User:Annafolkestad/sandbox

Second-wave feminism

- Relevant parts to the article topic: Compared it to first-wave of feminism - Briefly described what it concentrated of and consisted of - Improvements could be to organize the material even more, or "tidier", in order to understand it better - Last edited September 6th, 2018 - up to date - Plenty of stated sources - reliable

- The article is neutral in every way, it provides you with historical information consisting of views and stories from all parts of the topic - The sources, or citations, supports all of the facts and information in the article. - The source ''Leidholdt, Dorchen; Raymond, Janice G (1990). The Sexual liberals and the attack on feminism. New York: Pergamon Press. ISBN 0-08-037457-3.'' represents a fairly subjective view of the topic: attacks of feminism. Other than that, they are all more or less neutral.

- Interesting: linked to the FeministPortal (?) Discussion about article: It is being said that the article seems more like an essay, than an article - WikiProject Feminism	(Rated Start-class, High-importance) - WikiProject Politics	(Rated Start-class, Mid-importance) - WikiProject Women's History	(Rated Start-class, Mid-importance)

Sex and gender distinction - Article Evaluation


 * I think the context of the article is fairly relevant to the topic throughout the whole article. It starts off by first introducing the definition of the distinction between these two terms, and continues by explaining how sex and gender are two different things. Later on, in the same part of the article, the author has chosen to include other perspectives on this topic, such as different countries and cultures. This way, the article states, from the beginning, that the topic on sex and gender is a controversial topic, and also that this distinction is not universal.


 * When it comes to the structure of the content, and the balance of the material, I think that the historical part should have been a lot longer and more informative. Rather than only having three sentences about how this idea of sex- and gender distinction first was proposed, the author could have considered informing about the later history of this distinction, and also the development from the 18th century, until today.


 * The article also brings up topics that are very much relevant to the sex and gender distinction, such as the linguistics around the world, and also feminism. This introduces us to new ideas and thoughts, from different aspects and mindsets, and not only a square definition of what it means, assuming that that is what everyone thinks.


 * The article is written neutrally, due to some parts that are indicating certain subjective arguments of the topic. With that being said: all of these parts, as far as I could see, are supported by research, surveys or people (professors, feminists, historical writers…) By doing this, the article remains neutral since the argument is no longer representing the author, but the source that is being referred to in the article. An example is this part: “Many feminists consider sex to only be a matter of biology and something that is not about social or cultural construction. For example, Lynda Birke, a feminist biologist, states that "'biology' is not seen as something which might change."[58]’’


 * Every main argument in the article is supported with a proper and legitimate source, either people, books, studies, research or historical facts. I would say that this article is very much reliable, due to the relevant and formal language/use of proper terms, and also the reliable citation.

First Draft - 10/17/18


 * ·        The article I am currently working on is called «Sex and gender distinction». The following content written in bold is what I have added to the article, from my sources:

A working definition in use by the World Health Organization for its work is that "'[g]ender' refers to the socially constructed roles, behaviors, activities, and attributes that a given society considers appropriate for men and women" and that "'masculine' and 'feminine' are gender categories."[19] Male and female could not persist as structurally important social categories if we did not perform enough gendered and gendering behavior – if distinct groups of people did not continue to act like “women” and like “men.” In other words, the gender order and the social categories – male and female – on which it rests exist in virtue of social practice. The Food and Drug Administration (FDA) used to use gender instead of sex when referring to physiological differences between male and female organisms. [27] In 2011, they reversed their position on this and began using sex as the biological classification and gender as "a person's self representation as male or female, or how that person is responded to by social institutions based on the individual's gender presentation."[28] Gender roles and gender stereotypes are highly fluid and can shift substantially over time. Gender is also now commonly used even to refer to the physiology of non-human animals, without any implication of social gender roles. [4] 10/28/18 - Peer Review

I will be reviewing the following draft:

''A point that many people often wonder is how people's thoughts differ on gender expression. What about how adolescents view gender expression. It has been shown that young individuals that identify outside of the gender binary are more prone to getting harassed and bullied by their peers[1]. A big part of this is the social norms that children of today are exposed to at a very young age. Heterosexuality is the leading social norm in todays middle and high schools across the world[1]. Being different can lead to some issues in young adolescents. Studies show that the effects of the bullying, harassing, and victimization due to sexual orientation from peers can lead to PTSD, depression, anxiety, and even suicide[2]. Adolescents who do not conform to gender role expectations are put at a much higher risk for these symptoms rather than a child who does conform to these gender role expectations. This is all due to our societal pressure to "fit in" and stay inside the social norms.''

1.   Does the draft draw conclusions or try to convince the reader to accept one particular point of view?

-       The draft does not attempt to convince the reader to commit to or accept one specific point of view. The author presents a thesis, a claim about how young individuals are more prone to getting harassed and bullied by their peers. This claim is followed by an explanation and informational support, consisting of relevant sources and material.

2.   Are there any words or phrases that don't feel neutral?

-       I do not think that any words or phrases in the draft are inappropriate or do not feel neutral regarding the context.

3.   Does the draft make claims on behalf of unnamed groups or people?

-       The draft presents the different groups as “peers” and “children”, something that is appropriate for this context. This makes is easy to understand whom the author may be referring to.

4.   Does the draft focus too much on negative or positive information?

The draft might be focusing a little too much on how negative adolescents may lead to struggles throughout someone’s life, such as depression and anxiety. An idea would be to add some information on how positive adolescents has the potential to lead to something good in the individual’s life.

5.   Are there any unsourced statements in the draft, or statements that you can't find stated in the references?

-       No, there is not.

FINAL ARTICLE - 04/12/18

The two terms, sex and gender, are both important and mutually reinforcing concepts. The importance of these two concepts to issues of health cannot be overstated, which is why both need to be considered in our society today. A recent model of children’s gender self-socialization, the Gender Self-Socialization Model (GSSM; Tobin et al. 2010) provides a useful framework for distinguishing among the various constructs studied by gender researchers. Tobin et al. point out that “sex-typing” and “gender-typing” are used in many different ways. They may refer to (a) the demonstration of knowledge or beliefs about attributes associated with gender categories (i.e., gender stereotyping), (b) thoughts and feelings about oneself in relation to being a girl or boy (i.e., gender identity), and (c) the enactment of gendered behavior.

A working definition in use by the World Health Organization for its work is that "'[g]ender' refers to the socially constructed roles, behaviors, activities, and attributes that a given society considers appropriate for men and women" and that "'masculine' and 'feminine' are gender categories."[19] Male and female could not persist as structurally important social categories if we did not perform enough gendered and gendering behavior – if distinct groups of people did not continue to act like “women” and like “men.” In other words, the gender order and the social categories – male and female – on which it rests exist in virtue of social practice.[1]

The Food and Drug Administration (FDA) used to use gender instead of sex when referring to physiological differences between male and female organisms. [27] The gender identity that most people adhere to is usually unconscious, or forced upon us at an early age. In 2011, they reversed their position on this and began using sex as the biological classification and gender as "a person's self representation as male or female, or how that person is responded to by social institutions based on the individual's gender presentation."[28] Gender roles and gender stereotypes are highly fluid and can shift substantially over time.[2] Gender is also now commonly used even to refer to the physiology of non-human animals, without any implication of social gender roles. [4]

GLAAD (formerly the Gay & Lesbian Alliance Against Defamation) makes a distinction between sex and gender in their most recent Media Reference Guide: Sex is "the classification of people as male or female" at birth, based on bodily characteristics such as chromosomes, hormones, internal reproductive organs, and genitalia. Gender identity is "one's internal, personal sense of being a man or woman (or a boy or a girl)".[29]