/" width="717" height="1009" useMap="#Map">

Gender Issues In Psychology (PSY - 512)

LESSON 14

GENDERTYPING AND STEREOTYPING

Sex-Typing

Sex-typing is process of categorizing menand women on the bases of some traits. Despite of cultural

differences we find some similarities in traits. For example womenare thought to be sensitive,weak, dependent

andmen are associated with the traits of adventurous and determined in most of the cultures.

The term gender and sex areused interchangeably. Theword sex gives biological affect whereas socialscientists

prefer to use term gender because of its socio-psychologicalconnotation.

Development of sex-typing

Development of sex-typing starts with sex-identity that is sense of being male or female, mostly children

acquire this identity at the age of 3 years.Researches have found that sex-identity changes with the ageand

experiences;according to socio-psychological phenomenon development of sex-typing takes placeduring late

childhood. In early childhood differences in hair styles, clothes andtoys aid in child's concept of sex-identity,

whereas in later childhood sex stereotypesare learned throughimitation and observational learning; what other

people act, feel, behave or think.Mostly at the age of fivechildren can associatecertain traits like brave or weak

withman and women or they areable to separate tools or things used by both sexes.

Socialscientists present twomodels about development of gender-typedstereotypes. According to first model

gendercharacteristics like physicalappearance or gender biased activities are learnt in earlier childhood as they

do not involve abstractconcepts and personality traits about activities and occupations developed in later

childhoodbecause of need perceptual variations.

Second model emphasize the presence of cuesand gender biased activities that aids understanding of

personality traits stereotypes in earlier childhood.Gender stereotypes are broad categories that reflect our

beliefsabout males and females.Parents, peer group, schoolsand cultural norms areimportant factorsthat

playsimportant role in development of sex-typing.

Sex-roles

Sex-rolesare expected set of thinkingand behavior patterns formales and females. A group of social scientists

take development of gender-roles as positivefactor for socialization andadjustment process of individual.

Othersopine that gender-identity minimize the use of individual potentialand abilities considering notsuitable

fortheir sex. They view that sex-typing stereotypes also affect the process of self-exploration, especially in case

of women.

Theoristsconcerned with women issuesconsider same sex-typestereotypes for femalesthroughout the world

andconsider gender-roles natural andinflexible. In 1930's Meadstudied three cultures in New Guinea and

foundout different sex-typedbehaviors for women and supported hypothesis that humannature is flexibleand

changeable.But biological bases of behavior cannot be ignored.

SOMESEX STEREOTYPED BEHAVIORSFOR MALES AND FEMALES

Males

Aggressive

Brave

Autocrat

Dominant

Independent

Females

Emotional

Sentimental

Fragile

©copyrightVirtual University of Pakistan

/" width="717" height="1009" useMap="#Map">

Gender Issues In Psychology (PSY - 512)

Dependent

Submissive

Theories of sex-typing

Severaltheories are presented to find out the cause of sex-role development.

Psycho-analyticalTheories: Freud view that sex-typing is natural processdue to biological differences of

maleand female. This approachexplains that child identifies with the parent of same sex.Psycho-analytical

approachfocus on biological differencesand view first fiveyears of and individualimportant for personality

development. Freud gave psycho-sexual stages of development and proposed that healthy resolution of

tensions at each stage result in healthy personality and identification with the parent of same sex; in this way

gender-rolesare learnt as process of socialization.

Social Learning Theory emphasizesthat individual's gender development is process of observational learning

andimitation, modeling and rewardand punishment guide a childtowards gender appropriate and

inappropriatebehavior. Social stereotypes, cultural norms and agents of socialization (parents, peer,teacher

andinstitutions) play important role in development of gender identity andsex-typing. But this approach

ignores the importance of individual cognitive abilities, inheritance and development stages and treat individual

a passive object to respond forenvironment.

CognitiveDevelopment Theory explainsthat child develops the concept of being male or femalefirst and

thengender behaviors are learnt. They view that sex identity is facilitated by people around child but it is not

imitation.This model believes thatchild develops permanentcognitive category forhis/herself as being male

or female at the age of 4 to 6 years, after that sex-roles are adopted.This theory is criticized because it ignores

cultural aspects.

Cerebral Lateralization Theory explains the there is difference in the cerebralhemispheres of both maleand

female. In females left hemisphere is developed earlier that is responsiblefor their active languagefaculties and

malesacquire mathematical andanalytical abilities earlier due to early development of righthemisphere.

Factors influencing sex-typing

Sex-typingoccurs at both intentionaland unintentional level. At unintentional level biological determinants

play role and intentional level is affected by psycho-Socialdeterminants.

Biological Determinant of Sex-Typing

Thefirst determinant of being male or female is biological. Chromosomes are structural units of heredity and

carrygenetic information. In humanbeings there are 23 pairs of chromosomes. 23rd pair of chromosome is

calledsex chromosome in females it is XX and in males it is XY. Onlyfemales can bear child,and these

biologicaldifferences lead towardsdifferent sex-typestereotypes.

