Lecture topics - University of Florida
Exam III Study Guide
AIDS in Subsaharan Africa ………………………………………………...
AIDS propagation (in South African population)
▪ Men far away from home and wife, so they pay for sex with prostitutes
Bush Meat Trade
▪ Congo: buying bushmeat (wild game like monkeys, etc.) is a big economy (at least for middlemen); AIDS virus comes from monkeys. HIV is native to chimps; dead blood of chimp on a wound will allow transmission.
▪ Heterosexual transmission means more people to affect; steady stream; bushmeat trade shows steady stream.
Women’s Rights
▪ Women with no control sexually; they are always a reservoir for AIDS
Nigeria ……………………………………………………………………….
Maturation
Cycle of Life
▪ Time reckoned cyclically (following crop pattern)
▪ Reincarnation of ancestors
o First cries of infant represent return of an ancestor “honoring” a family
o Infants may be addressed by relationship of ancestor that is reincarnated
o Title of child can vary – can be called by ancestor name
Sons preferred
▪ To maintain family name
o Although daughters are perceived as better caretakers of their fathers in old age
o In matrilineages women need sons to inherit her property and titles
▪ First girl child maintains the hearth
o Record of female genealogy
o Ash filled calabash is a permanent home
Child Rearing
▪ Task of mother and grandmother
o Little difference in rearing male and female babies
▪ Beautification of girls
▪ Recently toys (European influence)
• Ibibio of SE Nigeria carve wooden male and female dolls
▪ Mound of sand a more common toy (to support child when they play
Initiation Rituals
Socialization
▪ After 6 years boys enter into secret societies
o Masquerades adult life
o Special events, dances
o Hunting
o Wrestling
Education / Career
Education
▪ Age of entry 5 to 7 (educational costs increase range from 5 to 13)
▪ In 1958 only 34.5% enrolled were female
▪ By 1981 50% primary enrollment (about 42% secondary, 14% technical or trade
Subject Preferences
▪ Until mid-1950s females aimed for teacher training college or secondary grammar school education
▪ By 1980s equal subject preference
o By third year secondary girls gave lower rankings to math and physics
o Third year boys gave lower rankings ….?
Education of Women
▪ Trend toward increase in educated women
o Literacy campaigns
o Universal primary education (free tuition)
o Bride price control (“paying for your wife”)
Female Roles Changing
▪ Mothers want well rounded education for daughters, beyond homemaking and child rearing
▪ Varying response to movement of women outside of home
▪ Dominant ethnic groups vary
o Hausa / Fulani very resistant
o Igbo open to female education but reinforce territories
o Yoruba most open to change
…Loss of male school teachers (to AIDS)…they have status so lots of girls want to sleep with him.
Female Economics
▪ There is a little bit of independence; they have some income
▪ Markets and petty trades are female roles (they can be treated like men when older)
▪ Can become economic chieftain (can regulate the men of the household)
▪ But the cannot inherit land, even in matrilineages.
o Woman’s male children inherit
South Africa………………………………………………………………………
Maturation
Early Childhood (Traditional Blacks)
▪ Chore driven gender separation
o Peer groups educate members on behavior
o Older boys and girls teach juniors
▪ The Pedi use different dress for boys and girls
• Loincloths vs. aprons
▪ The Zulu children spend more time playing
Early Childhood (Whites)
▪ Strict color-coding of infant clothes
• Paternal virility depends on sex of first born
▪ Girls are the “weaker sex”
▪ Boys “don’t cry”
▪ Toys—weapons are for boys
▪ Media provides sex role instruction
Adolescence (Blacks)
▪ Aimed at preparing male blacks to be “courageous” and “able to stand up to amazing feats of hardship and endurance.”
Adolescence (Whites)
▪ Compulsory education for Whites
• Enter the world when you enter school
▪ Uniforms lady-like for girls, staid for boys
▪ Punishments for girls less harsh
▪ Sports segregated by sex
▪ Except gymnastics and tennis
▪ Adolescent male is a “hunter”
▪ Female adolescent is “innocent victim” trying to maintain virginity
▪ Afrikaaner (Dutch descendants) girls (they are not career women!) more conservative than English-speaking whites
Initiation Rituals
Onset of Puberty
▪ Rituals involving seclusion and reintroduction to society for both sexes
• End of rituals does not infer manhood / womanhood
▪ Males: first nocturnal emission signals physical maturity
▪ Females: first menstruation
▪ Among blacks, both sexes undergo another ritualized transition: “the initiation school”
• Heads shaved, feast, circumcision
• More ordeals (beatings, sleep deprivation, etc.)
