Perspectives On Gender Identity: This Assignment Challenge

Perspectives On Gender Identity this Assignment Challenge

This assignment challenges you to examine theoretical perspectives about gender identity and compare them to your own gender identity development. You will use your personal experiences to answer questions about identity and explore any related conflicts or affirmations as to whether you agree or disagree with the accuracy of the theory you picked. Using the Argosy University online library resources and the Internet, research theories of gender development (such as Social Learning Theory, Cognitive Development Theory, Gender Schema Theory, Gilligan's Gender Identity Theory, and Gender Transcendence) and current perspectives on the role of nature and nurture in gender identity development that might help explain your own gender identity development.

Answer the following questions. Describe the gender theory that you picked. Analyze the accuracy of the interpretation of the theory and how it relates to you—do you fit the mold? Explain how gender identity may have changed in the past 2–3 generations (i.e., your parents and grandparents) with changing dynamics in family (divorce, single parents, women in the workforce, Title IX, etc.). Reflect on how your gender identity impacts the way you communicate with those of the same gender, different gender, etc.

Include a reference page in APA format of your research resources. Write a 2- to 3-page essay in Word format. Apply APA standards for writing style to your work. Use the following file naming convention: LastnameFirstInitial_M1_A3.doc. For example, if your name is John Smith, your document will be named SmithJ_M1_A3.doc.

Paper For Above instruction

The exploration of gender identity through the lens of various theoretical frameworks provides valuable insights into individual development and societal influences. For this paper, I have selected Gender Schema Theory as the focal perspective because of its emphasis on how societal norms and cognitive processes shape gender understanding from an early age. This theory posits that children develop mental frameworks—schemas—based on cultural expectations, which influence their perceptions and behaviors related to gender (Bem, 1981). I will analyze how this theory relates to my own gender identity development, examining whether I fit within its premises and how societal influences have shaped my understanding of gender roles.

Gender Schema Theory was originally conceptualized by Sandra Bem in 1981. It suggests that children internalize societal stereotypes about gender, which then serve as cognitive maps guiding their perceptions and actions. For example, if a child is exposed to the stereotype that boys are assertive and girls are nurturing, they may subconsciously adopt behaviors consistent with these schemas. From my experience, I recognize that societal expectations undoubtedly influenced my perceptions of gender roles during childhood. As a female, I was often encouraged to pursue nurturing roles, while my interests and behaviors aligned with societal expectations of femininity. However, as I matured, I became aware of the fluidity of gender identity, challenging some of the stereotypical schemas I initially internalized.

Analyzing the accuracy of this theory in relation to my personal development, I find that much of my gender understanding was shaped by cultural norms embedded through family, media, and education. For instance, I was socialized to value cooperation and empathy, traits traditionally associated with femininity, which aligns with societal schemas. Yet, I also observed that I could assert independence and leadership—traits often stereotyped as masculine—indicating that my gender identity is not rigidly confined to traditional schemas. This aligns with the notion that gender schemas are flexible and influenced by individual experiences and evolving social norms.

Looking back over the past 2–3 generations, gender roles within my family and society have undergone significant shifts. My grandparents' generation largely adhered to traditional gender roles: men as breadwinners and women as homemakers. My parents' generation saw increased participation of women in the workforce and greater acceptance of divorce and single parenthood. These societal changes have contributed to a broader understanding of gender identity as more fluid and individual-specific. Title IX, which promoted gender equality in education, played a role in empowering women to pursue diverse careers, reducing the rigidity of gender roles (Cook & Cusick, 2019). Consequently, my own gender identity has been influenced by these changing social dynamics, fostering a view of gender as less binary and more spectrum-oriented.

My gender identity also influences my communication patterns. I find that I tend to communicate with women in a manner that emphasizes empathy and shared experiences, reflecting societal expectations of femininity. Conversely, with men, I often adopt a more task-oriented and assertive style, consistent with traditional masculine stereotypes. Recognizing these patterns allows me to consciously adapt my communication based on context and individual differences, promoting effective interaction across gender lines (Tannen, 1991). These behaviors demonstrate how gender identity and societal norms shape interpersonal dynamics and influence social interactions in everyday life.

In conclusion, examining gender identity through Gender Schema Theory has provided valuable introspection about how societal expectations influence individual development. My experiences reflect the flexibility and fluidity of gender roles, especially in light of societal shifts over recent generations. Acknowledging these influences enhances understanding and promotes more inclusive and adaptable communication styles, contributing to healthier interpersonal relationships and societal progress.

References

  • Bem, S. L. (1981). Gender schema theory: A cognitive account of sex typing. Psychological Review, 88(4), 354–364.
  • Cook, D., & Cusick, A. (2019). The impact of Title IX on gender equality in education. Journal of Gender Studies, 28(3), 245–258.
  • Tannen, D. (1991). You Just Don’t Understand: Women and Men in Conversation. Ballantine Books.
  • Berenbaum, H., & Hines, M. (2012). Gender development. In P. D. Zelazo (Ed.), The Oxford Handbook of Developmental Psychology (pp. 835–854). Oxford University Press.
  • Liben, L. S., & Bigler, R. S. (2002). Children's gender development: Advances in cognition, brain, and behavior. Annual Review of Psychology, 53(1), 83–110.
  • Martin, C. L., & Ruble, D. N. (2004). Children’s Gender Constancy and Gender-Role Development. In M. R. Leary & J. P. Tangney (Eds.), Handbook of Self and Identity (pp. 444–464). Guilford Press.
  • Paechter, C. (2007). Changing genders in schools: Gender regimes and gender identities. Discourse: Studies in the Cultural Politics of Education, 28(3), 341–353.
  • West, C., & Zimmerman, D. H. (1987). Doing Gender. Gender & Society, 1(2), 125–151.
  • Hyde, J. S. (2005). The gender similarities hypothesis. American Psychologist, 60(6), 581–592.
  • Diamond, L. M. (2000). Competing identities: Dating, talking, and classifying one's sexuality in everyday life. Journal of Social Issues, 56(2), 263–280.

Related Assignments