Gender and So

Introduction:
Gender Roles and Society

Introduction to Gender, Sex, and Sexuality
Presented by:
Michelle P. Ranges
Introduction to Gender, Sex,
and Sexuality
In 2009, the 18-year old South African athlete, Caster Semenya,
won the women’s 800-meter world championship in Track and Field. Her
time of 1:55:45, a surprising improvement from her 2008 time of
2:08:00, caused officials from the International Association of Athletics
Foundation (IAAF) to question whether her win was legitimate.
If this questioning were based on suspicion of steroid use, the case would
be no different from that of Roger Clemens or Mark McGuire, or even
Track and Field Olympic gold medal winner Marion Jones.
But the questioning and eventual testing were based on allegations
that Caster Semenya, no matter what gender identity she
possessed, was BIOLOGICALLY A MALE.
and Sexuality
In the 1996 Atlanta Olympics, eight female athletes with XY
chromosomes underwent testing and were ultimately confirmed as eligible
to compete as women (Maugh, 2009).
To date, no males have undergone this sort of testing.

Does this not imply that when women perform better than expected, they
are “too masculine,” but when men perform well they are simply superior
athletes?
and Sexuality
Topics:
Differences between sex and gender
• Gender identity and sexuality.
• How different are women and men
• What does it mean to “have” a sex in our
society?
• What does it mean to “have” a sexuality?
• Theoretical perspectives on the subjects of
gender and sexuality.
and Sexuality
Sex, Gender, and Sexuality
sex or gender.
Vs.
your sex and your gender
Sex refers to physical or physiological differences between males and f
females, including both primary sex characteristics (the reproductive
system) and secondary characteristics such as height and
muscularity.
Gender is a term that refers to social or cultural distinctions
and roles associated with being male or female.
and Sexuality
sex or gender.
Vs.
Gender identity is the extent to which one identifies as being either
masculine or feminine (Diamond, 2002). As gender is such a primary
dimension of identity, socialization, institutional participation, and life
chances, sociologists refer to it as a core status.
and Sexuality
sex or gender.
Vs.
Gender identity is the extent to which one identifies as being either
masculine or feminine (Diamond, 2002). As gender is such a primary
dimension of identity, socialization, institutional participation, and life
chances, sociologists refer to it as a core status.
The distinction between sex and gender is key to being able
to examine gender and sexuality as social variables rather
than biological variables.
and Sexuality
GENDER IS NOT DETERMINED BY BIOLOGY
Margaret Mead‛s cross cultural research in New Guinea, in the 1930s,
proved that cultures differ markedly in the ways that they perceive the
gender “temperments” of men and women; i.e., their masculinity and
femininity (Mead, 1963). …she saw both genders among
the Arapesh as sensitive, gentle, cooperative, and passive, whereas
among the Mundugumor both genders were assertive, violent,
jealous, and aggressive.
and Sexuality
Among the Tchambuli, she described male and female temperaments as
the opposite of those observed in North America. The women appeared
assertive, domineering, emotionally inexpressive, and managerial, while the
men appeared emotionally dependent, fragile, and less responsible.
and Sexuality
The experience of transgendered people also demonstrates that a person’s
sex, as determined by his or her biology, does not always correspond with
his or her gender. Therefore, the terms sex and gender are not
interchangeable.
 A baby boy who is born with male genitalia will be identified as male.
 As he grows, however, he may identify with the feminine
aspects of his culture.
• Physiologically females eventually menstruate and develop
breasts that can lactate.
• American culture, it is considered feminine to wear a dress or skirt.
• However, in many Middle Eastern, Asian, and African cultures, dresses or skirts can
be considered masculine.
and Sexuality
GENDER
The dichotomous view of gender (the notion that one is either male or
female) is specific to certain cultures BUT is not universal.
 In some cultures, gender is viewed as fluid. In the past, some anthropologists used the
term berdache or two spirit person to refer to individuals who occasionally or
permanently dressed and lived as the opposite gender. (Jacobs, Thomas, and Lang,
1997).
 Samoan culture accepts what they refer to as a “third gender.” Fa’afafine, which
translates as “the way of the woman,”
