GENDER STEREOTYPES:Some commonly held Gender Stereotypes

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Gender Issues In Psychology (PSY - 512)

Lesson 15

GENDER STEREOTYPES

Gender stereotypes are beliefs about the typical characteristics and behaviors of men and women (Worchel

et.al. 2000). Stereotyping is universal It is cultural phenomenon. Some stereotypes are culture specific, whereas

most are universal. A stereotype can be thought of a schema about member of an identifiable group (Hamilton,

1979, 1981).Stereotypes are based upon, depict, and strengthen already held prejudices.

When people hold stereotypes about others, they do not see them as individuals in their own sight, but in the

light of pre-formed believes. When you see a person, a woman for example, about whom you hold a

stereotype, your relevant stereotype schema is activated. This activation is automatic, like most other schema.

Walter Lippmann (1992), a journalist, was the first one to use the term "stereotype" in the social sciences'

context. He described stereotype as "pictures in our head". For Lippmann stereotypes are negative in nature

that protects the relative social standing and interests of those who hold these.

"Racism" and "Sexism" are the two main contexts in which stereotypes are mostly held and applied.

Stereotypes not only affect peoples' interpersonal and inter-group relations and networking; they also affect

one's perception of one's own abilities as well as status as members of a society.

Some commonly held Gender Stereotypes

Stereotypes are primarily negative in nature i.e. usually negative characteristics are attributed to certain sections

of population. Negative stereotypes are attached to the "out group ", and positive attributes are associated with

"in-group". Stereotypes are formed and held, as a result of cultural beliefs, practices, and traditions. If the

society is male-dominated, then most positive attributes will be attached to males.

Such attributes portray men as more capable, able, and strong as compared to women.

Faculty

Male stereotypes

Female stereotypes

Biology/Physiology

Strong, powerful, never tired,

Weak, frail, dainty, charming

energetic

Emotions

Stable, never cry, can hold emotions,

Gentle, soft-hearted, cry soon, can not

aggressive, serious, brave,

hold emotion, sensitive, emotional,

unemotional

sentimental, fearful

Intelligence/ Cognition

Intelligent, wise, makes decision,

Dreamy, less capable

clear thinking, logical

Attitude

Assertive, courageous, active,

Dependent, submissive, superstitious,

adventurous, responsible

talkative, curious, irresponsible

Similarities in Stereotypes across-cultures

In a 25 nation study a core set of descriptions was identifies. These descriptions were consistently used to

describe men and women in there cultures (Williams & Bert, 1990).

The male descriptions included: active, adventurous, ambitious, determined, disorderly, logical, stern, and wise

and a number of others. The female descriptions included: affected, affectionate, charming, dreamy, gentle,

mild, talkative, weak and others.

Stereotypes of Warmth and Expressiveness versus Competence

Members of western societies hold well-defined gender stereotypes. These prevail regardless of age, economic

status, and social and educational background (Feldman, 2002). Western societies ' stereotypes are skewed in

favor of men, than women. The socially preferred traits are attached more to men.

These societies prefer competence over warmth and expressiveness .Competence related traits are associated

with men: independence, objectivity, competence. Warmth and expressiveness traits, attached to females

include gentlemen and awareness of others' feelings.

Gender Issues In Psychology (PSY - 512)

How are Gender Stereotypes formed?

The formation of gender stereotypes can be understood and explained in the light of these approaches:

i) Psychoanalytic Approach

ii) Behaviorist Approach

iii) Authoritarian Model Approach

iv) Observational Learning Approach

v) Feminist or Patriarchal Approach

Psychoanalytic Approach: Gender stereotypes are formed as a result if a child's identification with the same-

sex parent.

Behaviorist Approach: Children learn gender stereotypes as a result of reinforcement from parents and

significant others.

They are rewarded for adopting the stereotypes held by parents, and punished for not adopting them, or for

adopting beliefs contrary to the one, held by parents.

Authoritarian Model Approach: Authoritarian parents do make expression of their love for children, but at

the same time make them behave they want them to.

Children of such parents learn and adopt stereotypes held by parents almost automatically, since that is the only

way they are expected to behave.

Punishment or negative reinforcement is employed by parents for making children learn the desired behaviors.

Observational Learning Approach: Children learn gender stereotypes as a result of their observation parents,

peers, and others.

They see these people as holding and practicing strongly held beliefs, and being rewarded on respected for it.

Feminist Approach: Gender stereotypes are formed, held, and practiced as a result of male-dominance, and

female-subservience in the society.

Men have been oppressing women since they have been in dominant positions.

