gender roles photo essay

Photo essay: Equality is our goal, access is our right

Date: 01 March 2019

A bus to get to work. A clinic for health care. A monthly pension for old age. Some people can take these for granted. But many others suffer from the lack of infrastructure, public services and social protection that affect their rights and well-being. Women and girls are often foremost among those who miss out.

Progress and real development will only be possible if all people have equal rights and opportunities to thrive. Meeting that goal requires recognizing that women and girls face particular barriers and have different needs. And then taking deliberate steps so that no woman or girl is left behind, regardless of where she lives or how much she earns, or where she comes from.

Infrastructure can provide a way out of poverty and increase the chance of a better future. When there is a lack of infrastructure, communities around the world depend on women to close the gaps with their time-consuming, back-breaking labour.

“I leave home by 7 a.m. to come here by bike. I work until 1 p.m. If there’s no bike to take me back, I walk back home. It can take 2 – 3 hours and I am usually very tired by then. Because of the distance, I cannot carry anything if I am walking back,” says Mohn Malambi, a member of SOCCOMAD, a newly formed women’s cooperative in Yoko, central Cameroon.

Women in this community have grown food for generations but didn’t have land right or access to markets to sell the food they grew. Three years ago, the Government of Cameroon started to build a 250 Km (155 mile) road that would connect rural communities like Yoko with the capital. The women farmers of Yoko seized their moment to start a cooperative, knowing that the road project would bring more people to the area and create access to larger markets for their produce.

“The cassava crop cannot be left in the ground too long, because it rots,” says 52-year-old Tukuri Marie Chantal. It’s a simple equation—with land ownership and better roads, it takes less time and costs less to transport produce, and that means more income for women farmers.

The city of Jakarta, Indonesia, gleams with new buildings and other amenities. Yet safety in public spaces is a concern for women there. Fears about harassment and assault may keep women from using urban transport and other infrastructure even if they have ready access to it. Measures such as bright lighting and visible passageways help alleviate their concerns. With UN Women’s support, the Safe Jakarta project is aimed at pinpointing and closing safety gaps.

In disaster-prone Fiji, recovery efforts after Tropical Cyclone Winston had to involve women, especially the women vendors of Rakiraki Market. “For most of us women market vendors, we focus only on coming to the market to make money. But what if there is a cyclone or flooding that makes it impossible for us to be in the market?” says Varanisese Maisamoa, President of the Rakiraki Market Vendors Association.

The women vendors’ insights informed the market reconstruction to include Category-5 cyclone resilient infrastructure, a rain water harvesting system, flood resistant drainage, and a gender-responsive design.

“I’m looking forward to a market that is safer, better ventilated, with facilities such as changing areas for babies, improved toilets and a female market attendant. Our vendors also know what to do before, during and after a disaster,” Maisamoa added . Read more ►

Communities without electrical grids are increasingly turning to solar devices to jumpstart access to modern energy. Martha Benavente learned to make simple, low-cost solar lamps through a programme supported by UN Women and the governments of Norway and Sweden in a small community in Guatemala. Selling the lamps provides a source of income. Using them in her own home has ended the days when she would race to finish chores before dark because it was too costly to burn candles. Read Martha’s full story ►

Education is a human right and an essential public service with lifelong consequences. Yet many girls still struggle to get an education. In Khayelitsha, the largest informal township in Cape Town, South Africa, girls at the Yomelela Primary School contend with severe poverty and acute risks of violence. With the backing of the UN Trust Fund to End Violence against Women, sports and peer counselling are among the methods that help them cope, feel safe and stay in school.

As the fourth industrial revolution unfolds, the future of jobs will be defined by innovation. While more girls are attending school than before, girls are significantly under-represented in STEM subjects in many settings. The first Coding Camp in Addis Ababa, Ethiopia, brought together girls from 34 countries in the African continent to nurture their potential as innovators and technology creators. 

What happens when girls get equal access to technology? They build.

“We are trying to build a drone that is controlled by SMS messaging that will be able to dispense medicine in rural areas,” shared 15-year-old participant Eno Ekanem. Read more ►

In the Republic of North Macedonia, many girls and boys with disabilities are still segregated in separate schools; a very low percentage reach university. Activist Elena Kochovska is fighting for their greater inclusion in education and employment. Read her full story ►

Health-care services should reach all women and provide all the services they need. Yet, too many women still die giving birth, especially in poorer countries where services may be limited and poor in quality. With 1,072 maternal deaths for every 100,000 births, Liberia has one of the highest maternal mortality rates in the world. In the remote areas, infrastructure and facilities in clinics are often lacking; midwives and health-care workers have to deliver babies without any electricity at night.

“It’s really challenging to assist with a delivery using my phone’s light, because I can’t see clearly. I have to hold the phone in my mouth while working. Doing [medical] procedures at night is almost impossible,” explains midwife Lorina Karway.

A UN joint programme installed solar lighting systems in 26 health centres and in five maternal waiting rooms in rural Liberia, including the Bodowhea Clinic, where Karway works, to improve maternal and child health-care services. Read more ►

Low-cost, readily accessible legal aid upholds the rights of poorer women, in particular, to obtain justice as well as essential public services. In Kazakhstan, UN Women has trained legal advocates like Natalia Minayeva. They help women living with HIV solve legal issues and find social assistance, including to end drug dependency. Read more ►

Green, open spaces where everyone can convene, relax and take a break may be taken for granted in some parts of the world. For women and girls in Al-Shoka, a conflict affected neighbourhood in Gaza, Palestine, this was a distant dream, until now. In 2018, the only public garden in Al-Shoka, which was destroyed by the conflict, opened to the public. What’s more, it was re-designed by three female architects and a group of young people from the community to be a truly inclusive space. Read about the female architects who redesigned the garden ►

Limited access to childcare remains a major barrier for women seeking paid jobs, underscoring the importance of providing quality public childcare. Time-use surveys in Uruguay revealed that women spent two-third of their week doing unpaid work, and only one-third on paid work. For men, the reverse applied. The data made Uruguay rethink “care” as an issue that impacts the society and ultimately, led to the adoption of a new law in 2015. Under the Care Act (No. 19,353), all children, persons with disabilities and elderly persons, have the right to get care. The State not only provides care services now, but also guarantees their quality by providing training and regulations.

Soledad Rotella is one of the many mothers benefiting from the new law. Since quality and free day care is available for her 2-year-old daughter, Kiara Rotella can get a full-time job without risking the wellbeing of her daughter. Read the full story ►

Longer, healthier lives are now the norm in many countries, an indisputable sign of progress. By 2030, over 16 per cent of people will be over age 60, compared to just over 8 percent in 1970. Pension systems are expanding to support people in old age. Yet women are less likely to be covered and generally receive less than men, even as they live longer on average. In Viet Nam, Phung Thi Vinh spent a lifetime as a primary school teacher but only began contributing to social insurance late in her career. A government programme helped her catch up. “My pensions payments are small,” she says. “But they help keep body and soul together.”

This photo essay has been adapted from a UN Women photo exhibition at the UN Headquarters in New York, running from 7 March - 27 March

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How photography has progressed ideas of gender identity and expression

Featuring work by cindy sherman and juliana huxtable, and guest edited by artist, activist, and producer, zackary drucker, aperture’s new issue celebrates the infinite possibilities of our identities.

Newton’s third law, “For every action there is an equal and opposite reaction,” goes far beyond the scope of physics. We can see it in all areas of life, perhaps most clearly where oppression exists and takes root.

Last month, American Danica Roem was elected Virginia’s first trans state legislator – unseating Bob Marshall, the man who sponsored the state’s transgender bathroom bill banning trans students from using public facilities that corresponded to their gender identity and required administrators to out trans students to their parents.

Marshall’s efforts to deny fundamental human rights – life, liberty, and privacy – were the ultimate cause of his downfall, helping to bring forth a new era in the fight for trans rights and queer visibility as gender pioneers continue to push beyond the binary of the masculine-feminine divide.

As photography has shown throughout its 180-year history, representation has the power to influence ideas, beliefs, behaviours, and ultimately, laws and society around the world. This winter, Aperture   magazine introduces “Future Gender,” a new issue dedicated to the representation of trans and gender-nonconforming lives, communities, and histories.

“Photography saved my life. As an adolescent, I discovered that by taking a Polaroid picture of myself dressed as a girl, I could escape the confines of boyhood. I have continued to use photography as a way to verify my existence and to see myself, my relationships, my evolution” – Zackary Drucker

Guest edited by  Zackary Drucker , artist, activist, and the producer of the acclaimed Amazon TV series Transparent , “Future Gender” examines the ways in which photography has played a pivotal role in the expression of social and personal identity. “Future Gender” is as diverse, inclusive, and expansive as the nuances and complexities of gender allow, traversing far beyond the binary into new realms where representation offers possibility, actualisation and agency.