is a term used to describe individuals who are born biologically male
but embody both masculine and feminine traits.
and Sexuality
Sexuality
• Sexuality refers to a person’s capacity for sexual feelings and their
emotional and sexual attraction to a particular sex (male or female).
Sexuality or sexual orientation is typically divided into four categories:
• heterosexuality, the attraction to individuals of the opposite sex;
• homosexuality, the attraction to individuals of one’s own sex;
• bisexuality, the attraction to individuals of either sex; and,
• asexuality, no attraction to either sex.
and Sexuality
Sexuality
Heterosexuals and homosexuals may also be referred to
informally as “straight” and “gay,” respectively.
North America is a heteronormative society, meaning
it supports heterosexuality as the norm, (referred to
as heteronormativity).
and Sexuality
Sexuality
Heterosexuals and homosexuals may also be referred to informally as
“straight” and “gay,” respectively.
North America is a heteronormative society, meaning it supports
heterosexuality as the norm, (referred to as heteronormativity).
Consider that homosexuals are often asked, “When
did you know you were gay?” but heterosexuals are
rarely asked, “When did you know that you were straight?”
(Ryle, 2011).
and Sexuality
Sexuality
Individuals are usually aware of their sexual orientation between middle
childhood and early adolescence (American Psychological Association,
2008).
They do not have to participate in sexual activity to be aware of these
emotional, romantic, and physical attractions; people can be celibate and
still recognize their sexual orientation.
Homosexual women (also referred to as lesbians), homosexual men (also
referred to as gays), and bisexuals of both genders may have
very different experiences of discovering and accepting their sexual
orientation.
and Sexuality
Sexuality
Individuals are usually aware of their sexual orientation between middle
childhood and early adolescence (American Psychological Association,
2008).
At the point of puberty, some may be able to claim
their sexual orientations while others may be unready
or unwilling to make their homosexuality or bisexuality
known since it goes against North American society’s
historical norms (APA, 2008).
and Sexuality
Sexuality
• There is no scientific consensus regarding the exact reasons why an
individual holds a heterosexual, homosexual, or bisexual orientation.
• There has been research conducted to study the possible genetic,
hormonal, developmental, social, and cultural influences on sexual
orientation, but there has been no evidence that links sexual orientation
to one factor (APA, 2008).
• Research, however, does present evidence showing that homosexuals
and bisexuals are treated differently than heterosexuals in schools, the
workplace, and the military.
and Sexuality
Sexuality
• The 2009 Canadian Climate Survey reported that 59% of LGBT
(lesbian, gay, bisexual, or transgendered) high school students had been
subject to verbal harassment at school compared to 7% of non-LGBT
students; 25% had been subject to physical harassment compared to
8% of non-LGBT students; 31% had been subject to cyber-bullying
(via internet or text messaging) compared to 8% of non-LGBT
students; 73% felt unsafe at school compared to 20% of non-LGBT
students; and 51% felt unaccepted at school compared to 19% of
non-LGBT students (Taylor and Peter, 2011).
• Much of this discrimination is based on stereotypes, misinformation,
and homophobia.
and Sexuality
Gender Roles
- Refers to society’s concept of how men and women are expected to act
and how they should behave.
- These roles are based on norms, or standards, created by society.
- Role learning starts with socialization at birth.
- Gender Roles linked to PLAY=== Occupational ROLES
Gender Identity
- Is an individual’s self-conception of being male
or female based on his or her association with masculine
or feminine gender roles
and Sexuality
TRANSGENDER
• individuals who identify with the gender that is the
opposite of their biological sex.
Transgendered males- ‘female’ at birth, have such a
strong emotional and psychological connection to the forms
of masculinity in society that they identify their gender as
male.
Transgendered females-connection to
femininity
and Sexuality
Transsexuals- aka MTF/ FTM
Transgendered individuals who wish to alter their bodies
through medical interventions such as surgery and hormonal
therapy — so that their physical being is better aligned with
their gender identity
Cross Dressing- is typically a form of self-expression,

