Gender differences are often associated with the sex differences. Some scholars assume that the actions of women and vary because of the variation in the functionality of their brains (Sammons, 2010). The assertion can be true considering the fact that women and men experience not only chromosomal differences, but also hormonal differences. For instance, it is apparent that women have identical chromosomes, XX, whereas men have the Y and X chromosome. Apart from these biological variations, some studies assert that the behaviors of men and women are socially constructed. That is, individuals present specific behaviors based on the norms and cultures of a given society. Equally, it is possible that individuals of different gender engage in specific actions because of the psychological factors. Based on all these, the paper seeks to demonstrate that gender roles are biologically based and not socially constructed. In addressing this, the paper will address the psychological, social as well as biological association of gender roles.
The variation between men and women, as demonstrated by their secretion of different hormones, is presented by their different gender roles. According to Ngun et al. (2011), gonadal hormone secretions by genes found on the X and Y chromosomes contribute to the genetic effects in individuals. Some of the effects include behavioral variations in addition to brain sex differences (Ngun et al., 2011). On the same note, Sammons (2010) asserts that the production of androgens in males influence the development of their brains differently from those of females. Based on this, biopsychologist may argue that the variation in brain development in different genders is the primary cause of the observed varied behaviors between men and women (Sammons, 2010).Production of sex hormones is also claimed to affect the behavior of individuals which is critical in determining gender roles. According to Sammons, women as well as men produce not only different sex hormones but also in varying quantities. These hormones affect the function of their body organs besides influencing variation in their behavior. For instance, Sammons (2010) argue that the production of testosterone in excessive amount in men make them to present aggressive behaviors that lead to categorization of most men as offenders and risk takers. Similarly, Lee (2005, p.69) argues that higher testosterone levels lead to high presentation of masculine items whereas low testosterone levels result in lower feminine items. For instance, he notes that male composers have low testosterone levels when compared with other men, whereas female composers have high testosterone levels when compared to other women (Lee, 2005). Unlike men, women excrete high amount of oxytocin when compared to men. This hormone is associated with their increased sociability (Sammons, 2010). According to Sammons, oxytocin also plays a critical role in the formation of bonds in addition to attachment between people as it improves memory for faces.
The female-male differences as a result of genetic and evolutionary factors are demonstrated by women’s social interaction skills that bypass that of men. According to Choi (2010, p.279), “women have better skills of social cognition than men.” These skills are associated with their increased sensitivity to other people in addition to better verbal IQ. In support of biological relationship with these skills, Choi assert that findings have evidenced that social cognition is a product of a gene derived from the X chromosome (Choi, 2010). In support of Choi’s argument, Kramarae and Spender (2004) demonstrate how women engaged in formation of social movements in late 18th century. According to Kramarae and Spender, women employed their intellectual leadership that led to the abolishment of slave trade together with slavery (p.756). The success of women in reforming the social wrongs is attributed to their social skills. That is, they managed to come together and pursue a common goal in the absence of supervision.
Feminists claim that gender roles are biologically determined. They, however, note that this perception has led to naturalization of male dominance besides rationalizing strict gender roles (Loue, 2008). Based on the biological makeup, women are expected to be nurturing, attractive, and emotional. In addition, women are usually weak when compared to men. Men on the other hand are naturally strong and rational (Loue, 2008). Equally, Kramarae and Spender (2004) indicate that the nurturance and caring traits of women are biologically determined. They attribute their assertion to absence of these traits in men. According to them, men are biologically aggressive as evidenced by their serious involvement in activities that lead to personal success. For instance, it is apparent that men use a lot of energy when pursuing bureaucratic hierarchies in the society. The claim can be linked to the occupation of many leadership positions by men in the current world.
Some behaviors presented by men and women have biological basis. In his study, Levit (1998) notes that behavioral differences in young children have biological influences. For instance, boys are born aggressive. The claim can be linked to the behaviors of boys at their early ages. According to Levit (1998, p.37), boys are not only aggressive and active but also exploratory when compared with girls. Levit also address the physically of both girls and boys in their early ages. She argues that the muscles of a young boy, two years old, appear more developed than that of a two-year-old girl. According to Levit, the development of muscles in boys contributes to their aggressiveness in addition to selection of gender roles (Levit, 1998).
