Gender Language Acquisition And Language Use Psychology Essay

Gender Language Acquisition And Language Use Psychology Essay INTRODUCTION Over the last thirty years there has been a sharp increase of research on the differences between men and women, in particular the extent to which men and women use language differently. The purpose of this project is to identify the differences between male and female speech and how societys attitude towards gender has an impact on language acquisition and language use. Firstly this project will introduce the subject of sociolinguistics with a focus on stereotyping, language acquisition and the general differences in speech between males and females. Secondly, current opinions and attitudes will be discussed along with recent research that has been carried out examining if gender stereotyping exists and whether it has an impact on language acquisition and the way language is used. Lastly it will analyse findings from my own research of colour terms used by a sample of 10 children. Sociolinguistics is the study of the relationship between language and society, and how society influences or affects the way in which language is used by individuals or groups (Crystal, 2008). Gender Difference is a branch of sociolinguistics that focuses on how males and females communicate and what differences there are between the two sexes. Over the last 20 years research has been conducted to try and answer such questions as Do women really talk more than men? Do men swear more than women? and Do women gossip more than men. The main differences identified between the way men and women communicate are: mens language is more dominant, aggressive, assertive, confident and forceful and womens language is submissive, cooperative, emotional and sincere (Pearson, 1985). Research has been carried out to examine whether these differences are due to biological or social factors. LITERATURE REVIEW Early research examining the relationship between gender and language was first carried out by Lakoff in 1975 and published in her book Language and Womans Place. Lakoff identified several factors that make womans language different to mens. Womens language contains more: Hedge phrases: sort of, it seems like; Polite forms: would you mindà ¢Ã¢â€š ¬Ã‚ ¦; Tag questions: you are coming to dinner, arent you?; Standard English and tend to avoid using expletives. Lakoff stated that women are reluctant to force their views on another person which explains the use of hedge phrases. This view was supported by McMillan et al (1977). In relation to tag questions, Mulac Lundell (1986) found similar results with their research however studies by Dubois Crouch (1975) contradicts this as they found that men were more likely to use tag questions than women. Holmes (1984) also disagreed with Lakoffs suggestions of tag question and found that in most cases women used them to give the person being spoken to an opportunity to speak. Lakoffs research also found that women notice more detail than men causing women to be more perceptive; they notice things such as tone of voice, facial expression, and body language. She noted that women use a greater variety of descriptions when describing colours, (violet instead of purple or crimson rather than red. Glass (1992) carried out research to identify biological differences and found that in males the right hemisphere of the brain matures faster than the left where as the opposite occurs in females with the left hemisphere of the brain developing first. Therefore men are more adept at right hemisphere tasks such as solving mathematical problems while women are better with left hemisphere tasks such as developing language and vocabulary. Differences that arise due to social factors could be due to the fact that there is an element of sexism in language which instils gender stereotyping. Words that represent women or refer to women tend to have negative connotations (Romaine, 2008). If we look at the words that describe a single male (bachelor) and a single female (spinster), for many people the word bachelor would imply a young, single, professional male with prospects where as the word spinster would suggest a lonely, old female, yet they both mean the same for each gender. Nilsen (1977) carried out research using 500 dictionary words which had either male or female connotations. 385 were found to have male connotations compared to only 132 with female connotations. Nilsen looked at the words for negative connotations and found that the number of words with negative female connotations outweighed the number of male ones by 25%. There has been a lot of research examining whether the impact of gender stereotyping at an early age has had an influence in the use of language. Eisenberg et al (1985) found that parents will more often than not choose toys that are associated with their childs gender. Caldera (1989) looked at the type of toys children play with and the role they have in language development. He found that boys toys such as cars and trains have low levels of teaching and questioning and require little or no interaction with a parent. Boys will often mimic the sounds related to the toy (e.g. beep beep for a car or choo choo for