Chapter 6: Gender Sex stereotypes in children’s stories

Sex stereotypes in children’s storiesChapter 6: Gender Sex and gender

148–1496.1

AQA Psychology Year 2 activity Cara Flanagan, Jo Haycock, Mark Jones, Ruth Jones, Rob Liddle © Illuminate Publishing 2020

Once upon a time, there was a man who was widowed and went on to remarry a horrible woman. His second wife was powerful and controlled what the man did. She had two daughters who were just as horrible as her. His own beautiful, gentle daughter looked after the house and cooked and cleaned for her stepmother and sisters. They mistreated her and made her into a slave. She swept the cinders from the fireplace and became known as Cinderella. She was very obedient to her stepmother and sisters despite the house belonging to her and her father.

One sunny day the king decided to organise a ball and invite all the women in the land to try and find a wife for his son. The evil stepsisters and mother were invited but would not allow Cinderella to go so she had to stay behind and look after the house. Cinderella was very upset and her father did nothing despite knowing how much she wanted to go. Cinderella helped her sisters get ready and helped them with their hair and clothes. When they left to go to the ball, she cried. Suddenly Cinderella’s fairy godmother appeared, changed her dirty clothes into a beautiful pink dress with glass slippers, and changed some mice into footmen and a pumpkin into a coach.

Her fairy godmother told her that she needed to be back by midnight, as the spell would only last until then. At the ball, the prince fell in love with her at first sight, as she was beautiful. When the clock struck 12, Cinderella ran away from the prince and left behind her glass slipper behind by accident. The prince took the slipper to every house in the land to find the beautiful woman whom he wanted to marry. Every young girl tried on the slipper to see if it would fit including Cinderella’s stepsisters but everyone’s feet were too big. Cinderella tried it on and it fitted so the prince married her and they lived happily ever after.

Task: Below are shortened versions of three well-known children’s stories. Using your highlighter pen, identify any words that are related to gender-role stereotyping. What do these stories teach children about gender roles (e.g. personality, behaviours, attitudes, place in society)?

Once upon a time Mr and Mrs Darling had three children: Wendy, John and Michael and a dog named Nana. Mr. Darling was a businessman who worked very hard and was very busy. He was very strict with his children and expected them to respect him and do as they were told. Mrs Darling was a very loving lady who loved to put her children to bed every night and read them a bedtime story.

One-night Peter Pan sneaked into the children’s bedroom while Mrs Darling was reading them a bedtime story. Mrs. Darling saw him and tried to stop him flying away but was only able to catch his shadow. Mrs Darling was worried about Peter’s visit to the

house and told Mr Darling but he dismissed her concerns. Mrs. Darling knew not to bother her husband with her worries again and put Peter’s shadow in a drawer in the children’s bedroom. Peter returned to the house to get his shadow back with his fairy Tinker Bell. He accidentally woke up Wendy as he looked for his shadow. He told her that he ran away from his parents and lives in Neverland with lots of other lost boys. Wendy sews Peter’s shadow back on. He teaches the children how to fly and they go to Neverland with him and Tinker Bell. The lost boys share the island with pirates, led by Captain Hook. He wants to capture Peter Pan and his friends because it was Peter who had cut off Hook’s hand and fed it to a crocodile. The crocodile follows Hook wherever he goes because he

was so tasty and wants to eat him again. The crocodile also swallowed a clock so you can hear the clock ticking wherever he goes. Peter tells Wendy he wants her to read them stories and put them to bed, mend their clothes and sing songs.

The children want to go back home and the lost boys decide to go with them, but Peter doesn’t want to leave as he knows he will have to grow up. Hook and the pirates capture the children and take them to their ship. The pirates make the children walk the plank but Peter arrives and saves them. Peter pushes Hook into the water where he is eaten by the crocodile.

The children go home with the lost boys but Peter stays in the Neverland and visits Wendy occasionally.

Once upon a time, there was a king and queen who had a beautiful dainty daughter whose skin was as fair as snow so they named her Snow White. Snow White’s mother, the queen, sadly died and so her father remarried. The new queen was evil and wicked. She asked her mirror every morning who was the fairest one of all so was also very vain. The mirror always told her that she was the fairest. One day the mirror told her that she was no longer was the fairest and it was now Snow White. The queen was very bitter and jealous so she told a servant to take Snow White into the forest and kill her. The servant felt sorry for Snow White and was mesmerised by her beauty so he brought

back a boar’s heart and told the queen he had killed her and left her in the forest.

