Socialization Processes and Gender Differences

Scientists have agreed that both nurture and nature may contribute to differences or dissimilarities between groups of individuals (Almli, Ball, & Wheeler, 2001). A wide range of factors, in the case of gender, are believed to contribute to differences, including biology and socialization; as well as differential access to power and opportunities (Athenstaedt, 2003). The aspects of gender differences linked to social factors are debatable in this paper. In addition, current questions answers writing service explores how the interaction of both the biological factors and socialization processes contribute to gender differences.

Gender differences exist in almost every social phenomenon. Starting from birth, gender expectations influence and affect treatment of girls and boys (Golombok & Fivush, 2004). In fact, gender expectations may even begin prior to birth, as grandparents and parents pick out blue or pink clothes and decorate an unborn child room with stereotyped or biased gender colours (Black, 2010). Further, starting from the first day of a child’s life, research has showed that baby girls are handled more gently than baby boys are. In a society, boys are mostly independent from their parents hence they are handled more roughly while girls are expected to want to cuddle and be sweet. According to Black (2010), sociologists have distinguished gender and sex as follows: sex refers to an individual biological identity of being female or male while gender refers to behaviours and socially learned expectations associated with being female or male.

Studies have revealed that children’s social environment and upbringing also impact and affect development of gender identities. These findings can be summarized by claiming that children’s preferences, behaviours and overall self-concept are greatly influenced by authority and parental figure teachings concerning sexual stereotypes taking place in or prior to early parts of middle childhood (Money, 1993). Kids who are taught that particular activities or traits are inappropriate or appropriate for them to engage in because they are boys or girls do tend to internalize these teachings; they further influence their behaviour in later life. For example, girls who are told that boys are naturally better in math tend to dislike the subject or disclaim their interest in it (Lippa, 2010). They may continue to believe that they are not good at this subject and thereby, perform poorly on math homework assignments and tests. Children learn new things vicariously, in part, through the imitation and observation of what they see their closest caregivers do. They tend to internalize and imitate what they observe and, in turn, repeat these patterns later on in their lives as if they had independently come up with them. Children who are raised seeing their parents adhere to strict rules that are gender stereotyped, in general, are highly likely to assume these roles themselves when they become adults (McHale et al., 2003). However, this is particularly different for kids who are raised seeing their parents adhering to less stereotyped gender roles.

Biological factors also play a big role in determining and shaping physical development, which ultimately contributes to gender differences. For instance, girls and boys are born with distinctive functioning sexual organs; they become further differentiated with the emergence of secondary sexual characteristics during puberty (Rudman & Goodwin, 2004). Naturally occurring chemicals known as hormones are responsible for influencing the appearance of these physical traits. Researchers claim that the same sex hormones responsible for sexual organs differentiation in utero also play a significant role in shaping gender differences. Boys tend to have more male hormones (androgen) than girls do (Nielsen, 2000). However, some girls and boys are born with a condition known as CAH, which makes them have considerably higher levels of male hormones than other non-affected children. The scientists conducted the research in order to see how these elevated levels of male hormones affect behaviour have observed that boys tend to be unaffected. However, girls with high levels of male hormones (androgen) tend to display more gender stereotypic male characteristics and behaviours than normal girls in the same age (Fagot & Hagan, 2010). Additionally, girls with this disorder have external genitalia that appear like male genitalia during their birth; although these girls seem to have penises, they still remain females since a girl gender is not determined anatomically but genetically (Pool, 1994).

Even after receiving surgeries in order to make their sexual organs more characteristically female, girls with CAH continue to display heightened masculine traits or characteristics. For instance, they tend to choose traditionally masculine activities and toys such as sports, blocks and cars over more feminine games and toys; they prefer to play with boys, and are physically aggressive and active (Pool, 2004). In addition, girls with this disorder tend to avoid or shun girl playmates; they do not engage in games that revolve around stereotypical feminine activities like playing at being a bride or a mother. Unlike normal girls in their age, girls with CAH tend to be less concerned with their physical appearance. High levels of androgen or male hormones make girls behave as if they were boys; this phenomenon provides clear evidence that biological factors do contribute to gender differences.

Gender cultures and communication are also said to predetermine how a group of individuals with an existing set or range of norms communicates with one another (Siann, 2004). Cultures may be either being feminine or masculine. Gender cultures are mainly developed and maintained through human interaction. Such communication teaches individuals cultural demands pre-set for males and females with the unwritten rule of operation (Seguino, 2007). These two communication cultures significantly differ, and there is always an attempt or effort to merge the two. For example, men are good public speakers compared to women. On the other hand, women are more talkative while at home (Signorielli, 2001). The above two points carry both mythical and valid arguments. Therefore, it is correct to claim that these two arguments have some similarities. Thus, it is appropriate to conclude that some particular individuality is inborn. For example, the functioning of the brain is inborn. On the other hand, environmental individuality includes indefinite relationships and manner of walking. Such an argument tends to join the two viewpoints in a way that gender differences appear to be changing across the biological divide. According to Wood and Eagly (2012), the advocacy by feminists that females or women train as combat soldiers, police officers or fire-fighters have been challenged by biologists who see them as lacking the necessary strength. However, this issue has been responded to by the combat forces through the development of less stressful standards and physical exercises favourable to women (Lytton et al., 1991).

While it is a fact that biological factors do determine the behavioural traits associated with different sexes, it is also a fact that certain attitudes and behaviours are a result of one’s culture and the environment (Wood & Eagly, 2012). For instance, in many cultures, an average male is physically stronger than female, yet there are individual adult females who may be stronger than some adult men. Better still, biological accidents do sometimes occur; this leads to some individuals being born with physical traits of a gender different from theirs. This, in some cases, may alter their expected gender behaviour. A good example of this occurs when some females are born with high levels of male hormone; this empowers them to assume roles traditionally meant for men (Martin & Ruble, 2004). All of the above-discussed factors not only explain the determinants that contribute to gender differences, but they also explain how these differences arise (The Guardian, 2010).

In conclusion, it is clear that both biological factors and socialization processes do shape or contribute to gender differences. Although there are biological differences between infant females and males, it is certainly factual that these differences can be diminished or exaggerated by the prevailing cultural beliefs (Black, 2010). Therefore, cultures influence or determine which traits of behaviour will be deemed essential; moreover, through institutional structures and socialization, the culture communicates or informs its developing members the appropriate norms of behaviour, this, in turn, influences gender differences. Changes in the society have also contributed to gender differences; more women are joining the workforce and even take jobs traditionally meant for men (Lippa, 2010). Family structures have evolved as well; modern families encompass a broader array of roles and relationships than traditional families of the past. Further, the roles of men and women in households have also changed, for instance, it is no longer the norm for mothers to raise children or for men to be the sole breadwinner of the family. All these changes are factors that will determine or contribute to gender differences of the future generations.