Gender in the construction of identity

Question 1

Hey (1997)

FOR

Answer 1

Conducted a study in two London comprehensive schools in the 1980s. Found that peer group has immense power over the group and how norms of the female peer group are deeply rooted in patriarchy and expectations of how girls show be.

Question 2

Hey (1997)Contemporary evidence

Answer 2

Girls have to appear as not too feminine eg wearing really short skirts and appearing at ‘slutty’ or not too masculine or they’d appear as not feminine enough.

Also girls within group would follow one another and conform to one to be socially accepted.

Question 3

Coates (2000): Hegemonic Masculinity

FOR

Answer 3

Recorded the everyday conversation of ( New Zealand) men using lapel microphones when in social settings.

• P’s often forgot/chose not to take the kids off so conversation was also collected from their time in the toilet and walking along the street.

Their conversations reinforced a hegemonic masculine ideal: stories were populated almost entirely with other men. The topic is exclusive ‘stereotypically’ masculine e.go cars, technology, sports, porn. Stories that contain extreme detail and taboo languages

Question 4

Coates (2000) Contemporary evidence

Answer 4

That men are seen to be the people that are allowed to be interested in things like cars and sports whereas women are seen to be the ones interested in ‘girly’ things such as dolls, ballet and more.

Explanation: Men have a behavioural expectation and they act as a major part of their identity that leads them to do that hobbies and activists they do.

Question 5

Oakley (1981) - Gender role socialisation

FOR

Answer 5

Ann Oakley is a feminist who argues that gender roles are socially constructed through socialisation. She explains how children are socialised into their gender roles by their families in four ways:

1. Manipulation - Encouraging behaviour that is seen as stereotypically acceptable for the child’s gender and discouraging behaviour that is not considered the norm.
2. Canalisation - Parents channelling their child’s interests into toys, games and activities that are considered the norm for the gender, such as encouraging girls to play with dolls and go to ballet class and encouraging boys to play football.
3. Verbal appellation- Refers to giving children nicknames or pet names that reinforce their gender expectations such as ‘little angel’ or ‘princess’ and for boys ‘solider’ or ‘little monster’
4. Different activities - Parents or family members may encourage children to participate in activity around that home that reinforce stereotypes such as a girl helping her mother with cooking and a boy helping his father fix his car.

Question 6

What are the four ways that Oakley (1981) states that explains how children are socialised into their gender roles by family?

Answer 6

1. Manipulation - Encouraging behaviour that is sterotypically accepted
2. Canalisation - Channeling their child’s interests into toys, games and activities
3. Verbal appellation- Giving nicknames
4. Different activities - Encouraging children to activities that reinforce stereotypes.

Question 7

Wilson (1975) - Biological view

AGAINST

Answer 7

A sociolobiologist that argued that the need to reproduce required men to be more promiscuous- literally ‘spreading the seed’. Women, need to nurture one child and stay faithful to the father of their child to ensure his help in its upbringing.

Question 8

What do sociobiologists believe?

Answer 8

Argue that gender is based on the biological differences between males and females.

Question 9

What do social constructivists believe?

Answer 9

That the ideas of gender are socially constructed.

Question 10

Mahu (Means ‘in the middle’)

Against used to evaluate (Contemporary Evidence)

Answer 10

Is the third gender identity in Hawaiian and Tahitian cultures.

Mahu individuals have traditionally been respected for their ability to acknowledge both their masculine and feminie aspects and have had a special and valued role within society