Snow White was left alone in the forest and became very frightened. She tried to find a place to sleep and came across a little cottage with seven very small beds that looked like they were made for children. When the dwarves arrived back from work, they said that she could stay with them if she cooked and cleaned for them.

Snow White looked after the dwarves, cooked, and cleaned the house. When the dwarves left for work each day they told her to never let in, or talk to, any strangers. She was really happy looking after the dwarves until one day the mirror told the queen that Snow White was the fairest and that she was still alive and living in a cottage with seven dwarves. The queen disguised herself

as a peddler, went to the dwarves’ cottage, and tricked Snow White by poisoning her when she took a bite from a poisoned red apple. She did not die but she fell down unconscious. When the dwarves found her they built a glass coffin for her and left her outside the house. One day a prince rode past the coffin and fell in love with Snow White because she was so beautiful. He gave her a kiss which broke the spell and made her awaken out of her deep sleep. She married the prince and they lived happily ever after.

Cinderella

Snow White

Peter Pan

Chapter 6: Gender Androgyny

150–151Being the judges

Decide whether the characteristics below are masculine (M), feminine (F) or neutral (N).

6.2


Acts as a leader Affectionate Adaptable

Aggressive Conscientious Conceited

Cheerful Defends own beliefs Competitive

Analytical Compassionate Moody

Sympathetic Individualistic Friendly

Inefficient Eager to soothe hurt feelings Happy

Flatterable Conventional Feminine

Likeable Self-reliant Jealous

Helpful Forceful Gentle

Sensitive to others’ needs Truthful Gullible

Has leadership abilities Loves children Ambitious

Independent Loyal Reliable

Secretive Strongly personality Athletic

Childlike Shy Sincere

Masculine Softly spoken Solemn

Unpredictable Makes decisions easily Tactful

Self-sufficient Tender Theatrical

Warm Understanding Does not use harsh language

Willing to take a stand Assertive Dominant

Willing to take risks Yielding Untruthful

Chapter 6: Gender Androgyny

150–151Androgyny gap fill

Use the words at the bottom of the sheet to fill in the gaps.

6.3


Androgyny is where a person displays a ................................................. of masculine and feminine characteristics within their personality. ‘Andro’ is the Greek word for man and ‘gyne’ is the Greek word for woman. It’s better to be androgynous in today’s ........................................ as men and women need to be adaptable, and willing to share all types of jobs, without saying that one job is woman’s work or another job is just for men. It is believed that it is more ......................................................... healthy to display a ........................................ of masculine and feminine characteristics in your personality rather than only one or the other.

Bem developed a way to measure androgyny called the Bem Sex Role Inventory (BSRI). To develop the scale, ........................personality characteristics were given to ........................... judges and they were asked to rate them on how much the traits represented ........................................ and femaleness. The traits that scored highest in each category became the 20 masculine and 20 feminine traits on the scale. In addition to these, 20 characteristics were chosen which were ........................................ .

These 60 traits were used to make up the BSRI. Respondents are required to ........................ themselves on a seven-point-scale for each of the 60 traits (where one is ‘never true of me’ and seven is ‘always true of me’). Scores are then classified on the basis of two ................................................... – masculinity-femininity and androgynous-undifferentiated.

Score ClassificationHigh masculine, low feminine Masculine

High feminine, low masculine Feminine

High masculine, high feminine Androgynous

Low feminine, low masculine Undifferentiated

One strength of Bem’s work is that gender identity is measured ........................................ . Some researchers have criticised this approach to measuring gender identity, seeing ........................................ methods as a better way of analysing gender. However, Bem’s numerical approach is useful for research purposes when it is necessary, for example, to quantify a

........................................ variable. This suggests that both quantitative and qualitative approaches may be useful for studying

........................................ identity.

