Sex, Gender, and Gender Role Socialization

1. Sex, Gender, and Gender Role Socialization Women’s Studies 101

2. Sex • Sex refers to the physical and biological attributes of men and women • Sex includes the chromosomal, hormonal, and anatomical components of males and females.

3. Gender and Gender Identity • Gender refers to the social, psychological and cultural attributes of masculinity and femininity, many of which are based on biological distinctions • Gender includes people’s self image and expectations for behavior among other things • Gender describes societal attitudes and behaviors expected of and associated with the two sexes. • Gender identity refers to the degree to which an individual sees herself or himself as feminine or masculine based on society’s definitions of appropriate gender roles.*

4. Gender Characteristics? • Generally, sex is considered to be an ascribed status while gender is an achieved status • Examples of gender characteristics? What physical, emotional, or other characteristics are considered “masculine” or “Feminine”?

5. The Social Construction of Gender • Gender Roles • Expectations regarding proper behavior, attitudes, and activities of males and females • Gender roles evident in work and in how we react to others

6. Gender Role Socialization • Gender role socialization is “...a lifelong process whereby people learn the values, attitudes, motivations, and behavior considered appropriate to each sex by their culture” • Gender role socialization takes place from earliest childhood through adolescence and throughout all social interactions in which we participate

7. Gender Role Socialization • Socialization approach emphasizes conscious social learning • ‘Proper’ behavior is reinforced through rewards while inappropriate behavior is punished - children modify behavior in order to maximize rewards and minimize sanctions

8. Gender Role Socialization • Children learn proper behavior for girls and boys through parents, the media, peer groups, and other sources of socialization • At an early age, children develop stereotypical conceptions of both genders, and begin to use these conceptions to organize their knowledge and behavior

9. Masculine Scripts (see WVFV, Chapter 3) • No sissy-stuff - men are expected to distance themselves from anything feminine. • Big wheel - men should be occupationally or financially successful. • Sturdy oak - men should be confident and self-reliant. • Give ‘em hell -men should do what is necessary to “make it”

10. Feminine Scripts • Women should offer emotional support. • Ideal woman is attractive, not too competitive, a good listener and adaptable. • Women are expected to be good mothers and put the needs of others first. • Superwoman - successful at a career and a good wife/mother.

11. The Social Construction of Gender • Gender-Role Socialization • Homophobia: fear of and prejudice against homosexuality Other adults, older siblings, mass media, religious institutions, and educational institutions also exert important influence Parents normally first and most crucial agents of socialization

12. Theories on Gender Inequality Functionalist Theory Conflict Theory

13. Table 7-1 Sociological Perspectives on Gender

14. Functionalist Theory on Gender Inequality(Structural Functionalist Perspective) • Functionalists suggest that since women give birth and nurse a child, it is natural that they will take care of it in other ways • These duties lead to a natural division of labor, in which women are more involved in domestic activities such as preparing meals and maintaining a home • Men, therefore are left to engage in breadwinning activities and other economically dominant roles

15. Functionalist Theory on Gender Inequality(Structural Functionalist Perspective) • Parsons and Bales refer to the roles of men and women as instrumental roles and expressive roles respectively • Pre-industrial society required a division of labor based on gender. • Women nursed and cared for children. • Men were responsible for material needs. • Industrialization made traditional division of labor less functional, belief system remains.

16. Conflict Theory on Gender Inequality • Focuses on why gender inequality persists, even though men and women are not tied to traditional roles as might have been the case in earlier times • Suggests that men continue to dominate women because of their greater control over economic, political and social resources • Because there is no incentive for those in power to give up this control, these arrangements persist far beyond their functional necessity • Continued domination by males requires a belief system that supports gender inequality. • Two beliefs • Women are inferior outside the home. • Women are more valuable in the home. 

17. Symbolic Interactionist Perspective • Gender and gender roles are learned through socialization process. • Women are socialized into expressive roles; men are socialized into instrumental roles. • The Interactionist Approach • Study micro level of everyday behavior • Men are more likely than women to: • Change topics of conversation • Ignore topics chosen by women • Minimize ideas of women • Interrupt women

18. Rubin, Provenzano, and Luria, 1974 - in the first 24 hours after birth, parents described girls and boys differently, though there were no actual differences between them • Jacklin, 1984 - parents give sons toys that encourage invention and manipulation, while girls receive toys that emphasize caring and imitation • McHale et al., 1990 - parents assign boys maintenance chores, and give girls domestic tasks

19. Media Influences • Messages about gendered behavior and interactions are also conveyed through television, movies, magazines, and books • On average, each day a 4-year-old watches 2 hours of television and a 12-year-old watches 4 hours (Comstock and Scharrer, 2001) • Some European nations ban ads before, during, and after children’s television programming