Theoretical Approaches to Gender Development Chapter 2 Theoretical
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Theoretical Approaches to Gender Development Chapter 2
Theoretical Approaches to Gender �Theory = way to describe, explain, predict relationships �Theories shape how act and expect others to act �Theories are practical
Theoretical Approaches to Gender �Use theories to make sense of behaviors �Theories about sex and gender affect thoughts and behaviors �Theories influence how see yourself �Theories help develop awareness
Theoretical Approaches to Gender �Four types of gender theories: ◦ Biological ◦ Interpersonal ◦ Cultural ◦ Critical
Biological Theories of Gender �Biological characteristics of sexes are basis of differences ◦ Influence of sex chromosomes �Most females – XX �Most males - XY
Biological Theories of Gender �Several genes controlling intelligence located only on X ◦ Some aspects of male intelligence only inherited from mother ◦ Females may inherit intelligence from both parents
Biological Theories of Gender �Primary gene responsible for social skills only on X ◦ Women more adept in social situations
Biological Theories of Gender �Learn more - Turner syndrome: ◦ http: //www. turnersyndrome. org / �Learn more - Klinefelter syndrome: ◦ http: //ghr. nlm. nih. gov/conditio n=klinefeltersyndrome
Biological Theories of Gender �X and Y chromosomes distinct �X chromosome more of a multitasker ◦ Carries larger number of genes
Biological Theories of Gender �Role of hormonal activity ◦ Estrogen – primarily female �Produce good cholesterol �Blood vessels more flexible �Strengthens immune system
Biological Theories of Gender �Role of hormonal activity ◦ Estrogen – primarily female �Causes fat tissue to form around hips �Impede liver function
Biological Theories of Gender �Men have hormonal cycles ◦ Testosterone – primarily male �Drug use, violent behavior �Jockeying for power
Biological Theories of Gender �Men have hormonal cycles ◦ Testosterone – primarily male �Attempts to dominate �Physical expression of anger
Biological Theories of Gender �Hormones influence cognitive abilities �Men’s hormonal change later in life is more gradual than women’s
Biological Theories of Gender �Testosterone deficiency can lead to: ◦ Increase in body fat ◦ Moodiness and depression
Biological Theories of Gender �Hormones influence skills and tendencies ◦ Girls favor trucks if mother had high levels of testosterone during pregnancy
Biological Theories of Gender �Hormones influence skills and tendencies ◦ Males given estrogen experience �Decline in spatial skills �Increase in verbal skills
Biological Theories of Gender �Biological theories – differences in brain structure and development �Each sex specializes in one side of brain
Biological Theories of Gender �Men – better developed left lobes ◦ Linear thinking ◦ Sequential information ◦ Spatial skills ◦ Abstract, analytical reasoning
Biological Theories of Gender �Women – better developed right lobes ◦ Aptitude for imaginative and artistic activity ◦ Holistic, intuitive thinking ◦ Visual and spatial tasks
Biological Theories of Gender �Women use both sides of brain for language tasks �Prefrontal cortex larger ◦ Restrains aggression �Insula is larger �Affects intuition and empathy
Biological Theories of Gender �Male amygdala is larger ◦ Controls emotions like anger and fear
Biological Theories of Gender �Corpus callosum links two lobes of brain ◦ Women have greater ability to use ◦ Men listen with left brain
Biological Theories of Gender �Corpus callosum links two lobes of brain ◦ Women listen with both sides ◦ Men better able to use left side for directions
Biological Theories of Gender �Splenium – fold of connecting tissue in corpus callosum ◦ Larger in women �Increased verbal abilities
Biological Theories of Gender �Explore a 3 -D interactive diagram of the brain: ◦ http: //www. g 2 conline. org/? gclid =CMv 0_3 sqps. CFQQVswod 9 Gvu. Dg
Biological Theories of Gender �Forces of biology evident in gender re-assignment cases ◦ David Reimer �Penis amputated in surgery �Could not accept self as “girl” �Later surgically returned to male
Biological Theories of Gender �Controversy about strength of biological forces �Those with extreme view – biological factors determine abilities and behaviors �Others argue biology edited by environmental factors
Psychodynamic Theories of Gender �Psychodynamic theories assume relationships are central to human development
Psychodynamic Theories of Gender �The first important relationship is with primary caregiver ◦ Influences how infant comes to define identity
Psychodynamic Theories of Gender �Infants develop sense of self and gender identity as internalize views of others �Internalizing creates basic structure of psyche
Psychodynamic Theories of Gender �Mother may act differently toward daughters and sons �Infants follow distinct paths that reflect relationship with mother
Psychodynamic Theories of Gender �Fundamental likeness between mother and daughter ◦ Interact more with daughters ◦ Keep daughters closer ◦ More nurturing
Psychodynamic Theories of Gender �Allows infant girl to import mother into her self
Psychodynamic Theories of Gender �Full identification between mother and son less likely ◦ Encourage more independence ◦ Talk less about emotional matters
Psychodynamic Theories of Gender �To establish identity – boy differentiates himself from mother
Psychodynamic Theories of Gender �Identity is not static �Grows and changes as we interact �As infants mature, carry with them basic identity formed in first relationship
Social Learning Theory Learn by imitating others and getting responses to behavior
Social Learning Theory �Behaviors that are rewarded reinforced �Behaviors that are punished or seen as neutral rejected
Social Learning Theory �Social world, including media amplifies personal inclinations �For example, hyperplasia ◦ Learn more: �http: //cat. inist. fr/? a. Modele=af fiche. N&cpsidt=17298299