entertainment, or personal style, not necessarily an
expression of gender identity (APA, 2008).
and Sexuality
TRANSGENDER
• There is no single, conclusive explanation for why people
are transgendered. Transgendered expressions and
experiences are so diverse that it is difficult to identify
their origin. Some hypotheses suggest biological factors
such as genetics, or prenatal hormone levels, as well as
social and cultural factors, such as childhood and
adulthood experiences. Most experts believe that all of
these factors contribute to a person’s gender identity
(APA, 2008).
and Sexuality
TRANSGENDER
It is known that transgendered and transsexual individuals
experience discrimination based on their gender identity.
People who identify as transgendered are twice as likely to
experience assault or discrimination as non-transgendered
individuals; they are also one and a half times more likely to
experience intimidation (National Coalition of Anti-Violence
Programs, 2010).
 EDUCATION AND EMPOWERMENT
and Sexuality
THE DOMINANT GENDER SCHEMA
an ideology that, like all ideologies, serves to perpetuate
inequalities in power and status.
This schema states that:
a) sex is a biological characteristic that produces only two
options, male or female, and
b) gender is a social or psychological characteristic that
manifests or expresses biological sex.
and Sexuality
… only two options exist, masculine or
feminine: “All persons are either one gender
or the other. No person can be neither. No
person can be both. No person can change
gender without major medical intervention”
(Devor, 2000).
and Sexuality
However, if one does not fit within the dominant gender
schema, then the naturalness of one’s gender identity is
thrown into question.
it is only a schema: a cultural distinction that is imposed
upon the diversity of world.
With respect to the biology of gender and sexuality, Anne
Fausto-Sterling (2000) argues that a body’s sex is too
complex to fit within the obligatory dual sex system,
and ultimately, the decision to label someone male or female
is a social decision.
and Sexuality
Fausto-Sterling’s research on hermaphrodite
or intersex children — the 1.7% of children who are born
with a mixture of male and female sexual organs —
indicates that there are at least five different sexes:
• male;
• female;
• Herms;
• Merms;
• Ferms.
and Sexuality
• Gender and Socialization
SOCIETY is profoundly gendered- “natural” distinction
between male and female, and the attribution of different
qualities to each, underlies institutional structures from the
family, to the occupational structure, to the division between
public and private, to access to power and beyond.
Patriarchy - the belief that men and women are

dichotomous and unequal categories.
and Sexuality
• How does the “naturalness” of the
distinction between male and female get
established? How does it serve to organize
everyday life?
and Sexuality
• How does the “naturalness” of the
distinction between male and female get
established? How does it serve to organize
everyday life?
The phrase “boys will be boys”
Society expects women and men to behave according to
the expectations of their respective gender role. Scripts
are generally learned through a process known
as socialization, which teaches people to behave
according to social norms.
and Sexuality
Socialization
a process in which people learn to behave in
a particular way as dictated by societal
values, beliefs, and attitudes.
Riding a motorcycle
Home economics
and Sexuality
Children learn at a young age that there are
distinct expectations for boys and girls
Socialization
a process in which people learn to behave in
a particular way as dictated by societal
values, beliefs, and attitudes.
Riding a motorcycle
Home economics
and Sexuality
Gender Stereotypes
• oversimplified notions about members of a
group.
• involves overgeneralizing about the
attitudes, traits, or behaviour patterns of
women or men.
and Sexuality
Sexism - prejudiced beliefs that value one
sex over another.
• In parts of the world where women are
strongly undervalued, young girls may not
be given the same access to nutrition,
health care, and education as boys.
and Sexuality
Agents of Socialization
 family
 education
 peer groups
Mass media
DOES GENDER MATTER
Ben A. Barres
DOES GENDER MATTER
Ben Barres
“Women are not advancing in Science
because of INNATE inability.”
Ben Barres explains what is wrong with

