Autobiographical Gender Socialization - Essay Example

Autobiographical gender socialization essay This paper explains my job as a homemaker, previously, and a medical student today. It examines crossing the boundary from the family area to the university field from a gender viewpoint. While I was a homemaker, I was stigmatised by the community and with no any forecast. As a medical student, I am regarded as a valuable woman, and my life has been full of joy. The similarity of cooking soup portrays my life has a homemaker. On the other hand, writing papers shows my life as a medical student. Introduction A gender-based examination of the relation between the need to be the ultimate writer with the urge to be the ultimate soup maker is the thesis of this paper. The information given is autobiographical. My goal is to express my changing role from a homemaker, to a doctor who is successful in the area of academics. Gender plays a crucial role by virtue of that the homemaker’s work of preparing soup is feminized in community, whereas the medical’s student work of writing papers is masculine. To start with, a literature review on the duty of a woman and the merit of female’s voice will be given (Watson 432). According to this review, a clear picture of my changing responsibility from that of a homemaker to a medical student will be presented. Preparing soup originates from a disciplinary system and is seen as a kind of individual –construction, whereas writing papers is a resistant system and a self-reconstruction. These two opposing life experiences assist to demonstrate how a gender point of view affects my insight of women’s importance in the community. My story that taught me something concerning what it takes to be a woman. Between 7:00 and 8:00 each morning, I would travel to the market to get food that includes vegetables and meat. I performed this so that, I could cook soup for my daughter every morning since the time she was 7 months old until she is five and half years old. In the society that I come from, half a year is seen as the right age for a growing child to take in various types of nutrition inform of soup. When my daughter turned five and half old, I stopped preparing soup because I had to go to the college every day. The act of preparing soup had four main symbolic meaning. First, preparing soup helped to keep my daughter’s nutritional health and give a disciplinary system in my determination to be the best mother. Second, that is from a qualitative perspective, in my society, being a perfect and outstanding wife is seen as a need for the growth of the kid admirable characteristics such as joyfulness and cheerfulness. This positive approach and hopeful mannerism can be recognized by consuming the correct nutrition soup. Third, from a quantitative point of view, the more weight my daughter realized, the more kinds of soups I had to prepare for him (Kosta 212). Therefore, the measurable results of maintaining my daughter health through the means of preparing soup could be the most useful pointer of whether I was a perfect, exceptional or even a successful homemaker in my community. Metaphorically, preparing soup showed the love and care I had for my daughter, which had gone far beyond merely providing her necessity for food. To a wide extent, caring out this activity was an attempt to obey the rules of social expectations of a woman’s role. In addition, the capability to prepare soup was the criteria for determining whether I was the best mother. In terms of the marital perspective, preparing soup became a way of raising my bargaining power with my husband according to tradition, which showed that a well-educated man believes that the best wife has to understand how to cook and be willing to prepare soup for the family members every day. Preparing soup is regarded as a homemaker’s main significant, activity as related to other forms of house activities, which includes washing utensils, ironing clothes and sweeping the floor. This is because it may significantly influence the health of the family members. The feminization of preparing soup behaved as a means for disciplining my character and plays a role in mentoring my identity as a perfect homemaker. Although I was seen as a perfect homemaker by my social circle, I was no seen in the bigger society due to the devaluation house choirs. When my mother in law took over my part of preparing soup for my family and helped me in my yearning to become a medical student, part two of my life started. Now the transition to writing papers, which was considered as masculine activity began. The process of changing from cooking soup to writing papers was panicking, and a hard one to believe. However, I was a skilled homemaker and I had never written anything. In the first few weeks of college, things looked terribly new to me. The subjected changed from that of cooking the best soup for my daughter to that of writing best papers for international publication (Watson 232). To be able to receive my bachelor’s and master’s degrees, I was expected to give in only 15 assignments for each. I had to work extra hard to ensure my papers are readable and publishable. It was crucial to have the capability in writing papers in order to be able to reach the top position among the students of my department. Then, I came up with various plans to enhance my ability of writing, which included writing continuously. I began to read as many books as possible during the daytime session in my college. After reading, I went and create a literature review and then look for other similar materials from friends. Each day, I studied the textbooks from 7pm to 1am with no skipping all path of the study. At the end, I could appreciate that hard work as well as continuous learning was an opener to achieving no matter how hard it was. Learning to write was the method that I used to rebuild my identity as an exceptional medical student. The first output of this change was the cancellation of my homemaker’s role. Taking up medical studies helped me to exchange the feminization responsibility of preparing soup for the masculinised role of writing papers, as the latter is extremely valued by the male in the typical community. A gender analysis of my shifting responsibility Shifting my responsibility from a homemaker to a medical student, from a family to a collage atmosphere and from preparing soup to writing papers, includes interplay of domestic difference and outside pressure. In terms, of the domestic differences, I had to encourage myself that I have the right to become a student once more, that my worth did not laze on the number of types of soup I could prepare and that the woman in me could be retained even if I no longer prepare soup. The outside pressure originated from different sides. My brother-in-law, for instance, a 42 year-old high school teacher, said that my daughter would suffer much since I would no more be the best mother. They related the learning, which was my personal issue to the family. This was especially to my mother-in- law who agreed to take over many of my childcare duties. My relatives did not realize my right and capability to enter college. They supposed I needed to be kept at home taking care of their son and their granddaughter according to the tradition (Kosta 116). In addition, my neighbours and allies, they also showed some condemnation of the change in my responsibility. Some concluded that I was undergoing matrimonial disagreement with my man and that education was a method of attaining independence and getting bargaining power through education. Others suspected that I entered into marriage at an early age and that I was in the process of recreating an experience of single, early parenthood. Others also thought that I was being negligent, unfaithful and unkind to my people. Even with this, comments put a side, at the start of my changing duty and crossing the line from the family to college, I undergo the difference between being a homemaker, a college student, and a mixture of both. The judgment I experienced at that period that is guilt over not doing my homemaker responsibilities, to enthusiasm over my deliverance from the family globe, and doubt over joining the college. These made for me a lot of self-talk. To mention a few instances, when I looked at myself in the mirror at the bathroom at the collage each morning, I would encourage myself that I need to work extremely hard and complete the activities related to writing papers that day. As I moved around in collage, I taught how I had to finish my medical education as fast as possible, in order to break the college records as well as winning awards writing an outstanding thesis. I had many aspirations concerning how my medical studies would continue. The primary and chronic topic, however, was ever to be a top successor. To meet this vision, I had to do more writing of papers, present them at various conferences and get them published. Writing became my main role in life, which replaced the responsibility of preparing soup. Writing papers became extremely beneficial to my personal-identity and intellect of worthiness. Conclusion The story of my life experience has both disadvantages and advantages. The disadvantages of this paper are that it assume a life history method but is not a complete review (Watson 472). It is instead a purposive assortment of some representational individual experiences. My experiences in the two parts are aimed to act as a tool for illuminating ways that gender influences female’s duties in the society. The advantage of this essay is to explain the manner in which women experiences can create a foundation of knowledge (Kosta 216). This confront the analysis that work in the family is non-productive whereas in college is, and to assist that women have the correct and aptitude to cross that edge as well as calling for a deconstructing the false split among useful and useless women forced by patriarchal community, by challenging its conceptualization of female’s worthiness. Works Cited Kosta, Barbara. Recasting autobiography: womens counterfictions in contemporary German literature and film. USA, NJ: Cornell University Press, 2004. Watson, Julia and Smith, Sidonie. Women, autobiography, theory: a reader. New York, NY: Univ. of Wisconsin Press, 2008. Read More