It suits them, for maintaining their dominance that females are kept in second-rate citizen status.

Traditional stereotypes imply that women are weak, less capable and dependent upon their male counterparts.

The Socialization Process and Learning of Gender Stereotypes

Children learn gender stereotypes as part of the socialization process. Socialization is the process whereby

culture is transmitted from one generation to the other. They are taught, and they learn, the societal beliefs and

values. A significant component of this process is the learning of gender roles, and stereotypes.

Children are taught gender-appropriate behaviors for themselves, as well as ways of perceiving members of the

opposite gender. Gender stereotypes and role one learnt are through various means:

Direct instructions:

Parents direct children how to behave and how not to e.g., "Don't cry Boys! Don't cry, Are you a girl?" "Don't

try to fix the switch daughter! Let your brother dot it! It is boy's job."

Parents intentionally playing the role models:

At times parents act as models of certain behaviors intentionally, deriving the child to watch them and copy

them.

E.g. the father tells mother that she is not capable and wise enough, in front of the son.

The purpose of this behavior is twofold: the boy learns a socially practiced norm as well as learning to respect

the father as the most capable member of the family.

Games Children Play:

Gender Issues In Psychology (PSY - 512)

Children are taught gender stereotypes by providing the opportunities to play particular types of games

involving specific categories of toys. Girls are given dolls to play with, and discouraged from playing with

"boys' toys". Boys are allowed to play with toys considered to be "boys' toys", and usually strictly discouraged

form playing with dolls, or utensils. Boys are even ridiculed at their interests in "girlish games" or toys.

Involvement in household Chores: Girls are encouraged to indulge into domestic chores, like cooking, washing,

or cleaning. Boys are usually not involved in such chores. This results in learning the concept of "girls' work"

and "boys' work". The family structure and operation: The very nature of the way families operate in

socialization, itself, teaches stereotypes. The treatment of the mother by the father, the behavior of the mother

and the responsibilities carried out by the father reinforce stereotypes.

Education

School and curricula also transmit stereotypical thinking. Teachers teach boys not to act like girls, as if behaving

like a girl is something deplorable. Textbooks portray males as capable and professional. Females are depicted

as non-professional, and usually home bound. Text books mostly show man as doctors, surgeons, pilots,

scientists, lawyers or engineers. Females are shown to be doing less prestigious jobs like house work or nursing.

Fifty percent of the work in fields in done by females in rural areas, but one hardly sees a woman depicted as a

farmer.

Media

Media, especially electronic media play an important role in strengthening stereotypes.

Females are mostly portrayed as mere show pieces, articles of attraction less intelligent (in fact stupid), talkative,

quarrelsome, and cowardly.

Men are shown as brave, intelligent and saviors of women.

Gender roles play a very significant part in Stereotyping

Gender Stereotypes and Reality

Gender stereotypes are a universal phenomenon. If these stereotypes have no religion in inherent, biological,

and structural differences between genders, then how did stereotypes emerge in first place?

Also, how come stereotypes existing in different parts of the world are identical, or at least similar?

Research evidence suggests that a number of stereotypes are reality-based e.g. men are strong; but many may

not have anything to do with reality e.g. women are not wise or intelligent. There is no dearth of evidence that

men and women share much more similarities, than they have differences.

Most personality traits, physical and mental capabilities, emotions, hopes, fears and wishes are equally

manifested by all human, male and female (Worchel, 2000). The gender difference are enlarged, used and

emphasized by the dominant group i.e. males, in order to strengthen their position in the society.

Stereotypes that reflect negative attitudes of the dominant group are less emphasized, and their connotation

rationalized.

Aggressiveness as a Stereotype

Research shows that men are more aggressive than women; especially in terms of aggressiveness causing pain

or physical injury (Eagly & Steffen, 1986). In case of adult phenomenon like spousal abuse, men are typically

involved as the aggressors and women as victims (Strauss & Gelles, 1986). However there is some evidence

suggesting that sex differences in aggression diminish with age (Hyde, 1984).

Leadership

There is a greater likelihood for men, than women, to emerge as leaders in initially leaderless groups.

This is truer when the groups are short-term, and when they involve tasks not requiring complex social

interaction (Eagly & Karan, 1991). A review of leadership literature revealed that female leaders as compared to

men are:

o More likely to adopt a democratic or participative style

o Less likely to adopt an autocratic or directive style (Eagly & Johnson, 1990)

The review also provided some indication that women are more likely t use an interpersonally oriented style,

and men are more likely to adopt a task-oriented style.

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