this hypothesis.
DOES GENDER MATTER
Ben Barres
“When I was 14 years old, I had an unusually talented
math teacher. One day after school, I excitedly pointed
him out to my mother. To my amazement, she looked at
him with shock and said with disgust: “You never told
me that he was black”. I looked over at my teacher and,
for the first time, realized that he was an African
American. ….only his spectacular teaching ability.
I would like to think that my parents’ sincere efforts to

teach me prejudice were unsuccessful.
DOES GENDER MATTER
Ben Barres
Harvard University president Larry Summers suggested
that differences in innate aptitude rather than
discrimination …failure of women to advance in
scientific careers.
 Steven Pinker
 Peter Lawrence- ‘Men, Women and Ghosts in Science
(2006)
“…even in a utopian world free of
bias, women would still be under-represented
in science because they are innately different
from men.”
DOES GENDER MATTER
Ben Barres
 Baron-Cohen
…males are ‘on average’ biologically predisposed to systematize to
analyse and to be more forgetful of others, whereas females are ‘on
average’ innately designed to empathize, to communicate and to care for
others. He further argues that men are innately better equipped to
aggressively compete in the ‘vicious struggle to survive’ in science-
Baron-Cohen
 Harvey Mansfield states in his new book,

Manliness, that women don’t like to compete, are risk
adverse, less abstract and too emotional.
DOES GENDER MATTER
Ben Barres
 Larry Summers Hypothesis
women are not advancing because of innate
inability rather than because of bias or other
factors
IN CONTRAST WITH
 ‘Stephen Jay Gould Hypothesis’
available scientific data do not provide
credible support for the hypothesis
but instead support an alternative one:
that women are not advancing because of
discrimination.
DOES GENDER MATTER
Ben Barres
THE SUMS DON’T ADD UP!
The Article will argue on the following:
1.Larry Summers Hypothesis amounts to
nothing more than blaming the victim
2.why it is so harmful to women
3. what can and should be done to help
women advance in science.
DOES GENDER MATTER
Ben Barres
1. Larry Summers Hypothesis amounts to nothing more
than blaming the victim…
-------------------------------------------------------------------------------
What is to be blamed?
1. The societal assumption that women are innately
less able than men.
A substantial degree of bias against women — more than is
sufficient to block women’s advancement in many
professions.
DOES GENDER MATTER
Ben Barres
-------------------------------------------------------------------------------
1. The societal assumption that women are innately
less able than men.
a. Studies reveal that in many selection processes, the
bar is unconsciously raised so high for women and
minority candidates that few emerge as winners. For
instance, one study found that women applying for a
research grant needed to be 2.5 times more
productive than men in order to be considered
equally competent (Fig. 2)12
DOES GENDER MATTER
Ben Barres
-------------------------------------------------------------------------------
2. Valian suggests that we all have a strong desire to

believe that the world is fair.
- Women are as likely as men to deny the existence of
gender-based bias.
DOES GENDER MATTER
Ben Barres
-------------------------------------------------------------------------------
Accomplished women who manage to make it to the top

may ‘pull up the ladder behind them’, perversely
believing that if other women are less successful, then
one’s own success seems even greater.
DOES GENDER MATTER
Ben Barres
-------------------------------------------------------------------------------
‘Denial of personal disadvantage’ -women compare their
advancement with other women rather than with
men.
DOES GENDER MATTER
Ben Barres
-------------------------------------------------------------------------------
Mansfield and others claim that women are more emotional
than men.
There is absolutely no science to support this contention.
- Ben Barres
There is no scientific support, either, for the