a train) but the toy requires no conversation. In contrast, girls toys such as dolls and prams require a certain amount of role play that elicits constant verbal interaction with the toy with the child giving a step by step account of what will happen next (e.g. it is now time for your nap), which often leads to a parent becoming more involved making comments and questioning ( Caldera, 1989). By the end of a childs first year gender differences are already evident in the way they play and dress and the way adults interact and communicate with them. Parents will typically choose to dress a boy in blue or a girl in pink because that is what gender stereotyping dictates. Pearson Davilla (2001) found that baby boys are often described as strong, solid and independent where as baby girls are described as loving, cute and sweet thus reinforcing gender stereotypes. This type of gender stereotyping has also been found to occur in school textbooks with language often emphasising the ideas of males and females (Cameron, 2007). The use of terms like he, him and his, and men when referring to a person or people reinforces gender language with females made to look inferior to males. Males and females are typically represented in traditional gender roles with women as mothers and housewives, and men as professional breadwinners. Again women are portrayed in more submissive and inferior roles. This was more noticeable with reading schemes from the 1960s and 1970s. Males are also seen as having more opportunities than females as they are portrayed as being more adventurous and physically stronger than women. Females seem more caring and are seen as more interested in domestic matters taking a submissive role to allow male dominance. However Bradley (1981) and Weatherall (2002) have argued that there are no significant differences between male and female speech. METHODOLOGY In order to obtain comparable data I needed to ask a sample of children to look at a picture and give the name of each colour of a specific object within the picture. As this research was to be conducted during the Christmas season I used a sample of children who were attending a Christmas party. I devised a questionnaire which contained a colourful Christmas themed picture of Santa flying his sleigh along with five questions asking to name the colour of different objects within the picture (Appendix 1). The picture chosen had different shades of colour in order to allow a variety of answers for a particular object. The research was carried out on a small scale using a mixture of interpretive and positivist methods. A sample size of 10 children was used ranging from age 4 to 9 with an equal number of males and females to allow a more accurate comparison of data relating to gender. The children sampled were enjoying themselves at a Christmas party. Each child was sat down individually at a quiet table and asked to describe the colour of the various objects in each question. They were also asked their age. The time taken to answer the questions was an average of 4 minutes per child. FINDINGS I have analysed the findings for each question individually in order to compare the differences between genders. Q.1. What colour is Santas hat? In the picture, Santas hat is a standard red colour therefore it is not surprising that red was the answer given by 100% of the children. Q.2. What colour is the sky? The sky is a shade of blue which could be described as a light blue or sky blue. 80% of the boys gave the answer blue where as this answer was only given by 20% of the girls. Sky blue was the most popular answer which was given by 60% of the girls. Light blue was given by 20% of girls and 20% of boys. Q.3 What colour is Rudolph? Rudolph is a brown colour that could be described in a number of ways. 80% of boys answered brown compared to 40% of girls. Interestingly one girl (20%) gave the answer nutmeg while a second girl (20%) answered fawn and a third girl (20%) answering light brown. Fawn brown was also given by 20% of boys. Q.4. What colour is Rudolphs scarf? Rudolphs scarf is a dark shade of green. Green was the answer given by 80% of boys and 80% of girls. Only two other shades were given; moss green (20% boys) and sage (20% of girls). Q.5. What colour is Santas sleigh? Santas sleigh is red but it is a much darker shade of colour than his hat. Of the boys sampled, 80% gave the answer red with only one boy (20%) giving a different answer of burgundy. None of the girls gave the simple answer of red. 60% distinguished that is was a much darker red than Santas hat and therefore described it as dark red. One girl (20%) gave the answer maroon and another girl (20%) gave the answer burgundy. The table below shows the results along with each Childs gender and age: Response to Questions Child Gender Age Q.1 Q.2 Q.3 Q.4 Q.5 A M 8 Red Light Blue Fawn Brown Moss Green Burgundy B M 8 Red Blue Brown Green Red C M 9 Red Blue Brown Green Red D M 4 Red Blue Brown Green Red E M 7 Red Blue Brown Green Red F F 6 Red Sky Blue Nutmeg Sage Maroon G F 7 Red Light Blue Fawn Green Burgundy H F 5 Red Blue Brown Green Dark Red I F 6 Red Sky Blue Light Brown Green Dark Red J F 6 Red Sky Blue Brown Green Dark Red DISCUSSION/ANALYSIS The