“Photography saved my life,” Drucker reveals. “As an adolescent, I discovered that by taking a Polaroid picture of myself dressed as a girl, I could escape the confines of boyhood. I have continued to use photography as a way to verify my existence and to see myself, my relationships, my evolution.”

Drucker’s intimate understanding of the medium allowed her to use “Future Gender” as a site of exploration and expansion in equal part, spotlighting stories that examine the intersections between image and identity in radical and compelling new ways. The issue features Marlow La Fantastique, the African-American star of the 1970s drag underground; Nick Sethi’s photographs of the Aravan, the 18-day Indian festival that embraces the trans community; Tobias Zielony’s photos of Kiev’s LGBT scene; a series of photographs of Juliana Huxtable taken by Amos Mac inside the ACLU offices, where she worked as a legal assistant with the racial justice program – yet was subject to racist and transphobic attitudes during her employment.

The issue kicks off with an interview between Drucker and trailblazing author Kate Borenstein, who observes, “When gender is a binary, it’s a battlefield. When you get rid of the binary, gender becomes a playground.”

Drucker shares her insights, experiences, and wisdom gleaned from a life that expands our understanding of gender in all its multi-faceted glory.

I would like to begin with the discovery of the language and the way it informs our thoughts and ideas about identity. I love your interview with Kate Bornstein, where you talk about discovering the word “transgender” after shoplifting a copy of her book Gender Outlaw from a store. Could take us back to that moment and what it was like to find this word, and how it impacted you.

Zackary Drucker: As a young person, I was extremely effeminate. I was conscious of the fact that most of the people around me assumed that I would grow up to be gay. This assumption was demonstrated in sometimes subtle, sometimes explicit ways, but I always felt like it was missing the mark.

I grew up in Syracuse, New York. There was little exposure to trans people and trans culture outside of cable television, video rentals, or what books I could find. I had no one to identify with. At 14, in 1997, this did not make me very popular in school. I felt like a pariah. I quickly learned the social rejection of subverting the gender binary. Which was not subtle. It was very direct.

I knew that transsexuals existed, but that felt like a leap to me at that point. Finding Kate’s book was monumental; it was speaking directly to me. I learned that transgender included different kinds of gender expression, and that I could identify as trans without proclaiming myself a woman. I’ve always felt very in-between and circumspect about the gender binary. It only serves less than half of the population, and even there it’s a failure.

How does naming something begin to change the way we think, identify, and relate to ourselves and to others?

Zackary Drucker: It gives us a sense that we’re not alone; that we’re a part of a tribe. Giving something a name helps facilitate a sense of community.

“I’ve always felt very in-between and circumspect about the gender binary. It only serves less than half of the population, and even there it’s a failure” – Zackary Drucker

We have entered a new frontier in public discourse, where the binary thinking around gender is being challenged. Why do you think going beyond the binary is so challenging for so many people, both gay and straight?

Zackary Drucker: The entirety of our social order is structured around the gender binary. Dismantling that is a feat, and we’re just getting started. 

My grandmother Flawless Sabrina once said: “Pioneers seldom live long enough to walk in the path that they cut. Somewhere, some day, a kid that you’ll never meet will see what you’re doing and say, ‘If she can do it, I can do it too.’”

Flawless and Auntie Kate set the example for how I can live my life, and I try to set the same example for others.

I’d like to talk about the power of representation. As the old refrain goes, “Seeing is believing” – but more than that, seeing has the added power to normalise or stigmatise. Some people are challenged by trans people, because they feel “deceived” by the accuracy – perhaps they feel not only gender is being challenged but also sexuality. Could you speak about this?  

Zackary Drucker: There has always been a tradition of trans bodies being sexualised and objectified. None of the words we use to describe our sexual orientation are adequate to describe an attraction to a trans or gender nonconforming person.

Even the word “bisexual” is predicated on a binary. I love bisexuals, but new words will emerge because language evolves quickly: pansexual, sapiosexual, trans-amorous, robo-sexual, virtual-sexual, cross-gender heterosexuals – you name it!

I would like to address the power of representation and the responsibility that artists and the media share, to create honest, authentic images that open and expand the conversation. With “Future Gender,” you’ve done an incredible job tapping into the many threads of trans and non-gender conforming lives, communities, and histories. How did you decide where to begin, what to focus on, and who to include?  

Zackary Drucker: We researched trans and gender expansive people around the world and throughout time. With limited space, we could only include so much from such a rich history. This issue of Aperture magazine is a place to start, but there are so many representations to discover and yet to be created.

I love that you included Juliana Huxtable in this issue. How did you come to connect with her?

Zackary Drucker: I met Juliana through a mutual friend, when she was a young person having just graduated from Bard. I was wowed then, as I am now! She is an incredible archetype and model for the future – an artist and thinker who works across mediums, and a human who transcends the borders of our physical reality.

I also love that you included A Rrose is a Rrose is a Rrose , the landmark 1997 exhibition at the Guggenheim. The 90s really broke open a conversation about gender in a new way. How do you see this conversation continuing in the art world today?

Zackary Drucker: A Rrose is a Rrose is a Rrose was another timely beginning. It’s incredible how relevant the photographic work in that exhibition remains today, how artists continue to experiment with gender throughout art history.

I love the ACT UP poster from that show which features three couples and says “Kissing doesn’t kill: greed and indifference do.” The image was made about 25 years ago but could have been made today.

We are much better off as a community than we were in the 90s. It’s a difficult time now, don’t get me wrong, but we have communication networks, media influence, cultural legitimacy, and trans leadership that we didn’t have back then. The more that we can point to in the past, the more prepared we are to move forward.

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Exploring Gender Roles: Assignments and Rubrics

• Objectives and Goals
• Course Outline
• Assignments and Rubrics
• Poems, Videos, Photos

Childhood Essay

Using a photograph from your childhood as inspiration, you will write a 3-5 page essay reflecting on an event or memory you have in which gender roles played a part in shaping who you are now. 

Writing is an iterative project, so this essay will be written in several steps. 

1. Free writing- this is when your ideas will take shape! You will have 30 minutes in class to write the rough draft of your essay.

2. Peer review- your group members will look over your rough draft and give you suggestions for edits, restructuring, or development you may want to consider. Note: your final assessment will consider how you participated in the editing process as a peer editor, so take this step seriously!

3. Re writing- you will consider the edits suggested by your peers and rewrite your essay to a clean and polished final draft. Please pay attention to structure, grammar, and content. 

4. Sharing- your work is important and you will have the opportunity to share your final essay with the class!

Please refer to the rubric for specifics about your final assessment for this project.

Childhood Essay Rubric

Group Project

As a group, you will create some type of portfolio showing what you have learned about gender during this unit.           

This can include

-          a photo essay of your peers (including a craft essay)

-          a book of poetry about gender by students in your group (including a craft essay)

-          an anthology of poetry about gender by poets with critical analysis about the themes within these poems 

-         start a Beyond the Binary campaign to educate your classmates and other teachers about how gender might be bigger than the binary (include a plan of action and a rationale which quotes scholarly evidence).

-         an analytical essay about a film's representations of gender.

-         a project which you design that is approved by the instructor.

The goal is to engage in an analytical process that furthers your exploration of gender roles as they pertain to literature, art, or film. You have flexibility in the final product, but you will be graded on...

- how you present gender theory;

- how you substantiate your claims with evidence from other scholarly work;

- how you present your final project;

-and how effectively you display an understanding of gender within a larger framework (i.e. literature, art, film, society, the school, your own life).

Please refer to the provided rubric for specific criteria related to this project.

Group Project Rubric

Rubrics and Assignments

• Childhood Essay Rubrics- PDF
• Peer Review- JPG
• Teacher Review- JPG
• Group Project Rubric- PDF
• Group Project- JPG

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Oral Histories at GSU

Archives for Research on Women and Gender

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Lucy Hargrett Draper Collections on Women's Rights, Advocacy, and the Law

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Gender Socialization: Examples, Agents & Impact

Olivia Guy-Evans, MSc

Associate Editor for Simply Psychology

BSc (Hons) Psychology, MSc Psychology of Education

Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.

Learn about our Editorial Process

Saul Mcleod, PhD

Editor-in-Chief for Simply Psychology

BSc (Hons) Psychology, MRes, PhD, University of Manchester

Saul Mcleod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.

On This Page:

Gender socialization is the process through which individuals learn the behaviors, expectations, and roles associated with their assigned gender within a society. Parents dressing their baby girl in pink and buying her dolls, while dressing their baby boy in blue and buying him toy trucks is an example of gender socialization.

What is Gender Socialization?