Social Learning Theory �Views children as passive in process �Suggests reinforcement process continues through lifetime
Cognitive Development Theory �Children play active role in developing gender identity �Pick models to teach themselves competency in masculine or feminine behavior
Cognitive Development Theory �Children go through several stages in developing identity ◦ Birth to 24 -30 months – search communication for labels to apply to self
Cognitive Development Theory �Children go through several stages in developing identity ◦ 3 or earlier – realize being boy or girl not temporary �Gender constancy
Cognitive Development Theory �As children mature, continue to seek role models �Boys learn aggressiveness is masculine
Cognitive Development Theory �Girls learn being physically attractive is feminine �Children who witness violence may follow model
Cognitive Development Theory �Gilligan – most females socialized to value connections �Most males socialized to value autonomy
Cultural Theories of Gender �Focus on understanding gender from cultural perspective �Do not dispute biological or interpersonal factors ◦ Assume qualified by influence of culture
Anthropology �Views of gender in 21 st-century America clarified by viewing how other cultures express gender
Anthropology �Tahitian men – gentle �Aboriginal fathers – no say in daughters’ marriages �Samoan males – tattoos ◦ http: //www. museum. upenn. edu /new/exhibits/online_exhibits/b ody_modification/bodmodtattoo. shtml
Anthropology �Mbuti – don’t discriminate �Mukogodo – higher value on females �Orango Island – women choose mates �Dominican Republic – some males born with underdeveloped organs
Anthropology �Many Native American groups had matrilineal systems ◦ Not necessarily matriarchal �Viewed women as relatively autonomous �Created category of two spirit
Anthropology �Kruje – gender swapping solution for families without males
Symbolic Interactionism �Through communication with others we learn who we are �As parents interact with children then tell them who they are �Each label offers child self-image �Children internalize views to arrive at understanding
Symbolic Interactionism �Views of gender communicated ◦ Through parents’ responses ◦ Play activities with peers ◦ Through interaction with teachers
Symbolic Interactionism �Role = set of expected behaviors and values associated with them ◦ External to individuals ◦ Roles assigned by society
Symbolic Interactionism �One primary way to classify social life – gender roles ◦ Women as caretakers ◦ Women represented in service and clerical jobs ◦ Men as breadwinners ◦ Men seen as leaders
Symbolic Interactionism �Role is internalized �Learn different roles for men and women ◦ Learn unequal values assigned to them
Critical Theories �Direct attention to structures by which societies classify people �Interested in how dominant groups privilege own interests and impose on less powerful �Understand how oppressed groups can become empowered
Standpoint Theory �Societies are made of different groups that are organized in social hierarchy �Membership in groups shape what individuals experience
Standpoint Theory �Dates back to writings of Hegel and Marx �Nature of slavery perceived different if master or if slave �Where power relationships exist, no single perspective �Work we do shapes our identity �All views partial
Standpoint Theory �Social location is not standpoint �Standpoint earned through critical reflection and engaging in struggle
Standpoint Theory �Powerful have vested interest in preserving their place �Views may be more distorted �Unlikely to develop oppositional politics
Standpoint Theory �Subordinate groups may have fuller understandings �Have to understand both perspectives �May see world with less bias
Standpoint Theory �Marginalized perspectives can inform all about how society operates �Understandings of women and men based on location in socially constructed groups
Standpoint Theory �Demands of role lead mothers to develop maternal thinking ◦ Arises out of location in domestic settings �Men who are primary caregivers ◦ More nurturing and expressive
Standpoint Theory �Biological influences called into question �Men with higher SES do not display destructive aggression
Standpoint Theory �Can earn or develop multiple standpoints that overlap and interact �Possibility of developing different standpoints that reflect political awareness
Queer Theory �Critique of conventional categories of identity and culture views of normal and abnormal �Queer does not refer only to gays and lesbians ◦ Refers to anything that departs from what society considers normal
Queer Theory �Arose from gay and lesbian studies �Initial focus – heteronormativity �Implications for understandings of sexuality �Aims to enlarge appreciation of range of identities
Queer Theory �Not useful to use terms like women, gay, straight �Essentialize by focusing on only one aspect of person �Erase variation among those in categories
Queer Theory �Assumes identities are not fixed – Relatively fluid �Means more than being able to switch from one sex or gender to the other
Performative Theory �Through performance humans generate identity �Gender comes into being only as expressed �Gender is something we do at specific times �Gender as verb, not noun
Performative Theory �We express conventional gender through everyday practices �We resist conventional views of gender if act in ways that are inconsistent �Performances are collaborative
Performative Theory �Queer performative theories integrate views of queer and performative theory �Important are performances that are routine �Political tools that unsettle
Theories Working Together �The theories discussed in this chapter work together to explain ◦ Gender differences ◦ Sex differences
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