results show that females take more notice of details than males as the female children were more perceptive when looking at the picture and therefore gave a greater variety of colour descriptions. These results agree with Lakoffs research of Language and Womens Place. Lakoffs research was published more than thirty years ago and her specific claims about the way language is used by woman have been overturned as more recent research does not support them as the research was based on intuition. (Cameron, 2007). However, Lakoffs arguments that language-use, gender and power are all connected is still supported (Cameron, 2007). Individual differences may account for some of the variations in the results. Child A, a male child, gave colour terms of Red, Light Blue, Fawn Brown, Moss Green and Burgundy which suggests that other social factors besides gender stereotyping may have an influence. The way people use language is affected by the context of the situation they are in and to whom they are engaging in conversation with (Cameron, 2007). Holmes (1984) uses the analogy of a tightrope to explain: Women are obliged to walk a tightrope of impression management, continually demonstrating their professional competence while also making clear that they have not lost their femininity that they are not, for example, aggressive or uncaring (Cameron, 2007). Factors such as socio economic background, parent influence and other interests may have a direct effect on language acquisition and needs to be researched further. CONCLUSION The differences between males and females can be attributed to biological and social factors. Research by Glass (1992) shows that the brain develops differently in males and females which results in the two genders having a preference for tasks that are associated with that part of their brain that matures faster. Social factors such as gender stereotyping has a significant influence on language use as it helps to reinforce the roles that society dictates men and women should have. Gender stereotyping occurs from birth Females use language as a way to develop personal relationships where as men use language to assert independence and status. People adapt their language to different contexts therefore gender differences is a difficult area to study. Gender alone cannot account for differences in language use and as such other factors such as socio economic background, education and individual differences should be taken in to account. Much of the research carried out has identified what the differences are between male and female speech but with little suggestions as to why these differences occur. REFERENCE LIST Bradley, P. H. (1981) The Folk Linguistics of Womens Speech: An Empirical Examination. Communication Monographs. 48, pp73-90 Caldera, Y.M. (1989) Social interactions and play patterns of parents and toddlers with feminine, masculine and neutral toys. Child Development, 60, pp70-76. Cameron, D. (2007) The Myth of Mars and Venus. New York: Oxford University Press Crystal, David. (2003) The Cambridge Encyclopedia of the English Language. Second Edition. Cambridge: Cambridge University Press, p.298 Dubois, B. L., Crouch, I. (1975) The question of tag questions in womens speech: They dont really use more of them, do they? Language in Society, 4(3), pp.289-294. Eisenberg, A.R. et al (1985) Childrens Talk: Learning to use Language. New York: Norton. Glass, L. (1992) He Says, She Says. Closing the Communication Gap Between the Sexes. New York: G.P. Putnams Sons. Holmes, J. (1984) Hedging Your Bets and Sitting on the Fence: Some Evidence for Tag Questions as Support Structures. Te Reo, 27, pp.47-62. Lakoff, R. (1975) Language and Womans Place. New York: Harper Colophon Books. McMillan, J. R. et al (1977) Womens language: Uncertainty or interpersonal sensitivity and emotionality? Sex Roles, 3, pp.545-559. Mulac, A., Lundell, T. L. (1986) Linguistic contributors to the gender-linked language effect. Journal of Language Social Psychology, 5, pp.81-101. Nilsen, A. et al (1977)  Sexism and language. Illinois: National Council of Teachers of English, pp.161-179. Pearson, J. C. (1985) Gender and Communication. Iowa: W.N.C. Brown Publishers. Pearson, J. C., Davilla, R. (2001) The Gender Construct: Understanding Why Men and Women Communicate Differently. In Borisoff, D. Women and Men Communicating. Illinois: Waveland Press. Weatherall, A. (2002) Gender, Language and Discourse. London: Routledge

Aquinas and Dante: Perfecting Human Reason

