Title. Several Theories Have Arisen In Attempt To Explain

1. The nurture/nature argument of Dr. John Money is that while genes are important, as for gender is concern: a baby is consider neutral for the first two years of life During these two years, a child’s upbringing (their nurture) will determine if it feels masculine or feminine. In other words, it is possible to raise a boy as a girl, and that nurture is more important than nature. 2. The conclusion of the documentary in terms of this case study and the nature/nurture controversy, Dr. Money’s theory does not seem to hold true for most children.

The nurture argument can explain why some people adopt the gender role not expected of their sex. In theory, a feminine boy would have had a set of experiences which have led him to acquire a different gender role from most boys. If gender roles are nurtured, it also explains why an individual’s gender may change over time as anything that is learnt can be unlearnt and replaced by a new set of behaviours.

First of all I am going to begin with defining sex and gender. Sex in a sociological perspective is defined as the biological and physiological differences between men and women which are contrasted in terms of reproductive function(Abercrombie et al 2000 :313). On the other hand gender is sociologically conceived as the social roles allocated to men and women in society that is to say gender is learned not innate. However previously it was believed that sex determined gender thus the differences between men and

After listening to the podcast of Hidden Brain podcast, “The Edge of Gender: Nature, Nurture, And Our Evolving Debates About Gender” (October 9, 2017) I realized that biologically we are different because of our chromosomes and genes but even thought that makes us biologically different there shouldn’t be issues on whom we decide to be. A quote from Hidden Brain states, “girls are exposed to unusually high levels of testosterone in the womb. And what we see when they are born is, they will gravitate towards male-typical toys, and this is even if their parents give them more praise for playing with female-typical toys” To true this is a key point biologically, but that doesn’t mean that it’s all-true because as we grow up we are influenced from

Bradley et al., also mention a similar case in which a 2-month year old male was injured during an electrocautery circumcision and his entire penile shaft was burned and the penis eventually sloughed off. At 7-months the rest of the penis and testes were removed and the parents made the decision to reassign their son to a female and to raise him as a girl. The patient was interviewed at two separate times. The first time was at age 16 and the patient stated that she had been living a female life and had no uncertainty about being a woman. The patient mentioned that during her childhood she viewed herself as a “tomboy” but she still maintained her circle of friends to mainly girls. She wanted to have sexual intercourse with males so she arranged a vaginoplasty. She was interviewed once more at age 26 and reported that she had been attracted to women in fantasy, and enjoyed experiences with both women and men. She now

Thus, concluding that the explanation of biological, psychodynamic and learning approaches does influence on gender development. Each of these approaches explains how gender is developed in their own way. From the biological approach, we found out that gender differences are seen as resulting from sex differences. In other words, women and men act, think and feel differently because of differences in how their brains work. These brain differences may result from chromosomal differences and may also be the result of hormonal differences.

An eclectic use of both of these theories would enhance our understanding of gender development because it is important to understand that biology and socialization play a part in gender development. Hormones, sexual organs, culture, and society intertwine and make a child aware of his or her gender. A cognitive understanding does not suffice. For example, for parents who believe that culture, school, peers, and media influence their son or daughter to be transgender are incorrect. Both of these theories demonstrate that biologically their child was born with the awareness that they belong to a different sex; it is embedded in their chromosomes. Meanwhile, society simply enabled them to observe the gender roles and determine which gender they felt most comfortable in.

The concept of gender has a strong social impact on me. When I was born, I was immediately assigned to a biological sex as a female with two X chromosomes. I was then socially classified as a girl in the society with feminine gender roles. Gender is defined as a social principle which attribute to the roles and expectations of males and females through the years of different societies (Phillips, 2005). Gender can be considered as behavioural, cultural and psychological traits

There have been many theories and studies in support of the development of gender identity and gender roles. One major theory was the one put forward by Bandura and his social learning theory.

Sex refers to the physical traits of male and females. Gender refers to the cultural behaviors,social behaviors, and attitudes learned through socialization with being male and female. The two-party sexual system of this article was apart of the nature theory discussed in our textbook. Nature refers to biological, physiological, heredity of an individual which can be fairly fixed. Many teenagers decide that they want to change their gender and become attracted to the same gender. For example, a female who dresses like a boy and dates another female is considered a transgender. Also, a lot of teenagers or older adults start to feel that they were born in the wrong body and decide to have a sex change (transexual). Most families do not accept the new change and therefore abandon their children. There have been many issues with parents wanting a certain gender, and dress the child according to the gender they would rather have. This situation makes the child question their gender/sexuality as they get

We are taught Gender by our family members from a very young age. For example, girls receive pink gifts and boys receive blue gifts. Shaw & Lee said, “Gender is embedded in culture and the various forms of knowledge associated with a given community.” (Shaw&Lee, p.116.) For example, in one community it might be acceptable for a girl to play football, and in another community the members believe, girl

Gender should not be intertwined with the term sex, which refers to the physical differences in individuals. Instead, gender is the idea of being male or female, and it is well understood by the time children reach the preschool years. Differences in gender become more pronounced as children age, and societal expectations are reinforced by parents and peers. Behavioral differences may be evident since parents may treat their child differently according to gender. A big example of this is how parents may react to a child’s first

The biggest question asked is how it comes around, however there is not a solid reasoning or proof of one main causal factor. According to Lippa, exposure to testosterone during the second trimester of pregnancy, when the development of both male internal and external genitals and a male-typical nervous system forms, may influence gender identity. (98) Brown counters this argument by saying the formation of a secure unconflicted gender identity and gender role is influenced by social factors, such as the character of parent’s emotional bond or the relationship each parent has with the child; he asserts that the biological factors (genetic complement or prenatal hormones) do largely determine gender identity however they do not act alone, more or less just setting the stage to go one way or the other.

On the other side of the spectrum, others may agree that gender roles and stereotypes are purely biological. One might say that a child grows up without a father or mother figure still ends up learning specific gender roles. It is nearly impossible to have a child unscathed

As evident from the generalized patterns found in differences in behaviour and outlook observed between the sexes, it may be tempting, as has been done in the past, to conclude that gender is an unavoidable aspect of human existence as determined purely from one 's genes. Indeed, human physiology is subject to sexual dimorphism; statistically significant differences in brain size and rate of maturation of specific substructures in the brain exist between males and females (Giedd, Castellanos, Rajapakese, Vaituzis, & Rapoport, 1997), yet these physical differences fail to explain how individuals form their concept of their own gender, and why they tend to conform to their perceived gender roles as defined by the society in which they live, when these roles are ever-changing. Thus, it is important to differentiate between the physical and nonphysical traits, and how the labels of femininity and masculinity should not confuse the two aspects. As defined by Unger (1979), “sex” would be used to refer to the biological differences in males and females, while “gender” describes socioculturally determined, nonphysiological traits which are arbitrarily designated as being appropriate for either females or males. With more recent awareness and interest in matters of gender nonconformity and individual gender identity, new research now explains how these concepts of gender are shaped by social influences (Perry