 Why generalizations? First of all, this module will tell us why in global job markets general statements are given about men and women and plurals are not used. The generalizations are constructed through discourse, through our talk, talk about men and women. Whose discourse? Those who have powerful place and you know place is also called habitus and this place means your place, your location in society, your status in society. If you are in powerful position your discourse will also be powerful. So these people who are powerful they make such discourses in which generalizations are paid. They ignore variant experiences. They think that all men are like this, all women are like this. They ignore their individual differences. Tribal sardars, for example, if we take example from Pakistan culture, Pakistan's context, so here tribal sardars, they do so in tribes because they are in powerful position. They make decisions, they make perceptions about women in general. They think that they don't have any power of decision making. So it is we sardars who can do that. Similarly, teachers do so in class. Teachers think that students are dependent on them. They don't know anything about a particular topic. We give them knowledge, we provide them information. Researchers also do the same thing. They construct generalizations on the basis of their sample data. They work with a small group of people or a small context and after that when they collect data they analyze their data and on the basis of that limited observation and data they make generalizations about the whole population, about the whole social group. For example, a research shows that a study white girls face crisis of confidence in adolescence. There was a study and they worked with white adolescents and on the basis of this sample they said that all white females they face crisis of confidence when they reach the age of adolescence beyond puberty. This perception comes from the sample of research. It is observed that black girls do not face such crisis in this age. Now because black girls were not part of this sample so this individual difference was ignored by the researcher and on the basis of white girl sample the researcher concluded that all girls regardless they are white or black they face confidence crisis when they are in adolescence. Now white teachers are in power. The point is why such generalizations are accepted because white teachers are in power and they talk about adolescent white girls as being more respectful less confident not as out-programmed as they were in their childhood. So because of this discourse of people people of power the teachers the generalization is made that all white girls lack crisis confidence. As US teachers consider black girls inferior their lack of confidence crisis in the same age is taken as rude and indecent. Here race involves with gender. Now to understand the relationship of power discourse and generalizations about gender about a particular sex we should do a task. Think your own experience as adolescents. Do you think confidence crisis is part of human development or it is gendered it relates with being a male or being a female. To wind up we can say that the study of gender should include experiences of males and females with respect to class race power and age and in this way we don't talk about generalizations because when we involve all these factors all these variables in the study of gender there would be differences and instead of using the terms masculine and feminine will be preferred to use the terms masculinities and femininities to cover all these differences.