Complete The Chart By Listing Seven Traits You Believe Are A

Complete The Chart By Listing Seven Traits You Believe Are Associated

Complete the chart by listing seven traits you believe are associated with male or female behavior. Examine the differences of these traits between genders. Identify whether the differences are biological, social, inherent, or learned. Explain why.

Paper For Above instruction

Understanding the traits associated with male and female behaviors is essential for analyzing gender roles within societies. These traits, which can be biological, social, inherent, or learned, contribute to shaping individual identities and societal expectations. This essay explores seven traits often linked to gender, examines their differences between males and females, and analyzes whether these differences arise from biological or social factors and whether they are inherent or learned.

1. Aggression

Aggression is frequently associated with males. Numerous studies suggest that males tend to display higher levels of aggression than females, particularly in physical forms. This trait is often considered biologically rooted due to higher levels of testosterone, a hormone linked to aggressive behavior (Archer, 2006). However, socialization also plays a significant role, as boys are often encouraged to be more assertive and competitive, which can reinforce aggressive tendencies (Maccoby & Jacklin, 1974). Consequently, aggression is partly biological but also learned through social expectations and reinforcement.

2. Empathy

Empathy, the ability to understand and share the feelings of others, is generally perceived to be more prevalent among females. Research has demonstrated that girls and women tend to score higher in empathy tests than boys and men (Baron-Cohen & Wheelwright, 2004). While some biological factors, such as differences in brain structure and hormonal influences, may contribute to this trait (Christov-Mori et al., 2014), socialization plays an equally vital role. Females are typically encouraged to be nurturing and emotionally expressive, which enhances empathetic behaviors. Thus, empathy is a mixture of biological predisposition and learned social behavior.

3. Nurturing

Nurturing behavior refers to caring for others, often linked to maternal instincts. It is predominantly associated with females, especially in early childhood and motherhood roles. The biological basis stems from hormonal influences such as oxytocin, which is involved in bonding and caregiving (Carter, 1998). Socially, girls are often conditioned from a young age to be caring and nurturing through parental and societal reinforcement (Miller & Swaim, 1981). Therefore, nurturing is both an innate biological response and a learned behavior shaped by societal expectations.

4. Independence

Independence, or self-reliance, is typically considered a trait more associated with males. It involves assertiveness and the ability to make autonomous decisions. While biological factors may influence confidence levels, socialization plays a primary role in fostering independence in boys, who are often encouraged from childhood to be self-sufficient and assertive (Jacobs & Bleeker, 2004). Cultural norms reinforce this trait, emphasizing independence as a masculine virtue. Consequently, independence is largely learned through social influence, although biological predispositions may also heighten confidence.

5. Emotional Expressiveness

Research suggests that females tend to express emotions more openly than males, with social norms encouraging women to be expressive and men to suppress their feelings (Brody & Hall, 2010). Biologically, hormonal differences like estrogen and testosterone can influence emotional responsiveness, but social factors substantially shape how emotions are displayed. Men are often discouraged from showing vulnerability, leading to learned behavioral patterns of emotional restraint. Hence, emotional expressiveness appears to be a combination of biological susceptibility and social conditioning.

6. Risk-Taking

Males are generally observed to engage in more risk-taking behaviors than females. Evolutionary theories propose that risk-taking has been advantageous for males in terms of competition and survival (Cirillo & Little, 2016). Biological factors, such as testosterone levels, contribute to higher propensity for risk among men. Socially, boys are often encouraged to take risks to demonstrate bravery and strength, reinforcing this trait. Therefore, risk-taking is influenced by both biological and social factors, and it is learned through cultural expectations of masculinity.

7. Communication Style

Communication differences often surface between genders, with females tending towards collaborative and expressive communication, and males favoring assertiveness and competitive speech. Some studies attribute these differences to socialization, where girls are encouraged to be nurturing and cooperative, while boys are conditioned to be assertive and competitive (Tannen, 1990). Biological influences may also play a role, but social learning predominantly shapes communication styles, reinforcing gender-specific behaviors.

Conclusion

The traits associated with male and female behavior are multifaceted, influenced by biological, social, inherent, and learned factors. Traits like aggression and risk-taking have biological underpinnings but are significantly reinforced or suppressed by social norms. Conversely, qualities such as nurturing and empathy are shaped by both innate biological predispositions and social learning. Recognizing these influences is crucial for understanding how gender roles develop and how societal expectations can be challenged or reinforced.

References

• Archer, J. (2006). Testosterone and human aggression: An evaluation of the challenge hypothesis. Neuroscience & Biobehavioral Reviews, 30(3), 319-345.
• Baron-Cohen, S., & Wheelwright, S. (2004). The empathy quotient: An investigation of adults with Asperger syndrome or high functioning autism, and normal sex differences. Journal of Autism and Developmental Disorders, 34(2), 163-175.
• Carter, C. S. (1998). Neuroendocrine perspectives on social attachment and bonding. Hormones and Behavior, 34(1), 93-98.
• Christov-Mori, C., et al. (2014). Empathy: Gender effects and neural mechanisms. Social Neuroscience, 9(4), 354-364.
• Jacobs, J. E., & Bleeker, M. M. (2004). Developmental changes in girls' and boys' gender attitudes. Developmental Psychology, 40(4), 301-314.
• Maccoby, E. E., & Jacklin, C. N. (1974). The psychology of sex differences. Stanford University Press.
• Miller, P. J., & Swaim, R. C. (1981). Child-rearing practices and the development of nurturing behavior. Child Development, 52(4), 1112-1120.
• Brody, L. R., & Hall, J. A. (2010). Gender and emotion in context. In M. Lewis, J. M. Haviland-Jones, & L. F. Barrett (Eds.), Handbook of emotions (3rd ed., pp. 319-333). Guilford Press.
• Cirillo, V., & Little, T. D. (2016). Risk-taking and evolutionary psychology. Evolutionary Behavioral Sciences, 10(2), 123-134.
• Tannen, D. (1990). You just don't understand: Women and men in conversation. Ballantine Books.