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GENDER AND IDENTITY

GENDER AND IDENTITY. HOW DOES GENDER SHAPE YOUR IDENTITY?. LEARNING OBJECTIVES. Explain how gender influences a person’s identity. Be able to evaluate the notion that gender identities have been socially constructed. SEX AND GENDER – WHAT IS THE DIFFERENCE?. SEX. GENDER.

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GENDER AND IDENTITY

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  1. GENDER AND IDENTITY HOW DOES GENDER SHAPE YOUR IDENTITY?

  2. LEARNING OBJECTIVES • Explain how gender influences a person’s identity. • Be able to evaluate the notion that gender identities have been socially constructed.

  3. SEX AND GENDER – WHAT IS THE DIFFERENCE? SEX GENDER • Biological differences between males and females. • Chromosomes, hormones, menstruation and genitalia. • Cultural expectations. • Each gender is expected to conform to masculine and feminine behaviour. • These concepts are not fixed; they change over time and differ from culture to culture.

  4. BIOLOGY V CULTURE • What evidence do the Sociobiologists use to explain the differences between the sexes? • What evidence does the feminist Ann Oakly use to counter-argue the biological arguement?

  5. GENDER STEREOTYPES Men are: strong, rational, tough, business- minded, capable, logical. Women are: passive, gentle, caring, emotional, dizzy, maternal.

  6. GENDER STEREOTYPES - DISNEY http://www.youtube.com/watch?v=B8O8p0Ac1Rg

  7. GENDER ROLE SOCIALISATION • Gender differences between males and females are largely the result of society’s expectations. • Masculinity and Femininity are SOCIALLY CONSTRUCTED rather than being the product of biology.

  8. HEGEMONY • Connell (2002) – hegemonic masculinity and femininity dominated our culture until recently. • Distinct maternal and paternal family roles.

  9. ANN OAKLEY (1982) – 4 PROCESSES TO THE CONSTRUCTION OF GENDER IDENTITY. • MANIPULATION – encourage and reward sex appropriate behaviour. • CANALIZATION – directed towards appropriate toys • DOMESTIC ACTIVITIES • VERBAL APPELLATIONS

  10. GENDER CODES • Statham (1986) – by the age of 5, most children have acquired a clear identity.

  11. THE EDUCATION SYSTEM AND TRADITIONAL GENDER ROLE SOCIALISATION • Sue Sharpe – study of working class girls in the 1970’s –found that girls education was regarded as less important than boys. • Early feminist studies in the 1970’s

  12. CRITICISMS OF GENDER ROLE SOCIALISATION • Are the experiences of all men and women the same? Do they differ according to age, ethnicity, class? • Are we so passive that we accept the gender roles imposed upon us?

  13. How is it done? • Examples of role modelling, imitation and sanctions in • Primary agents • Secondary agents • E.g

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