Gender roles are separate patterns of personality traits, mannerisms, interests, attitudes, and behaviors that are regarded as either "male" or "female" by one's culture. Gender roles are largely a product of the way in which one was raised and may not be in conformance with one's gender identity. Research shows that both genetics and environment influence the development of gender roles. As society changes, its gender roles often also change to meet the needs of the society. To this end, it has been suggested that androgynous gender roles in which both females and males are expected to display either expressive (emotion-oriented) or instrumental (goal-oriented) behaviors as called for by the situation may be better for both the individual and the society in many ways. However, this is not to say that traditional roles, reversed roles, or anything in between are inherently bad. More research is needed to better understand the influences of genetics and environment on the acquisition of gender roles and the ways in which different types of gender roles support the stability and growth of society.
Keywords Androgyny; Culture; Dyad; Gender; Gender Identity; Gender Role; Gender Stereotype; Norms; Sex; Socialization; Society; Subject; Twin Study
Gender roles have changed in many ways throughout history as well as within recent memory. In the 1950s, for example, little girls were said to be made of "sugar and spice and everything nice" and wore pastel organdy dresses and gloves to church. In the 1960s and 1970s, however, this all changed for many women; bras were discarded, and patched jeans became de rigueur. In fact, each succeeding generation has brought with it differing expectations for how men and women should act within society. Despite these changes, however, the truth is that modern society still has expectations for how men and women are to act. Although we may be more open to exceptions than were past generations, there still are expected norms of behavior for women and men in society.
Gender vs. Sex
In biosocial terms, gender is not the same as sex. Gender refers to the psychological, social, cultural, and behavioral characteristics associated with being female or male. Gender is defined by one's gender identity and learned gender role. Sex, on the other hand, refers in this context to the biological aspects of being either female or male. Genetically, females are identified by having two X chromosomes and males by having an X and a Y chromosome. In addition, sex can typically be determined from either primary or secondary sexual characteristics. Primary sexual characteristics comprise the female or male reproductive organs (i.e., the vagina, ovaries, and uterus for females and the penis, testes, and scrotum for males). Secondary sexual characteristics comprise the superficial differences between the sexes that occur with puberty (e.g., breast development and hip broadening for women and facial hair and voice deepening for men).
Biology as Gender Role Determinant
It is relatively easy to see that biology has an impact on gender and the subsequent actions and behaviors that are thought to be more relevant to either females or males. For example, no matter how much a man might want to experience giving birth, the simple fact is that he cannot, except as an observer. From this fact it is easy (if not necessarily logical) to assume that biology is destiny and, therefore, women and men have certain unalterable roles in society—for example, that women are the keepers of home and hearth because of their reproductive role, while men are the protectors and providers because of their relatively greater size and strength. However, before concluding that biology is destiny in terms of gender roles, it is important to understand that not only do gender roles differ from culture to culture, they also change over time within the same culture. Early 20th-century American culture emphasized that a woman's role was in the home. As a result, many women did not have high school educations and never held jobs; instead, they quite happily raised families and supported their husbands by keeping their households running smoothly. Nearly a century later, this gender role is no longer the norm (or at least not the only acceptable norm) and sounds quite constricting to our more educated, career-oriented 21st-century ears. If biology were the sole determinant of gender roles, such changes would not be possible.
Culture as Gender Role Determinant
In 21st-century United States culture, gender roles continue to be in a state of flux to some extent, although traditional gender roles still apply in many quarters. For example, boys are often encouraged to become strong, fast, aggressive, dominant, and achieving, while traditional roles for girls are to be sensitive, intuitive, passive, emotional, and interested in the things of home and family. However, these gender roles are culturally bound. For example, in the Tchambuli culture of New Guinea, gender roles for women include doing the fishing and manufacturing as well as controlling the power and economic life of the community. Tchambuli women also take the lead in initiating sexual relations. Tchambuli men, on the other hand, are dependent, flirtatious, and concerned with their appearance, often adorning themselves with flowers and jewelry. In the Tchambuli culture, men's interests revolve around such activities as art, games, and theatrics (Coon, 2001). If gender roles were completely biologically determined, the wide disparity between American and Tchambuli gender roles would not be possible. Therefore, it must be assumed that culture and socialization also play a part in gender role acquisition.
Society as Gender Role Determinant
Socialization is the process by which individuals learn to differentiate between what society regards as acceptable and unacceptable behavior and act in a manner that is appropriate for the needs of the society. The socialization process for teaching gender roles begins almost immediately after birth, when infant girls are typically held more gently and treated more tenderly than are infant boys, and continues as the child grows, with both mothers and fathers usually playing more roughly with their male children than with their female children. As the child continues to grow and mature, little boys are typically allowed to roam a wider territory without permission than are little girls. Similarly, boys are typically expected to run errands earlier than are girls. Whereas sons are told that "real boys don't cry" and are encouraged to control their softer emotions, girls are taught not to fight and not to show anger or aggression. In general, girls are taught to engage in expressive, or emotion-oriented, behaviors, while boys are taught to engage in instrumental, or goal-oriented, behaviors. When the disparity between the way they teach and treat their daughters and sons is pointed out to many parents, they often respond that the sexes are naturally different not only biologically but behaviorally as well.
The teaching of gender roles does not only come through obvious verbal teaching from parents and other elders in society; it also occurs in more subtle ways as well. Many people have observed that children's toys are strongly gender-typed. Girls are often given "girl" toys such as dolls, play kitchens, and similar toys that teach them traditional, socially approved gender roles for when they grow up. Boys, on the other hand, are often given sports equipment, tools, and toy trucks, all of which help prepare them to act within traditional male gender roles. Even if nothing is ever said to children about the gender-appropriateness of these toys, research has shown that by the time they reach school age, many children have already come to believe that professions such as physician, pilot, and athlete are the domain of men, while women are supposed to have careers as nurses, secretaries, or mothers (Coon, 2001).
To investigate the influence of gender-specific toys on the development of gender roles, Caldera and...
Gender Stereotypes Essay
1334 Words6 Pages
Since the beginning of time, gender has played a big role in how one acts and how one is looked upon in society. From a young age children are taught to be either feminine or masculine. Why is it that gender plays a big role in the characteristics that one beholds? For centuries in many countries it has been installed in individual’s heads that they have to live by certain stereotypes. Women have been taught to be feeble to men and depend on them for social and economical happiness. While men have been taught to be mucho characters that have take care of their homes and be the superior individual to a woman. For the individuals who dare to be different and choose to form their own identity whether man or woman, they are out casted and…show more content…
It is unfair that literature teaches women to be such things, it teaches women “To become women nurses rather than doctor, secretaries rather than attorneys or corporate executives, sex symbols rather than thinkers, elementary school teachers rather than university professors.” (Feminist Criticism 1132)
In Jamaica Kincaid’s fiction short story “Girl” a mother is teaching her young daughter on how to society wants her to act as a female. She is teaching the young girl not to form her own identity and beliefs but to live by how others want her to live. The mother gives the daughter several rules to live by and suggests that if she doesn’t live by these rules she will become a slut. The setting of this story seems to take place in a Caribbean island. This shows that no matter what a female culture is, she is taught the same things like the rest of the world. The mother tells the daughter “This is how you iron your fathers khaki shirt so that they don’t have a crease; this is how you iron your fathers pants so that they don’t have a crease.” (Jamaica Kincaid 566) The mother is not teaching the daughter how to survive as an individual but how to survive and be accepted by a community that is more than likely ruled by men. Even though women have been oppressed for many years in many cultures, there are