the original research report
and an interpretation of it.

Reference

Jacklin, Carol Nagy. (1989). Female and male: Issues of gender. American
Psychologist, 44, 127-133.

On the Web

Both women’s and men’s groups have webpages that contain information about the
philosophy of their various organizations. Have your students find information from a
variety of these organizations and present all of them in a group format and use this
information as the basis for a group discussion.

The American Psychological Association's webpage makes a good starting place.

Examine the homepages for both Divisions 35 (www.apa.org/divisions/div35/) and 51
(www.apa.org/divisions/div51/) to understand the mission of these divisions, their current
activities, and how to join as well as links to other sites.

Many other organizations have homepages filled with information. The National
Organization for Women maintains an extensive website (www.now.org), and the
National Organization of Men against Sexism (www.nomas.org) also has a good
website.

The National Women’s History Project maintains a website that includes a detailed
timeline of events in the women's movement at www.legacy98.org/timeline.html.

For the brave, viewing the antifeminist webpages can be an interesting experience. (I
suggest looking at these webpages to my students, just to see what’s out there and to
show them these extreme views.) A Google search will yield many, but two of my
favorites are the Fathers’ Manifesto, which is accessible by a Google search for fathers’
manifesto (I have had trouble accessing the site by entering the webaddress directly
[http://www.fathersmanifesto.net/default.htm]) and Angry Harry (www.angryharry.com/).
Both contain articles and opinions that are at the extreme of the antifeminist movement
and express a variety of other prejudices as well.

Videos
The Study of Gender 17

Is Feminism Dead? (1999) asked this provocative question over a decade ago, when
second wave feminism appeared to have achieved many of its goals. By consulting a
variety of experts, this video examines the women's movement as it have evolved in the
late 1990s. (1999, 29 minutes) Available from Films for the Humanities & Sciences, PO
Box 2053, Princeton, New Jersey 08543-2053, (800) 257-5126; online at
www.films.com.

Women's Rights (2010) takes a global perspective to contrast women’s right in the
United States with other countries. The program is part of a series on global issues and
examines education, domestic violence, and business opportunities. (26 min.) Available
from Films for the Humanities & Sciences, PO Box 2053, Princeton, New Jersey 08543-
2053, (800) 257-5126; online at www.films.com.

Voices of Power: African-American Women is a video about African American

women and their efforts to gain status and a respected place in society. (1999, 29
minutes) Available from Films for the Humanities & Sciences, PO Box 2053, Princeton,
New Jersey 08543-2053, (800) 257-5126; online at www.films.com.

Venus and Mars: Gender (2005) explores issues such as gender stratification,
gender segregation in the workplace, the impact of Title VII, and the women’s
movement. (30 minutes) Available from Insight Media, 2162 Broadway, New York, NY
10024-6621; telephone (800) 233-9910, Fax (212) 799-5309; online at www.insight-
media.com.

Michael Kimmel: On Gender — Mars, Venus, or Planet Earth? Men and Women in a
New Millennium (2008) presents prominent gender researcher Michael Kimmel’s view on
gender, which emphasizes similarities over differences. (54 minutes) Available from
Insight Media, 2162 Broadway, New York, NY 10024-6621; telephone (800) 233-9910,
Fax (212) 799-5309; online at www.insight-media.com.

The Sexes (1999) includes a variety of authorities who present a historical and
cross-cultural view of women, men, and societies. (53 minutes) Available from Films for
the Humanities & Sciences, PO Box 2053, Princeton, New Jersey 08543-2053, (800)
257-5126; online at www.films.com.

