Development of gender roles
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Janeen JacksonSeguir
28 de Jun de 2014•0 gostou•2,494 visualizações
Development of gender roles
28 de Jun de 2014•0 gostou•2,494 visualizações
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Gender development and awareness through early childhood to adolescence.
Janeen JacksonSeguir
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Development of gender roles
- 1. Development of Gender Roles By Janeen Jackson MTE/506 Instructor: Paula Rogers
- 2. How are gender roles developed? Several theories have explained the development of children's gender identity: Psychoanalytic Theory Behavioral Theory Social Learning Theory Cognitive Learning Theory
- 3. Psychoanalytical Theory Oedipus and Electra complex
- 4. Behavior and Social Theory Boys and girls receive positive reinforcements for gender appropriate behaviors. Children displaying opposite behavior dress or play will be corrected.
- 5. Social Learning Theory Social Learning Theory is the role of imitation. (Levine & Munsch, 2013, "Chapter 11: Identity The Self, Gender, and Moral Development"). Media and the world around them will dictate what is appropriate and acceptable gender behavior.
- 6. Cognitive Development Theory Gender Identity- (age 2) A child will correctly identify their sex. Gender Stability- (age 3) Children at this are aware that gender is stable over time. Gender Constancy-(age 5+) Children know that gender does not change regardless of outward appearance or gender role activity Theorist Lawrence Kohlberg was the first theorist to break down gender identity by cognitive theory.
- 7. When are gender roles adopted? Children usually adopt pattern of behavior and preferences around 15 to 36 months. According to "Child Psychology: A Contemporary Viewpoint “ (2003) “Girls tend to conform less strictly to gender-role stereotypes than do boys, possibly because there is greater pressure from parents and teachers for boys to adhere to the masculine role. Girls may also imitate the male role because it has greater status and privilege in our culture. Although some boys and girls receive support for cross-gender behavior, most are encouraged to behave according to traditional stereotypes.” (Developmental Patterns of Gender Typing).
- 8. What influences shape perceptions of gender roles ? Biological anatomy Social attributes How an individual subscribes to biological, individuality, physical traits, appearance, personality, life experiences, career and education. History of sexual and romantic interaction. Societal pressure
- 9. How might gender identify change from early childhood through adolescence Children will start gender labeling (ages 3-4) Preschool children know that nothing will change their biological sex and will stay that for life. Adolescence will experience gender intensity. This is also a time when they question their gender roles or prescribe to transgender roles.
- 10. What observable behaviors might indicate changes in gender identity? BOYS States I want he wants to be girl Has a marked interests in female activities, including playing with dolls or pretending roles as a female. Boy will cross dress or wear cosmetics. GIRLS States that she wishes she was a boy Preferred peer groups is male Will choose male roles in playing instead of females (
- 11. Video of observable behavior of boy who wants to identify as a girl.
- 12. ReferencesAmerican Academy of Pediatrics. (2014). Retrieved from http://www.healthychildren.org/English/ages- stages/gradeschool/Pages/Gender-Identity-and-Gender-Confusion-In-Children.aspx Cherry, K. (2014). About.com Psychology. Retrieved from http://psychology.about.com/od/gindex/g/def_genderschem.htm Child Psychology: A Contemporary Viewpoint . (2003). Retrieved from http://highered.mcgraw- hill.com/sites/0072820144/student_view0/chapter15/index.html Dixon, E. (2012). Surviving Psychology. Retrieved from http://survivingpsychology.blogspot.com/2012/09/psya3-kohlbergs-gender- theory-info-sheet.html Encyclopedia of Applied Developmental Science. (2013). Sage Knowledge. Retrieved from http://knowledge.sagepub.com/view/applieddevscience/n197.xml Galambos, N. (2005). Gender intensification. In C. Fisher, & R. Lerner (Eds.), Encyclopedia of applied developmental science. (pp. 506- 508). Thousand Oaks, CA: SAGE Publications, Inc. doi: http://dx.doi.org/10.4135/9781412950565.n197 Lee, J., & Ashcraft, A. (2005). Gender Roles . Hauppauge, NY: Nova Publishing. Levine, L., & Munsch, J. (2013). Child Development. An Active Learning Approach (2nd ed.). Retrieved from The University of Phoenix eBook Collection database. Oswalt, A. (2014). Betty Hardwick Center. Retrieved from http://www.bhcmhmr.org/poc/view_doc.php?type=doc&id=12771&cn=462
Notas do Editor
- Psychoanalytic Theory – will include Freud’s theory of the Oedipus or Electra complex.
- During this stage, Freud said that boys go through the Oedipus crisis and girls go through the Electra crisis. In both cases, the child fantasizes about marrying the opposite-sex parent and doing away with the parent of the same sex. For boys, the Oedipus crisis is resolved when they realize that they cannot beat their more powerful father. Instead they identify with the father, deciding to be like him and hoping that someday they will find someone like their mother for themselves. For girls, the situation is more complicated. Essentially Freud believed that girls develop their gender identity by identifying with their mothers, whom they believe to be damaged in the same way that they are because they do not have a penis. There is little research evidence to support these ideas as the basis of gender identity in children (Golombok & Fivush, 1994).
- Boys who display opposite sex dress or play are less tolerated than girls. Fathers are particularly annoyed by non stereotypical play by their sons.
- Young girl imitating superstar Beyonce (right pic) Little boy imitating Superman (left pic) Over sensualized little girl model (bottom left pic) Little boy holding a rifle and in fatigues (bottom right pic)
- *Gender Identity-Child may think a person’s gender is changed if outward appearance is not stereotypical male/female dress. *Gender Stability-Child may think gender can change in non stereotypical gender activity. *Gender Constancy-Kohlber theorized children have reached full gender constancy when they inquire about appropriate gender behavior. For example, I am a boy and wear a tie because daddy wears a tie or I am a girl and wear a dress because mommy wears a dress.
- Gender roles extend beyond anatomy. Social attributes shape gender roles as well. The gender roles we subscribe to are highly individualistic, built on biological and physical traits, appearance and personality, life experiences, career and education and history of sexual and romantic interaction (Lee & Ashcraft, 2005, p. vii). Besides social pressure, children learn stereotypical male and female behavior through the media.
- Looking back at Kohlberg’s gender identity development (see slide 6). Children around the ages of 3-4 will start gender labeling. Young children can tell the difference between boys and girls, however they think gender can change if the stereotypical outward appearance is changed. As children get older, they begin to move to gender stability. Children are rather certain they know what gender are but will think gender will change if they adhere to cross-sex activity or appearance. After preschool, children know that nothing will change their biological sex and will stay that way for life. This is also a stage where they struggle with their gender identity onto adulthood. (Oswalt, 2014) Adolescence will experience gender intensification, a hypothesis states that girls and boys experience increased pressure to conform to culturally sanctioned gender roles during adolescence (Hill and Lynch 1983). This is a time when they question their gender role or prescribe to roles. Transgendered teen boy (bottom left pic) Transgendered Teen couple (bottom middle pic) Transgender teen girl (bottom right pic)
- Children may distance themselves from traditional gender roles. *Girls will be more masculine or “tomboyish” (American Academy of Pediatrics, 2014)
- Even though these are actors, look at the fooled parents forcing the kids to wear stereotypical gender role costumes. The children were sure and had good reasons why they wanted to wear the costumes, but the parents insisted to the wear “appropriate” gender role costumes. Notice what the last woman said ,”…she did not say she was gay she just wanted to wear a boy’s costume.”