● to and claims over different resources

Lesson 1: Gender and Sex

(e.g. food, health, education, property,
job opportunities/entitlements, etc.)
Gender
Sex
● Characteristics and roles of women and
men that are socially constructed. ● relates to biological differences.
● Social roles and relations between men ● Physical and biological attributes of Men
and women in the society. and Women
● It changes overtime. ● Includes chromosomal, hormonal, and
● It is what expected to Men and Women anatomical components (e.g. male and
to do and how to behave. female genitalia, both internal and
● How power is used and shared. external are different)
● Similarly, the levels and types of
Why is Gender a Social Fact? hormones present in male and female
bodies are different.
● A manifestation of cultural origins, ● Genetic factors define the sex of an
mechanisms, and corollaries of gender individual.
perception and expression in the context ● Women have 46 chromosomes
of interpersonal and group social including two Xs and men have 46
interaction. including an X and a Y.
● Social construction of gender stipulates ● The Y chromosome is dominant and
that gender roles are an achieved carries the signal for the embryo to
"status" in a social environment, which begin growing testes.
implicitly and explicitly categorizes
people and therefore motivates social
behaviors.
Gender Sex
Ideology of Gender Determines
● Socially ● Biological
constructed ● Universal
1. What is Expected to us
● Cultural ● Born with
2. What is Allowed to us
● Learned ● Generally
3. What is Valued to us
behavior unchanging
4. The nature and extent of:
● Changes ● Does not
a. Disadvantages
over time vary
b. Disparity
● Varies within
c. Discrimination
& between
● Contains norms and rules regarding
● cultures
APPROPRIATE behavior.
● Determine attributes.
● Reproduces a range of beliefs and
customs to support these norms and
social rules.
● Determines the material reality of
relative access of men and women

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Gender Concepts
Gender Equality
● All human beings are free to develop
their personal abilities and make
choices.
● Different behaviors, aspirations, and
needs of women and men are
considered, valued, and favored equally.
● Rights, responsibilities, and
opportunities will not depend on whether
they are born male or female.
Gender Equity
● Fairness of treatment for women and
men, according to their respective
needs.
● Treatments that are different but
considered equivalent in terms of rights,
benefits, obligations, and opportunities.
● Goal: built-in measures to compensate
for the historical and social
disadvantages of women.
at birth or to a person’s primary or
secondary sex characteristics.
● Since gender identity is internal, a
person’s gender identity is not
necessarily visible to others.
Gender Roles
● Gender roles are a continuation of the
gender status, consisting of other
achieved statuses that are associated
with a particular gender status.
● In less theoretical terms, gender roles
are functional positions in a social
dynamic for which fulfillment is a part of
"doing gender” "social constructs that
vary significantly across time, context
and culture"
Gender Diversity
● Extent to which a person’s gender
identity, role, or expression differs from
the cultural norms prescribed for people
of a particular sex.
● Way to describe people without
reference to a particular cultural norm.

Gender Dysphoria
Gender Equality Gender Equity
● conflict between a person's physical or
● Sameness ● Fairness
assigned gender and the gender with
● Giving ● Access to the
which he/she/they identify.
everyone the same
● Very uncomfortable with the gender they
same thing ● opportunities
were assigned, sometimes described as
● End goal ● Means to get
being uncomfortable with their body
there
(particularly developments during
puberty) or being uncomfortable with the
Gender Identity expected roles of their assigned gender.
● Discomfort or distress that is associated
● person’s deeply-felt, inherent sense of with a discrepancy between a person’s
being a boy, a man, or male; a girl, a gender identity and that person’s sex
woman, or female. assigned at birth
● an alternative gender (e.g., ● DSM-5 mental illness
genderqueer, gender non-conforming,
boy girl, ladyboy) that may or may not
correspond to a person’s sex assigned