contention that women are innately less competitive
(although I believe powerful curiosity and the drive to
create sustain most scientists far more than the love of
competition)
DOES GENDER MATTER
Ben Barres
-------------------------------------------------------------------------------
Many girls are discouraged from sports for fear of being labelled
tomboys.
A 2002 study did find a gender gap in competitiveness in financial
tournaments, but the authors suggested that this was due to
differences in self confidence rather than ability.
Self confidence has been pointed to as a factor
influencing why women ‘choose’ to leave science and engineering
programmes.
When women are repeatedly told they are less good, their self
confidence falls and their ambitions dim.
DOES GENDER MATTER
Ben Barres
-------------------------------------------------------------------------------
Raising expectations for women in science may be the
single most important factor in helping them make it to
the top
- Valian
DOES GENDER MATTER
Ben Barres
-------------------------------------------------------------------------------
Comments by Summers and others have made it clear
that discrimination remains an under-recognized
problem that is far from solved.
The progress of science increasingly depends on the

global community.
If women and minorities are to achieve their full
potential, all of us need to be far more proactive.
DOES GENDER MATTER
Ben Barres
-------------------------------------------------------------------------------
So what can be done?
1. Enhance leadership diversity in academic and
scientific institutions.
- be more sensitive and respectful for different
perspectives
More female leadership is vital in lessening the hostile

working environment that young women scientists often
encounter.
DOES GENDER MATTER
Ben Barres
-------------------------------------------------------------------------------
Equal opportunity- FAIR job searches.
Open searches often seem to be bypassed entirely for top
leadership positions- search committees should not always
be chaired by men and the committee itself should be highly
diverse.
It is crucial in the promotion process that merit be
decided by the quality, not quantity, of papers published.
DOES GENDER MATTER
Ben Barres
-------------------------------------------------------------------------------
There should be less silence in the face of
discrimination.
Enhance fairness in competitive selection processes.

Because of evaluation bias, women and minorities
are at a profound disadvantage in such competitive
selection unless the processes are properly designed
DOES GENDER MATTER
Ben Barres
-------------------------------------------------------------------------------
Teach young scientists how to survive in a prejudiced
world.
Self-confidence is crucial in advancing and enjoying a
research career.
From an early age, girls receive messages that they are not
good enough to do science subjects or will be less
liked if they are good at them.
DOES GENDER MATTER
Ben Barres
Write a short reflection/ reaction on the arguments of
Ben Barres.
Note the first 2 arguments discussed earlier:
1. Women do not advance in sciences (profession)

because of her innate inability
2. Women do not advance in sciences because of
Gender based bias.
Do you agree with Ben Barres’ arguments?

GENDER ROLES AND TRAITS
Gender Stereotypes
are simplistic generalizations about the gender
attributes, differences, and roles of individuals and/or
groups.
 Stereotypes can be positive or negative, but they

rarely communicate accurate information about
others.
 fundamental to our ways of thinking, which
makes it difficult to realize how thorough our
concepts of the world are shaped bg gender
issues.
Gender Stereotypes
• female stereotypic role is to marry and have
children. She is also to put her family's welfare
before her own; be loving, compassionate, caring,
nurturing, and sympathetic; and find time to be sexy
and feel beautiful.
• The male stereotypic role is to be the financial

provider. He is also to be assertive, competitive,
independent, courageous, and career‐focused; hold
his emotions in check; and always initiate sex.
Gender Stereotypes
The weight of scientific evidence

demonstrates that children learn
gender stereotypes from adults.
As with gender roles, socializing
agents—parents, teachers, peers,
religious leaders, and the media—pass
along gender stereotypes from one
generation to the next.
Gender Constructed Language
Stereotypes: Communication
1) Men interrupt women more than vice versa.
2)Women are more communicative than men.
3)Men do not give verbal recognition of the
contributions in the conversation made by women.
4)Men curse more than women.
5)Women gossip more than men.
6)Women talk more with one another than men do.
7)Men speak more comfortably in public than
women.
Gender Roles
- Culturally defined behaviors that are seen as
appropriate for males and females
 attitudes
 personality traits
 emotions
 body language/ postures
 gender roles extend to social behaviors
 occupation
 interaction with others
Gender Roles
 differences between masculine and feminine are
not primarily due to biological or even psychological
• WAYS IN WHICH WE ARE TAUGHT TO BEHAVE
ARGUMENT: Many people believe that various gender