One limitation of the BSRI is that people may not have ........................................ into their gender identity. Asking people to rate themselves on a questionnaire relies on people having an understanding of their personality and behaviour that they may not necessarily have. Gender is ........................................ so is more open to interpretation and the scoring system is

........................................ . This means the BSRI may not be an objective and ........................................ way of assessing gender identity.

dependent scientific 200 society balance

maleness qualitative neutral psychologically rate

100 gender quantitatively hypothetical insight

subjective mixture dimensions

Missing terms:

Chapter 6: Gender The role of chromosomes and hormones

152–153Dominoes 6.4


A Q1

A Q12

A Q3

A Q6

A Q7

A Q11

A Q10

A Q2

A Q8

A Q4

A Q5

A Q9

Chapter 6: Gender The role of chromosomes and hormones

152–153True or false? 6.5


1 True False David Reimer was raised as a girl for 14 years.

True False The twin boys were called Bruce and Ben.

True False The circumcision was when the boys were seven months old.

True False His penis was cut off.

True False Money thought that nature was more important than nurture in developing a baby’s gender.

True False Hermaphrodites are the same as other children.

True False Bruce was castrated at the age of two years and made to live as a girl called Brenda.

True False Money announced when Brenda was seven that if a boy is given the correct upbringing he could be turned into a girl.

True False Money’s theory was called the ‘theory of gender humanity’.

True False Money did not realise the gender reassignment was failing when he published his book.

True False Money put pressure on Brenda to have surgery because he was concerned that his theory would fail.

True False Dr Money stressed that Brenda was never to be told about her real identity for her gender adjustment change to work.

True False Brenda was 13 when she was told she was in fact born a boy.

True False Money published that his theory was not a success after the completion of David’s gender reassignment.

True False The research supports the nurture side of the debate.

Task: Watch a video about John Money’s research and answer true or false to the questions. For the false answers, write in the correct answer to the question.

https://archive.org/details/DrMoneyAndTheBoyWithNoPenis

Chapter 6: Gender Atypical sex chromosome patterns

154–155

Drawing the syndromes: Klinefelter’s and Turner’s syndromes 6.6


Biologically male Poor reading abilities Co-ordination problems

Extra X chromosome Biologically female Hips not much bigger than waist

Ovaries fail to develop Poor language skills Underdeveloped genitals

Reduced body hair Webbed neck Poor memory and problem-solving abilities

Higher-than-average reading ability Do not respond well to stressful situations Socially immature

Rounding of body contours Absence of an X chromosome Passive and shy

Poor memory and mathematical skills Affects about one in 600 Gynaecomastia

Appearance of a prepubescent girl Do not have a menstrual cycle Difficulty fitting in

Affects one in 5000 Long limbs

Poor spatial awareness Do not develop breasts

Physical characteristics

Task: Below are 28 phrases that refer to Klinefelter’s and Turner’s syndrome. They are muddled up.

Place each phrase around the correct body outlines in three groups: general information (at the bottom), physical features (to one side) and psychological characteristics (around the head).

Finally draw the physical features onto the body outlines.

Klinefelter’s syndrome

Turner’s syndrome

General information:General information:

Physical characteristics:Physical characteristics:

Psychological characteristics:Psychological characteristics:

Chapter 6: Gender Atypical sex chromosome patterns

154–155

Atypical sex chromosome patterns crossword 6.7


1

2

3

4

5

6 7

8

9

10

11

Across

2. In one syndrome affecting genetic females, the ovaries and breasts fail to develop at puberty. What is the name given to their broad chest? (6)

3. One of the syndromes is linked to higher-than-average reading skills. Who was this syndrome named after? (6)

5. Both syndromes will cause this biological abnormality. What is it? (11)

8. Genetic males with this syndrome have problems with memory and problem-solving functions. What is the general name for these functions? (9)

9. 1 in 5000 biological females have one less X. What is this X called? (10)

10. What hormone produces bigger muscles, helps grow hair and deepens the voice? (12)

11. Another name for the external organs of reproduction. (8)

Down1. One of the syndromes is linked to having problems with

reading and language. Who was it named after? (11)

4. One effect of the additional X chromosome in genetic males is breast development in puberty. What is the name for this? (13)

5. Some interpretation problems can be caused by either the behaviour of the genetic female or by her appearance and how she is treated. In what way does she act? (8)

6. The female in 5 down is said to have a high waist-to-hip ratio and what kind of neck? (6)

7. What hormone is given to start breast development and given with progesterone to keep the womb healthy? (9)

Chapter 6: Gender Cognitive explanations: Kohlberg’s theory

156–157

Which stage am I in, Kohlberg?

Task

6.8


Jane was at the make-up counter in a shop with her mum. Jane knew that when she grew up she would be able to wear make-up like her mum as she was a girl. A man with long hair, a beard and large silver earrings was serving the people in the shop. Jane looked at the person and tugged her mum’s arm and looked confused.