• Gender socialization is the process through which a culture’s gender-related rules, norms, and expectations are learnt.
• This process often begins from a very early age for most people. It is thought that children are aware of their gender by the time they are 3 years old, long before they come to recognize any other type of group they may belong to (Stockard, 2006).
• In gender socialization, it is important to distinguish between sex and gender. When referring to anatomical or reproductive differences between men and women, many social scientists use the term sex (Kretchmar, 2011). When referring to gender, this is a social construct which is believed to exist on a continuum and involves ideas about masculinity and femininity.
• The central idea of gender socialization is that societies have their own ideas of what gender is. People and cultures throughout the world recognize that there are different gender groups and they have assigned roles and responsibilities.
• Through gender socialization, people develop their own beliefs about gender and ultimately form their own gender identity. People may not be consciously aware of the gender norm decisions that they make. Gender roles and norms are often built into the script of what a man/woman should do or be.

Examples of Gender Socialization

An example of gender socialization is how toys are gendered, being marketed towards boys and girls. In many toy stores, there are often segregated ‘boy toys’ and ‘girl toys.’

The toys for boys may often be blue and come in the form of action figures, toy cars, and building blocks, whereas the toys for girls are often pink and come in the form of baby dolls, dress-up games, and toy cooking and cleaning sets.

The types of toys and activities are thought to reinforce what genders should do. For instance, the toys advertised to boys reinforce that to be male involves being adventurous, strong, and logic driven.

The toys advertised to girls reinforce that to be female means to be maternal, physically attractive, and to manage household tasks.

The advertising for these toys is also usually targeted at specific genders. The boxes for ‘girl toys’ for instance may be various shades of pink and display a young girl playing with the toy on the packaging.

Thus, if a girl sees this, she will likely understand that this toy is targeted for her, rather than packaging which is blue and displays a young boy playing with the toy.

Agents of Gender Socialization

We normally refer to the people responsible for our socialisation as agents of socialisation and, by extension, we can also talk about agencies of socialisation (such as our family, the education system, the media and so forth).

Gender socialization is a form of primary socialization which is the process by which children and infants learn the norms and behaviors associated with their gender. It is thought to occur within the family, peer groups, mass media and school curriculum (Bhattacharjee, 2021).

Parent socialization

Parents are often the first socialization of gender that children experience.

Gender socialization can often begin as soon as parents find out whether they are expecting a boy or a girl. Before the child is born, they may begin painting the baby’s room a certain color and buy specific clothing which is ‘appropriate’ for their child’s gender.

The language that parents use around their child can also reflect gender socialization. Girls may be referred to as ‘pretty’ or ‘delicate’, whereas boys may be described as ‘strong’ and ‘boisterous.’ Children learn from this language how they should be according to their gender.

Often there are different expectations for children depending on their gender. Girls may be expected to help out their mother with cooking, shopping, and cleaning activities. Boys may be expected to have high job aspirations, engage in sports, and help their father with fixing things.

Children tend to be especially attentive to same-gender models (Bussey & Bandura, 1999). Therefore, when children observe their same-sex parent exhibit specific behaviors or engaging in activities which differ from other genders, the child is more likely to exhibit the same behaviors.

The way that parents behave with their child may differ depending on the child’s gender. Girls may be encouraged to play and behave in a polite and quiet manner, whereas boys may be encouraged to play louder and rougher.

Even if parents try not to reinforce gender norms, if they have their own gendered socialization from when they were younger, these parents may be inadvertently reinforcing this onto their children.

Peer socialization

Children can also be socialized by their peers in different ways, according to their gender.

It is thought that by the time children reach the age of three, they often prefer playing with other children of the same gender (Wharton, 2005).

This is often found across a variety of cultures and continues until adolescence. They often prefer to play with peers who share similar interests and thus are more likely to be socialized by peers of the same gender.

An explanation for gender-segregated play is that boys and girls play very differently and seek out others whose play style is similar (Stockard, 2006).

Girls often form intimate friendships with a small number of other girls and they take turns speaking and expressing agreement. Boys often play in larger groups, engage in rougher activities, and use interruptions and boasts.

When spending time with peers, boys and girls learn what is ‘appropriate’ for their gender. They may discuss with each other what boys and girls should do.

Peers can ‘punish’ each other for engaging in activities that do not conform to their gender. Girls seem to face less pressure than boys to conform to gender norms than boys and are less likely to receive negative attention for participating in ‘cross-gender’ activities and games (Wharton, 2005).

School socialization

Teachers and other educators may place expectations on children based on their gender.

They could do this by labeling and organizing students in group activities or creating different activities for boys and girls. As with parents, teachers may use gendered language when speaking to and about boys and girls.

Schools may encourage boys to engage in science or mathematics whereas they may be more forgiving if girls are not succeeding in these subjects.

Teachers may also discipline students in different ways depending on their gender, which may reinforce children’s beliefs and assumptions.

Media socialization

Gender socialization through media can include through movies, television, and literature. The media can reinforce gender stereotypes so that children have ideas about what it means to be a boy or a girl.

In a lot of movies and TV, men can often be seen as the heroes and going on adventures. In comparison, women are usually outnumbered by the number of male characters, are often portrayed as being physically attractive, and are frequently introduced as the love interest for the male characters.

Female characters are often seen as passive characters who need to be rescued by men and dressed in a way which appeals to the male gaze.

Studies show that children who watch a lot of TV tend to have more sex-stereotypical views of men and women and that this influences their choice of toys, career aspirations, and self-esteem (Burn, 1996).

While the media is beginning to portray males and females in non-stereotypical ways, a lot of older media shows them in traditionally gender-appropriate ways.

For instance, women are shown doing housework or as being stay-at-home mothers, whereas men are shown engaging in a wider variety of activities.

Theories to Explain Gender Socialization

Social learning theory.

Social learning theory is most closely associated with the work of psychologist Albert Bandura. This theory relates to the behaviorist approach which defines learning in terms of stimulus and response.

Social learning theory explains that gender socialization comes as a result of children being reinforced, both positively and negatively, for gender appropriate and inappropriate behavior (Wharton, 2005).

For example, if a boy plays with a ‘gender appropriate’ toy such as a football, he may receive positive reinforcement from his father. Whereas, if the boy plays with a ‘gender inappropriate’ toy such as a doll, he may be ignored or receive negative attention from his father.

According to this theory, children learn what is appropriate from noticing the behavior of their same-sex parent. A young girl may learn what it means to be female by observing her mother, whereas a boy learns what it means to be male by observing his father.

Social learning theory can be discredited by research which has shown that parents who exhibit sex stereotypical behaviors are not more likely than other parents to have children who exhibit sex stereotypical behaviors (Stockard, 2006).

Likewise, children are not thought to be passive learners as social learning theory makes them out to be. Instead, they are more actively engaged in their socialization than the theory suggests (Wharton, 2005).

Gender codes

Gender codes are hidden, unspoken assumptions about the proper roles of men and women which are transmitted through the socialization process and are negotiated by each generation. Gender codes are not uniform but vary with location.

Traditional gender codes tend to be stronger in the working class than the middle class, but all people have access to both conservative and radical gender codes and negotiate their way through to their own balance.

Cognitive development theory

Cognitive development theories for gender socialization build on the research of psychologist Jean Piaget.

These theories emphasize how the socialization process is developmental in nature. It also argues that children have an active role to play in the development of their gender identity (Stockard, 2006).

Psychologists Lawrence Kohlberg was one of the first to apply cognitive development theories to gender identity. He argued that ‘children’s views of appropriate gender roles… change as they grow older, reflecting their changing cognitive development’.

It is thought that younger children have the most rigid definitions of gender and are more likely to punish others for violating gender norms. As they get older and gain more cognitive flexibility, gender stereotypes and gender roles become more flexible for them.

Kohlberg believed that once children develop gender constancy – the recognition that their gender is stable and unchanging – they become more motivated to demonstrate gender appropriate behavior (Wharton, 2005).

Cognitive development theories expand on social learning theory as they acknowledge that children play an active role in the socialization process and suggest that ideas about gender change and develop over time.

However, the fact that children can demonstrate gendered behavior as young as two or three years old, long before gender constancy, discredits Kohlberg’s theory (Martin & Ruble, 2004).

Gender schema theory

Gender schema theory was introduced by psychologist Sandra Bem in 1981 who asserted that children learn about gender roles from the culture in which they live. According to Bem, in cultures where differences between genders are emphasized, children learn to use gender as a way to process information about the world.

Gender schemas are thought to help children organize information and maintain a sense of consistency and predictability (Stockard, 2006). These schemas tend to be polarized so children come to understand what they believe is acceptable and appropriate for different genders.

Gender schemas provide an efficient way to hold new information and make new situations more predictable. Children develop more elaborate gender schemas as they develop their gender identity and their understanding of gender roles.

This theory suggests that the gender schemas are internalized in a way that males and masculinity are the norm and are more highly valued than females and femininity (Wharton. 2005).