Socio-Cultural construction of gender roles
Levit (1998) argues that gender roles are culturally constructed. She links her argument to the identity children receive following their birth. She notes that children are often provided with gender-appropriate gifts when they are born (p.37). Levit continues to indicate that gender construction continues with enrolment of children in specific schools, parenting and social relations. Moreover, she argues that play activities also define the roles of a child later in life. In support of this assertion, Levit notes that parents, grandparents as well as teachers encourage children to participate in specific activities when they become adults later in life (Levit, 1998). Due to societal influence, children start associating themselves with specific gender roles as early as two years of age. Equally, Levit asserts that some parents define the gender roles for their children. For instance, she notes that most parents prefer teaching their boys on how to develop athletic skills in addition to demonstrating braveness when encountered with hurtful situations (Levit, 1998). On the other hand, she argues that parents discourage girls from engaging in rough activities by providing them with dolls besides encouraging them to always engage in cooperative social activities. The argument by Levit demonstrates what happens in the real society. Majority of the individuals that engage in race games as a profession are men. Likewise, the secretarial jobs are mainly associated with women. Equally, Lee (2005, p.69) argues that “prenatal androgen exposure interacts with the mother’s gender socialization practices is a predictor of daughter’s gender-related behavior in adulthood.” According to Lee (2005), girls with excessive prenatal exposure often present masculine behaviors irrespective of socialization, whereas those least exposed embrace the gender socialization practices demonstrated by their mothers. Lee further notes that individuals practice gender roles based on what they learn from their parents. For example, he asserts that girls that are encouraged to embrace femininity by their mothers behave as well as accept feminine roles, whereas those encouraged to practice masculinity activities by their mothers engage in masculine responsibilities in addition to acting in a masculine manner (Lee, 2005)
According to Loue (2008), gender specificity roles are changing currently. He argues that the meaning as well as the value of masculine together with feminine traits is changing with time and space, evidencing the distinction between sex and gender. Loue (2008) argues that it is possible to have individuals with both masculine and feminine traits at equal measures. In support of this assertion, Loue demonstrates that the biological sex of individuals remains constant in a person throughout life but gender changes with the decline in a person’s ability to perform specific gender roles (Loue, 2008). He also asserts that appearance, behavior in addition to role of an individual changes when he or she ages. From Loue’s argument, it is apparent that the experience of gender is not constant as biological elements. Moreover, Loue (2008) indicates that men usually struggle with gender when the age. According to him, lose of energy as employment as a result of retirement make men the gender role of men useless. That is, aged men fail to achieve their gender constructed role which includes providing for the family.
Psychological construction of gender roles
Gender role are constructed in individuals’ minds. According to Lee (2005, p.67), gender roles emanate from problems that emanate from individuals’ mentality. That is, people consider doing specific roles based on what their minds have chosen as the better option. For instance, Lee (2005) indicates that gender socialization influences individuals to engage or practice specific activities. To some extent, Lee associates gender roles with experiences. A girl child learns that it is her responsibility as woman to cook from observing her mother cook at home. Similarly, boys learn to be bread-winners from the role played by their fathers. In other words, the mind defines the roles that need to be played by different genders. On this note, Lee argues that the varied relationship of adults with boys and girls constructs the gender roles of individuals. He argues that self-assertive is often reinforced in boys whereas submissiveness is natured in girls (Lee, 2005). The adoption of the gender-identity based on these reinforcements influences individuals to define their gender roles. Although feminist movement redefined women’s gender roles, Lee (2005) notes that there is a significant shift of women from the feminist’s defined roles to feminine roles. He argues that innate differences that are associated with varied reproductive strategies in addition to sifting of gender types towards psychological androgyny in advanced age influences individuals to embrace specific gender roles (Lee, 2005). According to Lee, the change in gender roles with individuals’ age can be attributed to psychological socialization since aging population often adjusts to retirement, living alone, or with young generation.
In conclusion, gender roles are attributed to varied causing factors. Some studies associate the roles with biological factors, whereas others assert that gender roles are sociologically constructed. Equally, there are some scholars who argue that psychological factors contribute significantly to selection of gender roles. Supporters of sociological factors argue that the environment which constitutes parents and other individuals influence individuals to embrace specific behaviors that define their gender roles later in life. Psychologists on the other hand argue that the observance of what other members of the society do influence individuals to decide on what to pick as their gender roles. Unlike sociologists and psychologists, biologists claim that gender roles are product of innate traits. That is, the physical appearance and hormones influence individuals to engage in different gender roles. Although these arguments vary, it is apparent that biological factors play a critical role in defining gender roles. The assertion is attributed to the acknowledgement of the variation between men and women by all studies analyzed in this report. Parents help their children define their gender roles based on the biological sex of their children. They provide them with the right materials to nature their biological roles. Similarly, children learn to engage in specific gender roles based on the roles played by their parents. That is, most parents practice biological determined roles which are passed to their children. Moreover, the behaviors of men and women vary significantly because of the innate traits.
References
Choi, P. (2010). Genes and gender roles: Why is the nature argument so appealing? Psychology, Evolution & Gender.
Kramarae, C. & Spender, D. (2004). History and philosophy of feminism. New York: Routledge.
Lee, J. (2005). Psychology of Gender Identity. New York: Nova Publishers.
Levit, N. (1998). Chapter 2: Gender separatism. New York: NYU Press.
Loue, S. (2008). Topics in aging and public health. New York: Springer Science & Business Media.
Ngun, T. et al. (2010). The genetics of sex differences in brain and behavior. Front Neuroendocrinol, 32(2): 227–246.
Sammons, A. (2010). Gender: biological theory. Developmental Psychology.
