Gender Differences in Aggression Essay

In a study published in 2007, Sarrazin and Cyr claim that aggression is more rampant if the child is left in the custody of the less dominant parent. If the child identifies him or herself with the less dominating opposite sex or the dominating same-sex parent there could be increased problems of aggression. If the father is the dominant figure then boys show fewer problems and vice-versa for girls if the mother is the dominant figure [ (Sarrazin & Cyr, 2007) ]. The father figure is very important especially to adolescent boys because when father is absent they react more aggressively than girls [ (Dreman, 2000; Sarrazin & Cyr, 2007) ]. Portnoy [ (2006) ] stated that “20 percent of divorced fathers do not see their children at all during their high school years” [ (p. 76) ]. Oftentimes when boys are placed in the custody of the mother these mothers “identify sons with their ex-spouse” which results in the child exerting more aggression either towards the custodial parent, non-custodial parent or others [ (Dreman, 2000) ].

Next comes the phase of violence, which is characterized by hitting, slapping, kicking, choking, the use of objects or weapons, verbal threats or abuse, and sexual abuse. The final phase that sets the individuals up for the cycle to continue is the honeymoon phase. The honeymoon phase is noted by calm and apologetic demeanor. The individuals tend to go through denial about the abusive behavior, come up with excuses, and make promises about future behavior. While it is important to know how professionals define dating violence, it is also pivotal that those in the helping professions also have an understanding of how the teens themselves view the violence that occurs in their relationships. According to one study teens define abuse according to the context, intent, and actual harm caused (O’Keefe, 2005). In another study teens actually reported that in situations where revenge, retaliation, or prevention of face loss was the reason for the abusive behavior, the violence was justified (Sears, Byers, Whelan, & Saint-Pierre, 2006, p 1197). In the same study individuals reported that they also took into consideration whether the act was a result of their partner “just kidding” or a demonstration of their caring for their partner. Not only do definitions of interpersonal violence vary across the board, but they also vary significantly between males and females. Males and females have very different views as to what the purpose of

“According to Kaj Bjorkqvist, a pioneer in the field of human aggression, the development of social and verbal skills allows for "sophisticated strategies of aggression," "with the aggressor being able to harm a target person without even being identified: Those strategies may be referred to as indirect aggression” ("Sex Differ- ences," 179).”

Aggression is a natural part of human behavior, and can even be adaptive in certain situations. However, when aggression manifests itself in violent behaviors, it becomes problematic. Patterns of aggression change throughout childhood, adolescence, and early adulthood, and these changes usually differ between males and females (Loeber, 1997). Physical aggression is typically greatest early in life and decreases during adolescence, whereas more serious violence tends to increase with age, particularly during adolescence (Loeber, 1997). Despite the changes that occur in aggressive tendencies throughout childhood and adolescence, aggression is seen as a very stable trait, almost as stable as

385). Furthermore, my subject was displaying physical aggression because he was harming other children by means of physical injury like, pushing and hitting, in order to get what he wanted (Berk, 2012). Although my subject was not meaning to intentionally hurt other children, his aggressive acts made him not well liked by the other children; thus, he failed at that time to form friendships.

You’ve got the pressure of being liked by many peers, and perceived popularity. If you picture an image of the “popular” kids, you quickly realize that they have power but are not all liked so well by many kids and teachers. Teens with high perceived popularity have good social and leadership skills and are attractive and always dressed the best, but they also may be aggressive and can do a lot of damage by bullying, and being mean to other kids. Relational aggression – subtle and indirect aggression that involves gossiping about and ignoring or excluding others. (Page457)

Children Relational Aggression: 
The Effect of Children Aggressive on Peers Interaction
and the Gender Differences in the expression of aggression

Research on adolescent dating violence suggested that females were more likely than males to be victimizes by their dating partners (Roscoe & Kelsey, 1986). However currently some studies have reported similar dating violence rates for men and women (Arriaga & Foshee, 2004). Some studies have reported similar dating violence victimization rates for males and females (Arriaga & Foshee, 2004). According to a recent study of approximately 2,500 students attending two lU.S. universities, 24% of males showed physical violence against a partner, 32% of females showed physical violence against a partner, 57% of females committed psychological abuse against a partner, and 50% of male respondents committed psychological abuse against a partner (Gover,

The present study serves to evaluate the relationship between the token status of female cadets and the existence of female relational aggression. It is my hypothesis that the added pressures experienced by token female cadets in the hyper-competitive, male-dominated environment of West Point exacerbate female relational aggression as women seek to reject their token status in an effort to be accepted by the dominant group. In order to analyze the connection between tokenism and female relational aggression I will conduct surveys with female cadets to analyze their experience as tokens and their experience with relational aggression. I will then draw from these surveys to see if any connections exist between the two areas.

