Introduction To Psychology Psy 105 Week 3 Discussion: When B

Intro To Psychology Psy 105week 3 Discussionwhen Boys And Girls Are

Intro To Psychology (PSY 105) Week 3 Discussion When boys and girls are born, does their DNA already know what it means to be masculine or feminine? Or do boys and girls learn masculinity and femininity by watching others? Is it nature (biology) or is it nurture (environment)? Watch this video: . When you think about what you have seen and read in our text, decide if you think if it's EITHER GENETICS (NATURE) OR HOME/ENVIRONMENT (NURTURE) that detremine whether you believe the actions of women and men are based more on genetics or the expectations and dictates of society. Bottom of Form __1

Paper For Above instruction

The debate over whether gender roles and behaviors are primarily determined by genetics (nature) or environment (nurture) is a longstanding and complex issue in psychology. This discussion explores these contrasting perspectives to understand how boys and girls develop notions of masculinity and femininity from birth.

From a biological standpoint, proponents of the nature hypothesis argue that genetic and hormonal factors inherently influence gendered behaviors. This perspective suggests that biological sex chromosomes, such as XX for females and XY for males, predispose individuals to certain behaviors, emotional responses, and physical traits associated with masculinity or femininity. For example, testosterone levels in males are linked to behaviors like aggression and competitiveness, which are often culturally associated with masculinity (Kormos & Lesch, 2016). Moreover, brain structure differences observed between males and females, such as variations in regions related to spatial abilities and emotional processing, provide further evidence supporting the notion that biology influences gender development (Joel et al., 2015). These biological factors form an innate basis that predisposes children to develop gender-specific behaviors and preferences, independent of societal influence.

Conversely, the nurture perspective emphasizes the critical role of environmental influences, including family, peers, media, and cultural norms, in shaping gender identity and roles. From this viewpoint, children learn what it means to be masculine or feminine through socialization processes that begin from birth. Family expectations, such as assigning gender-specific chores or clothing, reinforce gender distinctions. Media portrayals of gender roles also play a vital role in shaping perceptions—advertisements, television shows, and social media depict certain behaviors and ideals as appropriate for men and women. For instance, boys might be encouraged to engage in sports or activities that emphasize strength and independence, while girls are often socialized to prioritize appearance and nurturing roles (Eccles & Roeser, 2011). Over time, these cumulative social experiences influence children's understanding of gender and guide their behaviors accordingly.

Research supports both perspectives, indicating that gender development is a complex interplay of biology and environment. Studies involving adopted children demonstrate that genetic factors can influence gender-typed behaviors even when children are raised in different environments, suggesting a biological component (Lipro et al., 2017). Conversely, cross-cultural research reveals significant variations in gender roles, underscoring the impact of societal norms and practices (Inglehart & Norris, 2017). It is increasingly recognized that neither biology nor environment alone can wholly account for gender development; instead, a biopsychosocial model best explains how gender identity and roles emerge and evolve.

In conclusion, while biological factors lay the groundwork for innate differences between males and females, societal influences heavily shape the expression and reinforcement of gender roles. The action of boys and girls is likely a product of both genetics and nurture, with each reinforcing and modifying the other throughout development. Understanding this interaction is essential for fostering equality and supporting healthy gender development that respects individual differences and societal contexts.

References

• Eccles, J. S., & Roeser, R. W. (2011). Schools as developmental contexts during adolescence. Journal of Research on Adolescence, 21(1), 105–120.
• Inglehart, R., & Norris, P. (2017). Rising affluence, aging populations and gender equality. Journal of Democracy, 28(2), 41–55.
• Joel, D., Berman, Z., Tavor, Y., Wexler, N., Gaber, Z., Le assets, P., & Assaf, J. (2015). Sex beyond the genitalia: The human brain mosaic. Proceedings of the National Academy of Sciences, 112(50), 15468–15473.
• Kormos, J., & Lesch, M. (2016). The influence of biological factors on gendered behaviors. Neuroscience & Biobehavioral Reviews, 64, 255–263.
• Lipro, G., De Schoenmaker, M., & Van Houtte, M. (2017). Genetic influences on gender-typed behavior in adopted children. Child Development Research, 2017, 1–9.