• Formal teaching from tribesmen (sex, passwords (to recognize kin), tribal loyalty, rights of citizenship
• Build lodge and more education
Male Puberty Rituals
▪ Zulu seclusion ends with a feast, washing by comrades, and a new name
• Seclusion hut resurfaced, new clothes, may start courting
▪ Tsonga and Lobedu treat boys with strengthening medicine
• Hardship tests (immersion in icy river water)
▪ Instruction on tribal etiquette, sex
Female Puberty Rituals
▪ Seclusion for duration of first period
• Sings, dances with fellow initiates
• Hardship tests—icy water, beatings, plain food
▪ Sexual instruction
▪ End of seclusion with feast
▪ Enters society with new clothes, shorn hair, and or burning of hut floor or seclusion clothes
▪ Truly woman when giving birth
▪ Girls Initiation School
• Head shaving, special clothing
• Rites imitating circumcision / actual cutting
• Ordeals
• Duties of women domestic (respect all men, sexual instruction), agricultural, marital (ensure gratification for men)
Education / Career (Whites)
Movement to adulthood marked by career choice
▪ More female entering male occupations (like engineering)
▪ Traditionally women’s career is something done before marriage
o Now we see delayed marriage; return to work
Career Choice
▪ Man still seen as breadwinner, woman as wife / partner
• Women insufficiently socialized to know careers are open to them
▪ Half of teachers female / less than 10% principals female
▪ Women scarce in higher education
Why Fewer Women?
▪ Latecomers to higher education – 1960s
▪ Overt discrimination occurs
▪ Need for childcare to manage career and family
▪ Greater teaching / administrative roles
▪ Already financially scarce
Education / Career (Blacks)
Apartheid Setup
▪ White, Afrikaaners in-charge of government and economy ( brought blacks (males only; had to stay in hostel) in to do heavy labor (mining for gold and diamonds)
▪ Pass laws restricted movement of blacks; spend money on prostitutes and alcohol because they can’t go anywhere
▪ When they go home, they can transport AIDS
▪ Need to address social issues and behaviors
Marriage (Blacks)
Male Dominance
▪ Woman must respect and obey husband
▪ Husband has rights over her as wife and mother (unless marriage dissolved and bride price returned)
• If husband is sterile, he can hire a kinsman to have sex with his wife and he still retains rights to offspring)
▪ Only principal wife of a chief may have political power
Marriage (Whites)
Three Systems
▪ Traditional: husband—breadwinner, wife—homemaker
▪ Compassionate: husband—primary, wife—contributes actively; ideas have weight
▪ Egalitarian: both employed, equal capacity / roles
▪ Women still do childrearing tasks in all 3 types
▪ Physical care vs. discipline and control( more equally shared
▪ Divorce custody (mother gets kids)
India…………………………………………………………………………………
Maturation
Ashramadharma
▪ Development in a succession of stages
• Clearly described for males
• For females there is little direction
▪ Fulfill roles as daughter, daughter-in-law, wife, mother (especially of a son)
Son Birth in Northern India
▪ Rituals on the 13th and 14th days after birth
• Folk songs of mother’s good fortune
• Gifts to her in-laws and their wives from the mother’s family
▪ Male infants are fed on demand
▪ No aggressive or punitive toilet training
▪ Sleeps with parents till age 5 or 6
▪ Mothers very close; fathers distant authority
Childhood Dress
▪ No differentiation until toddler stage
▪ Boys minimally dressed
▪ Girls modestly dressed
• Emphasis on femininity
▪ Girls kept in home with dolls and jewelry
Missing Women
▪ In 1991 more that 843 million in habitants
▪ 934 women to 1000 men
▪ More boys are born than women (105 males; 100 females)
▪ In theory, y-chromosome sperm swims faster
▪ It evens out because they are riskier than girls
▪ High poverty areas (not in India) have a higher ration of women
Indian Preference for Male Children
▪ To reach moksha you must have a son to perform rituals at your death
▪ Marriages are partilinieal (woman enters husband’s family home)
• Girl daughters are guests in their own home
o Mothers know daughters must leave to live among strangers
▪ Dowry accompanies them to new home
Education / Career
▪ Traditional Upper-Caste
▪ Boys break the close maternal tie
▪ Fathers say take it like a man
▪ Fathers choose
Urban Education
▪ Material tie not so profoundly broken
• Father takes on role of educator and disciplinarian
Girl’s Education
▪ Girls are seat of family honor
• So girls must also be taught to read / write
• Must also help with domestic chores
▪ Enrollment past 4th grade drops sharply for girls
▪ 17% of 7th grade girls continue to 8th grade
• As opposed to 52% of boys
• Onset of puberty
▪ Attitudes changing because urban husbands want at least literate wives
Career Goals
▪ Male: choose career that lets you care for parents in old age
▪ Female: homemaker
• Until 1970s female education focused on home economics