Julia Caldwell Professor Albrecht Development of Western Civilization 2, February, 2013 Aquinas and Dante: Perfecting Human Reason Aquinas and Dante: Perfecting Human Reason Despite the fact that Dante’s reader doesn’t encounter St. Thomas Aquinas within the Comedia until Paradise, the beliefs and teachings of Aquinas are woven throughout the entirety of the famous poem. St. Thomas Aquinas’s cosmology and theology are used as the foundation for Dante’s Comedia, and for this reason it is no surprise that the experiences of the Pilgrim symbolically reflect many of Aquinas’s teachings.The Pilgrim’s experiences on his journey through the afterlife reflect what Aquinas called the, â€Å"two-fold truth concerning the divine being, one to which the inquiry of reason can reach, the other which surpasses the whole ability of human reason† (Summa Contra Gentiles, Handout I, 4). Dante also illustrates Aquinas’s conclusion that man’s reason tends toward the source of ultimate true while mans will tends toward the ultimate good. The reader is able to see how Dante’s will and reason search for, and ultimately attain, fulfillment in the vision of the Divine Essence.Both Aquinas and Dante emphasize the necessary union between human reason and divine faith as a means of attaining this fulfillment. As the instiller of these inclinations, only God Himself can satisfy them. Aquinas demonstrates this idea through his explanation of the natural and the divine law as they pertain to the Eternal law. Dante demonstrates this idea through the Pilgrim’s interactions with his guides and the culmination of his ascension in Paradise. Just as with body and soul, matter and form, there is a harmonious relationship between reason and faith; yet the agents within these partnerships are not equal.Both Dante and Aquinas acknowledge that human reason can assist the individual in understanding God and coinciding oneâ€℠¢s will with His will, but they both conclude that this secular-based reasoning is subjugated by and therefore must be perfected by theology. In Dante’s Virgil the reader finds human reason personified. Being the shade of a renowned and wise philosopher, Virgil is a perfect candidate to guide the Pilgrim through hell and purgatory. In his own lifetime Virgil lived as a pious man and therefore attained the imperfect Earthly happiness that can be acquired through natural powers.However, as Aquinas states, â€Å"every knowledge that is according to the mode of created substance, falls short of the vision of the Divine Essence,† therefore Virgil is unable to reach fulfillment since he cannot ascend to Paradise (Summa Theologiae, Handout II, 12). Instead, like many of his pagan contemporaries, Virgil is doomed to spend eternity in the underworld’s Limbo. He will forever yearn to know the ultimate happiness and the ultimate truth that are only found in God. As Virgil puts it himself, â€Å"In this alone we suffer: cut off from hope, we live in desire† (Inferno, 20).Dante provides Virgil as a means of illustrating the incompleteness of human reason, whereby observing Aquinas’s warning. When describing the home of philosophers within Limbo Dante writes, â€Å"we reached a place spread out and luminous† (Inferno 22). It is fitting that this realm be characterized by light because as Aquinas states, â€Å"[natural reason] is nothing else than an imprint on us of the Divine light† (Summa Theologiae, Handout II, 13). The knowledge possessed by the philosophers comes from God Himself, or the Eternal Law.Having never embraced the faith of God through the implementation of the theological virtues, however, Virgil is an imperfect soul. Much like Virgil, human reason is guided by the light of the Eternal Law, but is unperfected without the divine law. It is this very imperfection of Virgil’s nature that makes him the perf ect guide for the initial stages of Dante’s journey. In Virgil Dante finds a guide capable of explaining and illuminating the conceptual and rational worlds of Hell and Purgatory, but also in Virgil Dante is able to see the limits of human reason without the theological virtues.With Virgil as his guide, the Pilgrim is â€Å"guided by the light of natural reason† (Summa Contra Gentiles, Handout I, 2). Along his journey, however, Virgil comes to realize that his wise guide is not all-powerful. When the pair arrives at the gates of Dis in Canto 8, the Furies slam the gates of the city shut despite Virgil’s pleas. It is only when a holy messenger from Paradise arrives that the Furies surrender to God’s will and allow Dante and Virgil to enter. Taking this event metaphorically, reason is unable to go on further without grace. As the pair travel within the realm of Purgatory it becomes clear that Dante’s uestions are becoming more of a challenge for Virg il. When Virgil is trying to explain why his shade casts no shadow, his reasoning can only goes as far as to say that his condition is, â€Å"willed by that Power which wills its secret not to be revealed† (Purgatory 207). Dante goes on to describe Virgil’s countenance as having â€Å"anguished thoughts† (Purgatory 207). Virgil’s struggle to explain the dynamics of the afterlife as the pair comes closer to Paradise reflects Aquinas’s conclusion that â€Å"[the] human intellect is not able to reach a comprehension of the divine substance through its natural power† (Summa Contra Gentiles, Handout I, 3).Furthermore this instance exemplifies Aquinas’s conclusion that human reason is able to recognize effects but is unable to explain the Ultimate Cause of these effects without faith (Summa Contra Gentiles, Handout I, 9). Virgil can see that he has no shadow, but he cannot explain the source of the original cause. Since Virgil never believe d in the faith of the divine mysteries while he was still on Earth, his intellect is unable to grasp an understanding of God’s will. In conclusion, because Virgil doesn’t use faith to perfect his reason, his own will can never be aligned with