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| Preface | |
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| Organization of the Book | |
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| Core Principles | |
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| New to This Edition | |
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| Acknowledgments | |
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| Foundations | |
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| Developing a Critical Gender/Sex Lens | |
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| Vocabulary for a Critical Gendered Lens | |
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| Intersectionality | |
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| Gender and Sex, Gender/Sex | |
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| Transgender and Intersex | |
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| Sexuality | |
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| Race and Ethnicity | |
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| National Identity | |
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| Socioeconomic Class | |
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| Intersectionality Conclusion | |
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| Communication | |
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| Systemic Gendered Violence | |
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| Conclusion | |
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| Theories of Gender/Sex | |
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| Biological Theories | |
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| Chromosomes (Hormones and Genitalia) | |
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| Brain Development | |
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| Biological Theories Conclusion | |
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| Psychological Theories | |
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| Psychoanalysis and Psychoanalytic Feminism | |
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| Social Learning | |
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| Cognitive Development | |
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| Psychological Theories Conclusion | |
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| Critical/Cultural Theories | |
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| Shared Assumptions | |
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| Multiracial and Global Feminisms | |
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| Queer Theory | |
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| Critical/Cultural Approaches Conclusion | |
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| Conclusion | |
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| Gendered/Sexed Voices | |
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| Conversation as Identity and Relationship Work | |
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| A Critical Gender Diversity Framework | |
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| The Two-Culture Approach | |
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| Feminine Style | |
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| Masculine Style | |
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| Two-Culture Gender Miscommunication | |
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| A Critical Ethnographic Approach | |
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| Sample Conversation for Analysis | |
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| Comparing Research Approaches | |
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| Conclusion | |
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| Gendered/Sexed Bodies | |
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| Body Politics | |
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| Gender Performativity | |
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| Objectification | |
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| Disciplining Gendered Bodies | |
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| Attractiveness | |
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| Attractive Men | |
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| Attractive Women | |
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| Clothing Trends | |
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| Embodied Space | |
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| Body Movement | |
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| Refusing the Command Performance | |
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| Agency | |
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| Using Norms Against Each Other | |
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| Making Norms Visible | |
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| Overtly Challenging Norms | |
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| Revaluing the Body | |
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| Conclusion | |
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| Gendered/Sexed Language | |
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| The Power of Language | |
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| Muted Group Theory | |
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| The Patriarchal Universe of Discourse (PUD) | |
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| Language Can Be Used to Oppress and Subordinate | |
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| He/Man Language | |
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| Semantic Derogation | |
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| Semantic Imbalance | |
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| Semantic Polarization | |
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| Marked and Unmarked Terms | |
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| Trivialization | |
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| Naming | |
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| Lack of Vocabulary | |
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| The Truncated Passive | |
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| The Falsely Universal We | |
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| The Deverbing of Woman | |
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| Language as Violence | |
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| Language as Resistance | |
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| Talking Back | |
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| Developing a New Language | |
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| Resignification | |
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| Strategic Essentialism and Rhetorics of Difference | |
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| Moving Over | |
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| Verbal Play | |
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| Conclusion | |
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| Institutions | |
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| An Introduction to Gender in Social Institutions | |
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| Prejudice Versus Institutionalized Discrimination | |
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| Institutional Control | |
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| Institutionalized Gendered/Sexed Violence | |
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| Preview | |
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| Families | |
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| Defining Family and Gender/Sex Roles | |
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| The Nuclear Family as the Norm | |
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| Friendship | |
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| Dating | |
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| White Weddings | |
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| The U.S. Family Is in Decline | |
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| Communicating in Families | |
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| Parent-Child Communication | |
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| Children's Communication | |
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| Couple Communication | |
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| Domestic Violence | |
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| Flexible and Diverse Family Structures Today | |
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| Singles | |
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| Engaged Fatherhood | |
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| Same-Sex Parents | |
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| Raising Transgender/Transsexual Children | |
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| Conclusion | |
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| Education | |
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| Education Is a Gendered Institution | |
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| Education's History: Gendered/Sexed, Raced, and Classed | |
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| Curriculum: Gendered/Sexed, Raced, Classed, and Heterosexist | |
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| Classroom Interactions | |
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| Title IX | |
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| Performance Gaps | |
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| Peer Pressure, Bullying, and Harassment | |
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| Gender/Sex in Higher Education | |
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| Higher Education Employment | |
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| Sexual Violence on College Campuses | |
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| Emancipatory Education | |
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| Conclusion | |
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| Work | |
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| Work Is a Gendered/Sexed Institution | |
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| Gendered/Sexed Wage Disparity | |
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| Gendered/Sexed Organizational Structure and Microcommunication | |
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| The Definition of Work Is Gendered/Sexed/Nationalized | |
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| Who Should Work (Outside the Home) Is Gendered/Sexed | |
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| Occupations Are Gendered/Sexed Privileged | |
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| Workplace Organization Is Gendered/Sexed | |
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| A Vivid Illustration: Transgender Workers' Experience | |
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| Gendered/Sexed Communication in the Workplace | |
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| African American Women and Work | |
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| Paid Care Work | |
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| Violence, Gender/Sex, and Work: Sexual Harassment | |
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| Work as Liberation and Locations of Empowerment | |
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| Conclusion | |
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| Religion | |
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| Why Study Religion, Gender, and Communication? | |
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| Religion and Sex Roles | |
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| Gender, Sex, and Religiosity | |
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| Sex and Institutional Religious Power | |
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| Complementarians and Egalitarians | |
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| Muscular Christianity | |
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| Religion and Sexuality | |
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| Religion as Liberation and Locations of Empowerment | |
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| African Americans and Religion | |
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| Veiling Practices | |
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| Rereading the History of Women Religious | |
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| Conclusion | |
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| Media | |
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| Defining Media and How They Function | |
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| Media Hegemony or Polysemy | |
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| Media Polyvalence | |
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| The Gaze(s) | |
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| Ways of Seeing | |
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| The Gaze | |
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| An Oppositional Gaze | |
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| Who Is Represented in Media | |
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| How People Are Represented | |
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| Sexualization of Women | |
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| "Masculinity in Crisis" | |
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| Conclusion | |
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| One Last Look Through a Critical Gendered Lens | |
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| References | |
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| Index | |
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| About the Authors | |