Gender Issues in the USA (2001) explores this topic by using student commentary
concerning inequalities for women, but this program also include an examination of
masculinity, focusing on Robert Bly’s book Iron John. (60 minutes) Available from Insight
Media, 2162 Broadway, New York, NY 10024-6621; telephone (800) 233-9910, Fax
(212) 799-5309; online at www.insight-media.com.
The Study of Gender 18
Another random document with
no related content on Scribd:
 Before the workmen from the United States arrived here a large
part of the bridge material was already in Mombasa. The Americans
left one man there to see that additional materials were forwarded
promptly, and came at once to the scene of action. They put up the
bridges at the rate of something like one a week, and constructed
the longest viaduct in sixty-nine and one half working hours.
What they did forms one of the wonders of civil and mechanical
engineering. The bridge material was so made that its pieces fitted
together like clockwork, notwithstanding the fact that it was put into
shape away off here, thousands of miles from the place of
construction and in one of the most uncivilized parts of the world.
The materials in the viaducts included about half a million feet of
southern pine lumber and over thirteen million pounds of steel. The
steel was in more than one hundred thousand pieces and the
heaviest piece weighed five tons. The average weight was about one
hundred pounds. The greatest care had to be taken to keep the parts
together and in their own places. Every piece was numbered and
those of different bridges were painted in different colours. At that, it
was hard to keep all the parts together, for, since most of the natives
here look upon steel as so much jewellery, it was all but impossible
to keep them from filching some of the smaller pieces for ear bobs
and telegraph wire to make into bracelets.
Besides all the other tremendous difficulties in building this road,
there were the wild beasts. There are a hundred places along it
where one might get off and start up a lion. Rhinoceroses have
butted the freight cars along the track, and infest much of the country
through which it goes. I was shown a station yesterday where
twenty-nine Hindus were carried off by two man-eating lions. Night
after night the man-eaters came, taking away each time one or two
of the workmen from the construction camp. They were finally killed
by an English overseer, who sat up with his gun and watched for
them.
It was not far from this station of Nairobi that a man was taken out
of a special car while it stopped overnight on the side track. The
windows and doors of the car had been left open for air, and the
three men who were its only inmates had gone to sleep. Two were in
the berths while the other, who had sat up to watch, was on the floor
with his gun on his knees. As the night went on he fell asleep, and
woke to find himself under the belly of a lion. The beast had slipped
in through the door, and, jumping over him, seized the man in the
lower berth and leaped out of the window, carrying him along. The
other two men followed, but they failed to discover the lion that night.
The bones of the man, picked clean, were found the next day.
An interesting “by-product” of the construction of the Uganda road
has been the development of the native labourer. Twenty years ago
the saying was: “Native labour is of little value, no dependence can
be placed upon it, and even famine fails to force the tribesmen to
seek work.” To-day that opinion has yielded to the belief that, if he is
properly trained and educated to it, the native can supply labour,
skilled and unskilled, for all manufacturing and industrial enterprises
of Kenya Colony. Remarkable progress in industrial education is
shown by the nine thousand African workers on the Uganda line.
 CHAPTER XXXI
THE CAPITAL OF KENYA COLONY