Ann and Martyn were playing together. Ann had turned her room into a hair salon and dressed them both up. Martyn was put into a pink frilly dress, a blonde wig and a pair of high heels. When he was shown what he looked like in a mirror he was surprised and upset.

Why has that lady got a beard?

Stephen was watching his auntie put on nail varnish. He asked what she was doing. His Auntie Debbie told him she was putting on nail varnish.

Apply the stages of identity, stability and constancy to the scenarios below. Work out which stage each child is in and why.

Extension

Create your own scenarios and test out your classmates.

Matt was watching his dad get ready for a fancy dress party where he is going as a woman. Matt looks confused.

When I am a girl will I be able to wear nail

varnish?

When I grow up I don’t want to be a girl like my daddy, I want to

stay a boy.

It’s only pretend, you are

still a boy and when you grow up you will be a man

like dad.I am a girl.

Chapter 6: Gender Cognitive explanations: Kohlberg’s theory

156–157

Stage muddle 6.9


Kohlberg’s cognitive developmental theory of gender

Kohlberg suggested that understanding of gender develops with age in a series of stages. At each stage a child’s understanding of gender becomes more sophisticated.

Task: Fill the table using the stage names, ages and descriptions listed below.

• No longer fooled by outside appearances such as thinking a man with long hair is a woman.

• Begin to understand they are a boy or a girl.

• Can apply gender labels like boy, girl, mummy and daddy correctly.

• Understands that their own gender remains the same across time.

• 3–4 years.

• Complete understanding of gender.

• Doesn’t understand that other people’s gender remains the same across time.

• Gender constancy.

• Around 6 years.

• Gets confused about external changes in men’s and women’s appearances such as their hair length and clothes.

• Gender stability.

• Often have an understanding of biological differences between boys/men and girls/women.

• Doesn’t understand that other people’s gender stays the same across situations.

• 2–3 years.

• Gender identity.

• Recognises that gender remains constant across time and situations.

• Understanding of gender is based on external physical characteristics like clothing and hair length.

• Doesn’t understand that own gender and other people’s gender is constant across time and situations.

Stage Age Description of behaviour

1

2

3

Extension: Create a flow diagram of pictures which shows the changes in gender development.

Chapter 6: Gender Cognitive explanations of gender development

156–159

Cognitive theories evaluation using think, pair and share 6.11


THINK PAIR SHARE Kohlberg’s stage theory

Gender schema theory

THINK on your own and in the first column write down at least two evaluation points you can remember for Kohlberg’s stage theory and at least two for gender schema theory. Remember to explain each evaluation point.

PAIR and discuss what you have written with each other and add evaluations in the middle column.

SHARE as a class and write any others you do not have in the final column.

Chapter 6: Gender Other explanations of gender development: Psychodynamic

160–161

Oedipus and Electra complexes

Below are descriptions of the Oedipus and Electra complexes. In the flow diagram, write the statements in the correct order.

6.12


They substitute penis envy for the desire to have children,

so identify with their mothers.

They adopt the attitudes and behaviours of their mother and develop a female identity. Through the process of identification they become quiet and submissive.

They are fearful as they can see that their father is more

powerful than them so fear they could be castrated by their

father if he discovers the desire they have for their mother.

They adopt the attitudes and behaviours of their father and develop a male identity. Through the process of identification they become active and dominant.

They see their mother as a love rival standing in the way of them and their father.

They develop a weaker identity than men because their fear

is not as strong as the fear of castration that men feel.

To resolve the conflict, the boy gives up his love for his mother and begins to identify with his father.

They develop a strong identity with their father because

their fear of castration is strong.

During the phallic stage, the penis becomes the focus of pleasure and a boy develops sexual feelings towards his mother.

They see their father as a rival who is in the way of

them having their mother to themselves.

They believe they have been castrated by their mother and blame her for the lack of penis.

During the phallic stage, girls notice that they do not have a penis and experience penis envy.

Oedipus complex Electra complex

Little Hans case study role playChapter 6: Gender Other explanations of gender development: Psychodynamic

160–161Characters: Narrator FreudHansHans’s fatherHans’s sisterHans’s mother

6.13


Narrator: There was once a little three-year-old boy called Hans who became interested in his penis, which he called a widdler.

