This essay focuses on SOC 331 Women and Crime Spring. 2021 Assignment 3: Gender Specific Programming Points: 3 Assignment Objective: Apply criminological theory, including feminist criminological perspectives, to gender specific programming for female juveniles.
2021 Assignment 3: Gender Specific Programming Points: 3 Assignment Objective: Apply criminological theory, including feminist criminological perspectives, to gender specific programming for female juveniles. Assignment Requirements: Research a gender-specific program for juvenile females. Respond to the following question in a 250-word paper. Summarize the program, including purpose, goals, and gender-specific components. What criminological theory or theories support the need for this type of program? Additional Information:
Gender is defined by FAO as ‘the relations between men and women, both perceptual and material. Gender is not determine biologically, as a result of sexual characteristics of either women or men, but is construct socially. It is a central organizing principle of societies, and often governs the processes of production and reproduction, consumption and distribution’ (FAO, 1997). Despite this definition, gender is often misunderstand as being the promotion of women only. However, as we see from the FAO definition, gender issues focus on women and on the relationship between men and women, their roles, access to and control over resources, division of labour, interests and needs. Gender relations affect household security, family well-being, planning, production and many other aspects of life (Bravo-Baumann, 2000).
, link them directly to the management and sustainable use of agrobiodiversity. Through their daily work, rural people have accumulate knowledge and skills concerning their ecosystems, local crop varieties, animal breeds, agricultural systems and the nutritional values of various underused plants. They have become adept at maintaining their own scarce resources. Men and women act differently, because of their socially ascribed roles; therefore they have different sets of knowledge and needs.
Experience shows that agricultural, environmental and relate policies and programmes do not differentiate between male and female farmers. Therefore, they often fail to recognize the differences between men’s and women’s work, knowledge, contributions and needs. This has significant consequences for biodiversity as well as for gender equality. For example, Box 2 illustrates that in Bafoulabé region (Mali), women have more knowledge about the traditional rice varieties than men, as rice was traditionally considered as a women’s crop.
|[Box 2] GENDER DIFFERENCES IN KNOWLEDGE OF TRADITIONAL RICE VARIETIES IN MALI
In Bafoulabé region in Mali, rice was traditionally considered a female crop. It was near rivers or where water stagnate during the rainy season. Women would take care of the field individually or in a group. Their knowledge of landraces was vast. They could identify 30 different varieties by growth cycle, plant growth habit, plant height, number of stems, grain yield, grain size, form, colour, preparation quality, utilization and taste of the end product. Men had very little knowledge of traditional rice varieties, but they had the main responsibility for three improved rice varieties introduce to the village.
Source: Synnevag, 1997.