Diana Beauty And Gender Stereotypes

1. According to the text, emotion is often gendered; the belief that women are more emotional then men are has been documented for as long as stereotypes have been measured. Not only are women stereotyped as the emotional sex, but also particular emotions are attributed to women (Crawford, 2012). In other words women are not only known as the sex to experience the most emotions and they can express it openly while men are not known to do so. According to Crawford (2012) male emotions are known as anger, contempt and pride. While women’s emotions are awe, disgust, distress, embarrassment, fear, guilt, happiness, love, sadness, shame, shyness, surprise and sympathy. In the film, Diana expresses more “male” emotions then female emotions. Diana
In this study Latina, Black, and White women’s conceptions and perceptions of cultural standards of beauty where examined (Poran, 2002). The sample had 157 college women, 48 identified themselves as Latinas, 52 black women, 51 white women and 6 “others”. They were asked different questions about body image, their own self-esteem, and their personal definition of beauty. The Latina women had the lowest scores when it came to body self-esteem. 91% of the participants wrote typical standards of beauty that included thirty body party parts and weight concern when it came to sexual attractiveness. Diana can be seen in this same category since she was concerned about the girl that Adrian was with. She found her pretty because of the way she looked like while she hid behind baggy clothes. Although she expressed no concern about her body image it is clear that she had beauty insecurities due to the definition of beauty that she was so used to hearing from other male peers and through her own experiences that she was even ignore when a “pretty” girl walks by. Although the other women in the film were also Latin, and Diana found them to be pretty, she still hid behind her own self- conscious perception of
In the study the goal was to explore positive and negative romantic experiences from young women's pre-teen and adolescent years in order to see where they learned about sexual education (Wisniesky, Sieving, & Garwick, 2014). The study included 28 women between the ages of 19 and 29, that self identified themselves as 10 Euro-American, 6 as African American, 6 as Latin, and 6 as American Indian. In the study one-third of participants named their mothers as the first source of information about reproduction. Their fathers were never an initial source of sexual education. One third of the other participants would not disclose sexual information with their parents and instead get their information from school. The other participants learned their education through peers. Half of the participants that learned through their peers had unwanted pregnancies and only a quarter of them attended college, the other quarter had jobs to support their families and the rest had sexually transmitted diseases. The ones who disclosed sexual information with their parents had protected sex only one participant had a sexually transmitted disease but all attended college. Lastly, the participants that learned through school half of the participants attended college; and the other half had stable jobs to support their families. This shows that family influences on romance impact the lives of young