Girlfight and Pumping Iron II
Our society tends to define masculinity and femininity according to rigid gender norms that are learned at young ages. These norms are apparent in language, perceptions, behaviors and pastimes. Since sport is considered a great American pastime, it is a popular realm for the separation of the sexes and the creation of socially defined proper roles for women and men. Sports like bodybuilding and boxing have come to be viewed as masculine because they involve conventionally masculine traits such as strength and aggression. In contrast, sports such as gymnastics and ice-skating have come to be viewed as feminine because they involve conventionally feminine traits such as charm and grace.
Thru documenting the lives of female athletes competing in non-traditional sports for their sex, the movies Girlfight and Pumping Iron II reveal certain social and cultural costs and benefits of gender norm defiance. Girlfight portrays the sport of boxing as the savior for a confused, misunderstood and quite angry teenager who is spiraling down a path of self-destruction. Diana Guzman, the protagonist of the movie, finds discipline, self-respect, balance and love in the most unexpected of places- the boxing ring.
By competing, and eventually succeeding in a sport that is not generally a welcome endeavor for females, Diana is able to transcend the bitter world outside the boxing ring and feel senses of acceptance, empowerment, pride, confidence, self-fulfillment and accomplishment. Her unconventional success is a form of communication. She shows young women and men everywhere that it is okay to hit or throw, "like a girl", and that beauty can come in many different forms.
The same is true for Rachel McLish, Carla Dunlap, Lori Bowen and Bev Francis, the bodybuilders in Pumping Iron II. Their small victories in the gym and on the stage become larger victories in the fight for gender equality. Their biceps bulge out of their bikinis and cry, "We can do it too!" Diana, Rachel, Carla, Lori and Bev serve as strong and powerful feminist role models who believe in themselves and their bodies, defy patriarchy and create rights of passages. However, these females' roads to success are not paved with gold. Diana runs into many macho traditionalists who believe that equality is "crap" and that her energies should be spent elsewhere. Her trainer initially doubts and underestimates her, telling her that, "It is not right. It's dangerous.
Women and men play various sports because they as Americans want to experience the excitement of playing for fun, and doing something they love. The idea of what men and women can do for fun in sports has been shaped by the American society in many different ways through the media, schooling and education, and professional sports organizations. America portrays women playing field hockey and doing synchronized swimming while men do boxing, and body building. If a woman chooses to do boxing because to her it is fun and if a man chooses synchronized swimming because he likes it, they face many cultural costs and benefits of choosing this sport. Society does not like change and holds female athletes up to ideals such as being beautiful, graceful, and healthy. Male athletes are held to ideals such as strong, aggressive, and powerful. People who choose to play non-traditional sports risk being judged by society as unnatural and homosexual, instead of being viewed as an athlete who is special and unique, they are often subjected to unwanted sexual advances and assumptions. The benefit of doing an untraditional sport is that you are able to do something you love. As a result of people who do non-traditional sports, they open the doors for future generations of women and men who might want do play an non-traditional sport.
“Strength is between us” (Apple, 132). Encapsulated between the social norms of womanhood and the presence of strength in a mother-daughter feud, the daughter, Stephanie, participates in a sport that contradicts her gender according to her mother’s beliefs and intrusions. During the culmination of Stephanie’s athletic build and admiration of the track, her mother, Helen’s, rigid ideology towards woman has conflicted the family dynamic. Stephanie must create her own ideology, central to her values, morals, and inner beauty as she learns the real truth behind her mother’s gender conformist ways. Transitioning into a young adult, Steph must define her own aspects of womanhood through femininity
Sports, in general, are a male dominated activity; every “real” male is suppose to be interested and/or involved in sports in the American society. However, it is not expected of a female to be interested in sports and there is less pressure on them to participate in physically enduring activities. These roles reflect the traditional gender roles imposed on our society that men are supposed to be stronger and dominant and females are expected to be submissive. As Michael Kimmel further analyzes these gender roles by relating that, “feminism also observes that men, as a group, are in power. Thus with the same symmetry, feminism has tended to assume that individually men must feel powerful” (106).
All of the films that we watched provided different perspectives on how the image of women is situated in our culture. From the first movie, Dare to Compete, which highlighted the development of women's participation in sports, to Love and Basketball, which fully accepts women's participation in sports, we examined a range of views and opinions on the proper role of women in sports.
Wu, C. Y. (2007). A Study of Joe Hisaishi's Film Music in Hayao Miyazaki's Animation. (Master's thesis, Taipei University of the Arts, Taipei, Taiwan), Available from National Digital Library of Theses and Dissertations in Taiwan. (003604684)Retrieved from http://ndltd.ncl.edu.tw/cgi-bin/gs32/gsweb.cgi/login?o=dnclcdr&s=id="095TNUA5249003".&searchmode=basic
First, Locke believes that everyone has the opportunity to cultivate the land that they own, which ideally is a proportionate share of the surrounding environment, and nothing more (Locke, Sec. 36). Locke’s theory of property is not just relative to physical entities, it can be an intellectual entity as well. An individual may have certain experiences and knowledge, develop theories and come to their own conclusions. Publishing said works are seen as property in the eyes of Locke as well. Another strength would be the logic of Locke’s argument, if you input your labour, that commodity becomes your own. Truth of this can be seen in section 33 of Locke’s Second Treatise of Civil Government, when Locke suggests that labour increases the value of land exponentially because when people own land themselves, they are more likely to increase the productivity of that land. According to Locke, the true value of land does not stem from the land, rather the labour invested in it. Locke’s theory however, does not take into account the processes in which someone becomes an owner. One of the main stances Locke outlines in his theory of property is that he equates property to being a natural right. Locke deems the right to private property to be equally important as life and liberty, however they cannot be
In order to examine either philosopher’s views on property and its origins, it is necessary to go back to the beginning of human development, as it were, and discuss their different conceptions of the state of nature. As opposed to Hobbes whose vision of the state of nature was a state of war, Locke’s state of nature is a time of peace and stability. “We must consider what State all Men are naturally in, and that is, a State of perfect Freedom…A State also of Equality, wherein all the Power and Jurisdiction is reciprocal, no one having more than another.” (Locke, Second Tre...