Hans: Do you have a widdler mummy?

Hans’s mother: No I don’t but if you keep playing with it you won’t have one either as the doctor will cut it off.

Narrator: Hans kept dreaming of his widdler.

Hans’s father: I think it is time that Hans has a little brother or a sister.

(Sister appears)

Narrator: Hans’s mother now has a new baby and Hans is not happy about it. He becomes jealous of the time his mother spends with his sister. Within a few months however this feeling disappears.

Hans’s sister Hanna: Wahhhhhhhh wahhhhh wahhhhh (baby cries)

Narrator: Hans is almost five years old and his father starts to get concerned about Hans’s behaviour.

Hans: I am sad daddy as I dreamt mummy was dead and I keep dreaming about large widdlers which frighten me. She said if I keep playing with my widdler, it would be cut off. I enjoy getting into bed for cuddles with mummy.

Hans’s father: Oh dear I am sorry to hear about your dreams, they are not real. Are you worried about anything else? Let’s go out for a walk.

Narrator: Hans and his father go out for a walk in the street.

Hans: I am afraid that the big horse will bite me.

Narrator: Hans’s father writes a letter to Freud telling him how he is concerned about his boy’s behaviour.

Hans’s father: (writing letter) I am growing concerned about my little boy, he has a very bad phobia of horses especially ones that have black around their mouths and blinkers. He is especially worried that one will fall down dead in the street. This seems to have developed after being told off for playing with his widdler and being frightened by a large penis in a dream. Hans enjoys getting into bed with his mother for cuddles, as he is worried that she will die as he dreamt that she is dead.

Freud: (Writing back letter) I am sorry to hear about Hans’s phobia of horses. I think that Hans has repressed a longing for his mother. Please keep writing and tell me developments in his phobia.

Narrator: Hans’s father wrote several letters to Freud. He said that he had made a connection between the phobia Hans had developed and his widdler.

Hans (playing with widdler)

Hans’s father: If you don’t put your hand to your widdler anymore this nonsense of yours about being frightened of horses will soon get better.

Narrator: Hans was taken to see Freud.

Freud: So Hans tell me about your fear of horses.

Hans: I don’t like horses, especially ones with black around their mouth and the ones with blinkers. I am frightened that a horse will fall over in the street. I have had several dreams about my mother and my father. In one of the dreams I dreamt I married my mother and we were playing with our children.

Narrator: Freud and Little Hans’s father continue to send letters to each other. Freud concludes what he thinks is causing the phobia of horses.

Freud: Your son has an unresolved Oedipus complex. In the phallic stage, boys develop incestuous feelings towards their mothers. They have jealous and murderous hatred for their fathers who stand in the way of them possessing their mothers. Hans sees you as more powerful than he is so he fears that you may castrate him because of the feelings he has for his mother. Hans’s fear of being bitten by a horse appears to have stemmed from an incident when he saw a horse collapse and die in the street. This represents his fear that you will castrate him. Hans transferred his fear of you castrating him onto horses (called displacement). Hans will resolve this through giving up his love for his mother and will begin to identify with you and internalise your behaviour. He will then adopt your behaviours and acquire a male gender identity.

Task: In groups of three to six students, carry out the role play below. In smaller groups, each student can have more than one part.

What happened to me?Chapter 6: Gender Other explanations of gender development: Psychodynamic

160–161 Task: How would Freud explain the behaviour of each of the people in the pictures below? Choose from the following four explanations.

6.14


1. Over-identified with father.

2. Under-identified with father.

3. Over-identified with mother.

4. Under-identified with mother.

A B

C DE

GF

Chapter 6: Gender Other explanations of gender development: Social learning

162–163

What are the facts? 6.15


1. Children are more likely to repeat behaviour that has been seen r in others. (1 mark)

2. The precise demonstration of a behaviour that may be imitated by an observer is known as what? (1 mark)

3. Social learning theory believes that this shapes gender-related behaviours. What is this? (1 mark)

4. Name the four mediational processes in social learning. (4 marks)

5. Gender is believed to be learned from observing others. Name two significant others who could influence a child’s gender concepts. (2 marks)

6. Social learning theory does not provide an adequate explanation of how learning processes change with _ _ _. This conflicts with _ _ _ _ _ _ _ _ _ theory that children do not become active in their gender development until they reach gender _ _ _ _ _ _ _ _ _. (3 marks)