Psycho-social determinants of sex-typing

Socialization

Socialization is a process of learning sex-roles fromdifferent agents of society.Firstly parents and familyare

importantagents that guide child in sex-typing and identification withsame sex. Their differentbehavior with

girland boy develops genderidentity. Secondly cultural sex-stereotypes also aid in identifying process.Gender

rolecan vary according to the socialgroup to which a personbelongs or he/she identifies. Forexample in all

over the world women share the stereotype of being coward andweepy. Sex-typing is very rigid in first 5 years

of individual because girls andboys receive differenttreatments from the society. Sex-typing is flexible and

with the passage of time when childacquire cognitive development sex-rolesare learnt andchanged.

©copyrightVirtual University of Pakistan

/" width="717" height="1009" useMap="#Map">

Gender Issues In Psychology (PSY - 512)

Family

Family is most important of agent of socialization and sex-typing. Family members are responsible forfulfilling

physicaland psychological needs.Child receives inheritance fromfamily and it guides forsocial, emotional

development. Family provides basic knowledge of sex-typing andteaches cultural sex-stereotypes. In cultures

likePakistan extended familymembers (grandparents, uncle & aunts) also influence the process of sex-typing.

Parents

Parentsare responsible for transmitting their own sex-roles andstereotypes to their child.Parents' verbal and

non-verbalgestures and selection of toys, colors and play activities for by and girl develop concept of sex-

typing. Positive encouragement or extra supportfrom parents can develop opposite sex stereotype in girl or

boy,for example girl can be more assertive or boy cantake more interest in cooking or household activities.

Schools

Schoolsare significant institutions for sex-typing especially early perceptions about individuals and things

influence the decisions of later life. Teacher'sbehavior, style of punishment anddifferent play activities with

boysand girls facilitatessex-typing. Schooling is threat for the child at beginning as he/she has to leave mother.

So, in most of the countries nurseryteaching is associated withfemales that provides substitute of mother to

the students.

Childhood Play

Childhood play activities star in pre-schoolyears and share stereotypesand sex-typing, socialized by parents

andfamily. Role of childhood play in ex-typing depends on the school environments. Schools where boysare

girlsare stressed sexstereotypes, sex-typing is developed earlier but institutionswhere child are allowed to play

according to their interest andcognitive abilities boys or girlscan enjoy any kind of play (dolls house or

boxing).

Language

Peers

Peergroups develop at the age of six or seven when schooling starts andgenerally same sex groupsare formed.

Peerinfluences style of conversation, play activities, ideas and religious activities. Peer approval force child to

adoptsex-biased behaviors in case of same sex peer group.

Socialdiscrimination

In socialization process of Pakistani culture females are generallyvictim of sex discrimination. Socialization is

affected by Lullabies and marriage practices. Lullabies are practices thatpromote cultural norms andvalues. In

Pakistani culture these lullabies promotenegative or weaker position of females than males. Womenare given

inferiorstatus and males areconsidered symbol of prideand power for the family.Women are thought to be

custodian of family's honor and they aresacrificed for ending familydisputes or property matters in Hindko,

Brahvi,Pashto and Bloch lullabies,whereas males share the status of power and personalglory. Thesepractices

promote sex-discrimination, negative stereotypesand inferior concept of gender-identity. When girl or boy sees

his/hermother and father singingthese lullabies, negativesex-identities for femalesare developed.

Mass media

Media is not only source of communication or entertainment; it also plays a vitalrole in projecting cultural

normsand values, and sex-typedbehavior. In Pakistani mediawomen are portrayed as passive,economically

reliant on men and having no information about the world outside home or national progress andinternational

affairs.Media has been depictedwomen concerning aboutfamily matters or house holdcores. After andduring

90'smedia has started projectingwomen in positive wayshowing their educationalconcerns andprogress,

female health issues and role of women in economic development. Media transmit sex-typed behaviorsvia

novels,stories, and cartoon movies.Children learn sex biasedroles and values.

/" width="717" height="1009" useMap="#Map">

Gender Issues In Psychology (PSY - 512)

Community

Communitygreatly influences the decisionmaking, achievement of goals or taking responsibilities. In the same

way when an individual try to violatenorms values or prevailingsex-type behaviors community opposehis/her

and force him/her to follow traditionalpatterns. When women getsome higher status than prevailingsex-

biasedstereotypes, because of her personaleffort and individual abilities, she has to face certain obligations

from community and keep herself on the way of success. The community's reaction to individual's action

influenceshis/her sex-typebehavior.

Workenvironment

In choosing an occupation sex-typed behavior is very important. Male andfemale both think whileselecting an

occupation that it is according to his/hersex-role or not. Sex-typing also affect the behavior at working

environment.When a woman wants to enter in professional life she has to take into consideration hersex-

typed behavior and needs of profession. Generally the same nature of work done by male and femaleworker is

given different weightage andmales are given privilegefor promotion. Theories before feminism were based

on physiological differences; believe thatfemale personality characteristics aredependent, low in mechanical

abilities and resultantly cause lowachievement level of women in professional life. Feminist theorieshave

influenced the sex-typing.

In case when a woman wants to achieve higher professional statusrelying on her individual abilities she has to

sacrificeher sex-role.

Problems for working women in community: Harassment at workplace, Discriminative behavior of male

colleagues,Obstacles in the way of progressetc. these are alldue to negative sex-biasedstereotypes prevailing

in the society.

Conclusion

Sex-rolesare important for the development of any society, but theseroles should give equal opportunities of

development for both sexes. Specificsex-roles should not be perceived superior or inferior as it causesrigidity

in behavior patterns and affect the process of social development.