Theories Of Social Constructionism
Social structure is defined as the patterned societal arrangements which are both emergent from and determinant of the actions of all individuals (Crossman, 2016). Although it is generally agreed that the term social structure refers to consistencies in social life, the term is sometimes wrongly applied when other concepts such as the term norm/normative would be more accurate (Encyclopedia Britannica, 2015). Gender, alike all social identities, is socially constructed. Social constructionism is one of the fundamental theories sociologists use to put gender into historical and cultural focus. Social constructionism theory is created through social interaction. This theory of social constructionism enables us to realise that gender is neither
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We are taught from a young age the acceptable ways of acting out gender (The Other Sociologist, 2014).Girls are given pink frocks, hair bows and baby dolls. Boys are given blue cars and fast trains. Throughout early childhood girls will play “mums and dads”, where they will act out cleaning and cooking and caring for the boys who act as the dads and the other children who act as their babies. Little boys recognise it is not socially acceptable to wear a shimmering tutu, instead they are likely to choose a tiger costume or a flamboyant tie. These social roles are made to appear natural through their attachment to our bodies ‘male’ and ‘female’ (sex), this is known as the process of naturalisation (Lennon, 2010). As we age, we realise it is more and more important to abide by gender norms if we want to be validated, appreciated and accepted by our peers. In addition, gender norms and naturalisation alters how we view ourselves and others, it is an integral mode of realising where one stands in relation to others. Acceptance is a human necessity. Thus we intuitively perform tasks which we believe ideally suit our gender. Sex roles describe these tasks and functions which are perceived to be ideally suited to masculinity versus femininity. Nonetheless, gender has material affects. Occupational opportunities, safety, self-esteem, personality, wealth and, aspirations are all tied in with socially constructed gender norms and sex roles (The Other Sociologist,
We are taught from a young age the acceptable ways of acting out gender (The Other Sociologist, 2014).Girls are given pink frocks, hair bows and baby dolls. Boys are given blue cars and fast trains. Throughout early childhood girls will play “mums and dads”, where they will act out cleaning and cooking and caring for the boys who act as the dads and the other children who act as their babies. Little boys recognise it is not socially acceptable to wear a shimmering tutu, instead they are likely to choose a tiger costume or a flamboyant tie. These social roles are made to appear natural through their attachment to our bodies ‘male’ and ‘female’ (sex), this is known as the process of naturalisation (Lennon, 2010). As we age, we realise it is more and more important to abide by gender norms if we want to be validated, appreciated and accepted by our peers. In addition, gender norms and naturalisation alters how we view ourselves and others, it is an integral mode of realising where one stands in relation to others. Acceptance is a human necessity. Thus we intuitively perform tasks which we believe ideally suit our gender. Sex roles describe these tasks and functions which are perceived to be ideally suited to masculinity versus femininity. Nonetheless, gender has material affects. Occupational opportunities, safety, self-esteem, personality, wealth and, aspirations are all tied in with socially constructed gender norms and sex roles (The Other Sociologist,