7. Perry and Bussey (1979) concluded that children are more likely to identify with role models who are the same what? (1 mark)

8. Boys are likely to be praised for engaging in what types of play? (1 mark)

9. What kind of changes in gender-appropriate behaviour can be explained by social learning theory? (1 mark)

10. In Smith and Lloyd’s (1978) study gender-appropriate behaviour is stamped in through differential association: babies assumed to be males were encouraged to be a and active and girls were reinforced for being p . (2 marks)

11. Freud’s psychodynamic explanation, like social learning theory, makes reference to the importance of _ _ _ _ _ _ _ _ _ _ _ _ _ _ in gender development. (1 mark)

12. A criticism of social learning theory is that boys may show different _ _ _ _ _ _ _ _ _ _ from girls because of _ _ _ _ _ _ _ _ differences rather than because it is learnt. (2 marks)

TOTAL: /20 marks

Answer the questions below: write in the space provided, fill in the missing words or circle the correct answer.

Self-assessment: What went well? What do I need to improve?

Social learning application to genderChapter 6: Gender Other explanations of gender development: Social learning

162–163

6.16


BeniswatchingthefilmTitanicandstartstocryasitmakeshimfeelsosad.Hisdadcallshimapansy.

Type of learning: Behaviour:

Asha’smumaskshertohelpherinthekitchenwhensheisbakingacakeandhermumpraisesherforherhelp.


Ezraisplayingwithhissister’spramandhisdadshoutsathimtellinghimpramsarewhatgirlsplaywith.


HannahseeshersisterEmilygetlotsofattentionatapartyforwearingaprettypinkdress.


Austinhelpshisdadfixthefencethathasblowndowninthewind.Austinisgivenasweetforhelpinghim.


Molliestopswearingtrouserswhensheseesoneofherfriendsgetcallednamesforhermasculineappearance.


EshseeshisbrotherTajgetlaughedatbyhisdadforwantingtobecomeanurse.


Lucasisathisparents’eveningandhisteachertellshisparentshelikestoplaywiththegirlsandtheirdollsratherthanwiththeboysandtheircarsatplaytime.Hisparentsshoutathiminfrontofhisteacherandhefeelsstupid.


JimseeshisfriendAdamreceiveattentionfromgirlsforhismusclesthathehasdevelopedfromspendingtimeatthegym.


Foreachoftheexamplesbelowstatewhethertheyareexamplesofdirectpunishment,directreinforcement,vicariouspunishmentorvicariousreinforcement.Ineachcasewritedownthebehaviourthatisbeingreinforcedorpunished.

Forexample:AnnseeshersisterSusangettoldoffbyherfatherforclimbingatree.

Type of learning:Vicariouspunishment

Behaviour:Climbingtrees

Extension: Thinkofyourownexamples.

Chapter 6: Gender The influence of culture and media on gender roles

164–165

Culture group presentation 6.17


Is the concept of gender culturally driven?

Research the Mosuo people of China and present to the rest of the class: Who makes the business decisions? Who runs the household? Who raises the children? Who has the dominant power role? Present this through PowerPoint, role play, song or dance and create a small handout that includes:1. Information about the background of the Mosuo people such as where they are located and general information

about them.2. A list of similarities and differences, in terms of gender roles and behaviours, between the Mosuo culture and culture

in industrialised societies.3. An explanation of whether the culture supports the nature or nurture explanation of gender and why.

Group 1

Research the Tchambuli/Chambri people of Papua New Guinea and present to the rest of the class: Who has the power? Who supplies the food? What activities do men engage in? Present this through PowerPoint, role play, song or dance and create a small handout that includes:1. Information about the background of the Tchambuli/Chambri people such as where they are located and general

information about them.2. A list of similarities and differences, in terms of gender roles and behaviours, between the Tchambuli/Chambri

culture and culture in industrialised societies.3. An explanation of whether the culture supports the nature or nurture explanation of gender and why.

Group 2

Research the Ede people of Vietnam and present to the rest of the class: Who proposes to whom and which family name is taken in marriage? Who has the power? Present this through PowerPoint, role play, song or dance and create a small handout that includes:1. Information about the background of the Ede people such as where they are located and general information about them.2. A list of similarities and differences, in terms of gender roles and behaviours, between the Ede culture and culture in

industrialised societies.3. An explanation of whether the culture supports the nature or nurture explanation of gender and why.