Nairobi is the capital and administrative centre of Kenya Colony,

one of the most interesting and prosperous of Great Britain’s African
possessions. It lies three hundred and twenty-seven miles from the
sea in the very heart of British East Africa, about halfway between
the Indian Ocean and Lake Victoria. It is situated on a plateau at an
altitude higher than Denver, with mountains in sight far above any we
have in Colorado.
When the sun is just right at Nairobi, I can get a glimpse here of
Mt. Kilimanjaro and I can plainly see the peak of Mt. Kenya.
Kilimanjaro is about a hundred and fifty miles distant and Kenya, as
the crow flies, not more than one hundred miles. It is from Mt. Kenya
that Kenya Colony is named. Mt. Kenya is one of the giants of the
African continent, and is only three thousand feet lower than our own
Mt. McKinley. It is a dead volcano and is supposed to have once
been three thousand feet higher than it is now. The great peak,
seamed with no less than fifteen glaciers, is a mass of rocks covered
with snow, but the lower slopes are heavily wooded with forests of
cedar, camphor, and bamboo. Above the woods are pastures fit for
sheep, while in and below them are all sorts of wild game, including
lions and elephants, and even rhinoceroses and hippopotami.
In some respects Nairobi reminds one of our frontier towns of the
West. The high plain upon which it is situated has a climate in which
white men can live and work the year around, and farms are
springing up almost everywhere.
The city is comparatively new. Fifteen or more years ago it had
hardly a house. To-day streets have been laid out over an area ten
miles in circumference and hundreds of buildings of tin, wood, and
stone have been erected. The chief building material is galvanized
iron, which is so prevalent that Nairobi has been nicknamed the “tin
city.” There are no saw mills or planing mills worth mentioning, as the
forests have not been exploited, and about the only lumber available
is that brought from the United States and Norway and landed at
Mombasa. The ocean freight rates are heavy, and in addition there is
the cost of bringing the lumber to Nairobi by railroad. Hence the
galvanized iron, which comes here in sheets from England and
Belgium. Almost all the buildings are of iron, put up just as it comes
from the factory, giving the whole town a silver-gray colour. The post
office is of iron, the depot has an iron roof, and the same is true of
the governor’s offices. Many of the houses have iron ceilings and
iron walls, and the chief retail business section is a collection of one-
story iron booths, open at the front, in which Hindus stand or sit
surrounded by their goods. My hotel is half iron. The government
treasury near by, a shed not over fifteen feet square, is of tin and has
a tin roof. I could chop it to pieces with a butcher knife; and the only
sign of policing about it is the Negro who, gun in hand, stands
outside guarding the door. The office of the land surveyor is of tin,
and so are the police headquarters and the house where the
supreme court is held. The more fancy dwellings are now being
painted, and some stone and brick buildings are rising.
The Nairobi of to-day is largely cow pastures. It is a city of
magnificent distances. All the places of importance seem to be
several miles from each other and the patches between are often
grazing ground. The houses are of one and two stories, and are
scattered along wide streets which run for an indefinite distance out
into the prairie. The chief ways of getting about are on foot, on
horseback, or in jinrikishas, the last being by far the most popular.
The jinrikishas are much like those used in Japan, save that they are
larger and wider. I am told they are made in America. They are
pushed and pulled by black Africans, two to each vehicle. One man
goes in the shafts and the other pushes behind. They are each clad
in a single cotton cloth which flaps back and forth as they run,
exposing their nakedness. The streets are unpaved and frequently
masses of dust. Along many of them eucalyptus trees have been
planted and have grown so rapidly that most of the roads are now
shaded by this mournfully drooping foliage.
 The population of Nairobi is about twenty thousand, of which only
a tenth are Europeans. Of the remainder, about a third are Asiatics
from Hindustan, and the others are the queerest Africans one can
imagine. I speak of them first, because they are everywhere; one
stumbles over them on the street; they wait upon him in the hotels;
they carry burdens for him and clog his footsteps when he goes
outside the town. Many of them wear dirty, greasy cloths not more
than a yard wide and two yards long. They hang them about their
shoulders and let them fall down on each side, so that they flap this
way and that in the breeze. Some wear breech cloths, and not a few
are bare to the waist. In the early morning, when the air is still sharp,
many of these people, clad in red flannel blankets, go stalking along
with their legs uncovered to the thighs. I have already spoken of the
ear plugs. Some have the holes in the lobes of their ears so
stretched that I can put my fist through them. The loops are so long
that when a man takes out his ear plug he hangs the loop of skin
over the top of his ear to prevent its catching on something and
tearing. The loop looks just like a leather strap about as wide as
one’s little finger nail. I have handled many of them, twisting them
this way and that to be sure they were genuine.
 Nairobi, on a plateau higher than Denver, is the administrative centre of Kenya
Colony and a healthful place for white men. Farms are springing up about it, and
there are already 2,000 Europeans in this African outpost.
 “My room at the Norfolk looks out on a stable yard where a baby lion as big as a
Newfoundland dog is tied up. He is much too playful to suit me and, besides, he
roars at night.”

