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Course 406 - Theology of Work

Course 406 - Theology of Work (3 credits) This course will look at the theology of work and how work fits into ministry and God’s Kingdom.

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The Maria paradox

Gil, R.M. & Vazquez, C.I. (1996). The Maria paradox. New York: G.P. Putnam’s Son.

OVERVIEW

Latina women often experience a profound clash between values and culture and the opportunities and expectations they find in America. The Maria Paradox, written by two Hispanic American women—a psychotherapist and a psychologist—addresses this issue, seeking to help Latinas "merge old world traditions with new world self-esteem." At the heart of the book is the concept of " ‘marianismo,’ " the Latina equivalent of what machismo is for Latino men. The authors state that just as the role of the man is determined by the rules of machismo, so is the woman’s determined by those of marianismo. In their home country, this social role provides women protection as wives and mothers. It also offers women respect and a life free from loneliness and wants. However, in the new country, marianismo binds Latinas in a no-win situation, as it insists that they live in a world that no longer exists and it perpetuates a value system that equates perfection with submission.

Marianismo is the ideal role for Hispanic women, viewing the Virgin Mary as the role model. The authors number the ten rules of marianismo. Among the list is the following:

  • Do not forget a woman’s place.
  • Do not be single, self-supporting, or independent-minded.
  • Do not put your own needs first.
  • Do not be unhappy with your man, no matter what he does to you.
  • Do not forget that sex is for making babies, not for pleasure.
  • Do not ask for help.
  • Do not discuss personal problems outside the home.
  • Do not change.

Using exercises and case studies, the authors thoroughly consider the marianismo’s impact for Latinas in the United States. They present avenues for change and acculturation by integrating the good of the home culture with the good of the new one, encouraging Latinas therefore to become " ‘new marianistas.’ "The Maria Paradox is a great book that all Latinas, those working with them, or those married to them should read. It sheds light into those dark, fussy areas and exposes the "invisible yoke" (marianismo), thus opening a window of hope.

QUOTATIONS

 

 

…if machismo is the sum total of what a man should be, marianismo defines the ideal role of woman…taking as its model of perfection the Virgin Mary herself. Marianismo is about sacred duty, self-sacrifice, and chastity. About dispensing care and pleasure, not receiving them. About living in the shadows, literally and figuratively, of your man-father, boyfriend, husband, son-your kids, and your family.

Traditional marianismo says that women are spiritually superior to men and capable of enduring all suffering.

Veneration may be the reward tendered to ‘la mujer buena’, but in actuality you end up feeling more like a servant than a subject of adoration. Indeed, the noble sacrifice of self (the ultimate expression of marianismo) is the force which has for generations prevented Hispanic women from even entertaining the notion of personal validation.

 

 

QUESTIONS FOR REFLECTION AND DISCUSSION

  1. Do you think that marianismo is compatible with life in America? Why or why not?
  2. After looking at some of the rules of marianismo, how would any one of these create a conflict in the life of a Latina in America?
  3. Do you see the effects of marianismo within any Latina teens in your youth group?
  4. Since the concept is so inbred within the culture, can Hispanic American mothers prevent the future pain of their growing daughters? If so, how?

IMPLICATIONS

  • If mothers, teachers, counselors, youth workers, etc, become aware and understand the concept of marianismo and how it plays to various degrees in the life of Latinas, it would greatly aid in the difficult process of acculturation and moving toward self-esteem.
  • Latinas can use this book as a launching board toward freedom and wholeness.

Ana Reid cCYS

How AmeriCorps Can Counter Nonprofit Funding Bias

Research shows that while 52.4% of those in poverty in the USA are people of color, only 16.5% of nonprofits are led by people of color, and only 3% of foundation funding goes toward organizations that are led by people of color. This presentation provides three recommendations of how AmeriCorps can counter this bias: (1) reaching out to organizations led by people of color and faith-based organizations (2) requiring grantees provide diversity profiles (3) Revising funding priorities.

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Course 415 - Professional Practices

Course 415 - Professional Practices (3 credits)

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Whatever happened to daddy’s little girl: The impact of fatherlessness on black women

Barras, J.R. (2000). Whatever happened to daddy’s little girl: The impact of fatherlessness on black women. One World.

