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Gender and Sexuality. Dr Rhoda Wilkie SO 1004. Week 10: Becoming Gendered (1). some commonsense assumptions sex-gender distinction gender stereotypes historical and anthropological evidence?. Becoming Gendered (2). how is gender socially constructed?
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Gender and Sexuality Dr Rhoda Wilkie SO 1004
Week 10: Becoming Gendered (1) • some commonsense assumptions • sex-gender distinction • gender stereotypes • historical and anthropological evidence?
Becoming Gendered (2) • how is gender socially constructed? gender roles, socialisation process and the role of social institutions (e.g. family & school) • summary
commonsense assumptions … • there are only two sex/gender categories • interchangeable use of terms • it is ‘natural’: taken-for-granted and it has always been this way?
‘two-sex’ model (Laqueur 1990) e.g. medical anatomical illustrations of reproductive organs • shift from ‘one-sex’ model - emphasised similarities • mid 18th century - ‘two-sex’ model - emphasised binary differences
‘sex’ • biological distinction between females and males • female (XX) and male (XY): chromosomes; hormones; reproductive organs; external and internal genitals and secondary sex characteristics - assigned at birth – genitals - fixed
‘gender’ • distinction between ‘sex’ and ‘gender’ • Ann Oakley (1972) Sex, Gender and Society • social, psychological and cultural interpretation of biological sex basis of assigning and classifying behaviours and attributes as ‘masculine’ and ‘feminine’ ‘mapped on’ respectively to male and female?
Masculinity assertive rational strong active competitive unemotional (culture) Femininity submissive intuitive weak passive cooperative emotional (nature) gender stereotypes e.g.:
gender: power and inequality? • not just about differences • hierarchically organised and valued e.g. men and masculinity privileged over women and femininity? • POWER and INEQUALITY? (‘patriarchy’ – discuss further next week)
Simone de Beauvoir (1949: 295) ‘One is not born, but rather becomes, a woman’ • feminists challenge the idea that ‘biology is destiny’
cross-cultural differences • historical and anthropological studies e.g. Margaret Mead (1935) - New Guinea - three societies: Arapesh, Mundugmor and Tchambuli • central role of culture • social change?
how is gender socially constructed? • socialisation (see Oakley 1972) • gender roles • lifelong process • social institutions e.g. family, school, work and media
e.g. family…. • primary socialisation • parent-child interactions e.g. ‘Adam’ and ‘Beth’ • gendered childrearing practices • gendered task allocation
deviate from culturally-specific gender role expectations? e.g.: • girls – ‘tomboys’ • boys – ‘sissy’ • women – assertive – aggressive? • men- emotionally expressive? • gender-neutral childrearing?
e.g. school … • secondary socialisation • teacher-pupil interaction and expectations • reinforce gender-stereotyped roles • subject - career choices
summary … • ‘sex’ (male/female) – biological concept • ‘gender’ (masculinity/femininity) – social and cultural interpretation of biological sex • cross-cultural and historical evidence • nature v nurture debate
In other words … • born as human beings (males and females) • become gendered social beings - masculinity and femininity • lifelong process of socialisation - learn and acquire socially and culturally appropriate gender roles and gender identities
lecture tomorrow … • sexual/gender ambiguity – intersex/ transsexuals/ transgender? • are there masculinities and femininities? • what about agency (choice) – do we play an active part – is gender something we ‘do’?