A limitation of gender schema theory is the issue of individual differences. The theory does not account for why children with much of the same environmental influences respond differently to gender appropriate behavior.

Psychoanalytic theory

The psychoanalytic theory of gender socialization is different from other theories as it is not a learning theory. Founded by Sigmund Freud , its application to gender socialization was outlined in the 1970s by Nancy Chodorow.

The theory suggests that some aspects of gender identity result from unconscious psychological processes and not from conscious processes such as modeling or schemas.

A key factor of gender socialization according to psychoanalytic theory is the role of the mother as the primary caregiver. Chodorow argues that children’s first identification is with the feminine since they spend more time with their mothers early in life.

Eventually, children need to develop a sense of themselves and their own gender identity. For girls, this process is easier since they have already identified with the mother. For boys, however, they must first reject their feminine identification and develop masculinity.

This masculinity is defined as being ‘not feminine’. During this process, boys also learn to often devalue femininity.

Criticisms of psychoanalytic theory for gender socialization are that the theory is hard to empirically verify. It also reinforces gender stereotypes, places too much emphasis on the unconscious, and does not explain how children who were not raised by mothers develop their gender identity.

How Does Gender Socialization Affect Society?

Women are devalued.

In many societies, tasks and behaviors that are associated with femininity and being female are often devalued.

Women often complete more unpaid labor such as housework and childcare since this is seen as a feminine role and is not appreciated by being paid.

Inequalities in the workplace

Since women are often devalued, many employers may have the gender bias that women will be weaker workers, especially if they have extra labor to do at home.

Women can still experience a wage gap for completing the same work as men. Women-dominated jobs such as those in healthcare are often underpaid in comparison to male-dominated roles.

Women who have children also find they may experience a ‘penalty’ in the workforce and are not afforded the same opportunities as men who have children.

Negative attitudes about different genders

Children often favor their own gender in their attitudes and show gender discriminatory behaviors to other genders.

Gender segregated behavior may be supported by adults and may become a problem when children need to be able to function in gender-integrated settings such as school.

Children may find that they are not able to effectively relate with other genders which can further separate them and enhance differences.

Both boys and girls tend to associate positive characteristics with their own gender. However, after the age of 6, it is found that many girls stop showing this pattern and mostly consider that something that requires a lot of intelligence should preferably be done by a male (Bian et al., 2017).

Thus, girls can often develop negative feelings and attitudes towards their own gender and their own abilities.

Moreover, suppose society has very strict ideas about gender. In that case, this can negatively affect individuals who identify as non-binary, transgender, or anyone who does not subscribe to their assigned gender at birth. It can be hard for these individuals to be their true selves in a society that sees gender as being on a strict binary.

Limitations for men

Gender socialization is limited to both men and women in society. Boys and men can experience gender role conflict and pressure to succeed and dominate in their careers. They may feel like a failure if this is not what they want to or cannot do.

Men and boys may also intentionally avoid expressions of affection with their peers, believing that anger is the only appropriate expression of emotion for them. They often view more vulnerable emotions and crying as being feminine and would not be comfortable displaying these in front of others.

If a boy were to express typically ‘feminine’ traits, they would be at risk of being bullied, so they learn not to display these traits.

Likewise, if men are pushing down their vulnerable emotions, this can eventually damage their mental health and they could be less likely to reach out for help if they were struggling.

Finally, if men are socialized into being more aggressive, they may be more likely to commit crimes and specifically display acts of violence against women.

Frequently Asked Questions

How does gender socialization relate to gender stereotypes.

Gender stereotyping is where a set of gender attributes, characteristics, or roles are ascribed to people by reason of their membership to their gender.

People are thought to be socialized to have gender stereotypes.

If society has specific ideas about what each gender should be, and these are socialized to children, this can lead to them having stereotypes about other genders or adhering to their own gender stereotypes.

Although gender stereotypes tend to become more flexible later in childhood with the development of cognitive flexibility, in many instances, they can persist throughout life and continue to influence behavior (Solbes-Canales et al., 2020).

Interestingly, gender stereotyping is less restrictive for female stereotypes than for male stereotypes, meaning that females are less scrutinized for not adhering to gender stereotypes, but males are.

How does gender socialization relate to sexism?

The persistence of traditional gender roles exacerbates gender inequalities, encourages rigid behaviors, and maintains unbalanced power relations within societies in favor of men (Marcus, 2018).

With society having the attitude that women are weaker or less competent than men at the same work, this can lead to discriminatory behavior towards women.

The roots of prejudices, discrimination, and violence against women can be traced back to widespread gender stereotypes, which come from gender socialization (McCarthy et al., 2018).

Is gender socialization important?

Gender socialization is thought to be important since it helps individuals to develop their gender identity – deeply held internal perception of one’s gender.

Being aware of gender socialization and gender roles means that individuals can choose what they most identify with and develop their own identities.

Can gender socialization occur throughout life?

Although a lot of gender socialization occurs during childhood, it is a lifelong process. The beliefs about gender that are acquired in childhood can affect people throughout their lives.

Many new ideas about gender can be learnt well into adulthood, meaning that new expectations can be learnt. Through gender socialization, people have shaped ideas about what they believe they can achieve.

For instance, a man may believe he is capable of being successful in his career compared to a woman who may think she will have less success due to being a woman.

Can gender socialization be tackled?

It can be useful to become more aware of how individuals have been socialized based on their assigned gender. In this way, people can consider whether they behave or make decisions based on how they have been socialized, or whether it is because it is their own choice.

Since there are a lot of issues with gender socialization, parents and educators can put things in place to ensure children are not restricted by their gender.

They can use gender neutral terms when speaking to the children, ensuring that boys and girls are being spoken to in similar ways.

Parents can encourage children to play with a wide range of toys and activities during early childhood and can help to create playful environments where children interact with a mix of genders.

Also, parents and teachers can discuss and challenge gender stereotypes with children and not put so much emphasis on gender differences. In this way, children should have an understanding that they do not need to be stuck in their traditional gender roles.

Bhattacharjee, N. (2021). Through the looking glass: Gender socialisation in a primary school. In Gender and Education in India A Reader (pp. 40-52). Routledge.

Bian, L., Leslie, S. J., & Cimpian, A. (2017). Gender stereotypes about intellectual ability emerge early and influence children’s interests.  Science, 355 (6323), 389-391.

Burn, S. M. (1996).  The social psychology of gender . McGraw-Hill.

Bussey, K., & Bandura, A. (1999). Social cognitive theory of gender development and differentiation.  Psychological review, 106 (4), 676.

Kretchmar, J. (2011). Gender socialization. of Salem Press. Sociology reference guide. Gender roles & equality , 41-52.

Marcus, R. (2018). The norms factor: recent research on gender, social norms, and women”s economic empowerment.

Martin, C. L., & Ruble, D. (2004). Children”s search for gender cues: Cognitive perspectives on gender development.  Current directions in psychological science, 13 (2), 67-70.

McCarthy, K. J., Mehta, R., & Haberland, N. A. (2018). Gender, power, and violence: A systematic review of measures and their association with male perpetration of IPV.  PloS one, 13 (11), e0207091.

Solbes-Canales, I., Valverde-Montesino, S., & Herranz-Hernández, P. (2020). Socialization of gender stereotypes related to attributes and professions among young Spanish school-aged children.  Frontiers in psychology, 11 , 609.

Stockard, J. (2006). Gender socialization. In Handbook of the Sociology of Gender  (pp. 215-227). Springer, Boston, MA.

Wharton, A. S. (2005).  The sociology of gender: An introduction to theory and research . John Wiley & Sons.

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Photo Essays in Gender, Sex & Urban Life

In Spring 2021, the students in URBS 277/GSWS 277: Gender, Sex, and Urban Life completed a photo essay assignment. The assignment drew inspiration from the work of photographer LaToya Ruby Frazier, and in particular from her documentation of the Flint Water Crisis , which we discussed in class. Reflecting on her engagement with parents and children affected by the Flint Water Crisis and on the systemic anti-Blackness that undergirds the crisis, Frazier explains of one particular interlocutor, eight-year-old Zion Cobb, “ [N]o matter how much this country under its capitalism, its patriarchy, its hatred of Black women, no matter what, she overcame that. And she will continue to move forward. And now she'll have a human document archive of how she survived this moment in her life.”

In conversation with what Frazier refers to as a “human document archive,” the photo essay assignment asked students to photograph the same location every day for one week. Students also wrote captions for their photos as well as a short essay that reflected on what they chose to document, what the process of documentation was like, and what their set of photographs revealed about the structures of power that mediate their chosen location.