OVERVIEW

More has been written about the impact of fathers and fatherlessness on boys than on girls. With this book, Barras has attempted to fill that void. Abandoned by the man she thought was her biological father, she came to realize she had been abandoned by three men.

Girls who lack fathers, she says, can suffer a lifetime fearing abandonment and rejection, feeling unworthy and unlovable, avoiding intimacy and commitment. Such woman may obsessively seek to fill the void with alcohol, sex, and drugs. They may experience bouts of anger, rage, and depression.

This is not only a poignant telling of her own story and of insights derived from her suffering. This book provides proposals for healing for those who seek release from the "fatherless woman syndrome." It begins with a 25-question self-examination and includes practical advice for healing.

The most powerful introduction to this book is listening to some of its striking quotations:

 

By the time I was eight years old, I had already lost three fathers—Bill, John, Noel. Each one had abandoned me. Each one wounded me—emotionally and psychologically…A girl abandoned by the first man in her life forever entertains powerful feelings of being unworthy or incapable of receiving any man’s love. Even when she receives love from another, she is constantly and intensely fearful of losing it. (p. 1)

Teen girls who grow up without their fathers tend to have sex earlier than girls who grow up with both parents. Sometimes sex isn’t enough. Fatherless girls develop an obsession with having a baby. (p. 70)

I know the symptoms of the syndrome… (p. 74) I think every man wears my father’s face…The search is relentless. Obsessive. Destructive. Pathetic. I go from house to house, from bed to bed, from wrong man to wrong man—sometimes the right man for the wrong reason. I am impatient and intolerant. Absolutely confused. I proclaim victory where there has been none and declare defeat far to prematurely. This is wisdom sculpted from hindsight, disappointment, fear, and resolve. (p. 89ff)

 

QUESTIONS FOR REFLECTION AND DISCUSSION

  1. What is your interest in this book, and do you plan to read it?
  2. Who, in your opinion, needs to read this book?
  3. The book is especially directed to black women. How universal across cultures do you consider it to be?
  4. What do religion and traditional wisdom say about the place of a father in a girl’s life?
  5. How do you see society best treating this syndrome? How can it be prevented?

IMPLICATIONS

  1. This book fills an important void; there are several fine books about girls but none have dealt specifically with the issue of fatherlessness.
  2. The issue of the black family has been a sensitive one since the infamous Moynihan Report (1965). Books like Andrew Billingsley’s Climbing Jacob’s Ladder: The Enduring Legacy of African-American Families (1992) puts the issue of black families in historical and sociological perspective noting the strength and resiliency of black families.
  3. Within the critical issues of racism and poverty, it is important to hear individual voices such as Jonetta Barras.
  4. A society with any concern for its future will give study the issue of fatherlessness and move to support and strengthen fathers who can serve their families with dignity.

Dean Borgman cCYS

The war against women

Mithers, C.L. (1989, October). "The war against women." Ladies Home Journal, p. 137.

OVERVIEW

SITUATIONS

The story that gives women nightmares. A teenager girl was abducted from a bus station in downtown Los Angeles and repeatedly raped. After several days, she managed to escape into the street, flag down a car and ask the men inside for help. Instead they raped her.

While that story is horrifying, what is more unthinkable is their prevalence. Consider these abhorrent scenarios:

  • A Wall Street investment banker is now trying to learn basic reading and math skills after being raped and beaten while jogging in New York City’s Central Park.
  • A mentally impaired girl was beaten for an hour with a miniature baseball bat and broomstick by boys who had known her since childhood.

"We’re seeing a culture in which it has become okay to hate women," says Jennie Balise, of the Los Angeles Commission on Assaults Against Women. From the National Coalition Against Sexual Assault in Minneapolis, Nancy Biele, laments, "I’ve been doing this kind of work for fifteen years, and it feels more dangerous out there to me now."

STATISTICS

According to the FBI, one woman is raped in the U.S. every six minutes and one in ten U.S. women will be raped in their lifetime.

These are only the reported crimes. Some maintain that as many as one in three women in the U.S. will be raped in her lifetime. Nor are women safe at home. According to Surgeon General C. Everett Koop, "Battery is the single most significant cause of injury to women in this country":

  • A woman is beaten every fifteen seconds.
  • At least four women are killed by such beatings each day.

