Gender Stereotypes in Children
Outline two factors that contribute to the development of gender stereotypes and gender role adoption in children
This essay will outline the biological and environmental factors that contribute towards the development of gender stereotypes and gender role adoption that is seen in children.
Firstly, to define the term gender stereotype it tends to refer to the belief held by society of that time, or the culture of such about the physical and emotional characteristics of both genders. These concepts are then magnified, and belonging to either of the categories becomes essential which, in turn leads to a specific set of expectations, consequently individual differences are seen as ‘abnormal’.
Within this there are two behaviours that can be considered, sex roles; which refers to the roles that are socially accepted to be more suited to one gender than the other for example women are expected to be expressive in the domestic type roles, teaching or nursing and men are expected to be in the instrumental role of ‘breadwinner’ and supporting the family financially (Gibbs et al, 1986). Also sex traits; which more refers to the innate characteristics, for example emotions and personality traits that are seen more in one gender than the other, for example women are seen as submissive, emotional nurturers whereas men are seen as dominant, aggressive, protectors and providers.
Secondly, gender role adoption is the reaction to gender stereotyping, in order to be seen as either male or female. From birth, the child will become more aware of what is considered the ‘norm’ through various sources and will then choose, depending on what their sex is, what the ‘correct’ behaviour is that they should be exhibiting.
The biological aspects are clearly split into two factors, the first focused heavily on the genes and hormones, and the second is more focused on evolutionary factors; using the behaviour of primitive man to explain the differences between the sexes.
Those
This essay will outline the biological and environmental factors that contribute towards the development of gender stereotypes and gender role adoption that is seen in children.
Firstly, to define the term gender stereotype it tends to refer to the belief held by society of that time, or the culture of such about the physical and emotional characteristics of both genders. These concepts are then magnified, and belonging to either of the categories becomes essential which, in turn leads to a specific set of expectations, consequently individual differences are seen as ‘abnormal’.
Within this there are two behaviours that can be considered, sex roles; which refers to the roles that are socially accepted to be more suited to one gender than the other for example women are expected to be expressive in the domestic type roles, teaching or nursing and men are expected to be in the instrumental role of ‘breadwinner’ and supporting the family financially (Gibbs et al, 1986). Also sex traits; which more refers to the innate characteristics, for example emotions and personality traits that are seen more in one gender than the other, for example women are seen as submissive, emotional nurturers whereas men are seen as dominant, aggressive, protectors and providers.
Secondly, gender role adoption is the reaction to gender stereotyping, in order to be seen as either male or female. From birth, the child will become more aware of what is considered the ‘norm’ through various sources and will then choose, depending on what their sex is, what the ‘correct’ behaviour is that they should be exhibiting.
The biological aspects are clearly split into two factors, the first focused heavily on the genes and hormones, and the second is more focused on evolutionary factors; using the behaviour of primitive man to explain the differences between the sexes.
Those
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