Interrelationship Between Gender And Race

Stigma such as class, gender and race were instilled in individuals from an early age. Social division were created which transformed the way society perceived one another. Social stratification formed inequality of opportunity for different categories as society have negative stereotypes towards each groups (Payne 2013). Thus, the existence of different classes, gender and ‘race’ creates limitations and boundaries in the equality of opportunity. Interrelationship between these three factors exist where it can be explained through intersectionality where, equality of the society affects by the correlation of at least 2 or 3 of the factors stated (Macionis and Plummer 2005). Hence, this essay aims to explain the interrelationship between the
The quotation mark is to emphasise that racial identity is a form of social construction created based on historical events (Wacquant 2007). Singapore established multiracial society through categorising individuals into 4 races; Chinese, Malay, Indian and Others, to form state administration (Rocha, 2014). Web Du Bois coined the term “colour line” to explain the restriction that the African American have to face and “veil”, racial issues are being smokescreen, which can be applied in Singaporean’s race context (Appelrouth and Edles 2012). Another factor that could be the element for opportunity would be gender. Gender can be defined by the expectations of the different gender roles the individual are given. Since the beginning, men were given the role as the ‘provider’ in the family, hence upholding the self-labelled as ‘real men’ (Cheng, Yeoh and Zhang 2014). As accordingly, it is assumed that male has more rights and are given the consent to rule the society instead of the females, causing men to be the born leader of
The institutionalise racism behind elite school may affect other races in Singapore. Chinese and Malay will be the focus due to essay word limitation. Majority of the Malay practises Islam as their main religion which influences big part of an individual life. Due to religion priorities, upper class academic excel students opted to enter school such as Madrasah – Islamic school which provides global and religious study under one roof (Bakar 2000). Even though small number of Malay in elite schools exist, individuals find it hard to cope as they felt excluded from the cultures that were practiced by Chinese majority (Koh, 2014). Thus, Malays are frequently underrepresented in elite schools. There are other restrictions when it comes to race and class through jobs aspects. Chinese upper class individual have more opportunities to achieve the higher rank, due to chinese culture of ‘Guanxi’ where job opportunities are being conveyed commonly through strong ties than the weak ties (Bian and Ang 1997), as compared to the other class. Malays face disadvantages since this group do not practice guanxi’s culture. Even at young age, Malay students that are in the lower class have more restriction than the Chinese lower class when it comes to working life. Some employees