The change in mood on college campuses is alarming:

  • Specialists in rape counseling and education report a striking desensitization among university students.
  • Between 75% and 90% of campus women have experienced an incident that made them feel degraded.
  • Women marching in an anti-pornography march were taunted with cries of "gang rape, gang rape" and "I’ll take that one."
  • A survey (by Mary Koss, University of Arizona) of 6000 university students revealed that one in twelve men admitted to forcing or trying to force a woman to have intercourse.
  • A significant percentage of male students and some females consider rape an appropriate response to some situations.
  • Brooklyn district attorney, Elizabeth Holtzman, reports an increase of 200% in boys under 13 years of age arrested in rape—while arrests for all under 18 years of age increased 27%.

One boy commented on his raping a young woman: "She was weak. She couldn’t do nothing. I was a dominant force over her."

"Despite decades of crusades against rape and other assaults, sexual rage is not only not abating, it is getting worse," concludes the author of this article. How do experts explain this growing epidemic of sexual violence against women?

CONTRIBUTING FACTORS

  • The effect of sexually-exploitive media and commercials contribute to this type of violence.
  • There is an obvious need for power in this sexual violence and an anger that may be part of a backlash against the gradually increasing power of women in our culture.
  • The role and sexual identities of men are confused in our society. There is a great emphasis on physical strength and "misogynistic images appear everywhere."
  • Computer software like "MacPlaymate" depicts "a nude, spread-eagled woman ‘ready to entertain your wildest electronic fantasies.’ " The program is "as sexist as h---," admits Mike Saenz, its 29-year-old programmer.
  • Comic books like Black Orchid begin with a woman being tied up and set afire. Displaced Paranormals has an attractive female "mutant" suspended from the ceiling being tortured.
  • Neil Malamuth’s Pornography and Sexual Aggression (1984) analyzes the negative effects of "coupling sex and aggression" in men’s magazines.
  • A basic theme of slasher films like "The Tool Box Murders" and the "Friday The 13th" series is that of an "independent woman" being killed in a "sadistic and highly sexualized way," according to Pauline Bart, University of Chicago sociologist.
  • Popular music like that of Guns ‘n Roses: "I used to love her/but I had to kill her" and Poison’s "I Want Action": "If I can’t have her I’ll take her and make her." "Treat Her Like a Prostitute" is a record by Slick Rick.
  • Stand-up comedy is particularly alarming because of its popularity among young men.
  • Eddie Murphy: "Remember the good old days, when you could beat up on a woman?"
  • Sam Kinison: "I don’t condone wife beating...I understand it."

A Los Angeles woman who took in Andrew Dice Clay’s portrayal of women as "a series of pliant orifices accompanied by a plaintive nagging voice (according to one reviewer) had this to say: "(It was) forty of the most upsetting minutes I’ve ever experienced." Even so the show "draws raucous approval from hundreds of male fans."

THE COST

The toll taken by the war against women (the author of this article continues) is clear and devastating. For the millions who’ve been the victims of sexual assault, life will never be the same.

According to a study co-authored by Susan Sorenson (clinical psychologist at UCLA), victims of rape and other sexual assaults are much more likely than nonvictims to suffer from major depression, alcohol or drug dependency, or anxiety disorders such as phobias and panic attacks.

SUGGESTED STRATEGIES

  • Effective enforcement and strengthening of existing laws.
  • Counseling and training for those within the justice system—even judges.
  • Effective socializing of boys and girls.
  • Parental concern and discussion with children about exploitive messages in the media (i.e., music, videos, commercials, etc.).
  • Elizabeth Holtman cautions the men of our society: "Speaking out against violence in media and particularly violence against women is crucial...It’s essential, too, for men to understand that sexual harassment, even if it is not violent, is part of a spectrum that has rape and murder at its farthest end." Bonnie Lynn of New York adds in response to an offensive New York Times article that attempted to be humorous about the "Preppie Murder": "Sexual harassment is not a lunchtime sport. In its extreme, the idea that women are fair game leads to a kind of animal violence that was demonstrated against the woman in Central Park."