o Education for 3 roles: homemaker, the economic supporter, and the servant to society
o Humanities, home economics, the arts, music, dance
Young Adulthood
▪ Crisis of defining role in society
• Brought on by clash of Western and traditional values
▪ Extend urban education to college
• Suppress militancy or revolt
• B.A. or B.S. a must for both sexes
China ………………………………………………………………………………
Hong Kong (Traditional)
Ancient Beliefs
▪ Nu Wa
▪ Ancient heroine of Northern / Central China
▪ Nu Wa’s abilities
▪ Created humans, repaired the sky, established marriage
• Gave birth to 70+ offspring
• Established system of matchmaking
o Shows up about the time when Chinese system moved from a farming society to a pastoral society
▪ Associated with creation
▪ Farming economy
• Matriarchal clans and communes (women can’t “marry out” of clan
• Clans had totems
• Nu Wa product of clans with a snake totem
o Nu Wa’s image is a woman with a body of a snake
Pastoral Society
▪ Shift to pastoralism led to patriarchal society
▪ Animal husbandry male work
▪ Woman married out
▪ Nu Wa’s activity ceased
▪ Led to births of other heroes and gods
Old Clan System
▪ Matrilineages
▪ Property publicly owned
▪ Exogamy
▪ Group marriage
• Formal, but easily renounced relationships called Ah Xiao
o Lacked economic ties
o Gender equality
o Voluntary
o Having kids does not affect relationship
o Main criteria is morality
End of Communes
▪ Private ownership of land and resources led to change in marriage system
• Brother-sister marriages (same clan, not same parents)
• Monogamous unions as opposed to group marriages
o Pre and extra-marital sex a remnant of group marriage
▪ Ah Xiao relationships coming to an end
▪ Children take care of parents
▪ Women take cares of family, then husband
Traditional Beliefs in Hong Kong
▪ Based on Confucianism
• Filial piety—respect your parents and elders
• Women submissive to parents, husbands, oldest sons
• Patrilocal marriage
Hong Kong (Recent, Westernized)
Reality
▪ Men and women equal expectations in education
▪ Poorer families only educate men
▪ Career ends for women once married
▪ Chinese people suspicious of birth control
▪ Before (one child rule), large families were insurance
▪ Education causes children to be less attached to family and also have income so not to rely on parents
▪ Now children staying where they want
Western Influences (Marriage)
▪ Neolocal marriage pattern conflicts with filial piety
• Sons not at home to take care of parents
• Dependence on savings for security in old age
▪ Parents want son to bring wife home
• But don’t want daughters to leave home
Western Influences (Education / Career)
▪ Males and females educated
• Career choices vary
▪ Increased age at marriage and childbearing
• Women mid 20s as opposed to 15 or 16
• But women end career
Scheper-Hughes (Brazil Article)…………………………………………………..
Scheper-Hughes: Peace Corps worker turned anthropologist
▪ Sugar plantations and shantytowns
▪ Poverty plain; sugar sacks used as clothing (then)
▪ Now wear castoof clothes from rich bosses
How do mothers interact with children in the shantytowns of Northeast Brazil?
▪ Life expectancy
▪ Family structure
▪ Economic base
▪ 30%-40% mortality rate!!!
▪ 40 year life expectancy
▪ For every 9 births, 1.5 stillbirth, 3.5 infant death
▪ Shut the house and leave the infant
*Mother love constrained by circumstances
Mortal selective neglect ( mingua ( fashioned infanticide ( failure to thrive!
They’re not human?
▪ Yes they are! Just adapted to circumstances
Mothers not attached to children until age of 2.
Infants dies and become angels, so mourning is essential unfaithful
Causes of death
▪ Chronic
▪ Acute
Watson (Named and the Nameless)……………………………………………….
Research sample only in Hong Kong! (Only anecdotal and surveys!)
Why is naming important in China?
▪ Who find it most important? The men!
o In Hong Kong, no one wants the name of a criminal
▪ What does naming represent?
o Show name of knowledge, etc. “Einstein”
o Named “Resist America” ( current events
▪ Men have at least four names
o The more names you have, the more you’ve done, the more prestigious you are
▪ Women lose their name when they get marries –then they are “labeled”; husband refers her as innerperson
▪ Girl names could be derogatory
o 3rd girl is called “Too Many” or “Little Mistake”
o Typical 1st child name for girl is “joined to brother”
▪ Common girl name: Little Maiden
Critical issue
▪ Pay attention to issue of women’s status according to name
▪ Men like to play word game with the names
▪ Written vs. spoken Chinese
o No women educated; no literacy, no knowledge of what name looks like written down
▪ Daughters are born looking out
Neolocal living in city and industrialized areas
How are village dwellers affected by literacy?
*Focus on past and current history of women’s property rights
McCreery (Women’s Property Rights in China)…………………………………
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