In Nairobi the popular way to travel is in jinrikishas much like those of Japan but
sometimes made in America. Two good-natured Negroes man each one and sing
a monotonous song as they trot uphill and down.
 The African smell is everywhere. It burdens the air of the market
places, and I verily think it might be chopped up into blocks and sold
as a new kind of phosphate. The natives cover themselves with hair
oil and body grease, and the combination of this when it turns rancid
with the natural effluvia which exhales from their persons is
indescribable. Some of the blacks smear their faces with a mixture of
grease and red clay, and cover their hair with the same material, so
that they look more like copper Indians than Africans.
These Africans do all the hard work of Nairobi. They are hewers of
wood and drawers of water. I see scores of them, carrying baskets of
dirt on their heads and bundles of wood on their backs and pushing
and pulling carts and wagons through the streets. Most of my trips
from one place to another are made in two-wheeled carts hauled by
wire-bedecked natives.
The retail business is done by East Indians, as is also the case at
Mombasa. I am told this is so in every settlement on this part of the
continent. The Hindus have made their way along all the travelled
routes, until their little stores may be found in every large African
village. They have trading stations upon Lakes Victoria and
Tanganyika. They are very enterprising, and as they live upon almost
nothing they can undersell the whites. They sell cotton of bright
colours and of the most gorgeous patterns, wire for jewellery, and all
sorts of knickknacks that the African wants. They deal also in
European goods, and one can buy of them almost anything from a
needle to a sewing machine. Here at Nairobi there is an Indian
bazaar covering nine acres which is quite as interesting as any
similar institution in Tunis, Cairo, Bombay, or Calcutta. The stores
are all open at the front, and the men squat in them with their gay
goods piled about them. These Hindus dress in a quaint costume not
unlike that of the English clergyman who wears a long black coat
buttoned up to the throat. The only difference is that the Hindu’s
trousers may be of bright-coloured calico, cut very tight, and his
head may be covered with a flat skullcap of velvet embroidered in
gold. Moreover, his feet are usually bare.
But Nairobi is a British city, notwithstanding its African and Asiatic
inhabitants; the English form the ruling class. They are divided into
castes, almost as much as are the East Indians. At the head are the
government officials, the swells of the town. They dress well and
spend a great deal of time out of office hours playing tennis and golf,
which have already been introduced into this part of the black
continent. They also ride about on horseback and in carriages, and
manage to make a good show upon very low salaries. Allied to them
are the sportsmen and the noble visitors from abroad. A scattering
element of dukes, lords, and second sons of noble families has
come out to invest, or to hunt big game. They are usually men of
means, for the prices of large tracts of land are high and it also costs
considerable money to fit out a game-shooting expedition. In
addition, there are land speculators, who are chiefly young men from
England or South Africa. Dressed in riding clothes, big helmet hats,
and top boots, they dash about the country on ponies, and are
especially in evidence around the bars of the hotels. There are but
few white women here. Some of the government officials have their
wives with them, and now and then a titled lady comes out to hunt
with her friends. I met three women who had themselves shot lions.
Nairobi has English doctors, dentists, and lawyers. It has one
photographer and two firms which advertise themselves as safari
outfitters. These men supply sportsmen with tents, provisions, and
other things for shooting trips, as well as porters to carry their stuff
and chase the lions out of the jungles so that the hunters may get a
shot at them.
It seems strange to have newspapers under the shadow of Mt.
Kenya, and within a half day’s ride on horseback to lion and
rhinoceros hunting. Nevertheless, Nairobi has three dailies, which
also issue weekly editions. They are all banking on the future of the
town and all claim to be prosperous. They are good-sized journals,
selling for from two to three annas, or from four to six cents each.
They have regular cable dispatches giving them the big news of the
world, and they furnish full reports of the local cricket, polo, tennis,
and golf matches. As for the advertisements, most of them come
from the local merchants and some are odd to an extreme. One of
to-day’s papers carries an advertisement signed by a well-known
American circus company which wants to buy a white rhinoceros, a
giant hog, some wild dogs, a wild-tailed mongoose, and a bongo.
Another advertisement, one made along farming lines, is that of the
Homestead Dairy, and others state that certain merchants will outfit
hunters for shooting. There are many land sales advertised, as well
as machinery, American wagons, and all sorts of agricultural
implements.
Nairobi has several hotels, the accommodations in which are
comfortable. I am stopping at the Norfolk at the upper end of the
town. It is a low one-story building with a wide porch in front,
separated from the dirt street by a picket fence, and shaded by
eucalyptus trees through which the wind seems to be ever sighing
and moaning. The charges are three dollars and thirty-three cents a
day, including meals, but I have to have my own servant to make my
bed and run my errands. I have a room at the back with a fine view
of the stable. A German sportsman next door has a little cub lion,
about as big as a Newfoundland dog, tied in a box outside his
window. During a part of the day he lets the baby lion out, and ties
him by a rope to one of the pillars of the porch. The animal seems
harmless, but its teeth are sharp, and it is entirely too playful to suit
me. Besides, it roars at night.
 To be a Swahili, a professing Mohammedan, and boy to a white man give three
strong claims to distinction in African society. This chap is proud of his white men’s
clothes and will steal soap to wash them.
 Many Europeans have taken up farms in the vicinity of Naivasha, where the flat,
grassy land is suitable for sheep. Though almost on the Equator, the altitude of
more than 6,000 feet makes the climate tolerable for white men.

