CHAPTER 4 -GENDER ROLES
Instructor: Wendy Crapo
HOW MEN & WOMEN ARE DIFFERENT
• Women generally live longer.
• Women have lower basic metabolism.
• Women have shorter head, broader face, less protruding chin, shorter legs and longer trunk.
• Men’s teeth generally last longer.
• Women have larger stomachs, kidneys and livers but smaller lungs.
• Women’s thyroids are larger and more active.
HOW MEN & WOMEN ARE DIFFERENT continued
• Women’s blood contains more water and 20% fewer red cells thus more prone to faint.
• Men are 50% stronger than women.
• A woman’s heart beats more rapidly. (80 beats/minute compared to 72 for men)
• Woman’s blood pressure is generally 10 points lower.
• Women tolerate higher temperatures better than lower temperatures – men are the opposite.
WOMEN HAVE EVOLVED
• Able to vote now
• Can run for political office
• Many more are working and having careers
• Sexual harassment is against the law (1976)
• Marital rape against the law in most states
• Abortion
UNDERSTANDING ROLES
• How are genders opposite or similar?
• Hormones different (female = estrogen, male = androgens)
• Are we more alike than different?
• Can either gender fill roles?
WHAT IF YOU WERE THE OPPOSITE SEX?
• Different career choice?
• Appearance?
• Aggression?
• Peer relations and activities?
• Personal Behavior?
• Self concept?
• Freedom & restrictions?
• Home life?
• School life?
• Value judgments
GENDER VOCABULARY
• GENDER SCHEMA: exaggerated differences, acquired early in childhood. The earlier learned the more influential & stereotypical.
• BIPOLAR MODEL: Explains differences
• GENDER ROLE ATTACHMENT: Beliefs of what is appropriate behavior for gender. Boys model Dads.
• GENDER ROLE IDENTITY: Learned young and is deepest concept we hold of self.
THEORIES
GENDER THEORY: Gender is what we “do”. The idea of “opposites” suppresses and constrains behavior. Denies us opportunities.
Theories continued
SOCIAL LEARNING THEORY: We learn attitudes and behaviors by interactions. Consequences control behavior. But punishment is not a part of this theory compared to behaviorists.
BEHAVIORIST THEORY SUBSET
• We treat girls and boy different and reinforce different things.
• Parents don't usually acknowledge that they treat boys/girls differently.
Theories continued
COGNITIVE DEVELOPMENT THEORY: Active interpretation of messages received from the environment. Stresses age in learning.
• Kohlberg research found that up to 6-7 years it is superficial and children determine sex by external appearances (clothing, hair).
• One wants congruence and therefore we act appropriately to our gender.
• Primary motive is internal – independently strive to fulfill role.
LEARNING GENDER ROLES
1. Manipulation
2. Channeling toys
3. Verbal appellations
4. Activity exposure
• Girls encouraged to be like Mom “Mother's little helper”.
• Teens treated different. Sons achievements are more important.
Learning Gender Roles
(continued)
Learning Gender Roles
(continued)
• PEERS:
- Influenced by approval and acceptance
- Model after peers
- Seek intimacy of peers
• PARENTS - most influential when children. They deny they treat both differently but they do.
Learning Gender Roles
IMMIGRANT GENDER ROLES
• Children increase gender role stress.
• Men’s greatest stress is the work role.
• Women’s greatest stress is the family role.
• Working class differentiates the roles more.
• First generation Latinos more reluctant to work outside home.
• African American men most supportive of working women.
TRADITIONAL MALE ROLE
• TRANSITIONS: men unsure of meaning of masculinity.
• Good husband = good provider but wife wants closeness.
• If wife works = guilt & conflict.
• Marriage = sharing and fairness but often husband is senior partner.
• African Americans already equalitarian.
Male Roles in Transition
CONSTRAINTS: Men don't usually have the option not to work.
• Men less emotionally expressive but negative attitude if emotional (different for women).
• Difficulty expressing feelings
• Unsatisfactory relationships with children
• Lower life expectancy, heart disease, hypertension
TRADITIONAL FEMALE ROLE
• Women were seen as less competent.
• Women less happy in marriage (singles happier).
– Due to fatigue, stress and lack of leisure.
• Women get old, men get distinguished.
CONTEMPORY GENDER ROLES
• Expansion of man’s family role
• Work and professional roles for women
• Breakdown of male instrumentality and female expressiveness.
ANDROGYNOUS ROLES
• Combines male and female characteristics (Expressive and instrumental).
• Flexible gender roles.
• More satisfying marriages.
• Allows the ability to form & sustain intimate relationships.
• May have two sources of feeling inadequate – pressure to feel male & female.
ANDROGYNOUS ROLES TEST
Gender Roles in Transition
MOVEMENTS
• Economics, voting, suffrage.
• NOW: gender reform, gay /lesbian rights, abortion.
• Greatest problem areas are housework and childcare responsibilities.
• Change difficult because sometimes negative reaction towards men who display female traits.
• Religion supports traditional roles.
• Since 1960, women have been seen as more intelligent. 1970 greatest change.
VOCABULARY
1. Androgyny: Combining male & female characteristics. Andro=man, gyny=woman
2. Bipolar Gender Role: male - instrumental, woman - expressive. Polar opposites.
3. Gender Identity: Learn at early age whether male or female.
4. Gender Role: Roles we are expected to perform due to male/female.
5. Gender Role Attitude: Belief of what is appropriate behavior, traits.
6. Intensive Mothering Ideology: Children need full time intensive, unconditional attention from mothers in order to develop into healthy, well adjusted adults.
7. Matriarchal: Female dominates politically & economically, not evident in world.
8. Modeling: Learn through imitation.
9. Patriarchal: Male dominates politically & economically.
10. Post Gender Relationship: Great equality in marriage.
11. Pro-feminist: Fairness is the main issue. Want men close to children and responsible to family. Issues with only men being drafted.