4.8 Gender and difference The discussion above referred to some of the stereotypes about the ways in which men and women supposedly communicate and interact with each other. For example, there is a view that in meetings men tend to talk in a supposedly rational way, while women's talk is associated more with feelings and emotions. It was also suggested that male workers are more likely to be intimidating or overwhelming in their relationships with service users and, by implication, that female workers might be less in
3.9 Being on the receiving end David and Marie Cameron, a married couple in their 40s, live in a middle-class suburb. Marie teaches French at the local secondary school, while David is a full-time official for a clerical workers’ union. Both are active in the local Labour 3.5 Ethnic categories As we noted in Section 1, the names and labels used to denote specific differences – including those relating to ethnicity – are always changing. For example, the term ‘mixed background’ was first introduced in the 2001 census; also, different categories were used in the Northern Ireland census. So ethnic identities say something about how society categorises people, not about unchanging facts ‘out there’. You may also have noticed that the categories in the list refer to differen 3.4 Describing your ethnicity The list of ‘ethnic’ groups below is taken from the UK census of 2001. Read through the list and then decide which term best desc 3.3 Ethnicity By contrast with ‘race’, ‘ethnicity’ is still widely used to describe differences between groups, although like ‘race’ it is a contested term. The terms ‘ethnic’ and ‘ethnicity’ are commonly used to denote groups of people who share common national or geographical origins, values and beliefs, and customs and traditions. Unlike the notion of ‘race’, ethnicity does not imply innate biological differences but rather similarities derived from belonging to, or being brought 3.2 ‘Race’ The word ‘race’ has largely been discredited in academic and policy discussions. You will notice that in this course, as elsewhere in the course, we have adopted the now common practice of putting the term ‘race’ in inverted commas, or ‘scare quotes’ as they are sometimes tellingly known. This is to indicate that, in current thinking, the idea of there being distinct ‘races’ and that human beings can be divided up on ‘racial’ grounds has been discredited. Racial thinking w 3.1 ‘Race’, ethnicity and communication As noted in the Introduction, much of the debate about difference and diversity in health and social care has focused on issues of ‘race’ and ethnicity. It is perhaps the area that first comes to mind when there is discussion about issues of communication and difference in care services, but it is also an area where the arguments are most complex and contentious. As you saw in Section 1, ‘racial’ or ethnic diversity has often been constructed as a ‘problem’ for health and so 2.8 ‘Difference’, power and discrimination These first few sections have emphasised the point that differences are always produced in a social context, and that a key part of that context is power relationships. As pointed out earlier, a key element of Foucault’s social constructionist approach is that the way in which people are categorised in society (for example, by gender, ethnicity or age) involves an exercise of power that reflects the ideas and interests of dominant groups. One of the key arguments against essentialist views 2.7.3 Identities have different and changing meanings Aspects of identity may have different meanings at different times in people's lives, and the meanings that they attribute to aspects of their identity (for example, ethnicity) may be different from the meaning it has for others (for example, being black may be a source of pride for you, but the basis of someone else's negative stereotyping). 2.7.2 Identities are dynamic The identities people assume, and the relative importance they attach to them, change over time because of both personal change in their lives and change in the external world (for example, as a result of changing ideas about disability). Consequently, identity should not be seen as something ‘fixed’ within people. Conclusion This free course provided an introduction to studying Health and Social Care. It took you through a series of exercises designed to develop your approach to study and learning at a distance and helped to improve your confidence as an independent learner. Acknowledgements Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 Licence Grateful acknowledgement is made to the following sources for permission to reproduce materia Keep on learning   There are more than 800 courses on OpenLearn for you to 1.9 Conclusion In this course you have seen the importance of the shared meanings that we construct together – how they enable us to act collectively within social situations. In particular, you have explored Goffman’s ideas about how those meanings are constructed through: the way we present ourselves within social situations the way we respond to other people’s presentation of themselves and help to shore up their performances. 1.7 ‘Care values’ in relationships In his dealings with Lynne and Arthur, Dev is expected to speak and act in accordance with the basic values of the social work profession. CCETSW guidelines include the requirement that he should: Identify, analyse and take action to counter discrimination, racism, disadvantage, inequality, and injustice, using strategies appropriate to role and context; and Practise in a manner that does not stigmatise or di Planning an evaluation The evaluation should have clear aims and objectives. It is also helpful to decide where its boundaries should lie – how much or how little is to be evaluated? 1.5.3 The doctor-nurse relationship In reality, however, the nurse spends much more time with patients and often knows a lot that the doctor does not. Somehow the nurse needs to be able to communicate essential knowledge to the doctor, in the patient’s presence, without appearing to undermine the doctor’s ‘omniscient’ status. According to Leonard Stein’s research in America, they achieve this through playing ‘the doctor–nurse game’. T 1.5.2 Playing doctors, nurses and patients It is easy to see how junior doctors can see 1.2.1 A different definition Click to read the interview excerpt with Reg Martin. 1.2 Defining the scene Let us first consider what kind of ‘scene’ the home help was proposing that she and Reg should play out together.
Case Study 2: The Cameron family
Activity 5
Study another free course
Activity 4
Activity 7: The doctor role
Activity 2: A different definition
Activity 1: Defining the scene
