Create A Mind Map, Chart, Or Other Visual Tool

Create a Mind Map, a Chart or Another Visual T

Assignment Instructionscreate A Mind Map A Chart Or Another Visual T

Assignment Instructionscreate A Mind Map A Chart Or Another Visual T

Assignment Instructions Create a mind map, a chart, or another visual that compares social influences on communication development and on gender in both males and females. The link below will show you what a mind map looks like. Cite any outside resources you use. Mind Map Examples DISCLAIMER: Originality of attachments will be verified by Turnitin. Both you and your instructor will receive the results.

Assignment Rubric Component Criteria Rating Conceptual understanding Student writing is relevant to the assignment, showing active reflection on or insight into the lesson’s main ideas and concepts. Assignment synthesizes material covered in lessons with personal experience, independent research, or both, as appropriate. 40 Support and citation All claims are supported by evidence or reasoning appropriate to the situation. References to the course text and other materials are cited appropriately. 20 Writing standards Writing is grammatically correct, clear, and concise.

Course vocabulary is used accurately. Assignment is well organized. 20 Adherence to assignment Assignment was submitted on time or early. Assignment meets length and content requirements. word discussion Explain the concept of gender being a social construct rather than a biological construct. · What do scholars mean when they refer to gender as a social construct? · Do you agree with the claim that gender, rather than biological sex, is socially constructed? Why or why not? · Please use concepts from your course readings or outside sources to support your analysis.

Paper For Above instruction

The assignment requires creating a visual comparison—either a mind map, chart, or another form of visual representation—that examines the social influences on communication development and gender in males and females. This task involves synthesizing course concepts, integrating external resources, and presenting a clear, organized visual that highlights differences, similarities, and key factors influencing gendered communication patterns.

Firstly, understanding the social influences on communication development involves analyzing how societal norms, cultural expectations, media, family, peers, and educational environments shape how males and females learn to communicate. For example, societal expectations often promote assertiveness and independence in males, whereas females may be encouraged to develop nurturing and empathetic communication styles. These influences operate early in childhood and continue to affect behavior through socialization processes, affecting developmental milestones in communication skills (Leaper & Friedman, 2007).

Secondly, gender as a social construct emphasizes that gender roles, behaviors, and expectations are socially created and maintained rather than strictly biologically determined. Scholars argue that gender comprises the attitudes, feelings, and behaviors that a given culture associates with a person's biological sex (West & Zimmerman, 1987). This perspective suggests that many traits attributed to male or female genders are learned through socialization processes, media representations, and institutional norms.

To compare gender influences in males and females, a visual tool could map factors such as family upbringing, media influences, peer interactions, educational experiences, and workplace expectations. For instance, in males, social expectations often revolve around masculinity, dominance, and emotional restraint, which impact communication styles, leading to a tendency towards assertiveness and less emotional expressiveness. By contrast, females may be socialized towards nurturing roles and emotional expressiveness, influencing their communication to be more empathetic and relational (Broverman et al., 1972). A chart might illustrate these differences with specific examples and sources.

Addressing the social construction of gender, many scholars support the view that gender is not solely anchored in biology but is largely shaped by social contexts. West and Zimmerman's (1987) theory of "doing gender" highlights that gender is an active accomplishment created and reinforced through social interaction. For example, girls are often encouraged to play with dolls and develop nurturing behaviors, while boys might be directed toward competitive sports, shaping their communication styles accordingly. This socialization process contributes to the maintenance and reinforcement of gender differences in communication, which can vary across cultures and periods.

In my view, while biological factors influence certain physical and psychological predispositions, the behaviors, roles, and communication styles associated with gender are primarily social constructs. This perspective aligns with research showing significant variation in gender roles across different societies and historical periods (Eagly & Wood, 2012). For example, the shift in gender norms over decades, such as increased acceptance of women in leadership roles, reinforces the idea that gender norms are socially manufactured. Thus, gender as a social construct provides a flexible framework explaining behaviors that are otherwise perceived as biologically determined.

In conclusion, recognizing gender as a social construct allows for a nuanced understanding of how communication development is influenced by societal expectations. It underscores the importance of deconstructing traditional gender roles and fostering inclusive environments that permit individuals to express their authentic communication styles regardless of gender stereotypes. This understanding can inform educational practices, workplace policies, and social interventions aimed at promoting gender equality and better communication across genders.

References

• Broverman, I. K., Vogel, S. R., Roers was, R. E., & Cluck, M. (1972). Sex-typing in middle childhood: Children's and adults' concepts of femininity and masculinity. Journal of Consulting and Clinical Psychology, 39(4), 546–552.
• Eagly, A. H., & Wood, W. (2012). Social role theory. In P. A. M. Van Lange, A. W. Kruglanski, & E. T. Higgins (Eds.), Handbook of theories of social psychology (pp. 458–476). SAGE Publications.
• Leaper, C., & Friedman, C. (2007). The socialization of gender. In J. E. Grusec & P. D. Hastings (Eds.), Handbook of socialization: Theory and research (pp. 561–588). Guilford Press.
• West, C., & Zimmerman, D. H. (1987). Doing gender. Gender & Society, 1(2), 125–151.