the will of his Creator.Virgil specifically alludes to the fault in his faith when he distinguishes between pagan and Christian prayer. He admits that his own prayers, along with the prayers of all pagans, â€Å"had no access to God† (Purgatory, 225). Unlike pagan prayers, which according to Virgil in the Aeneid are powerless in a universe predestined by the Fates, Christian prayers are an embodiment of human participation with the true divine. By taking part in prayer, the individual takes part in the theological virtues that â€Å"are infused by God alone† and â€Å"direct us aright to God† (Summa Theologiae, Handout II, 11).It is only through the participation in these theological virtues that an individual can be guided toward God Himself. These virtues are the perfecting agents by which the human will and intellect are pushed toward their â€Å"last act† (Summa Theologiae, Handout II, 8). This last act is the attainment of happiness in the vision of the Divine Essence. Rather than try to explain concepts beyond what his reason can grapple with, Virgil asks his pupil to wait for Beatrice to answer his questions on this subject: â€Å"Do not try to resolve so deep a doubt; wait until she shall make it clearer—she, he light between truth and intelligence† (Purgatory 225). In this statement Virgil admits that Beatrice, as â€Å"the light†, is more capable of illuminating matters of the divine than the poet. Once the pair reaches the top of mount Purgatory, Virgil tells his young friend, â€Å"you’ve reached the place where my discernment now has reached its end† (Purgatory 351). Virgil has taken the Pilgrim as far as reason can dictate; now Dant e requires a guide of theological proportions to guide him in a realm where reason is blinded.When Dante reaches the top of Mount Purgatory, he has been cleansed of every perversion of the will. The feelings of admiration he felt for Virgil have been replaced by the intense love he feels for his new guide, Beatrice. He now desires conceptual knowledge less and instead begins to explore understanding through his senses. This tradeoff is necessary in this new realm where observations may not be fitting to human concepts. This necessity is made clear when Beatrice beings to explain to Dante the divinely ordained distribution of power amongst the stars (Paradise Canto I).Before she lays out the complicated plan she warns Dante, â€Å"even when the senses guide, reason’s wingspan can sometimes be short† (Paradise 399). This is a reminder to Dante that his experiences in Paradise will not be as easily digested and picked apart as his experiences in Hell and Purgatory. In the former realms, human reason could essentially provide explanations without needing the aid of theology. This is also a cue to Dante’s readers that they are not mentally capable of understanding the phenomena he is about to experience, so they must rely on faith.In a larger context, humanity must rely on its faith in God to have any earthly understanding of what heaven is. Donning red, white, and green, Beatrice symbolically represents the theological virtues, including faith. Dante initially relies on the eyes of Beatrice to reflect the heavenly bodies, since the brightness of Paradise overwhelms his eyes (Paradise 393). This can be metaphorically applied to the idea that humans must rely on the assistance of God, through belief and participation in the theological virtues, to begin to understand God’s mysteries.In the same way Dante initially owes his sight of Paradise to the eyes of Beatrice, humanity owes perfection of its reason to the theological virtues. As Aqui nas chimes, â€Å"the theological virtues direct man to supernatural happiness† (Summa Theologiae, Handout II, 11). Through keeping faith in the mysteries while on Earth, a soul will be ready to behold them in the afterlife. In this way, both Dante and Aquinas emphasize how important it is for Christians to believe in the mysteries of the divine even when they transcend human reason.Even having beheld the beauty of the Divine himself, Dante is unable to relate the experience in words to his readers. Though he has seen the mysteries of God with his own eyes, the Divine Essence’s unparalleled nature transcends human explanation and human understanding. In this way Dante illustrates Aquinas’s conclusion that while on Earth we must rely on what we believe not what we actually see and understand. Aquinas says, â€Å"although human reason cannot grasp fully the truths that are yet above it†¦if it somehow holds these truths by faith, it acquires great perfection for itself† (Summa Contra Gentiles, Handout I, 6).In this way Aquinas clarifies the relationship between faith and reason. Without faith, reason remains unperfected and vulnerable to falsehoods. With faith, however, reason aligns itself with truth and thus aligns itself with the will of God. Individuals who perfect reason with faith are guided along the path towards salvation, just as Dante experiences. Following this path, one is able to arrive at the end toward which all humanity tends, prepared and deserving of the vision of the Divine Essence. It is only at this moment that the individual achieves the desires of both reason and will: truth and happiness.