QUESTIONS FOR REFLECTION AND DISCUSSION

  1. What, in this article, concerns you most? How do you explain the attitude of those who do not see this issue as one of grave concern?
  2. Can you believe that half of women in the U.S. have been sexually abused as children, date raped, or raped by strangers?
  3. Regardless of the exact extent of this problem, do you agree with the causative factors suggested in this article? Which of the factors would you dismiss? What would you add?
  4. Omitting specific mention of actual assault, how do you feel you may be a victim of, or guilty of, sexual harassment or sexual exploitation?
  5. What are your final suggestions for personal and social improvement in sexual exploitation and violence?

IMPLICATIONS

  1. There are many forms or rape; their effects on individuals are all devastating.
  2. There are many signs that victims do offer, especially the one of hurting and fear of talking about it. Be sensitive and knowledgeable when addressing this delicate subject.
  3. One must face how he or she feels about this type of violation and determine one’s own reactions before comforting, helping, and listening to another who has been violated.

Dean Borgman and Anne Montague cCYS

Teenage girls find lifelike dolls bring lifelike responsibilities

 

Lavin, E. (1995, April 6). The crying game: Teenage girls find lifelike dolls bring lifelike responsibilities. Los Angeles Times.

OVERVIEW

Several schools nationwide have embarked on the Baby Think It Over program, a pregnancy prevention program in which students considered at high risk of becoming pregnant are assigned lifelike baby dolls. The $220 computer-controlled "baby" has a recording of a newborn’s cries that cannot be quieted unless the doll is properly cuddled and "fed," which entails inserting a key into its monitoring device. Yellow, red, and green alarms light up on the doll’s back if the teen neglects or mishandles it. It usually takes 10 to 30 minutes to calm the babies.

A 17-year-old participant of the program took her baby to church choir practice and it started crying while she was singing. Unable to quiet it, she finally had to leave. ‘That was a doll,’ she said, ‘Imagine a real baby.’

The 17-year-old is a student at South Gate High School in Los Angeles County. One out of every 10 girls gets pregnant each year at South Gate. Schools are turning to the computerized dolls at a time when teenage pregnancy has become one of the most emotional elements in the national debate over growing federal welfare payments. About 90% of welfare money goes to fatherless families that most often started with unwed teenage mothers.

The San Diego-based company producing the Baby Think It Over dolls offers dolls of different races. The manufacturer also makes a "crack baby," whose crying is more frequent and accompanied by tremors.

A freshman participant in the program said the exercise was just a practice shot for her plans to have a child. ‘My boyfriend and I are going to have a baby in October,’ said the 15-year-old, ‘I know it’s going to be hard...but that’s OK. I always wanted to have a baby.’

Mary Jurmain, president of the Baby Think It Over company, says ‘I don’t think the doll is a panacea. It needs to be used with a good program. Kids need to hear about the pros and cons about having babies and need to understand other responsibilities. Baby Think It Over does have its limitations.’

QUESTIONS FOR REFLECTION AND DISCUSSION

  1. What do you think? Do you see any dangers or disadvantages of this program?
  2. Should boys be asked to participate as well?

IMPLICATIONS

  1. Adolescent immaturity involves taking risks without thought of consequences and responsibility.
  2. No one fact, method, or program will change high-risk adolescent behavior.
  3. Treating sexual activity and pregnancies among unmarried teenagers as a national public health issue is a first step toward a unified way of reducing their frequency.

Sheila Walsh cCYS

Adolescent depression: Why more girls?

 

  Peterson, A.C., Sarigiani, P.A., & Kennedy, R.E. (1991). Adolescent depression: Why more girls? Journal of Youth and Adolescence, 20(2), 247-271.

OVERVIEW

Sex differences in depression have been identified in several studies between adult men and women; the findings show a greater prevalence among women. There seems to be a change during early adolescence that triggers depression. Identifying this change may help to explain the greater likelihood of depression among girls.

There are three major theories which predict sex differences in depression during adolescence.

      Stressful Life Events   . Girls between the ages of 12 and 14 report more unfavorable daily events; they also react more negatively than boys. According to Simmons et al (1987) "the number of changes experienced in early adolescents is significantly related to poorer self-esteem."Coping Resources. External resources such as close relationships with parents (especially with fathers) have shown to aid girls with adjustment (Sarigiani and Peterson, 1989). Girls also have a tendency to use "internalizing" defense mechanisms as coping style.

