Gender and behaviour: theories and strategies
X Biological Determinism
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This explanation of gender is based on the belief that all differences between men and
women result from biology - the ‘anatomy is destiny’ argument. Biological determinism
is often used to support generalisations about men and women, such as ‘men are naturally
more able in maths and technology’ or ‘women are naturally suited to domestic duties’.
These views are based on investigations of genetic differences between men and women,
often searching for differences in brain function. However, even by the early 1990s, it
was clear that the constant finding of psychological research is that ‘sex differences are
small, their origins unclear, and the variation within each sex far outweighs any
differences between the sexes’ (Gilbert & Gilbert, 1994:44).
Biological determinism asserts that certain behaviours are justified and unchangeable
because ‘boys will be boys’ (or ‘girls will be girls’). There is little consideration of the
wide variety of behaviours among members of each sex or how masculinity and
femininity relate to each other in different settings.
However, this view of ‘natural’ difference is difficult to support when notions of
appropriate gender behaviour are not static, but differ over time, between ethnic and
cultural groups, and even between and within families.
X Sex Role Socialisation
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Sex role socialisation asserts that gender behaviour is not innate, but socially conditioned
– that boys and girls learn to be masculine and feminine through the different social
expectations imposed on them by family and peers.
This theory is weakened by its reliance on role modelling to provide ‘messages’ about
gender behaviour which are passively ‘soaked up’ by boys and girls. It fails to address the
influences of gender, race and class or that people practise their masculinity and
femininity differently depending on where they are and who they are with. Similarly there
is no acknowledgment of inequality or the role of institutions such as legal and
educational systems in valuing masculinity and femininity differently.
The theory of sex role socialisation links with the theory of biological determinism
because, by focusing on sex roles, it reinforces difference based on biology. Neither
theory can provide an adequate explanation for the wide range of behaviours amongst
women and amongst men and why these vary so markedly around the world.
 The Social Construction of Gender
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The construction of different ways of being feminine or masculine is a dynamic
process in which we all play a part. Children need the critical skills to understand
and assess narrow messages about the way they can live their lives.
This theory acknowledges that men and women, boys and girls, are actively involved in
constructing their own gendered identities:
We adopt different masculinity and femininity practices depending on our situations and
beliefs. Our understandings of gender are dynamic, changing over time with maturity,
experience and reflection. Yet, although we are active in constructing our own gender
identities, the options available to us are not unlimited. We are influenced by the
collective practices of institutions such as school, church, media and family, which
construct and reinforce particular forms of masculinity and femininity.
These widely accepted, dominant notions of gender often construct masculinity and
femininity as opposites, ignoring a vast array of shared human characteristics, and
traditionally valuing masculinity as more powerful. Such ideas may be accepted,
challenged, modified or rejected as individuals develop and shape their gender identities:
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In their lives in family and community, and before they come to school, children learn
socially approved ways of interacting as female or male. As a consequence, many girls
and boys develop narrow and limited concepts of masculinity and femininity – concepts
which impoverish their existence.
(National Action Plan for the
Education of Girls 1993 – 1997:7)
There are many influences that contribute to gender construction and reconstruction for an
individual. Homes are the original sites for messages about gender, where gendered
behaviours are acted out and where the skills to analyse gender can be learned.
Summary: Biological Determinism vs the Social Construction of Gender
X Biological Determinism supports strategies which …
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suggest that essential, biological differences should dictate appropriate roles and standards
of behaviour
offer activities for girls based on sex such art and music, housework, looking after others,
concern for appearances, and activities for boys based on maths and science, gardening,
sport and competition.
assume that interest in caring for others or concern about physical appearance are a natural
part of girl’s makeup, and assume aggression and violence to be a natural part of boys’
makeup requiring an outlet through intense physical activity
place responsibility for avoiding and controlling ‘natural’ male aggression on girls and
women
respond to misbehaviour differently, for example more physical punishment for boys and
non-physical punishment for girls
 Social Construction of Gender supports strategies which…
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examine exceptions to dominant forms of masculinity/femininity to challenge the ways we
construct our gender identities
examine and challenge existing gender and power relations within social institutions and
social relationships
examine the impact of social factors on individual identity (eg ethnicity, poverty, sexuality,
location and religion)
investigate how such factors result in different versions of masculinity/femininity in
individual lives
look for opportunities for children to critically examine the social construction of gender and
so make more informed decisions about their actions
identify and address barriers that limit boys’ and girls’ opportunities, participation and
benefits life experiences
assist boys and girls to question how disadvantage is shaped by social structures and
institutions, and to challenge through action these injustices
(Adapted from Boulden, K. (1997). ‘The Construction of Gender’, Critical Literacies in Early
Childhood conference, Clear Mountain Lodge, 9–11 May 1997)