In his Discourse on Inequality, Rousseau hypothesizes the natural state of man to understand where inequality commenced. To analyze the nature of man, Rousseau “strip[ped] that being, thus constituted, of all the supernatural gifts he could have received, and of all the artificial faculties he could have acquired only through a lengthy process,” so that all that was left was man without any knowledge or understanding of society or the precursors that led to it (Rousseau 47). In doing so, Rousseau saw that man was not cunning and devious as he is in society today, but rather an “animal less strong than some, less agile than others, but all in all, the most advantageously organized of all” (47). Rousseau finds that man leads a simple life in the sense that “the only goods he knows in the un...
Rousseau, Jean Jacques, and G.D.H. Cole. Discourse on Inequality. Nutley, New Jersey: Nutley School District, 1755. PDF.
As it becomes increasingly acceptable for women to be athletic in American culture, a new question arises: in which sports should women be allowed to participate? From a physiological standpoint, it has been scientifically proven that female bodies do not differ significantly enough from male bodies to prevent them from participation in any "male" sports. This division between "male" and "female" sports clearly stems from age-old, socially constructed norms of femininity and masculinity. When women attempt to challenge these societal molds by participating in sports that are traditionally male, the intricate web of norms is disrupted. Like many other instances where traditional social constructions are tinkered with, individuals and communities are forced to reevaluate how they think about and categorize their surroundings. I would argue that women's participation in athletics, especially in non-traditional sports, is instrumental in breaking down stereotypes and social confines that have plagued women for centuries
Within todays sporting community, certain aspects of sport and its practices promote and construct ideas that sport in general is a male dominated. Sports media often provides an unequal representation of genders. Women athletes are regularly perceived as mediocre in comparison to their male equivalents (Lenskyj, 1998). Achievement in sport is generally established through displays of strength, speed and endurance, men usually set the standards in these areas, consequently woman rarely reach the level set by top male athletes. Due to this, the media significantly shows bias towards male sports while we are ill-informed about the achievements in the female sporting community. On the occasion that a female athlete does make some form of an appearance in the media, images and videos used will usually portray the female in sexually objectified ways (Daniels & Wartena, 2011). This depiction of female athletes can cause males to take focus solely on the sexual assets of the athlete in preference to to their sporting abilities (Daniels & Wartena, 2011). Sexualisation of sportswoman in the media is a prevalent issue in today’s society, it can cause physical, social and mental problems among women of all ages (Lenskyj, 1998).
Do I sacrifice my ‘womanly attributes’ by making the choice to ski down a mountain with a 3000+ vertical drop, while traveling at 50-60 mph? Does my choice to do squats and engage in strength training, or my desire to do 300 sit-ups each night in order to achieve a six-pack, make me less of a woman? Is it odd that I do not enjoy displaying polite, ladylike behavior during every second of my existence? I do not think so. Society today would not exactly agree either, yet society today is far different from the early 1920’s. Today, the desirable female body image is not necessarily a thin, dainty woman. At some point in history, though, something went terribly wrong. Women were conditioned to drink tea and mingle socially over snacks while knitting. The progression for women in sports has been slow, and women still have a long way to go in order to achieve the towering status of men’s sport. Although times have changed since the 1920’s, women continue to struggle with issues of the past—the notion of “mannishness” and the characteristics that compose the ideal female athlete.
Racism and ethnicity continue to affect the sector of education in most parts of the world. More often, it influences adults and children’s experiences in education at all levels and in various ways. These include professional employment, academic performance, parental involvement, social interactions, assessment issues, and curriculum development. Certainly, the terms racism and ethnicity identify as problematic and arise socially. Therefore, many people fail to recognize that racism is a perception about the color of the skin and traditions of a particular group of people. Racism and ethnicity exist in quite blatant and subtle forms. As such, racism and ethnicity usually lead to negative consequences for the group that does not belong to the dominant culture. The contemporary racism originated from various avenues, one of it being the society norms and upbringing. Indeed, as children grow, they exclusively rely on their parents or guardians to learn new things. Moreover, part of the upbringing involves teaching the children things about the society and the
Locke theorizeds extensively on property, privatization, and the means an individual can use for increasing his property. Initially, in the state of nature, man did not own property in the form of resources or land. All fruits of the earth were for the use of all men,“and nobody has originally a private dominion, exclusive of the rest of mankind, in any of them, as they are thus in their natural state” (Locke 353). In this state, people could appropriate only what they could make use of. It was unfair for one person to take more than he could use because some of that natural commodity would go to waste unless another man might have made use of it for his own benefit (360). Locke felt that God gave the bounties of nature to the people of earth and they, by default, should treat these bounties rationally. This rationalistic theory discourages waste.
People often pick up bad habits in their younger years. Some habits people cannot control such as a twitch or an outburst. But most of the habits people are able to overcome and control. In this paper we will talk about three of the most common bad habits that people have and how to overcome them. These three habits are, drinking, drugs, and texting and driving. I chose these habits because they are the most common bad habits among people in this day and age, but they are also the most deadly. These habits are more than just a repetition; they are a repeating cycle that causes harm to not only the users but also people dealing with the family, and in some cases even random, innocent people.