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Geraldine Ferraro First Female Democratic VP Candidate

Geraldine Anne Ferraro was a lawyer who served in the U.S. House of Representatives. In 1984, she broke tradition by entering national politics, running for vice president under presidential candidate Walter Mondale. Making her entrance on the Democratic Party ticket, Ferraro was the first woman to run on a national ballot for a major political party. Fast Facts: Geraldine Ferraro Full Name: Geraldine Anne FerraroKnown For: First woman to run for a national office on a major political party ticket Born: August 26, 1935 in Newburgh, NYDied: March 26, 2011 in Boston, MAParents: Antonetta and Dominick FerraroSpouse: John ZaccaroChildren: Donna Zaccaro, John Jr. Zaccaro, Laura ZaccaroEducation: Marymount Manhattan College, Fordham UniversityKey Accomplishments: Worked as a civil lawyer and assistant district attorney, elected to the US House of Representatives, ambassador to United Nations Commission Human Rights, political commentator Early Years Geraldine Anne Ferraro was born in Newburgh, New York, in 1935. Her father Dominick was an Italian immigrant, and her mother, Antonetta Ferraro, was a first generation Italian. Dominick passed away when Geraldine was eight, and Antonetta moved the family to the South Bronx so she could work in the garment industry. The South Bronx was a low-income area, and like many Italian children in New York City, Geraldine attended a Catholic school, where she was a successful student. CIRCA 1984: John Zaccar, Vice Presidential Hopeful Geraldine Ferraro and daughters circa 1984 in New York.   Sonia Moskowitz / Getty Images Thanks to income from her familys rental property, she was eventually able to move to the parochial Marymount Academy in Tarrytown, where she lived as a boarder. She excelled academically, skipped seventh grade, and was perpetually on the honor roll. After graduating from Marymount, she was awarded a scholarship to Marymount Manhattan College. The scholarship wasnt always enough; Ferraro usually worked two part-time jobs while attending school to help pay for tuition and board. While in college, she met John Zaccaro, who would eventually become her husband and father of her three children. In 1956, she graduated from college and became certified to work as a public school teacher. Legal Career Not content with working as a teacher, Ferraro decided to go to law school. She took classes at night while working full time teaching second grade during the day, and passed the bar exam in 1961. Zaccaro ran a successful real estate venture, and Ferraro began working as a civil lawyer for his company; after they married she kept her maiden name to use professionally. Santi Visalli / Getty Images In addition to working for Zaccaro, Ferraro did some pro bono work and began making contacts with various members of the Democratic Party in New York City. In 1974, she was appointed the assistant district attorney of Queens County, and was assigned to work in the Special Victims Bureau, where she prosecuted cases of sexual assault, domestic violence, and child abuse. Within a few years, she was head of that unit, and in 1978 she was admitted to the United States Supreme Court Bar. Ferraro found her work with abused children and other victims to be emotionally draining, and decided it was time to move on. A friend in the Democratic Party convinced her that it was time to leverage her reputation as a tough prosecutor, and run for the U.S. House of Representatives. Politics In 1978, Ferraro ran for the local seat in the U.S. House of Representatives, on a platform in which she declared she would continue to be tough on crime, and support the tradition of Queens many diverse neighborhoods. She rose rapidly within the party ranks, earning respect and gaining influence through her work on a number of prominent committees. She was popular with her own constituents as well, and made good on her campaign promises to revitalize Queens and enact programs that would benefit neighborhoods. Bettmann Archive / Getty Images During her