differences are BIOLOGICALLY
PROGRAMMED.
Which gender specific roles are ROLES?
Which are traits?
Gender specific behaviors which are biologically
determined should remain constant in different
societies – TRAITS
Gender specific behaviors which are social- in

different cultures. – ROLES
MASCULINE TRAITS vs FEMININE TRAITS
***Models of masculinity and femininity are

changing. ***
Models of masculinity and femininity are changing.
 If you know exactly how you are supposed to

behave and what personality traits you are
suppose to assume in relation to the other sex,
interactions between the sexes go smoothly.
 When things change, determining behaviors

becomes more difficult
ARE GENDER ROLES INNATE??
Behaviors are complex and are almost always

interactions between one’s innate biological
capacities and the environment in which one acts
or lives.
Behaviors which are considered innately “male” in

one culture may be assumed to be innately female
in another.
Theories: Masculinity & Femininity
Gender Role Theory
 social learning theorists believe that we
learn gender roles almost entirely from our
environment.
Cognitive development theorist believe

that children go through a set series of
stages that corresponds to certain beliefs,
and attitudes about gender
Socialization occurs at every age and level of
development and same is true of gender role
socialization.
 Most boys dress and act like other boys and
play with traditional male toys, whereas girls
insist on wearing dresses and express a desire
to do traditionally female things.
Are these behaviors innate or are they gender

stereotypes?
Are these behaviors innate or are they gender
stereotypes?
THEORIES ON GENDER ROLE DEVELOPMENTS
a. Evolutionary Theory
b. social learning theory
c. cognitive development theory
d. gender schema theory
Evolutionary Theory: Adapting to our Environment

 Gender differences are seen as ways in which
we have developed in our adaptation to our
environment
 Gender differences: Biological differences

between men and women
Social learning Theory: Learning from our

environment
• we learn gender roles from our environment,
from the same system of rewards and
punishment that we learn our other social roles.
• many parents commonly reward gender-

appropriate behavior and disapprove of gender-
inappropriate behavior
• everyday actions build into powerful messages
about gender.

environment
• children learn to model their behavior to win
approval from parents
• they learn about gender- appropriate behaviors
from parents even if they are too young to
perform the actions themselves.
• models of “appropriate” ways for gender
behavior :
» Books
» Tv
» Media
» Socialization with others

environment
• children learn to model their behavior to win
approval from parents
• they learn about gender- appropriate behaviors
from parents even if they are too young to
perform the actions themselves.
• models of “appropriate” ways for gender
behavior :
» Books
» Tv
» Media
» Socialization with others
Cognitive Development Theory: Age- Stage

Learning
 all children go through a universal pattern of
development ( parents cannot do anything about
it)
 as children’s brains mature and grow, they
develop new abilities and concerns.
 understanding of gender changes in
predictable ways
 social attitudes in children are mediated
thru cognitive development
Cognitive Development Theory: Age- Stage

Learning
 2-5 y/o strict stereotyping based on observed
difference
 Physicalistic thought patterns are universal in young
children – ideas of gender
 As children mature, they become more aware that
gender roles are social and arbitrary
 Rigid gender role behavior decreases after 7 or 8 y/o
 CDT neglects social factors and differences in the
ways different groups raise children.
Gender Schema Theory: Our Cultural maps

• Children think according to schemas which are
cognitive mechanisms that organize the world.
• schemas are determined by culture
• from the moment we are born, information
about gender is continuously presented to us.
» parents
» Teachers
» Relatives
» Television
» Movies
» Media
REACTION/ REFLECTION PAPER