Previous studies, have examined the factors that are found to be different in teenage girls and boys, but have yet to research factors that were similar with both genders, (Grych & Kinsfogel, 2010). Interestingly enough, results compared with other high school students showed that boys and girls both admitted to making fun of, punching, or insulting their boyfriend or girlfriend (Grych & Kinsfogel, 2010). Researchers used three categories; negative communication, abuse, and victimization, to help examine the correlation of family aggression and dating violence, (Grych & Kinsfogel, 2010). For teen boys of dating violence, anxiety or avoidance were not a predicting factor in any of the three guides, but anxiety did show significantly to boys being exposed to aggression by family and later predicted them to be abusers in their relationships, (Grych & Kinsfogel, 2010). For teen girls of dating violence reported that they engaged in more verbal aggression toward their partner, (Grych & Kinsfogel, 2010). Using the Negative Communication Scale, which measures verbal and emotional abuse, anxiety found to play a significant role in association to unfair treatment to their boyfriend, (Grych & Kinsfogel, 2010). Results also found, girls who experienced higher levels of anxiety caused from the

Evaluation of a Social Psychological Theory of Aggression One of the most influential approaches to aggression is the social learning theory approach, put forward by Albert Bandura. According to this approach, most behaviour including aggressive behaviour is learned. Albert Bandura believed that aggression is learned through a process called behaviour modelling. He argued that individuals, especially children learn aggressive responses from observing others, either personality or through the media and environment.

I chose the article, Navigating Power, Control, and Being Nice: Aggression in Adolescent Girls’ Friendships, because it examined the relationship between gender role identify and relational aggression, a common theme throughout Wisemans’ Queen Bees and Wannabes. In my chapter review(s) I commented a lot on the balancing act that both young girls and boys face in both the adolescent and adult world and I wanted to research the topic further because as a teacher I have experience firsthand the affect it can have on an individual. The study focuses on 52 girls with the mean age of 15, 70% of which were white and 30% non-white from the mid-Atlantic U.S. The girls participated in interviews, a Relational Aggression Scale, and a Bem Sex- Role Inventory in order to find the answer to the following questions; what is the cause of relational aggression? And what influences the manner in which females resolve conflicts?

As well as in Western cultures aggression has been ritualised within sporting contexts and top performers can achieve very high status (Buss & Shackelford, 1997). Competition among males is highest among the young males, due to the reward of a rise in social status. (Wilson & Daly, 1985). It is important for males to be able to initially achieve a certain social standing and then defend or improve it. It is a double win for the champion since he not only gains social status but also watches his opponent lose their social status. Since those at the bottom of a social hierarchy face increased pressure to compete, it is hard for most to survive. This can be linked to the findings of Wilson & Daly (1985) that show that human males who were poor or unmarried were more likely to commit murder/suicide than were wealthier or married

Depression and anxiety were the most common symptoms experienced by victims of relational aggression (Kaltiala-Heino et al., 2000; van der Wal et al., 2003; Prinstein et al., 2001). Girls reported that low self-esteem and a high degree of loneliness caused lack of interest in school or any social activities prefer to spend time alone (Prinstein et al., 2001). They became withdrawn from the activities they used to enjoy and avoided all classmates. Victims became sensitive to criticism from others yet very critical of themselves (Kaltiala-Heino et al., 2000). In the classroom, these students might appear tired or have a hard time problem solving and focusing on schoolwork.

Relational aggression (RA) is defined as nonphysical behaviors that aim to deliberately cause harm to another individual by destroying relationships, harming social status or self-esteem, or public embarrassment (Crick, Werner, Casas, O’Brien, Nelson, Grotpeter, & Markon, 1999). Examples include behaviors such as purposely ignoring a peer, spreading rumors, creating undesirable gossip, and excluding a peer from group activities, (Crick, 1996; Crick & Grotpeter, 1995; Crick, Ostrov, & Werner, 2006). RA can occur as early as preschool years, and plays a huge role in the interactions among this population with behaviors such as covering one’s ears as a sign of ignoring another peer (Bonica, Arnold, Fisher, Zeljo, & Yershova, 2003; Crick et al.,