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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