» 3 excerpts (From the 12 paragraphs)
» from the excerpts come up with a reflection
» 350- 500 words
» Introduction= Thesis statement- CLAIM
Elaboration/ explanation
» body- evidence/ support/ details that will strengthen
the claim
» Conclusion- emphasize on the main message of your
reflection .
» ANNOTATE YOUR REFLECTION PAPER
REMINDERS: DO NOT SUMMARIZE or PARAPHRASE the

excerpt.
PLS ENCODE NAME, SECTION, DATE: FEB. 8, 2019
PLS DO NOT FOLD THE PAPER
FONT: 11- STYLE: Calibri, Aerial, TNR, Century Gothic
Spacing : 1.5; MARGIN- 1, 8 x 11.
“Night To His Day”: The Social Construction of Gender Excerpts
• Gender is so pervasive that in our

society we assume it is bred into our
genes.
• Most people find it hard to believe that
gender is constantly created and re-
created out of human interaction, out of
social life, and is the texture and order of
that social life.
• And everyone “does gender” without

thinking about it.
• Gender signs and signals are so

ubiquitous that we usually fail to note
them – unless they are missing or
ambiguous. Then we are uncomfortable
until we have successfully placed the
other person in a gender status;
otherwise, we feel socially dislocated.
• For the individual, gender construction starts

with assignment to a sex category – gender
status
• Once a child’s gender is evident, others treat
those in one gender differently from those in the
other, and the children respond to the different
treatment by feeling different and behaving
differently.
• Sex doesn’t come into play again until puberty,
but by that time, sexual feelings and desires and
practices have been shaped by gendered norms
and expectations.
• Parenting is gendered.
• Gendered roles change .
• Gender as a social institution -gender is one of

the major ways that human beings organize their
lives.
• Gender cannot be equated with biological and

physiological differences between human
females and males.
• The building blocks of gender are socially

constructed statuses. Western societies have
only two genders, “man” and “woman.” Some
societies have three genders-men, women, and
berdaches or hijras or xaniths.

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Introduction:

Gender Roles and Society

To date, no males have undergone this sort of testing.

Cross Dressing- is typically a form of self-expression,

Patriarchy - the belief that men and women are

Ben Barres explains what is wrong with

I would like to think that my parents’ sincere efforts to

 Harvey Mansfield states in his new book,

2. Valian suggests that we all have a strong desire to

Accomplished women who manage to make it to the top

There is no scientific support, either, for the

The progress of science increasingly depends on the

More female leadership is vital in lessening the hostile

Enhance fairness in competitive selection processes.

Note the first 2 arguments discussed earlier:

1. Women do not advance in sciences (profession)

Do you agree with Ben Barres’ arguments?

 Stereotypes can be positive or negative, but they

• The male stereotypic role is to be the financial

The weight of scientific evidence

ARGUMENT: Many people believe that various gender

Gender specific behaviors which are social- in

MASCULINE TRAITS vs FEMININE TRAITS

***Models of masculinity and femininity are

 If you know exactly how you are supposed to

 When things change, determining behaviors

Behaviors are complex and are almost always

Behaviors which are considered innately “male” in

Cognitive development theorist believe

Are these behaviors innate or are they gender

THEORIES ON GENDER ROLE DEVELOPMENTS

Evolutionary Theory: Adapting to our Environment

 Gender differences: Biological differences

Social learning Theory: Learning from our

• many parents commonly reward gender-

Social learning Theory: Learning from our

Social learning Theory: Learning from our

Cognitive Development Theory: Age- Stage

Cognitive Development Theory: Age- Stage

Gender Schema Theory: Our Cultural maps

REACTION/ REFLECTION PAPER

REMINDERS: DO NOT SUMMARIZE or PARAPHRASE the

• Gender is so pervasive that in our

• And everyone “does gender” without

• Gender signs and signals are so

• For the individual, gender construction starts

• Gendered roles change .

• Gender as a social institution -gender is one of

• Gender cannot be equated with biological and

• The building blocks of gender are socially

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