Here are two examples of student approaches to the project. Sophomore Megan Chui chose to document Harrison College House , where she would have lived in the 2020-2021 academic year were it not for the COVID-19 pandemic and related shutdowns. Photographing Harrison at night, Chui reflects on a sense of community from which she feels removed, even as she shares with the students in Harrison the experience of being a Penn student. Senior Margaret Tebbe chose to document Lea Elementary , as she volunteered with Lea students throughout her time at Penn. Tebbe uses her photographs to consider the competing presences of haunting and desire. Her photographs and reflection demonstrate the co-presence of loss and vibrancy on the grounds of the school. The goal of the assignment was to provide students with an opportunity to apply the reading and thinking they undertook in the course to the built environment that constitutes their daily life, and to have a place-based experience, even in the midst of the pandemic. 

Gender Roles in Society Essay

This essay will discuss the evolution and current state of gender roles in society. It will examine how gender roles are socially constructed, their impact on individuals and communities, and the progress towards gender equality. The piece will analyze the influence of culture, media, and education on gender roles. At PapersOwl too, you can discover numerous free essay illustrations related to Gender.

How it works

Gender is a critical aspect of social inequality. Gender has been defined as a means to “serve to reduce assumed parallels between biological and psychological sex or at least make explicit any assumptions of such parallels (Unger 1976, p. 1086). Gender inequality is a prevalent issue in society as a whole, and America is no exception. It is a sociological construct which carves the path in which men and women will live their lives, affecting a broad range of choices and availability of resources (Macionis, 2018).

Gender inequality exists due to the fact that women and men are clearly defined as distinctive types of people (Macionis, 2018).

Gender inequality primarily impacts women. For instance, women often encounter a “glass ceiling” which defines the maximum potential for promotions in their often male dominated professions. Alison Bechdel demonstrated gender inequality in the form of a simple cartoon which depicted a test where a movie passed if it met this criteria: there are at least two female characters with names, those characters interact with one another, and their discussions include something other than men (Macionis, 2018). Applying this test to recent films, analysts claim that around half do not pass this test (Macionis, 2018). This simple test depicts the way in which men dominate society, and while some women do rise above, many hit the “glass ceiling.” In fact, due to the presence of several forms of gender inequalities, the workplace has been claimed at times to be inhospitable for women (Abrams, 1991).

Additionally, books and media influence children by presenting stereotypical roles of men and women, with women lacking representation in traditionally male roles (Purcell and Stuart 1990). More over, these influences continue later in life and spread to other means, such as video games, social media and celebrities. Even advertisements perpetuate gender bias and reinforce gender norms, with men in advertisements shown to focus on the product they’re representing, while women focus on the men (Goffman, 1979). In fact, gender is instilled into children even before they are born by parents carefully selecting gender appropriate clothing, such as pink for newborn girls and blue for newborn boys (Zosuls et al., 2001).

Why is it that gender exists at all? In earlier times, the use of gender and the roles each sex played were more abundant than in today’s time. The differences in biological make up that each sex carried were far more important (Macionis, 2018). For instance, in the time of hunters and gatherers, there was no means of controlling pregnancy and reproduction, which burdened women as being caretakers of their many children (Macionis, 2018). Because women were bound to their homes and their children, women were forced to construct their roles around the home (Macionis, 2018). Thus, women often took on such jobs as planting and gathering vegetation to provide food for themselves and their family (Macionis, 2018). Men, on the other hand, boasting their stronger and larger size due to the biological differences in their genetic make up, often took on the role of hunting or warfare, which left the women, again, with no choice but to be bound to their homes (Macionis, 2018).

As time continued on, gender roles became less and less fundamental. When the Industrial Revolution took place, there were effective means of preventing pregnancy (Macionis, 2018). The ability to decide when and if to get pregnant gave women more of a choice in their home-maker status. Additionally, the Industrial Revolution developed more advanced technology that diminished the need for physical strength in the workplace and for economic production as a whole (Macionis, 2018). Many advances in technology and changes to society that have followed in the time after the Industrial Revolution have led to gender roles becoming less and less of a determinant for what kind of job one may possess.

With the need for gender to exist diminishing more and more with each step society and technology takes, what is it that makes gender still relevant? One may turn to sociological perspectives in order to gain insight on such a question. According to the structural-functional theory, gender is “society’s recognition that women and men differ in some respects” (Macionis, 2018, p. 118). Gender is viewed as complementarity, meaning the differences between men and women are limited but important (Macionis, 2018). Gender, according to the structural-functional approach, defines the different obligations each sex is required to perform (Macionis, 2018). Due to these differences, the genders are complementary in the way in which both sexes rely on one another to perform their duties, which is said to bring unity to families and in a broader sense, communities as a whole (Macionis, 2018).

Talcott Parsons, who was born in 1902 and passed away in 1979, was an American sociologist. Parsons developed the most well known theory of gender in the realm of structural functional outlooks (Macionis, 2018). According to Parsons, the differences in gender continue to grow smaller as time moves forward, yet are still encouraged by modern societies as they are a useful integration tool and encourage the sexes to work together (Macionis, 2018). The main point of specification of this is that gender is defined in a complementary way that encourages both men and women to rely on one another and see one another as an asset (Macionis, 2018). For example, women are child bearers, and the biological drive in men to produce offspring brings the two genders together. Due to this reliance, both genders see benefits in forming a relationship and, more importantly, a family (Macionis, 2018).

Despite the diminishing differences in women and men, women are traditionally still deemed as the primary caretaker of the household, while men are seen as the primary wealth holder and are deemed responsible for the economic advancement of the family (Macionis, 2018). In order to achieve a society in which the genders work complementarily, gender differences are engrained into a person starting from a young age (Macionis, 2018). For example, masculinity is an “instrumental orientation, emphasizing rationality, competition, and a focus on goals” (Macionis, 2018, p. 118). Femininity, on the other hand, involves “an opposing expressive orientation: emotional responsiveness, cooperation, and concern for other people and relationships” (Macionis, 2018, p. 118). These inherent differences in upbringing result in women smiling more, and maintaining politeness in situations where they would rather not. Societies pressures to fill these gender roles lead to disapproval of those who go against their gender norms, who often find loss of sex appeal amongst the disapproval (Macionis, 2018).

Today, the structural-functional theory is seen as less influential than when it was initially introduced fifty years ago (Macionis, 2018). This is partly due to the theories approach in reinforcing and rationalizing traditional gender roles, with some seeing complementary roles as a weakly disguised vail for male domination (Macionis, 2018). Additionally, the approach does not fully explain all roles that genders take and ignores those that do not fit into a clear cutting block. For instance, women and men do not need to see value in their gender differences to interact with one another. Moreover, their interactions may not fit into the traditional gender norm laid out by Parsons, as work roles (instrumental) are often not the same role one takes on in a relationship (expressive) (Macionis, 2018). Finally, the theory is said to ignore the issues caused by gender roles and norms, which falls heavily on the shoulders of those who stray from traditional roles in their lives. This fault has been made apparent in recent years as transgender or non-binary individuals continue to suffer from the insensitivities of persons who see gender roles as unchanging.

The social-conflict theory is another tool for analyzing gender in society. Rather than view genders as being complementary, the theory views the issue of gender inequality “vertically” (Macionis, 2018). The social-conflict theory asserts that gender is a divisive part of society, rather than a means of unification like the structural functional approach suggests. Friedrech Engels, who was born in 1820 and passed away in 1895, was a friend of Karl Marx and thus was very familiar with Marx’s thinking (Macionis, 2018). Engels believed capitalism to lead to the dominant position men hold over women, and the basis of this assertion is laid out by examining the evolution of society from hunting and gathering, to capitalism (Macionis, 2018).

Looking back at the time of hunters and gatherers, the social-conflict theory asserts that while men and women took on different roles, both roles were necessary and vital (Macionis, 2018). For instance, women played just as crucial a role by providing vegetation as men did when they were hunting (Macionis, 2018). Due to the necessity and importance of both roles, the social-conflict theory claims that simple societies such as those of the hunter-gatherers were close to achieving gender equality.

However, as time passed and industrial advancements were made (such as raising livestock and gardening), the availability of goods rose and some individuals or families were able to obtain a surplus of goods (Macionis, 2018). This addition of surplus goods led to the rise of social classes, with those enjoying the majority of the surplus becoming wealthy (Macionis, 2018). With the formation of social classes came the idea of private property, which was used as a means of the wealthy retaining their surplus of goods (Macionis, 2018). The idea of private property then led to the dominance of men over women, as men wished to carry on their legacies through their sons, rather than their partners (Macionis, 2018). Again, women were soon seen as their beneficial role being that of the caretaker of their homes and children.