time in Congress, Ferraro worked on environmental legislation, was involved in foreign policy discussions, and focused on the issues faced by elderly women through her work with the House Select Committee on Aging. Voters reelected her twice, in 1980 and 1982. Run for the White House In summer 1984, the Democratic Party was preparing for the next presidential election. Senator Walter Mondale was emerging as the likely nominee, and liked the idea of selecting a woman as his running mate. Two of his five potential vice presidential candidates were female; in addition to Ferraro, San Francisco Mayor Dianne Feinstein was a possibility. The Mondale team selected Ferraro as their candidates running mate, hoping to not only mobilize female voters, but also to attract more ethnic voters from New York City and the Northeast, an area that had traditionally voted Republican. On July 19, the Democratic Party announced that Ferraro would run on Mondales ticket, making her the first woman to run for national office on a major partys ballot, as well as the first Italian American. The  New York Times  said of Ferraro, She was... ideal for television: a down-to-earth, streaked-blond, peanut-butter-sandwich-making mother whose personal story resonated powerfully. Brought up by a single mother who had crocheted beads on wedding dresses to send her daughter to good schools, Ms. Ferraro had waited until her own children were school age before going to work in a Queens district attorney’s office headed by a cousin. Corbis / Getty Images Over the coming months, the novelty of a female candidate soon gave way as journalists began asking Ferraro focused questions about her stance on hot-button issues like foreign policy, nuclear strategy, and national security. By August, questions had been raised about Ferraros familys finances; in particular, Zaccaros tax returns, which had not been released to congressional committees. When Zaccaros tax information was finally made public, it showed that there was in fact no deliberate financial wrongdoing, but the delay in disclosure harmed Ferraros reputation. Throughout the entire campaign, she was questioned about matters that were never brought up to her male opponent. The majority of newspaper articles about her included language that questioned her womanhood and femininity. In October, Ferraro took to the stage for a debate against Vice President George H.W. Bush. On November 6, 1984, Mondale and Ferraro were defeated by a landslide, with just 41% of the popular vote. Their opponents, Ronald Reagan and Bush, won every states electoral votes, except for the District of Columbia and Mondales home state of Minnesota. Following the loss, Ferraro ran for Senate a couple of times and lost, but soon found her niche as a successful business consultant and political commentator on CNNs Crossfire, and also served as ambassador to the United Nations Human Rights Commission during Bill Clintons administration. In 1998, she was diagnosed with cancer, and underwent treatment with thalidomide. After battling the disease for a dozen years, she passed away in March 2011. Sources Glass, Andrew. â€Å"Ferraro Joins Democratic Ticket July 12, 1984.†Ã‚  POLITICO, 12 July 2007, www.politico.com/story/2007/07/ferraro-joins-democratic-ticket-july-12-1984-004891.Goodman, Ellen. â€Å"Geraldine Ferraro: This Friend Was a Fighter.†Ã‚  The Washington Post, WP Company, 28 Mar. 2011, www.washingtonpost.com/opinions/geraldine-ferraro-this-friend-was-a-fighter/2011/03/28/AF5VCCpB_story.html?utm_term.6319f3f2a3e0.Martin, Douglas. â€Å"She Ended the Mens Club of National Politics.†Ã‚  The New York Times, The New York Times, 26 Mar. 2011, www.nytimes.com/2011/03/27/us/politics/27geraldine-ferraro.html.â€Å"Mondale: Geraldine Ferraro Was a Gutsy Pioneer.†Ã‚  CNN, Cable News Network, 27 Mar. 2011, www.cnn.com/2011/POLITICS/03/26/obit.geraldine.ferraro/index.html.Perlez, Jane. â€Å"Democrat, Peacemaker: Geraldine Anne Ferraro.†Ã‚  The New York Times, The New York Times, 10 Apr. 1984, www.nytimes.com/1984/04/10/us/woman-in-the-news-democrat-p eacemaker-geraldine-anne-ferraro.html.