John Bull designs his public buildings in Africa with a view to making an
impression on the native. His Majesty’s High Court of Kenya Colony, sitting at
Mombasa, administers both British and Koranic laws.
 The horses are fairly good here, but the charges for them are
steep. When I ride out on horseback it costs me a dollar and sixty-
five cents an hour, and the carriage rates are still higher. The best
way to get about is in the jinrikishas, using the natives as beasts of
burden, but for a long ride over the plains horses are necessary.
The heavy hauling of this part of East Africa is done mostly by the
sacred cattle of India. I mean the clean-cut animals with great humps
on their backs. They are fine-looking and are apparently well-bred.
Some of these beasts are hitched to American wagons brought out
here from Wisconsin. I saw such a team hauling a Kentucky plough
through the streets of Nairobi yesterday.
Indeed, I find that American goods are slowly making their way
into these wilds. American axes and sewing machines, and
American sowers and planters are sold by the East Indians. The
drug stores carry our patent medicines and every market has more
or less American cottons. The wood cutters are using American
axes, but they complain of the flat or oval holes made for the
handles. They say that a round hole would be better, as the natives
who do the wood cutting are very clumsy and the handles snap off at
the axe. If round holes were used, heavier handles could be put in
and the Negroes could make them themselves.
Nairobi promises to become one of the railroad centres of this part
of the world. It is the chief station between the Indian Ocean and
Lake Victoria, and a road is now proposed from here to Mt. Kenya.
The Uganda Railway goes through some of the poorest country in
the colony, and the Mt. Kenya road will open up a rich agricultural
region which is thickly populated by tribes more than ordinarily
industrious. The railroad shops are here, and the employees have a
large collection of tin cottages for their homes. The headquarters of
the railroad, where the chief officers stay, are one-story tin buildings.
The telegraphic offices are connected with them.
Both railroad and telegraph are run by the government. The
telegraphic rates are comparatively low. Far off here in the jungles of
Africa one can send messages much more cheaply than in the
United States. A message of eight words from here to Uganda costs
thirty-three cents, and one can telegraph to London about as cheaply
as from New York to San Francisco. This is so notwithstanding the
difficulty which the linemen have to keep up the wires, which the
jewellery-loving natives steal. During the Nandi rebellion, forty-odd
miles of it were carried away and never recovered, and in one of the
provinces adjoining Uganda, above Lake Victoria, the natives are so
crazy after the copper wire there used that it is almost impossible to
keep the lines in shape.
Another serious danger to the telegraph is the big game. The
giraffes reach up and play with the brackets and pull the wire this
way and that. At Naivasha the hippopotami have once or twice
butted down the poles, and I hear they have been doing
considerable damage to the lines along the coast near the Tana
River. In the heart of Uganda the monkeys have a way of swinging
on the wires and twisting them together, which stops the
transmission of messages, so that the way of the lineman is indeed
hard.
 CHAPTER XXXII
JOHN BULL IN EAST AFRICA

I have just had a long talk with Mr. Frederick J. Jackson, the acting
governor and commander-in-chief of this big territory which John Bull
owns in the heart of East Africa. Mr. Jackson came out here to hunt
big game years ago, and he has been on the ground from that time
to this. He has long been employed by the British Government in the
administration of Uganda and of the protectorate of East Africa, and
he is now lieutenant-governor in the absence of Colonel Sadler, the
acting governor of the country.
Let me give you some idea of this vast region which the British are
opening up in the midst of the black continent. This country
altogether is larger than the combined states of Ohio, Indiana,
Illinois, and Wisconsin. It has a population of four million natives,
most of whom not so long ago were warring with one another. Some
of the tribes made their living by preying upon their neighbours.
Slavery was everywhere common, and one of the great slave routes
to the coast was not far from the line where the Uganda railway now
runs. To-day all these evils have been done away with. The warlike
tribes have been conquered, and are turning their attention to stock
raising and farming. Slavery has been practically abolished, and
peace prevails everywhere. The whole country is now kept in good
order by only about eighteen hundred police and less than two
thousand English and East Indian soldiers. A large part of the region
along the line of the railroad has been divided into ranches and
farms. Small towns are springing up here and there, and in time the
greater part of the plateau will be settled.
There is no doubt that white men can live here. The children I see
are rosy with health, and the farmers claim that, with care, they are
as well as they were when back home in England. There are some
Europeans here who have had their homes on the highlands for over
twelve years, and they report that the climate is healthful and
invigorating. They are able to work out of doors from six until ten
o’clock in the morning and from three to six o’clock in the afternoon,
and during a part of the year all the day through. As a rule, however,
the sun is so hot at midday that one should not go out unless his
head is well protected. The heat here is dry. The nights are usually
so cool that a blanket is needed. Notwithstanding the fact that we are
almost on the Equator, at any altitude above eight thousand feet ice
may be found in the early morning. Nearer the coast the land drops
and the climate is tropical. For two hundred miles back from the
Indian Ocean there are practically no white settlers, except at
Mombasa, for it is only on this high plateau that they are as yet
attempting to live.
But let me continue my description in the words of the man who
governs the country. My conversation took place in a long, blue, iron-
roofed building known as the Commissioner’s office, situated on the
hill above Nairobi. I had asked as to the colony’s future. Mr. Jackson
replied:
“It is all problematical. We have an enormous territory and millions
of people. We have not yet prospected the country, nor have we
dealt long enough with the natives to know what we can do with the
people. We have really no idea as yet as to just what our resources
are, or the labour we can secure to exploit them.”
 Not long ago the great plateau of Kenya Colony was inaccessible and unknown
and its four million blacks were in continual war with one another. Now, besides the
railway, it is being opened up with roads permitting the use of motor transport.
 Each group of huts is usually surrounded by a thatched wall, making an
inclosure into which cattle, sheep, and goats are driven at night. Some of the tribes
are practically vegetarians, living mostly on corn, beans, sweet potatoes, millet,
and milk.

