0 évaluation0% ont trouvé ce document utile (0 vote)
64 vues3 pages
Discuss the formation and development of gender roles.
Discuss cultural variations in gender roles.
division
Psychology learning outcomes 6.3 questions 3 and 4
Titre original
Psychology learning outcomes 6.3 questions 3 and 4
Discuss the formation and development of gender roles.
Discuss cultural variations in gender roles.
division
Psychology learning outcomes 6.3 questions 3 and 4
Discuss the formation and development of gender roles.
Discuss cultural variations in gender roles.
division
Psychology learning outcomes 6.3 questions 3 and 4
Discuss the formation and development of gender roles.
Ever since a child is born, he or she is given a name which immediately signifies the gender of the child. After this the world will then identify the gender of the child according to their name and will treat them so accordingly. When the child is 2 years old, they can identify, and label their gender and the gender of others around them. This is called gender identity. The development of gender identity is an important step towards a child assuming a gender role. (Psychology Text book pg. 207) Hover it is only when the child is about 7 years of age, he or she will realize that no matter what one wears, their gender will remain constant. This realization is called gender constancy. Children are also made to assume appropriate gender roles through child rearing practices. An example of this is the boys are given action toys and cars etc. to play with whereas girls are given Barbie dolls and toy houses to pay with. Whiting and Edwards in 1973 studied children in countries like Kenya, Japan, India and the US. They found that mostly girls were nurturing and made more physical contact. Boys on the other hand were aggressive, dominant and engaged in several rough play. (Psychology Text book pg. 207) Nature vs Nurture has been a major conflict between psychologists in the development of gender roles. From the nature point of view, biological and hormonal factors play an important role in the determination of gender identity. The childs gender identity is programmed before birth due to genes and hormones and this is unchangeable. The nurture point of view is that the way the child is dressed and treated by the people around him determines the childs identity. (Psychology Text book pg. 208)
The Biosocial Theory The theory of biosocial theory of gender development was developed by Money and Erdhardt in 1972. According to the theory, hormones according to the way the child is labelled sexually determines the way the child is socialized. Money believed that children are gender neutral at birth which means at birth a child is neither a girl nor a boy. (Psychology Text book pg. 209) Money then studied on individuals who had ambiguous genitals. This is termed as intersex. He found that children with ambiguous genitals could be raised as members of the opposite sex. David Reimer (named Bruce at birth) was born a boy but due to a circumcision accident which burnt his penis, Dr. Money suggested that he grow up as a girl. At 22 months, David was castrated and a vaginal canal was constructed. He was given the name as Brenda and was raised as a girl. However Brenda hated dresses and preferred playing with her brothers toys. She refused to have a surgery and oestrogen and refused to meet Dr. Money. Thus this case questioned Dr. Moneys theory about socialization and how it can override biological factors. (Psychology Text book pg. 210)
Social Learning Theory According to this theory, boys and girls behave differently because they are treated differently by their parents. Children learn to behave in ways that are accepted and thus are rewarded and to avoid behaviours which are punished. This is known as direct tuition. One important factor is that the absence or presence of rewards for gender appropriate behaviour. The other factor is modelling of behaviour Psychology Learning Outcomes 3 - 4 demonstrated by members of the same sex. Thus by observing, children learn to behave in certain ways and thus imitate other people. This was seen by Bandura in 1977. Children are also gender police. Fagot conducted studies and she found that boys made fun of other boys if they were seen to be playing with dolls. Girls too didnt like it when another girl played with boys. Thus there was pressure from member of ones own sex to conform to a particular way of behaving. Sroufe observed children aged between 10 and 11 and found that children who did not gender stereotype were the least popular. Thus the study shows that children establish a social control in relation to gender roles. Thus peer socialization is important in gender development. Thus the social learning theory is good because it takes into account both the social and cultural context of a child. However, the theory cannot explain why there are variations in the degree to which boys and girls conform to gender roles. Another limitation is that the theory suggests that gender is passively acquired but through research it is known that this is not the case.
Gender Schema Theory Gender schemas are mental representations of the two genders. The theory is based on the assumption that cognitive processes play an important t role in the development of gender identity. Children are actively constructing gender identities based on their experiences. It also argues that the important factor in gender identity is that children have the ability to label themselves as boys or girls. When they have able to do that, they have established gender identity. This as seen by Martin and Halvorson. Children have gender schemas for their own sex and for the opposite sex. This schema includes information about attributes, activities and objects that are gender consistent. It also determines what the child pay attentions to and what they interact with. However these gender schemas are prone to becoming stereotypes. Martin and Halvorson conducted an experiment where they used a sample consisting of children of both genders aged between 5 and 6 years. They showed them pictures of male and females engaged in some activity such as a girl playing with a doll. They were also shown pictures of the genders engaged in activities that were inconsistent such as a girl playing with a gun. A week later the children were asked to recall the pictures and the researchers found that they were inconsistent when remembering pictures of gender consistency. However they were better in recalling pictures that were gender inconsistent. Thus the gender schema theory can explain why a childs gender role does not change after middle childhood. The gender schema remains because children pay attention and remember information that is consistent with their own schema. It also shows that children try to make sense of their world by using their own information. However gender theory is limited because it focuses too much on an individual child during gender development. Social and cultural factors are not taken into account and it also doesnt explain how gender schemas are developed and what form they take.
Psychology Learning Outcomes 3 - 4 Discuss cultural variations in gender roles. Men and women have always had different jobs. The social role theory suggests that gender stereotypes arise from the differing roles and men and women generally occupy. According to Williams and Best in 1990, gender stereotypes arise form gender roles. Once these stereotypes become the norm, they serve as models for gender role socialization. Best et al in 1997 conduced a cross cultural study on gender stereotypes. They took children aged between 5 and 8 from the UK, Ireland and the US. They found that a majority of the boys and girls in the groups agreed that girls were soft hearted and kind whereas males were seen as strong, aggressive and cruel. Mead in 1935 compared gender roles in the New Guinean tribes who all lived within a radius of 3 miles. The Arapesh people were categorized by women and having both sensitive and non-aggressive personalities. Men and women both shared with tasks relating to crops and children. Among the Mundugamor tribe, both the women were seen as ruthless and aggressive and quite masculine. They were always quarrelling and neither of the sexes were interested in their children. Thus the children became self-reliant. In the Tchambali tribe, women were seen as dominant whereas the men were emotional and were quite concerned about their personal appearances. Mead was able to bring out the cultural differences between tribes that lived so close to each other. She was also able to show that labour division is not that same between all cultures. She argues that human behaviour is not determined by genes alone but that it is the product of beliefs and values in a particular culture. However the times are changing and gender role stereotypes are slowly disappearing from modern countries. Women have entered the labour market and all kinds of other manly professions. However there will always exist certain professions where there are more women working then men. A research study conducted by Reinicke showed that fathers in Denmark agreed that it is important for them to have close contact with their child. This supports Mead statement when she said that gender role ideology has an impact on what is expected from men and women and that gender role differences reflect cultural expectations.
TOK - IB
Knowledge Question: To what extent does language shape thought and behavior?
Language can be thought of as a symbol system, engaged in representing the world, capturing and communicating thought and experience. Language also can be seen as existing in itself, as something to be played with and transformed and shaped in its own right and something that can transform and shape thought and action.