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Biology and Gender
● Hormones
○ chemical substances secreted
by glands throughout the body
and carried in the bloodstream.
The same-sex hormones occur
in both men and women but
differ in amounts and in the
effect that they have upon
different parts of the body.
● Testosterone and Estrogen
● Chromosomes
○ the normal human body
contains 23 pairs of
chromosomes.
○ long thin structure containing
thousands of genes, which are
biochemical units of heredity
and govern the development of
every human being.
○ Males = XY
○ Females = XX
Sexuality
● Sexuality can be complicated and is not
fixed for everyone.
● There are many kinds of sexualities that
people identify as having – and it is now
accepted that same-sex attraction is a
normal part of human sexuality.
● Young people often begin to explore and
understand their sexuality throughout
their adolescent and childhood years,
with many including straight, gay,
lesbian, and bisexual people aware of
sexual attractions from an early age.
● Regardless of when a person begins to
explore their sexuality, this can be a
confusing and challenging time, with
gay, lesbian, and bisexual young people
in particular often experiencing an
especially difficult time “coming out” to
family and friends.
Lesson 2: Socialization
Gender and the Self
● Gender is one of those loci of the self
that is subject to alteration, change and
development.
● It is important to give one the leeway to
find, express and live his identity.
● One manoeuvres into the society and
identifies himself as who he is by also
taking note of gender identities.
Social Learning Theory
● Albert Bandura (1925-2021)
● Bandura (1977) stated that “ most
human behavior is learned
observationally through modelling: from
observing others, one forms an idea of
how new behaviors are performed, and
on later occasions this
codedninformation serves as a guide for
action
Tabula Rasa
● John Locke
● Is the notion that the human mind
receives knowledge and forms itself
based on experience alone, without any
pre-existing innate ideas that would
serve as a starting point.
● Implies that individual human beings are
born “blank” and that their identity is
defined entirely by their experiences and
sensory perception of the outside world.
Gender Socialization
● Is the process through which children
learn about the social expectation,
attitudes, and behaviors associated with
one’s gender.
● As children, they attain a sense of their
own gender identity (i.e., knowing
whether they are a girl or a boy),
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they pay heightened attention to information
related to gender, and especially to
same-gender models.
Gender Awareness
● In combination with early exposure to
gender from multiple sources of
socialization such as parents, siblings
and peers, has immediate
consequences on children’s attitudes
and behaviors toward members of their
own and other- gender group.
● Children learn at a young age that there
are distinct expectations for boys and
girls.
● Cross-cultural studies reveal that
children are aware of gender roles by
age two or three. At four or five, most
children are firmly entrenched in
culturally appropriate gender roles
(Kane 1996).
● Children acquire these roles through
socialization, aprocess in which people
learn to behave in a particular way as
dictated by societal values, beliefs, and
attitudes.
● For example, society often views riding
a motorcycle as a masculine activity
and, therefore, considers it to be part of
the male gender role.
Culture and Gender
Culture
● is shared by a large group and
transmitted across generations—ideas,
attitudes, behaviors, and traditions.
● We can see the shaping power of
culture in ideas about how men and
women should behave. And we can see
culture in the disapproval they endure
when they violate those expectations
(Kite, 2001).
● Gender socialization, it has been said,
gives girls “roots” and boys “wings.”
Such behavior expectations for males
and females—of who should cook, wash
dishes, hunt game, and lead companies
and countries— define gender roles.
Gender Roles vary with Culture
● Despite gender role inequalities, the
majority of the world’s people would
ideally like to see more parallel male
and female roles.
● A 2010 Pew Global Attitudes survey
asked 25,000 people whether life was
more satisfying when both spouses
work and share child care, or when
women stay home and care for the
children while the husband provides. In
21 of 22 countries, most chose both
spouses working.
Gender Roles vary over Time
● In the past half-century—a thin slice of
our long history— gender roles have
changed dramatically.
● In 1938, just 1 in 5 Americans approved
“of a married woman earning money in
business or industry if she has a
husband capable of supporting her.”
● Behavioral changes have accompanied
this attitude shift. In 1965 the Harvard
Business School had never granted a
degree to a woman. In its 2016 class, 41
percent of students were women.
● Things have changed at home, too. In
the mid-1960s American married
women devoted seven times as many
hours to housework as did their
husbands (Bianchi et al., 2000).
● The trends toward more gender equality
appear across many cultures—for
example, women are increasingly
represented in the parliaments of most
nations (Inglehart & Welzel,2005; IPU,
2015).
● Such changes, across cultures and over
a remarkably short time, signal that
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 evolution and biology do not fix gender
roles: Time also bends the genders.
Agents of Socialization
Family
● is the first agent of socialization.
Mothers and fathers, siblings and
grandparents, plus members of an
extended family, all teach a child what
he or she needs to know.
Peer Groups
● A peer group is made up of people who
are similar in age and social status and
who share interests. Peer group
socialization begins in the earliest years.
As children grow into teenagers, this
process continues. Peer groups are
important to adolescents in a new way,
as they begin to develop an identity
separate from their parents and exert
independence.
School
● Schools also serve a latent function in
society by socializing children into
behaviors like teamwork, following a
schedule, and using textbooks.
Workplace
● Although socialized into their culture
since birth, workers require new
socialization into a workplace, both in
terms of material culture (such as how to
operate the copy machine) and
nonmaterial culture (such as whether it
is okay to speak directly to the boss or
how the refrigerator is shared).
Religion
● is an important avenue of socialization
for many people. Many of these
institutions uphold gender norms and
contribute to their enforcement through
socialization.
Government
● Although we do not think about it, many
of the rites of passage people go
through today are based on age norms
established by the government. Each
time we embark on one of these new
categories—senior, adult, taxpayer—we
must be socialized into this new role.
Mass Media
● Mass media refers to the distribution of
impersonal information to a wide
audience, via television, newspapers,
radio, and the internet. With the average
person spending over four hours a day
in front of the TV (and children
averaging even more screen time),
media greatly influences social norms
(Roberts, Foehr, and Rideout 2005).
Gender Differences in Behavior
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 Social Stratification and Inequality
Stratification
● It refers to a system in which groups of
people experience unequal access to
basic, yet highly valuable, social
resources.
● When looking to the past, it would
appear that society has made great
strides in terms of abolishing some of
the most blatant forms of gender
inequality (see timeline below) but
underlying effects of male dominance
still permeate many aspects of society.
Summary
● The gendered self is then shaped within
a particular culture and context of time
and space.
● The sense of self that is being taught
makes sure that an individual fits in a
particular environment.
● Somehow, this may be detrimental in
the goal of truly finding one ’s self,
self-determination and growth of the
self.
● Gender has to be PERSONALLY
DISCOVERED and ASSERTED and if
possible, not dictated by culture and
society.