As time passed on and technological advancements grew, capitalism came to rise and so did the male-dominated capitalist class (Macionis, 2018, p. 120). In order to continue the patriarchal society formed with capitalism, women were led to discover happiness in the form of male partnership, and domestic life and duties, while men were driven to factories to work long hours (Macionis, 2018). Women were taught to seek a man in order to prosper and survive, rather than forming their own financial independence by obtaining jobs. Both gender norms coincided to reinforce the ideal that women were responsible for the entirety of the housework, again reinforcing gender inequality.

However, the social- conflict theory is not without its own critics. Critics assert that families, despite being patriarchal, are still a necessity as they provide a means of both having and raising children (Macionis, 2018). Additionally, the theory fails to account for the fact that not all differences between men and women are seen as unjust (Macionis, 2018). For example, even in today’s society there are many people of both genders who are happy to take on the role of caregiver to their children while their partner provides economically. Finally, critics point out that Engels assertion of capitalism as the route of gender stratification does not hold true in the world today, as many socialist nations still have patriarchal societies (Macionis, 2018).

As previously asserted, gender does in fact impact society and furthermore the lives that make up such a society. Gender typically is connected to varying levels of power, with men often enjoying more freedom to behave in different ways (Macionis, 2018). For example, men in Hollywood often still portray sexier roles on screen as they age and society accepts this, even if their counterpart in the illustrious relationship is far younger. However, as women age in Hollywood we do not see the same hold true for them. Furthermore, women are judged more harshly for traits like assertiveness, and more often take on softer traits that rely on politeness (Smith-Lovin & Brody, 1989). The symbolic-interaction theory investigates gender roles in a smaller lens than that of the structural function approach, focusing on these daily interactions in everyday life (Macionis, 2018).

The symbolic-interaction theory asserts that gender norms are engrained into our society by the means that we use it every day, and thus is a vital part of our society. For example, gender influences the relative freedom one may feel to make certain decisions, facial expressions, or clothing choices. Women are judged more heavily on their facial expressions, and the desire to be polite has led them to smile more (Macionis, 2018). Additionally, women typically are judged more harshly for taking up more space, as “daintiness” is seen as a feminine trait, while men are more likely to be seen as masculine for taking up more space (Macionis, 2018). It is also generally expected in society that a woman will take a mans last name when married (Macionis, 2018). While the symbolic-interaction theory allows insight into the daily ways in which gender influences society, it fails to account for a broader stance on how gender actually shapes society as a whole (Macionis, 2018).

It is unlikely that the source of gender inequality will ever be agreed upon. However, it is abundantly clear the gender does perform a role in society. As society continues to advance, it is likely the world will continue to see gender roles redefined. With the emergence of new genders, and sexual orientations, gender roles will continue to change. In fact, there are already notable differences in gender traits (masculinity, femininity) in those of straight white women versus their counterparts of other sexual orientations (Kachel, Steffens, & Niedlich, 2016).

What is not apparent, is whether or not gender equality will be reached. Today, women are still viewed as being primarily responsible for routine housework, while men are expected to do non-routine chores (Geist, 2018). This is in part due to the fact that women can produce children, and the role of becoming a mother often leads to women falling behind men in their careers, contributing to the gender wage gap (Slaughter, 2012).

What remains unclear is whether or not gender equality will be achieved, and if it is, will everyone agree on it? The social-conflict theory claims gender equality was close to being achieved at the time of hunter-gatherers, however, whether men and women felt that way at the time is debatable. The structural functional approach claims that gender roles are necessary for unification between men and women, and while this may hold some merit, in a broader sense this ideal is flawed for not recognizing the inequality in value held for both necessary roles (male and female). For society to unlearn the societal norms that have led to the clear division between men and women gender roles will take a notable effort from society as a whole, as well as vast amounts of time.    

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Gender Roles and Stereotyping in Education Essay

Introduction.

Gender issues have been discussed during many international meetings and forums. The role of both sexes in society has raised many questions while most analysts and researchers have found out that education plays a great role in determining the role of a gender personality. Teachers instructing children should be familiar with methods of effective analysis of gender roles with students since it is a serious problem affecting contemporary society. Stereotypes produce a negative effect on human beings leading to failure in understanding the needs and motivations of another sex. In this essay, the relationship between stereotypes and genuine gender roles is discussed broadly about activities and the effectiveness of performance of individuals.

The academic performance of male and female students differs due to stereotypes producing effects on their self-identification and individual progress. According to researches conducted in most schools worldwide, girls perform better in languages than boys (Pajares and Valiante, 2002) whereas male students are better in exact sciences that require a logical approach and numeric data analysis. Females are found to be better at defining and describing their thoughts because their skills and logic enable them to do it better than, for instance, calculating and solving mathematical problems. Masculine motivation is oriented toward performing challenging and resource-consuming assignments that deal with calculations and scientific innovations. Teachers play an important role in modeling the self-identification of students at school since they spend most of the time with them.

Educators should be trained on methods of explaining gender roles effectively about possible differences and shifts that occur due to technological progress and changes in society. It is necessary to encourage both genders to play active roles in society regardless of their sex though taking into account their skills and competencies (Connolly, 2008). The best way the teachers can do this is by encouraging the students to use their inborn skills.

Recent findings show that stereotyping is harmful to society because it reduces the chances of people searching for information effectively. As information is an integral part of our lives and most work is related to it, individuals should resist the effects of stereotyping. In the USA, the racial stereotyping of youth has led to the increase of antisocial activities such as robbery and murder in the streets (Welch, 2007). Stereotypes are based on a generalization of certain characteristics that are said to be typical for some groups of people leading to the labeling of all people of this group as those possessing such a characteristic.

To sum up, the topic of gender should be introduced in educational institutions to enable the students to learn the differences and peculiar features of gender roles in the community. Though findings show that female and male students do have some differences in academic performance that occur due to their sex, students should be encouraged to shift roles and use their skills regardless of the effects of stereotyping. Teachers should be trained to give clear and useful instruction to students on the issue of gender roles in modern society. Stereotypes help people to manipulate others’ viewpoints by omitting the details and escaping a multifaceted approach in dealing with a particular individual. Therefore, students should learn more about gender roles and the negative effects of stereotyping; besides, students need to avoid those effects.

• Connolly, P. (2008). A critical review of some recent developments in quantitative research on gender and achievement in the United Kingdom. Routledge and Francis Journal , 29(3), 249-260.
• Pajares, F., & Valiante, G. (2002). Gender differences in writing motivation and achievement of middle school students: a function of gender orientation? Apps for Library Journal, 26 (3), 366-381.
• Welch, K. (2007). Black criminal stereotypes and racial profiling. Journal of Contemporary criminal Journal , 23 (3), 575-596.
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50 Gender Roles Examples

Gender roles might feel outdated in the 21st Century, but they continue to be subtly reinforced through culture, media, and gender socialization to this day.

Traditional ideas about gender identity, fitting neatly into a male-female and masculine-feminine binary, have shaped society for many centuries.

From ideas that only men could be rulers of Kingdoms to historical notions of women’s roles in the home , today’s society’s gender stereotypes are fundamentally shaped by traditional societies’ limiting and often oppressive gender theories.

As you read through the examples in this article, keep a critical eye open for how these outdated ideas of gender might be perpetuated today, in film, songs, fashion, and even everyday conversations.

Gender Roles Examples

Traditional gender roles for men.

1. The Breadwinner Role

Historically, one of the traditional roles assigned to men was being the breadwinner of the family. In this role, they were expected to provide the primary source of income, working outside the home to support their families. This idea reinforced the concept that men should be strong, financially stable, and emotionally reserved. However, these assumptions are now outdated, as progressive ideas disavow the notion that the women are less capable of working for a living.

2. The Stoic Figure

Another traditional and now obsolete gender role is that of men as ‘stoic’ figures. This perspective disallowed men from openly expressing their emotions. Men were often expected to project strength and resilience, thus discouraging them from showing vulnerability or emotional distress. This concept has significantly contributed to the notion of toxic masculinity . However, contemporary understanding of emotional health recognizes the importance of emotional expression and mental health for all genders, effectively challenging this outdated stereotype.

3. The Protector Role

In the past, men were typically characterized as the protectors of their families and communities. They were expected to bravely confront dangers, defend their ‘territory’, and ensure the safety of their loved ones. This role reinforced the belief that men are inherently stronger and braver than women. Nowadays, however, this idea is seen as antiquated since both men and women are capable of providing safety and security, depending on their individual strengths and skills.

4. The Decision-Maker

The traditional gender role often cast men as the primary decision-makers within a household. They were presumed to be the ones responsible for major decisions regarding finances, family plans, and livelihoods. This role suggested that men are more rational and superior decision-makers, which is an outdated misconception. In modern times, the importance of joint decision-making in relationships is emphasized, recognizing women’s equally valuable insights and judgments.

