A Conceptual Framework for
Understanding Race, Class,
Gender, and Sexuality
Article by: Lynn Weber
Presentation by: Sarah Murray
I. Outline/Aims……….2 minutes
II. Activity……….4 minutes
III. Common Themes……..13 minutes
A. Contextual
B. Socially Constructed
C. Systems of Power Relationships
D. Social Structural and Social Psychological
E. Simultaneously Expressed
F. Interdependence of Knowledge and Activism
III. Construction of Masculinity…..3 minutes
IV. Conclusion/Questions……2 minutes
The aims of this session are as follows: first, to
understand the common themes in race, class, gender, and
sexuality scholarship, second, to think about how to apply
these concepts to everyday life, and, third, to understand the
modern construction of masculinity.
Think of a Coal Miner…...
“Race, class, gender, and sexuality are historically and
globally specific, socially constructed power relations
that simultaneously operate at both the macro and
micro levels of society.” - Lynn Weber
Great! So what does that mean?
The meanings of race, class, gender, and sexuality vary
across historical time periods and geographic regions
during the same time period.
For example, during the Reconstruction Period, the
ideal white male was strong and stoic. The ideal white
woman was nurturing and full of emotion. However,
the “good” black man was silly and happy-go-lucky,
and the ideal black woman was the asexual “Mammy”
figure who had no family of her own and was
emotionally very strong.*
Are these ideals still relevant today?
- “Race, Gender, sexuality and class are social constructs.”
- Dominant culture defines race, gender, and sexuality as
polar opposites to create social rankings.
- e.g. White, Non-White; Heterosexual,
Homosexual; Male, Female; Good, Bad;
Worthy, Unworthy
- By claiming that this is part of nature or biology,
dominant groups justify this polarization.
- Weber claims that, upon examination, race, gender,
and sexuality are not based in polar opposites or
biology but in group struggles.
-What about social class?
- Social class (in the U.S.) is not viewed in the same
way as race, gender, and sexuality. In fact, it is viewed
as a ladder that people can climb up or down based on
talent and effort. However, it still justifies dominance
and hierarchy. How???
- Race, class, gender, and sexuality are socially
constructed hierarchies of domination - they are power
relationships.
-This is based on the concept that one group controls
another group and, therefore, secures its position in the
system. Because of this, the dominant group secures
wealth, income, and access to healthcare and education
(social resources).*
- We cannot forget that race, class, and gender relations have
meanings at the psychological level of individual’s lives as well
as the community and social level.
- Progress against discrimination begins at the level of
individuals who refuse to internalize the distorted images of
their group as portrayed by the dominant media.
-The individual psychological resistance to the ideas of the
dominating group leads to social structural changes.
-e.g. Civil Rights Movement
- Race, class, gender, and sexuality all simultaneously exist
in every social situation.
- Nearly everyone is in both dominant and subordinate
groups and experiences advantages and disadvantages
because of this. No one is a pure oppressor or victim.
- Advantages and disadvantages in one area may not be the
same as in another, but, if we understand the ways in which
we are disadvantaged as well as privileged, it will provide
the foundation necessary to work together with other groups
to equalize distribution of society’s resources.*
-What dominant and subordinate groups do you belong to?
- The only real value of knowledge is to empower subordinate
groups, and, indeed, all social groups to seek “social justice”
and equal distribution of resources.
What is a “real man”?
-Dominant culture portrays working-class males as valuing
physical strength more than intellectual prowness. They are
also seen as being stoic, aggressive, and dominating over
women.
-When these men are athletically talented, they are
encouraged to pursue a career in sports.
- These males are usually stereotyped as white. They are
deemed superior to working-class males because of their
positions of power in the labor force, greater income,
intellectual prowness, and, surprisingly, emotional sensitivity.
Notice that physical strength is not necessarily what makes
him superior.
- When these males are athletically talented, they are
encouraged to pursue sports only to build character.
1. Are there true victims or oppressors? (T/F)
2. ______ ________changes lead to _______ ______
changes.
3. What does it mean when we say that the meanings of race,
sexuality, class, and gender are contextual?
4. Dominant culture defines race, gender, and sexuality as
______ _______ to create social rankings, and justifies this
by claiming that it is part of _______.