Before 1859
Lesson 3: Differences Between Men &
Women Personalities Learned Gender
● Married women were not allowed to own
Stereotypes
or control property

Before 1909 The substantial variation within each sex is a

result of diversity in:
● Abducting a woman who was not an
heiress was not a crime. ● Experience
● Heredity
Before 1918 ● Sexual Orientation
● Race
● Women were not permitted to vote. ● Culture
● Class
Before 1953

● Employers could legally pay a woman Study by McCrae and Costa Five-Factor Model
less than a man for the same work Men Women

Before 1969 More Assertive More anxious/Neurotic

More active Friendlier/Extraversion
● Women did not have the right to a safe More open to new More sensitive to their
and legal abortion (Nellie McClung ideas feelings
Intellectual Warmer/Compassionate
Foundation N.d.)
Conscientiousness Agreeableness
Industrious Conscientiousness
Volatility

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 ● In short, this result suggests that gender
differences in personality are there at a
subconscious level but studies that
relied on self-reporting may have
overstated differences in gender,
perhaps in part because people
wantedbto fit in with cultural
expectations.
● These findings make sense to
evolutionary psychologists who say that
our psychological traits today reflect the
effect survival demands experienced by
our distant ancestors,
● For example, women with more
nurturing personalities would have been
more likely to succeed in raising
vulnerable offspring, while men with
border personalities would have been
more successful in competing for mates.
In turn, these traits would have been
passed down to successive generations.
Psychological differences between men and
women that'll surely take you by surprise.
1. Women revisit emotional memories
much more than men.
2. Males are aroused under stress while
female are turned off.
3. Women can read between the lines
along with facial expressions way better
than men.
4. Men prefer to solve their problems
without talking about them.
5. Men value looks much more than
women.
6. Women are psychologically wired to
avoid conflict unless some other factor
comes into play while men are much
more aggressive in general.
7. Men can take decisions without being
emotionally affected while women take
other factors into consideration related
to emotions.
8. Men laugh when they find something
funny. Women laugh when they think it
is appropriate.
● Psychologist Janet Shibley Hyde, PhD,
of the University of Wisconsin in
Madison, discovered that males and
females from childhood to adulthood are
more alike than different on most
psychological variables, resulting in
what she calls a gender similarities
hypothesis.
● According to her, gender differences had
either no or very small effect on most of
the psychological variables examined.
Only a few main differences appeared:
compared with women, men could throw
farther, were more physically
aggressive, masturbated more, and held
more positive attitudes about sex in
uncommitted relatiosnhip.
Learning Gender-Difference Myths
● Media depictions of men and women as
fundamentally "different" appear to
perpetuate misconceptions - despite the
lack of evidence.
● The resulting "urban legends" of gender
difference can affect men and women at
work and at home, as parents and as
partners.
Gender Stereotypes
● Schematized set of beliefs about the
psychological traits and characteristics
and the behaviors expected of (and
seen as appropriate for) men and
women."
● Gender stereotypes are beliefs and
attitudes about masculinity and feminity.
● When people associate a pattern of
behavior with either women or men,
they may overlook the individual
variations and exceptions and come to
believe that the behavior is inevitably
asscoiated with one and not the gender.
" - Linda Brannon (1996) harmful when it
limits womens and men capacity to
develop their personal abilities, pursue
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 their professional careers and make bias consequent decisions that impact
choice about their lives. opportunities and work outcomes for
both men and women (e.g., Heilman,
Development of Gender Stereotypes 2012; Heilman et al., 2015; Hentschel et
al., 2018).
● Stereotypes about gender are especially
influential because gender is an aspect
of a person that is readily noticed and
remembered (Fiske et al., 1991)
● In other words, gender is a commonly
occurring cue for stereotypic thinking
(Blair and Banaji, 1996).

● According to social role theory, gender

stereotypes derive from the discrepant
distribution of men and women into
social roles both in the home and at
work. There has long been a gendered
division of labor, and it has existed both
in foraging societies and in more
socioeconomically complex societies
(Wood and Eagly, 2012)
● Stereotypes can serve an adaptive
function allowing people to categorize
and simplify what they observe and to
make predictions about others (e.g.,
Devine and Sharp, 2009; Fiske and
Taylor, 2013)
● However, stereotypes also can induce
faulty assessments of people - i.e.,
assessments based on generalization
from beliefs about a group that do not
correspond to a person 's unique
qualities.
● These faulty assessments can
negatively or positively affect
expectations about performance, and

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