5. The Fixer of Things

Historically, another gender role attributed to men was being the ‘handyman’. They were supposed to naturally excel in tasks like carpentry, automotive repair, and home maintenance. This stereotype restricted men to manual and technical tasks, inadvertently excluding women by implying that they were less competent in these areas. Now, it is widely accepted that proficiency in these tasks depends on individual interests and skills, not gender.

6. Dominance in Relationships

Classic gender roles often portrayed men as the dominant partner in relationships. Their assumed dominance manifested in controlling various aspects of the relationship, including decision-making and power dynamics. This stereotype fostered inequality, giving rise to a belief that men must inherently possess more power in relationships. Today, society places a strong emphasis on equality in relationships, deemphasizing traditional gender-based power dynamics.

7. Emotional Resilience

Traditionally, men were often instructed to show emotional resilience, which involved suppressing emotional responses. Crying or showcasing any form of emotional vulnerability was portrayed as a sign of weakness restricted mainly to females. Today, these sentiments are rapidly receding as more and more people understand the importance of emotional expression for everyone, regardless of their gender.

8. Career-Focused

In the past, men were also represented as largely career-oriented. This traditional gender role perpetuated the belief that the professional realm is primarily the domain of men, while women should focus on homemaking and raising a family. Today, this representation is largely outdated as women are visible and successful across various professional spaces, and men are more involved in household tasks and child-rearing.

9. Leadership Role

In many traditional societies, leadership was regarded as a characteristic exclusive to men. Whether in politics, business, or the community, men were generally chosen to lead, leaving women in mostly subordinate roles. This outdated belief was based on the erroneous assumption that men are inherently more competent leaders. In recent times, we recognize that leadership qualities do not depend on gender but on individual capability and skills.

10. Adventure and Risk-taking

Another traditional masculine role involved adventure and risk-taking actions. Men were usually portrayed as thrill-seekers, willing to take on dangerous tasks or careers—often leaving women to the safer, routine tasks. Presently, this role has been challenged with advancements in gender equality as women have proven themselves in various risky and adventurous fields, negating gender as a determinant of risk-taking behavior.

Additional Examples of Traditional Male Gender Roles:

• Men don’t cry.
• Men are breadwinners.
• Men are strong and tough.
• Men don’t show emotion.
• Men are protectors.
• Men should be handy and good with tools.
• Men should not be interested in fashion or makeup.
• Men are not nurturing.
• Men should be dominant in relationships.
• Men should not be interested in “domestic” tasks like cooking or cleaning.
• Men should be interested in sports.
• Men should not display vulnerability.
• Men are not good listeners.
• Men are not interested in or good at childcare.
• Men should be sexually aggressive.
• Men should not be interested in gossip or “chick flicks”.
• Men should not express affection towards other men.
• Men should be the head of the household.
• Men should be interested in cars and mechanics.
• Men should not ask for help.
• Men should not be interested in arts or dance.
• Men should be stoic.
• Men should not be concerned with personal appearance beyond basic grooming.
• Men should not show fear.
• Men should be decision-makers.

Go Deeper: Examples of Masculinity

Traditional Gender Roles for Women

1. The Caregiver Role

Conventionally, women were delegated the role of caregivers in the family unit. They were primarily responsible for bearing children, nurturing them, and taking care of the household duties. The stereotype conditioned society to believe that women are innately more nurturing and suited for caregiving. However, these stereotyped duties have been challenged today, as both men and women share caregiving responsibilities, proving that caregiving is not confined to one gender.

2. The Homemaker Role

Historically, women were also predominantly assigned the role of homemakers. The tasks associated with homemaking, such as cooking, cleaning, and maintaining the home, were considered their exclusive domain. This traditional belief perpetuated the image of women as domesticated beings and severely limited their pursuits outside the home. Presently, this notion is outdated as both women and men actively contribute to home maintenance and chores, reflecting a more balanced distribution of domestic responsibilities.

3. The Subservient Partner

Considered outdated now, women used to be seen as lesser equals in a relationship, often expected to be submissive to their male partners. They were purported to be less capable, both mentally and physically, thereby needing male companionship for completion. This misrepresentation fostered an unhealthy dynamic in relationships. Modern perspectives advocate an equal partnership wherein both individuals share responsibilities, rights, and voice their opinions.

4. The Emotional Support Role

Traditionally, women were often assigned the role of emotional support within family structures and relationships. They were envisaged as sensitive, empathetic, and nurturing individuals equipped to handle the emotional needs of their family members. This limited view placed undue emotional burden on women, while absolving men from expressing or dealing with emotions. Today, this stereotype is rejected as emotional capability and sensitivity extend beyond gender boundaries.

5. Appearance Conscious

In the past, women were often pressurized to prioritize their appearance, deemed an essential part of their identity. They were expected to conform to societal beauty standards, regularly engage in beauty rituals, and present impeccable appearances. This traditional role minimized the value of women to their appearance, undermining their other capabilities. Nowadays, this shallow view is constantly being challenged as beauty norms diversify, appreciating people for who they are and not merely for how they look.

6. The Nurturer

Women, according to age-old gender roles, were perceived as the primary nurturers of children. They were expected to cultivate moral, social, and cultural values in children, while men were typically absolved of these duties. This belief perpetuated the stereotype that women are inherently naturally adept at nurturing, while men are not. In contemporary society, this role is shared equally by both parents, recognizing that nurturing comes not from gender, but from the ability to care for and understand the needs of children.

7. The Peacekeeper Role

In bygone eras, women were perceived as the peacekeepers in households and social gatherings. They were expected to maintain harmony among family members and soothe any tensions or arguments. This traditional role imposed undue emotional labor on women while relieving men of such responsibilities. Today, however, we understand that emotional labor should be shared between both genders.

8. The Patient Listener

In the past, women were seen as patient listeners, often providing an empathetic ear to family members, friends, or partners. They were expected to contain their feelings and opinions to patiently listen and comfort others. This stereotype borrows heavily from the idea that women are often relegated to supportive roles and could promote emotional suppression in women. In modern times, the importance of equality in dialogue and emotional exchange in relationships is widely acknowledged.

9. The Multi-Tasker

Traditionally, women were often portrayed as adept multi-taskers, expected to juggle various responsibilities, from household chores to childcare, without any complaint. These expectations created an image of women as indefatigable workers shouldering multiple roles seamlessly. Today, this role is considered outdated, as it reinforces gender inequality. It’s understood that the ability to multitask is not gender-specific and societal expectations should reflect shared responsibilities between both genders.

10. Natural Teacher

In many past societies, women were seen as natural teachers, especially for young children. Regardless of their education or profession, they were expected to take responsibility for their children’s early education and moral guidance. This presupposition confined women to educational roles based solely on their gender. In today’s world, this stereotype is rebuffed as teaching is recognized as a skill , not a gender-dictated obligation.

Additional Examples of Traditional Female Gender Roles:

• Women are emotional and irrational.
• Women are caregivers and nurturers.
• Women should be primarily responsible for domestic tasks like cooking and cleaning.
• Women are not as physically strong as men.
• Women should be submissive and passive.
• Women are primarily valued for their appearance.
• Women should be interested in fashion and beauty.
• Women are not good at math or science.
• Women should be the primary caregivers for children.
• Women are more interested in relationships than careers.
• Women are not good at sports or are only interested in “feminine” sports.
• Women are more prone to gossip.
• Women are not as ambitious or driven as men.
• Women should be modest and demure.
• Women are not as sexually aggressive as men.
• Women should prioritize family over career.
• Women are more intuitive than logical.
• Women should not be too outspoken or assertive.
• Women are more interested in “chick flicks” and romance novels.
• Women are not good with tools or mechanics.
• Women are more sensitive and easily hurt.
• Women should aspire to be wives and mothers above all else.
• Women are more concerned with personal appearance.
• Women are not as capable in leadership roles.
• Women are more prone to be followers rather than leaders.

Go Deeper: Examples of Femininity

Gender roles are not innocuous. If we continue to perpetuate the idea that men can’t do things, women can’t do things, and so on, we will perpetuate gender bias and limit individual freedom and autonomy for everyone. But by continuing to talk about them, examine them, and look at how gender is socially constructed through media and culture, we can start to deconstruct them and highlight the absurdity of patriarchal worldviews that have been so pervasive for so much of human history.

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

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Essay on Gender Roles in Society

Students are often asked to write an essay on Gender Roles in Society in their schools and colleges. And if you’re also looking for the same, we have created 100-word, 250-word, and 500-word essays on the topic.

Let’s take a look…

100 Words Essay on Gender Roles in Society

Understanding gender roles.

Gender roles refer to societal expectations of behaviors, attitudes, and activities traditionally associated with males and females. They are shaped by cultural, historical, and social contexts.

Gender Roles in Different Cultures

Cultures worldwide have diverse gender roles. In some, men are seen as breadwinners while women manage home. In others, roles are more balanced, promoting equality.

