“Journey through the Lifespan” – Gender Role Development
One of the most important areas of human development is gender role progression.
A person’s sex is one of the most prominent characteristics visible to other people. Sex is a
significant part of one’s identity and is often one of the first traits people use to describe
themselves. Gender affects human experiences and the way individuals interact with each
other. Gender role development can be controversial. There are many different theories
and ideas about gender roles.
There are two major themes that can be argued about gender role development. Is
gender development seen as continuous or discontinuous? Are the changes throughout
development universal or context specific? The continuous or discontinuous debate
outlines whether human development is characterized as gradual and continuous or
abrupt and stage like (Rider, Sigelmen, 2009). The debate about universality or context
specificity frames the idea to which development changes can be seen as common to
everyone (universal) or different from person to person(Rider, Sigelmen, 2009).
Gender role development begins at conception. The fertilized cell will have a
chromosomal pattern that will determine the sex of the newborn. With an XY chromosomal
pattern the baby will become a male and with an XX chromosomal pattern the baby will
become female. Chromosomal differences result in different prenatal hormone balances in
males and females. The hormones stimulate the tissues and develop the male and female
sex organs. Prenatal sex differentiation climaxes at birth and the socialization process
begins (Rider, Sigelmen, 2009).
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At birth, other than the anatomical distinction between boys and girls there are
minimal differences; however, it does not take long for the newborns to be given gender
stereotypes. Baby boys are more likely to be bounced and perceived as strong; where as
baby girls are cuddled and talked to more. Parents tend to use masculine terms (handsome,
energetic, and charming) when talking to their boys and feminine terms (pretty, soft and
gentle) when talking to their girls. Even during infancy babies clothing, room decor, and
messages in congratulatory baby cards shape their understanding of gender. For example,
baby girls are often given pink gifts and baby boys are given blue gifts. With this gender
role socialization has already begun (Rider, Sigelmen, 2009).
The early years for gender development are crucial for children. It is during early
childhood when children become aware of their gender. Even if they cannot verbalize it
toddlers have an understanding that they are either like males or like females (Rider,
Sigelmen, 2009). Play styles and behaviour become noticeable around the identity of
gender.
Freud has been credited with highlighting gender and gender role development. He
explained gender role development as resulting from the identification with the same sex
parent. In the third stage of psychosexual development a male child encounters the Oedipal
Crisis, in which he copes with the desire for his mother but fears his father. The boy feels he
needs to identify with his father and his father’s characteristics and incorporate them into
his own life. According to Freud there is a similar process for girls, known as the Electra
Complex, where girls desire their father and envies his penis, while at the same time she
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feels rivalry with her mother. Many theorists however did not agree with this theory
(Rider, Sigelmen, 2009).
The Social Learning Theory, developed by Albert Bandura outlined the importance
of children’s imitation of the behaviours of others. Bandura said children learn male and
female identities. Children’s gender role development depends on behaviours people
reinforce on them and children’s observations. Boys learn how to be boys from observing
and imitating masculine behaviours. The same theory goes for girls. This is known as the
Observational Learning Theory. Children adapt attitude and behaviour from the same sex.
The Differential Reinforcement Theory suggests that children are rewarded for same sex
behaviours and punished for behaviours that are seen more appropriate for members of
the other sex (Rider, Sigelmen, 2009).
Cognitive Development theory suggests that gender role development is a stage like
process. Lawrence Kolberg proposed gender development as having three main stages. The
identity stage is when children are able to recognize themselves as either male or female
which occurs at age 2 or 3. The gender stability stage occurs around age 4 when children
understand that boys become men and girls become women. Finally, the gender constancy
stage generally occurs “between age 5 and 7 when children realize their sex is stable across
situations and cannot be altered by dressing up as the opposite sex or engaging in cross sex
activities” (Rider, Sigelmen, 2009). Kolberg theorized that children must obtain certain
understanding about gender before they will be influenced by their experiences. He
focused on children self socializing (Rider, Sigelmen, 2009).
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Regardless of the theoretical approach, it is shown that early gender role
development is very predominant.
During late childhood or early adolescence children separate into gender segregated
groups. Boys and girls only play or work together when coerced to. A boys group is usually
large and the activities played are usually outdoors and involve strength and toughness. A
girls group is more intimate and tends to consist of conversation with an emphasis on
group cohesion. As children get older the group segregation diminishes however to some
extend the interaction style continues through adolescence and adulthood.
Throughout adolescence uncertainty and insecurity can further promote gender
identity. Boys may mimic the “macho” role models and try to project a more masculine
image. Girls adhere to strict dress codes and try to behave in a more feminine way to
attract boys. Also during this period girls often become more connected to their mother
and boys spend more time with their father. For adolescent gender development puberty
has a significant connection. Girls are more likely to encounter social difficulties when they
mature early but for boys the opposite is true (Rider, Sigelmen, 2009).
Individual’s growth continues through their life and each person encounters major
life transitions. Marriage, parenthood, middle age and old age are all transitions one can
experience. When experiencing these new social contexts gender roles can change as well
as a person’s concept of themselves. Gender roles become more distinct after marriage and
can be shaped by parenthood. Changes can also be noted after the demands of parenthood.
Adults tend to experience a shift towards androgyny, blending masculine stereotyped and
feminine stereotyped together (Rider, Sigelmen, 2009).
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One can look at gender role development as being continuous. The process is
gradual and steady. Children are the passive recipients of external influences. Bandura’s
Observation Theory focused on this. External influences will always be apparent; therefore,
development of gender is continuous. This theory lacks the contribution of children and the
self socialization process.
Freud and Kolberg both argued that gender role development is discontinuous.
They both suggested that the development takes place in a stage like process. Both
theorists pointed out that children are influenced by their companions to adopt male or
female roles before they view themselves as boys or girls. Kolberg focused on three main
stages of development while Freud’s theory involved more. Freud’s theory did not take into
account that individuals other than parents can influence gender related characteristics. A
criticism of Kolberg’s theory is that children generally begin to acquire behaviours
consistent with their cognitive judgement about themselves before they reach Kolberg’s
gender consistency stage.
Kolberg and Freud also agreed on the issue that gender role development is
universal. Their theories stated that everyone will experience their stage like development
process.
Bandura argued that gender role development is context specific. Development will
differ depending on the individual and their surroundings. Gender development will result
differently between children with different upbringings. Parental influences, radio,
television, movies, and video games will all change one’s gender role development.
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I believe that the gender role development across the lifespan is best characterized
as continuous and context specific. I feel that development definitely changes depending on
one’s surroundings. Parental influences have always played an important role in my life
and contributed to my gender role development. Gender roles continue to adapt and
extend throughout an individual’s life; therefore, being characterized as being continuous.
Growing up, my sister, brother, and I use to play dress up. My sister and I would
always dress up as a princess or fairy and my brother would chose to be a sports player.
We would always show our parents our dress up attire. If my brother ever chose to wear
one of our fairy dresses my parents would not reward his behaviour. This is an example of
differential reinforcement. I remember another time my parents used differential
reinforcement towards me. I asked my parents if I could join ice hockey and they in turn
signed me up for figure skating. I also remember watching my mother put on makeup when
I was younger. I couldn’t wait for the day to be like her and put my own makeup on.
Through observation learning I adopted the behaviour of wearing makeup. To this day I
still receive makeup from my mother for birthday and Christmas gifts.
Gender role development is a very important aspect of human growth. There are
many different theories that try to explain the process of gender role development. It is
however important to recognize that although humans emphasize the difference between
gender and their development, the basic dimensions in society between male and female
are more similar than different.
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