Gender Intensification. As they enter puberty, boys begin to identify more strongly with masculine stereotypes and girls identify with feminine stereotypes (Hill and Lynch, 1983). The link between the feminine stereotype and the tendency for depression may be a lack of masculine characteristics. The likeliness of depression in girls may also be due to what they see as being the negative aspect of puberty, such as changes in body shape (Peterson, 1979).

The authors believe that "the nature and number of changes in early adolescence appear to be related to depressed affect in early adolescence." The main focus of this study is therefore to find out if theses effects are temporary or enduring.

DESIGN

Sixth grade students were randomly selected from two suburban, upper middle-class school districts. A follow-up study was conducted in grade 12 (this sample consisted of only half of the original group). Individual interviews were main source of gathering data during early adolescence; questionnaires were incorporated during the 12th grade follow-up.

The following variables were measured:

Early adolescent change Social support   Coping responses   . This variable defines the adolescent’s link with sex role identity.. Support includes impact of closeness to parents and best friends.

. Changes include pubertal timing (the age at which growth is fastest); synchronicity of pubertal timing and school change (from elementary to junior high or middle school); family changes such as divorce or separation, death or illness of family member, or a family member’s departure from home.

FINDINGS

  • Sex differences in depression were found for 12th grade students, but not in early adolescence. Synchronicity of pubertal timing and school change account for these sex differences.
  • Early adolescent changes (six months before transition to new school) are significantly related to development of depression for both boys and girls.
  • Both mother and father can lessen the negative effect of family changes, but only closeness with father helps the adolescent cope with synchronous school and pubertal change. Girls showed significantly more depressed affect and poorer emotional tone than boys in the 12th grade.

CONCLUSIONS

  • Girls are more likely to experience pubertal change before or during changing schools, thus making them more vulnerable to depression.
  • Close relationships with parents buffer the long-term negative effects of early adolescent changes.
  • Early pubertal timing and synchronous school and pubertal change have most consistent negative long-term effects.

The following resources were used for this research review:

  • Hill, J.P., and Lynch, M.E. (1983). The intensification of gender-related role expectations during early adolescence. In Brooks-Gunn, J. & Peterson, A.C. (eds.). Girls at puberty: Biological and psychological perspectives. New York: Plenum.
  • Peterson, A.C. (1979). Female pubertal development. In Sugar, M. (ed.). Female adolescent development. New York: Brunner/Mazel.
  • Sarigiani, P.A., & Peterson, A.C. (1989). Perceived closeness with parents and adjustment in adolescence. Manuscript submitted for publication.
  • Simmons, R.G., Burgeson, R., Carlton-Ford, S., & Blyth, D.A. (1987). The impact of cumulative change in early adolescence. Child Development, 58, 1220-1234.

QUESTIONS FOR REFLECTION AND DISCUSSION

  • Can other adults besides parents help adolescent girls cope with stressful events by developing close relationships? How?
  • How can mothers be more effective in buffering the negative effects of synchronous school and pubertal changes?
  • What other variables can help lower the risks for young girls?

 

IMPLICATIONS

Youth workers can apply this information by focusing on teaching both girls and boys effective coping skills (girls particularly need to adopt more externalizing mechanisms) and by strengthening parent-child relationships, especially for those who are experiencing multiple changes.

Sylvia Jazmaji cCYS  

 

Sex differences and adolescent depression

 

Allgood-Merton, B., Lewinsohn, P.M., Hops, H. (1990, February). Sex differences and adolescent depression. Journal of Abnormal Psychology, 99(1), 55-61.

OVERVIEW

A number of studies have consistently found that, in adolescence, there is an increase in female depression and a decrease in male depression (Gjerde). Also, several studies show negative body image as a correlate of depression in high school and college students. In one study analyzing body image as a predictor of girls’ depression, grade six through nine girls were tested, and it was found that body image contributes to the "persistence" of depression (Rierdan). In a paper presented at the Annual Conference of the National Association for Women Deans, Administrators, and Counselors, Leslie McBride said that the emphasis on slenderness—coming from the media, a middle- and upper-class preoccupation with fitness, and the image promoted by the women’s movement—has horribly affected females who deal with a negative body image, a poor self-concept, and depression. In fact, as the "ideal female weight" has been decreasing, the real female weight average has been increasing (McBride). Adolescent women are in turmoil.