Group 3

Research the Khasi people of India and present to the rest of the class: Who is seen as the weaker gender? Who does the housekeeping? Who is the main breadwinner? Present this through PowerPoint, role play, song or dance and create a small handout that includes:1. Information about the background of the Khasi people such as where they are located and general information about them.2. A list of similarities and differences, in terms of gender roles and behaviours, between the Khasi culture and culture

in industrialised societies.3. An explanation of whether the culture supports the nature or nurture explanation of gender and why

Group 4

Research the Maori culture of New Zealand and present to the rest of the class: Who can call meetings? Who does the cooking? Present this through PowerPoint, role play, song or dance and create a small handout that includes:1. Information about the background of the Maori culture such as where they are located and general information about

them.2. A list of similarities and differences, in terms of gender roles and behaviours, between the Maori culture and culture

in industrialised societies.3. An explanation of whether the culture supports the nature or nurture explanation of gender and why.

Group 5

Chapter 6: Gender Atypical gender development

166–167

Comparing explanations for gender dysphoria 6.18


Expl

anat

ion

Assu

mpt

ions

Natu

re–n

urtu

re d

ebat

eTh

e ro

le o

f chi

ldho

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de

velo

ping

GD

Type

of d

eter

min

ism

ca

usin

g GD

Biol

ogica

l exp

lanat

ions

: Br

ain s

ex th

eory

and

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netic

fact

ors

Socia

l-psy

chol

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l ex

plan

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n:

Socia

l con

struc

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Socia

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chol

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Psyc

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Use the table below to compare the different explanations for gender dysphoria (GD) with respect to: assumptions about the gender dysphoria explanation, the nature–nurture debate, the role of childhood and types of determinism.

Jumbled sentencesChapter 6: Gender Atypical gender development

166–167Below are jumbled sentences about gender dysphoria. Match up the sentence halves to make complete sentences.


6.19

Gender dysphoria is characterised by McClintock (2015) showed that the Sambia people of

New Guinea recognise three genders – females, males

and kwolu-aatmwol (females-then-males). But this has

changed since the culture had contact with the West.

Many individuals with gender dysphoria will identify themselves as transgender which means

the differences in the BST may have been an effect of hormone therapy, rather than the cause of gender dysphoria.

Brain sex theory is a biological explanation which states that gender dysphoria is due to

an area of the brain called the BST which is involved in

emotional responses and also in male sexual behaviour. It

has been found to be larger in men than women. The BST

has been found to be female-sized in transgender women.

Psychoanalytic theory has argued that gender dysphoria in biological males is caused by stigmatising those who are subject to it, characterising

them as ‘ill’ or ‘sick’ rather than merely ‘different’.

One limitation of brain sex theory is its central claims have been challenged because

a strong, persistent feeling of identification with the opposite

gender and discomfort with one’s own assigned sex.

One limitation is there are issues with the psychoanalytic theory of gender dysphoria because

the child experiencing extreme separation anxiety before gender identity has been established. The child fantasises about a symbiotic fusion with their mother to relieve the anxiety and they adopt a woman’s gender identity.

Gender dysphoria can be a source of stress and discomfort – this means

it is supported by the existence of more than two genders in some cultures, such as the fa’afafine of Samoa.

In its categorisation of gender dysphoria, DSM-5 specifically excludes intersex conditions

it does not provide an adequate account of gender dysphoria in biological females as the theory only applies to transgender women.

Evidence suggests that gender dysphoria may have a genetic basis. Research by

it is recognised as a psychological disorder in the DSM-5.

The social construction explanation suggests ‘gender’ is a concept invented by a society. Research by

they desire to live as a member of the opposite gender and dress and use mannerisms usually associated with the opposite gender.

Classifying dysphoria as a medical category with the label of mental disorder could lead to

such as Klinefelter’s syndrome that have a recognised biological basis.

A strength of the social construction view of gender is

Heylens et al. (2012) compared 23 MZ twins with 21 DZ twins where one of each pair was diagnosed with gender dysphoria. They found that nine (39%) of the MZ twins were concordant compared to none of the DZs.

1A

3

C

5

E

7G

9 I

11K

2

B

4

D

6

F

8 H

10 J

12 L

Documents

Chapter 6: Gender Sex stereotypes in children’s stories