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GENDER TYPING AND STEREOTYPING:Development of sex-typing

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Gender Issues In Psychology (PSY - 512)
VU
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
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Gender Issues In Psychology (PSY - 512)
VU
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.
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Gender Issues In Psychology (PSY - 512)
VU
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.
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Gender Issues In Psychology (PSY - 512)
VU
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.
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Table of Contents:
  1. INTRODUCTION:Common misconception, Some questions to ponder
  2. FEMINIST MOVEMENT:Forms or Varieties of Feminism, First wave feminists
  3. HISTORICAL BACKGROUND:Functionalism, Psychoanalytic Psychology:
  4. Gender- related Research:Andocentricity, Overgeneralizing, Gender Blindness
  5. RESEARCH METHODS FOR GENDER ISSUES:The Procedure of Content Analysis
  6. QUALITATIVE RESEARCH:Limitations Of Quantitative Research
  7. BIOLOGICAL DIFFERENCES BETWEEN GENDERSHormones and Chromosomes
  8. BIOLOGICAL DIFFERENCES BETWEEN GENDERS: HORMONES AND NERVOUS SYSTEM
  9. THEORIES OF GENDER DEVELOPMENT:The Biological Approach,
  10. THEORIES OF GENDER DEVELOPMENT (2):The Behavioral Approach
  11. THEORIES OF GENDER DEVELOPMENT (3):The Cognitive Approach
  12. THEORIES OF GENDER DEVELOPMENT (3):Psychoanalytic Feminism
  13. OTHER APPROACHES:The Humanistic Approach, Cultural Influences
  14. GENDER TYPING AND STEREOTYPING:Development of sex-typing
  15. GENDER STEREOTYPES:Some commonly held Gender Stereotypes
  16. Developmental Stages of Gender Stereotypes:Psychoanalytic Approach, Hostile sexism
  17. CULTURAL INFLUENCE & GENDER ROLES:Arapesh, Mundugumor
  18. DEVELOPMENT OF GENDER ROLE IDENTIFICATION:Gender Role Preference
  19. GENDER DIFFERENCES IN PERSONALITY:GENDER DIFFERENCES IN BULLYING
  20. GENDER DIFFERENCES IN PERSONALITY:GENDER, AFFILIATION AND FRIENDSHIP
  21. COGNITIVE DIFFERENCES:Gender Differences in I.Q, Gender and Verbal Ability
  22. GENDER AND MEDIA:Print Media and Portrayal of Genders
  23. GENDER AND EMOTION:The components of Emotions
  24. GENDER, EMOTION, & MOTIVATION:Affiliation, Love, Jealousy
  25. GENDER AND EDUCATION:Impact of Educational Deprivation
  26. GENDER, WORK AND WOMEN'S EMPOWERMENT:Informal Work
  27. GENDER, WORK AND WOMEN'S EMPOWERMENT (2):Glass-Ceiling Effect
  28. GENDER, WORK & RELATED ISSUES:Sexual Harassment at Workplace
  29. GENDER AND VIOLENCE:Domestic Violence, Patriarchal terrorism
  30. GENDER AND HEALTH:The Significance of Women’s Health
  31. GENDER, HEALTH, AND AGING:Genetic Protection, Behavioral Factors
  32. GENDER, HEALTH, AND AGING:Physiological /Biological Effects, Changes in Appearance
  33. GENDER DIFFERENCES IN AGING:Marriage and Loneliness, Empty Nest Syndrome
  34. GENDER AND HEALTH PROMOTING BEHAVIORS:Fitness and Exercise
  35. GENDER AND HEALTH PROMOTING BEHAVIOR:The Classic Alameda County Study
  36. GENDER AND HEART DISEASE:Angina Pectoris, The Risk factors in CHD
  37. GENDER AND CANCER:The Trend of Mortality Rates from Cancer
  38. GENDER AND HIV/AIDS:Symptoms of AIDS, Mode of Transmission
  39. PROBLEMS ASSOCIATED WITH FEMALES’ REPRODUCTIVE HEALTH
  40. OBESITY AND WEIGHT CONTROL:Consequences of Obesity, Eating Disorders
  41. GENDER AND PSYCHOPATHOLOGY:Gender, Stress and Coping
  42. GENDER AND PSYCHOPATHOLOGY:The Diagnostic Criteria
  43. GENDER AND PSYCHOTHERAPY:Traditional Versus Feminist Theory
  44. FEMINIST THERAPY:Changes targeted at societal level
  45. COURSE REVIEW AND DISCUSSION OF NEW AVENUES FOR RESEARCH IN GENDER ISSUES