Changing Gender Roles

Modern society is witnessing a shift in gender roles. Women are increasingly participating in professional fields, while men share domestic responsibilities.

Understanding gender roles is crucial for creating an equal society. It’s important to respect individual choices and promote flexibility in roles.

250 Words Essay on Gender Roles in Society

Introduction.

Gender roles, the societal expectations and norms associated with one’s sex, have been integral in shaping human behavior and interactions. These roles have been subject to significant changes over time, reflecting the evolving understanding of gender and its impact on society.

The Traditional View

Historically, gender roles were distinctly defined. Men were primarily seen as breadwinners, expected to provide for their families, while women were relegated to the domestic sphere, tasked with child-rearing and household chores. These roles were deeply ingrained, limiting individual potential and perpetuating gender inequality.

Modern Perspectives

In contemporary society, the perception of gender roles has undergone a paradigm shift. The feminist movement, LGBTQ+ rights activism, and increased awareness about gender diversity have challenged traditional norms. Men are now more involved in child-rearing and household tasks, and women have made significant strides in professional fields. Yet, gender-based stereotypes and biases persist, influencing career choices, income levels, and social interactions.

Impact of Evolving Gender Roles

The evolution of gender roles has profound implications for society. It fosters diversity, promotes equality, and allows individuals to explore their potentials beyond traditional confines. However, it also presents challenges, such as resistance to change and the struggle for identity.

Gender roles in society are not static but evolve with cultural, economic, and technological shifts. The challenge lies in fostering a society that acknowledges and respects this diversity, ensuring equal opportunities for all, irrespective of gender.

500 Words Essay on Gender Roles in Society

Gender roles are socially constructed and culturally specific norms that dictate the behavioral expectations of men and women in a society. These roles, deeply entrenched within the social fabric, profoundly influence individuals’ attitudes, behaviors, and identities.

The Evolution of Gender Roles

Historically, societies have been predominantly patriarchal, with gender roles strictly delineated. Men were typically associated with the public sphere – working, providing for the family, and making decisions, while women were confined to the private sphere – caring for children, managing the household, and nurturing relationships. However, the feminist movements of the 20th century challenged these stereotypes, advocating for gender equality and women’s rights.

In contemporary society, we are witnessing a shift in gender roles, with an increasing number of women entering the workforce and men partaking in household chores and child-rearing. Despite these changes, traditional gender roles persist, subtly influencing our perceptions and expectations.

Impact of Gender Roles on Society

Gender roles exert a significant influence on societal structures and individual lives. They contribute to gender inequality, limiting the opportunities and potential of individuals based on their gender. For instance, traditional roles often stereotype women as emotional and men as rational, influencing career choices and opportunities, and perpetuating wage gaps.

Moreover, these roles perpetuate harmful stereotypes, impacting mental health. The stereotype of men as strong and unemotional can lead to toxic masculinity, suppressing men’s emotional expression and promoting aggression. Similarly, the ideal of women as caregivers can limit their personal and professional growth.

Challenging Gender Roles

Challenging and reshaping gender roles is crucial for societal progress. Encouraging a culture that values individual capabilities over gender stereotypes can foster equality. Education plays a vital role in this process, promoting critical thinking about gender norms and fostering an understanding of gender as a social construct.

Additionally, media can play a significant role in challenging gender roles. By representing diverse gender identities and roles, media can help break stereotypes and promote a more inclusive understanding of gender.

In conclusion, gender roles, deeply embedded in our society, significantly shape our lives and experiences. While we have made strides towards equality, traditional gender roles continue to persist. Therefore, it is crucial to continually challenge these norms, fostering a society that values individuals for their capabilities and potential, rather than their gender. Through education and media, we can facilitate this shift, promoting a more inclusive, equal, and diverse society.

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Chiefs kicker Butker congratulates women graduates and says most are more excited about motherhood

K ANSAS CITY, Mo. (AP) — The commencement speaker at Kansas' Benedictine College , a private Catholic liberal arts school, congratulated the women receiving degrees — and said most of them were probably more excited about getting married and having children.

Harrison Butker, the kicker for the Super Bowl champion Kansas City Chiefs, is getting attention for those and other comments last weekend in which he said some Catholic leaders were “pushing dangerous gender ideologies onto the youth of America.”

Butker, who’s made his conservative Catholic beliefs well known, also assailed Pride month , a particularly important time for the LGBTQ+ rights movement, and President Joe Biden’s stance on abortion.

“I think it is you, the women, who have had the most diabolical lies told to you,” Butker said.

“Some of you may go on to lead successful careers in the world, but I would venture to guess that the majority of you are most excited about your marriage and the children you will bring into this world. I can tell you that my beautiful wife Isabelle would be the first to say that her life truly started when she started living her vocation as a wife and as a mother,” he said.

Butker said that his wife embraced “one of the most important titles of all. Homemaker.“

“Harrison Butker gave a speech in his personal capacity,” NFL senior vice president and chief diversity and inclusion officer Jonathan Beane said in a statement. “His views are not those of the NFL as an organization. The NFL is steadfast in our commitment to inclusion, which only makes our league stronger.”

Butker also criticized as disparaging to the Catholic Church an article by The Associated Press highlighting a shift toward conservativism in some parts of the church.

The three-time Super Bowl champion delivered his roughly 20-minute address Saturday at the Catholic private liberal arts school in Atchison, Kansas, which is located about 60 miles (97 kilometers) miles north of Kansas City. He received a standing ovation from graduates and other attendees.

Butker, 28, referred to a “deadly sin sort of pride that has a month dedicated to it” in an oblique reference to Pride month. Butker also took aim at Biden's policies, including his condemnation of the Supreme Court's reversal of the 1973 Roe v. Wade decision and advocacy for freedom of choice — a key campaign issue in the 2024 presidential race.

Biden, who is Catholic, has a fraught history on the issue. He initially opposed the Roe v. Wade decision, saying it went too far . He also opposed federal funding for abortions and supported restrictions on abortions later in pregnancy.

Butker also tackled Biden's response to COVID-19, which has killed nearly 1.2 million people in the U.S., according to the Centers for Disease Control and Prevention.

“While COVID might have played a large role throughout your formative years, it is not unique,” he said. “Bad policies and poor leadership have negatively impacted major life issues. Things like abortion, IVF, surrogacy, euthanasia, as well as a growing support for degenerate cultural values and media all stem from pervasiveness of disorder.”

Graduates had mixed views on the speech. ValerieAnne Volpe, 20, who graduated with an art degree, lauded Butker for saying things that “people are scared to say.”

“You can just hear that he loves his wife. You can hear that he loves his family,” she said.

Elle Wilbers, 22, who is heading to medical school, said she was shocked by Butker’s criticism of priests and bishops and his reference to the LGBTQ+ community, one that she described as “horrible.”

“We should have compassion for the people who have been told all their life that the person they love is like, it’s not OK to love that person,” Wilbers said.

Kassidy Neuner, 22, who will spend a gap year teaching before going to law school, said being a stay-at-home parent is “a wonderful decision.”

“And it’s also not for everybody,” Neuner added, saying, "I think that he should have addressed more that it’s not always an option. And, if it is your option in life, that’s amazing for you. But there’s also the option to be a mother and a career woman.”

The Chiefs declined to comment on Butker's commencement address.

The 2017 seventh-round pick out of Georgia Tech has become of the NFL's best kickers, breaking the Chiefs' franchise record with a 62-yard field goal in 2022. Butker helped them win their first Super Bowl in 50 years in 2020, added a second Lombardi Trophy in 2023, and he kicked the field goal that forced overtime in a Super Bowl win over San Francisco in February.

It has been an embarrassing offseason for the Chiefs, though.

Last month, voters in Jackson County, Missouri, soundly rejected a ballot initiative that would have helped pay for an $800 million renovation to Arrowhead Stadium, home of the Chiefs. Many voters criticized the plan put forward by the Chiefs as catering primarily to VIPs and the wealthy.

The same week, wide receiver Rashee Rice turned himself in to Dallas police on multiple charges, including aggravated assault, after he was involved in a high-speed crash that left four people with injuries. Rice has acknowledged being the driver of one of the sports cars that was going in excess of 100 mph (160 kph).

Last week, law enforcement officials told The Dallas Morning News that Rice also was suspected of assaulting a person at a downtown nightclub. Dallas police did not name Rice as the suspect in detailing a report to The Associated Press.

Chiefs coach Andy Reid said he had spoken to the receiver and the team was letting the legal process play out.

Associated Press writer Heather Hollingsworth in Mission, Kansas, contributed to this story.

AP NFL: https://apnews.com/hub/nfl

Home — Essay Samples — Sociology — Gender Roles — Essay On Gender Roles In Macbeth

Essay on Gender Roles in Macbeth

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Published: Mar 5, 2024

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