Psychology B3 - biological approach to explaining gender Flashcards
role of sex hormones in gender: testosterone
-Production of testosterone in the womb is triggered by the SRY gene, a process that initiates development of maleness in the embryo -testosterone levels before and after birth may be responsible for some differences in the brains of men and women (Knickmeyer and Baron-Cohen 2006)
-example, greater relative volume of the amygdala in men
role of sex hormones in gender: testosterone — congenital adrenal hyperplasia (CAH)
-occurs when genetically female foetus is exposed to high levels of testosterone
-outcome is ambiguous external genitalia, resembles a penis and many are identified as male at birth
-those raised as a girl often show play behaviour and toy preferences that are typical to boys
-women with CAH express satisfaction with their female-typical identity
-up to 5% say they want to live as a man (Hines 2006)
role of sex hormones in gender: oestrogen
-determines female sexual characteristics at puberty (e.g. development of breasts, pubic hair and reproductive tissues)
-has a key role in regulating the menstrual cycle
-oestrogen causes some women to experience heightened emotionality and irritability just before menstruation (premenstrual tension or PMT)
-some psychologists argue that PMT is better understood as a social or cultural phenomenon rather than caused by biological factors
-oestrogen also plays a role in pubertal development in males, e.g. in the growth of bones
role of sex hormones in gender: oxytocin
-women generally produce much more oxytocin than men, partly as a consequence of childbirth
-oxytocin is released in massive quantities during and after childbirth
-has an emotional bonding function, making new mothers feel in love with their baby
-hormone also stimulates lactation, making it possible for women to breastfeed their children
-because it reduces the stress hormone cortisol, oxytocin also promotes bonding between adults (oxytocin is the ‘love hormone’)
evolutionary explanations for masculinity/femininity: dominant male theory
-because ancestor males competed for females, the most dominant males mated most often
-genes that contributed to the qualities that made the male dominant survived into succeeding generations
-qualities are masculine-typical traits that were useful in competition with other males for short-term mating partnerships (e.g. risk-taking)
evolutionary explanations for masculinity/femininity: division of labour
-ancestor men and women adopted different roles to ensure reproductive success
-Men = hunters and required masculine-typical characteristics (e.g. aggression) to provide resources for female mates
-if a woman died while hunting, her offspring would be deprived of their food source (reducing her reproductive success)
-better strategy was for the woman to gather (pick fruit) and develop feminine-typical characteristics and skills such as nurturing, caring and providing shelter
role of chromosomes in gender: Turner’s syndrome (TS)
-23rd pair of chromosomes determines a person’s biological sex.
But the role of chromosomes in gender is much less clear
-is an example of how an atypical chromosomal pattern can affect gender
-1 in 5000 biological females inherit just one X chromosome instead of two
-adults with TS do not develop a menstrual cycle, ovaries or breasts at puberty
-most identify as women (Bondy 2007), with only a tiny minority experiencing gender dysphoria
evaluation: research support (+)
-biological approach can explain masculine-typical gender identity in women
-Baucom et al’s (1985) biologically female participants completed questionnaires measuring masculinity/ femininity
-high levels of salivary testosterone were correlated with high masculinity and low femininity scores
-feminine identity was associated with low levels of testosterone
-pps with high testosterone saw themselves as independent, active and resourceful (usually considered masculine-typical characteristics)
-findings suggest that sex hormones may play a role in the development of gender
evaluation: neglects social and cultural factors (-)
-gender differs across (or even within) cultures
-are important cultural differences in what are considered to be gender-typical behaviours
-example, Ashcraft and Belgrave (2005) argue that African American girls identify closely with masculine-typical and androgynous gender roles and link this to the structure of African American families
-points towards social context and learning of gender, so is better explained by social learning theory
-a more useful way of looking at gender is as a combination of biological and social/cultural factors, and research should aim to identify how these interact
evaluation: third gender (-)
-biological approach tends towards the view that gender is binary
-is contradicted by evidence of a third gender in some cultures
-example, the fa’afafine of Samoa are biologically male but choose to adopt a feminine-typical gender role
-dress as women, perform all domestic tasks and care for the family
-a non-fa’afafine man can have sex with a fa’afafine without either of them being considered gay
-degree of culturally-accepted gender fluidity is difficult for the biological approach to explain