“How many inhabitants have you?”

 “We do not know. We can get some idea from the taxes, for most
of the provinces have to pay so much per hut. In other places the
natives have hardly been subdued, and of no province have we an
accurate census. The number has been estimated at from two to
four millions, but I believe it is nearer five millions, and possibly
more.”
“How about your white settlers? Will this country ever be inhabited
by Caucasians?”
“That, again, is difficult to say,” replied the conservative governor.
“We have a few European settlers already, but whether we can make
this colony a second South Africa remains to be seen. I have lived
here for over twenty years, and I am not sure as to how much hard
manual labour any white man can do in this latitude. It is true we are
more than a mile above the sea, but nevertheless we are on the
Equator, and the climate on the Equator is not suited to the white
man. The only Europeans who will succeed here will be those who
bring some money with them, and who will use the native labour in
their work. I don’t think any settler should come to East Africa without
as much as three thousand dollars, reckoning the amount in your
money. He should have enough to buy his land, stock it, build his
house, and then have something to go on. He should not start out
with a very small tract. Much of the grazing land is now being divided
up into tracts of five thousand acres. If a man takes the first
thousand and pays for it, the other four thousand are held for him
subject to certain improvements and developments upon the first
thousand. After these are completed he may buy the remaining tract
at the price of the first thousand acres.”
“I understand much of your land is being taken up in large
holdings.”
“That is so to a certain extent,” replied Mr. Jackson, “but we are
now discouraging such allotments, and would rather have the land
apportioned in tracts of from six hundred and forty acres to about five
thousand acres each. If the land is for grazing the larger area is
desirable. If it is for grain farming or dairying, it is better that it should
be small. As to our large landholders, the British East African
Company owns about five hundred square miles, Lord Delamere has
about one hundred thousand acres, and Lord Hindlip a little less.
There are a number of settlers who have twenty thousand acres or
more.”
“How about your ranching possibilities? I understand that your
stock growers expect to found a great meat industry here which will
crowd our Chicago packers out of the markets of England.”
“I do not think there is room for alarm about that matter as yet,”
replied the official. “This country is just in the making, and we know
practically nothing about it. We realize that we have some of the
richest grasses of the world—grasses which have supported vast
herds of game, and upon which cattle, sheep, goats, and hogs will
thrive. But we do not know whether we can conquer the diseases
and insect pests which attack all the animals we have so far
imported. We seem to have every disease to which cows, horses, or
sheep are subject in other parts of the world, and I believe we have
some peculiarly our own. We have ticks by the millions and flies by
the myriads. So far, however, our experiments with cattle are turning
out well, and we know that we can produce excellent beef and good
butter. We hope to find our first market for our meats and dairy
products in South Africa, and later on to ship such things to Europe.
The creation of an industry of that kind, though, is a matter of
gradual development. We shall have to arrange about proper
transportation, which means cold-storage cars and cold-storage
ships. We have not gone far enough as yet to be able to predict what
we can do.”
“What other possibilities have you?” I asked.
“I think we may eventually be able to raise coffee, and we are
already exploiting certain fibres which grow well between here and
the coast. The plant which produces the Sansivera fibre is
indigenous to this country and is being exploited by Americans who
are working not far from the station of Voi, about one hundred miles
from the Indian Ocean. I have no doubt we can raise sisal hemp, and
know that we can grow ramie without cultivation.