Gender Identity

Meaning

Gender identity is a person’s sense of self as male

or female and behaving accordingly, making it
known to other members of the society.
Formation of Gender Identity in Children

According to Kohlberg there are two developmental steps

in the formation of gender identity in children.
 Fixed gender identity
 Gender constancy
Fixed Gender Identity

Children at the age of three, develop the

understanding to accurately identify themselves
and others as boy/men/ or girls/women.
Gender Constancy

‘At the age of 4, children develop the ability to

understand that despite superficial changes, boy
will remain boy and girl will remain a girl’
Gender Identity in middle childhood

 During middle childhood boy’s gender identities follow different

path as compared to girls.
 Self ratings on personality traits reveal that 3’rd to 6’th grade boys.
 Feminine side, girls are more androgynous (exhibiting the qualities
of both sexes) than boys.
 School age children of both the sexes are aware that society
attaches greater prestige to masculine characteristics.
 Pupils of 3’rd to 7’th grade children have significantly high level
of self esteem.
Gender Identity in Adolescence
• Gender intensification evident, seems to be stronger for
adolescence girls.
• Girls continue to be less gender typed than boys.
• Some may feel less free to experiment with ‘other gender’
activities and behaviour than they did in middle childhood due to
parental and peer disposal.
• Adolescence girls follow their mother as a role model for them.
• Some may love their lady teachers and take them as role models.
• Boys admire men with strong body build and physical strength,
cinema hero and sport celebrities.
• The self esteem and self concept of adolescent girls and boys will
be little higher as compared to that found during middle
childhood.
Gender Schema Theory
 Sandra Bem in 1981 introduced ‘Gender Schema Theory’
 Gender Schema theory following the footsteps of Jean Piaget
 Children received the information through their sense organs about
objects, persons or any events in their life and store in their memory in
the form of mental representation called “Schema’.
 The process of forming and organising schema is called schematisation.
 As a child grows in a particular culture, it receives gender related
information from various social agencies like the family, school, peer
group, mass media etc.
Cont…..

The gender related information received in 3 categories.

 Gender stereotypes
 Gender Identity
 Gender Roles
Every one behaves according to their gender typing
(e.g) Man should not cry
Woman should not laugh loudly in public places.
Cont….

Sandra Bem in his book “Lenses of Gender” has stated two view
points
 Individuals undergo their day to day experiences as pre
determined by the social institutions.i.e they have to pass through
the pre determined tracks. These tracks are different for males
and females.
 In transmitting the reality that exist in life, culture uses the
information according to one gender identity and gender
stereotypes of masculinity and feminity.
Strategies for developing Non gender
Stereotyped children.
The following are strategies that teachers can employ to create an
environment which encourages children to think themselves.
1.Creating a safe space
School should provide a safe environment for students to learn and
explore gender free choices.
2. Providing a range of Role models
Teacher should provide real life examples. Where ever possible teacher
can try to get visitors who challenge gender stereotyping. (e,g) female
fire fighter, female train / lorry driver, male nurse, woman foot baller etc.
Cont….

3. Make the most of books.

Take factual books in the classroom provide gender free information
(e.g) working woman, caring father, heroic girls, boys good in
creative arts etc.
4. Do not discriminate jobs.
 Admitting students of both sexes in all types of courses.
 Ask boys to join girls in decorating the stage for school function.
 Encouraging children to work in mixed pairs.
Cont…

4. Use of Inclusive language

Small changes like saying ‘chair person’ instead of chairman,
Human power instead of manpower, Human kind instead of
man kind, Students -boys and girls,Parents – Mums and dads
etc.
5. Ensuring same kind of rewards and sanctions
Boys and girls are treated alike and same kind of rewards
and sanctions should be employed.
Thank you