The test at hand resulted from all such knowledge. Young women, beginning in adolescence, are depressed into their adulthood. The purpose of this study was "to explore psychosocial factors hypothesized to be associated with depressive symptoms in adolescence and with the female preponderance thought to emerge during this period." Factors included sex, age, self-esteem, stressful recent events, body image, self-consciousness, and "the degree to which an adolescent self-reports attributes associated with masculine stereotypes." The following hypotheses were submitted: the above factors will be correlated with depression and be contributed to the pronounced female depression of adolescence.

The study notes that "Boys are culturally reinforced for learning active, instrumental behaviors, girls are not; as a consequence, women are likely to develop a less active coping style than men and to perceive themselves as less resourceful and self efficacious."

DESIGN

Participants in the study were ninth through twelfth grade students, mostly white, of middle- to upper-middle economic status, and suburban. They evenly spanned the age range, yet more girls were involved than boys. Two tests were performed—one month apart—with 802 teens the first time and 686 the second. Participants were given self-report questionnaires. An assessment battery tested for each factor.

 

FINDINGS

Effects due to gender were found in every area. Girls in every age group reported more symptoms of depression, less satisfaction with their appearance on three different measures of body image, and significantly lower self-esteem. "Girls were more aware of their inner states, more self-reflective, more publicly self-conscious, and had greater social anxiety than did boys." Girls also reported many more stressful recent events and attained lower masculinity and higher femininity scores.

On the CES-D, a measure for depression, more boys scored below the mean, and more girls above it. Of the seventeen per cent scoring in the "extremely high range," girls outnumbered boys two to one.

Low self-esteem, negative body image, recent stressful events, a low number of masculine attributes, and self-consciousness correlated with depression. Recent life events correlated with depression for both girls and boys, but "the relationship between body image and self esteem was significantly stronger for girls than for boys..." A test was also performed in which all the variables for which a gender difference was found were controlled. This step greatly reduced the gender effect. In other words, if girls and boys have the same number of contributing factors, their levels of depression will be much the same.

CONCLUSIONS

  • Neither the depression nor the difference between the genders in the rate of depression increases with age. Thus, there is a sharp increase in gender-effect and prevalence occurring before high school. Studies dealing with fifth through eighth graders are therefore crucial.
  • Like adults, adolescents’ self-esteem correlates with depression. Stressful recent events correlate with and facilitate depression, as hypothesized. It has been observed that a stressor tends to lead to depression one month later.
  • Body image seems to comprise a huge portion of self-esteem, especially for girls. It is an all-important correlate and cause of depression. Girls scored low on masculine instrumentality, as was expected, but this factors in for both sexes. Self-consciousness apparently accompanies, but does not cause, depression.
  • The researchers believe that the differences between the sexes—females being more depressed, more self-conscious, having more feminine attributes, having more recent stressful events, and having more negative body image/self-esteem—is indicative of the adolescent female experience.
  • "Clearly the most important variables in reducing the sex difference were body image and self esteem...these results suggest that if adolescent girls felt as physically attractive, effective, and generally good about themselves as their male peers did, they would not experience so much depression..."
  • Being low in the self-efficacious, instrumental attributes (masculinity scale) makes all the difference. Note the researchers, "...girls feel more helpless, hopeless, and stressed than boys do."

CRITIQUE AND EVALUATION

It is easy to see that boys and girls are conditioned very differently: girls are conditioned to be helpless and reliant upon men; boys are conditioned to accomplish and be self-sufficient. Girls are often taught to focus on boys, and they are told to physically appear as the media dictates in order to capture the boys’ attention. These variables can understandably depress an adolescent female.

 

 

IMPLICATIONS

This study suggests that body image and self-esteem cause and correlate with female depression. Youth leaders should find out why body image depresses girls, but not boys. Girls feel pressure to be built like supermodels, while boys are not compelled to achieve the same image.

cCYS

 

 

 

Volunteer Opportunities: Gender

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