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Self-concept and self-awareness
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Self-concept and self-awareness
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Do More Androgynous Self-Images Lead to Higher Levels of Moral Development? Throughout our lives we undergo many developmental changes. Two developmental areas of interest are self image and moral development. As we move through the developmental stages, the way we interpret sex roles and our self-image according to those changes, as does the way we interpret moral dilemmas. There are several theories that claim different forms of development parallel with our sex role self-concept (i.e Loevinger’s ego development theory. Leahy & Eiter, 1980). Our sex role self-concept may also parallel the development of post conventional moral thinking; meaning that those who are more androgynous will have higher post conventional moral thinking as both require not seeing things in black and white so to speak. Robert L. Leahy and Marie Eiter (1980) conducted a study looking at moral judgment and the development of real and ideal androgynous self-image. Their study was designed to look at age-related differences in sex role self-concept and whether or not post conventional moral judgments are associated with androgynous real/ideal self-concepts (Leahy & Eiter, 1980). Leahy and Eiter (1980) claimed that the use of post conventional moral judgment would be associated with more androgynous real and ideal self-image. They also believed that androgyny increased with age (Leahy & Eiter, 1980). Leahy’s and Eiter’s (1980) study included 116 adolescent and you adult participants. The participants were from one of three age groups with an equal amount of boys and girls in each; eighth graders with an average age of 13.7, high school juniors with an average age of 17.2, and college aged students with an average age of 20.6 (Leahy & Eiter, 1980). The high school students were mostly middle-class white students from the same public school district in a NYC suburb (Leahy & Eiter
Recent studies show that women are seen as the emotional sex across cultures (Crawford and Unger). Darwin says, “[w]oman seems to differ from man in mental disposition, chiefly in her greater tenderness and less selfishness; and this holds good even with savages…” (Darwin 234). This is simply an observation of socially imposed standards which Darwin considers evolutionary traits. Darwin’s assumption on mental dispositions leading to differences in male and female attitudes can be explained by the stereotypes instilled within people. Gender stereotypes begin to form in children by age five and are typically completely ingrained by the end of adolescence (Crawford and Unger). Women are expected to be tender and caring for others, as well as submissive. Although none of this is to say that stereotyping is bad, as it is a normal process, it just explains why this is because of social factors and not biological ones.
Steinberg, Laurence & Morris, Amanda Sheffield. “Adolescent Development.” Annual Review of Psychology, (Annual 2001): 83-110. [E Journal]
from U.S. high schools in 2008, compared to 78% of White male students” (Kafele, B. (2012). Not only were...
Psychological androgyny means that one individual can be masculine and feminine at the same time. In certain situations, a person can be assertive, independent and emotional or concerned of the welfare of others (Bem & Martyna, 1976). They also found that college students had more nontraditional responses, meaning that they did not necessarily stick to traditional gender role expectations, and women reported less traditional responses regardless of whether they were among the college group or non-college group. ...
Comparing Katha Pollitt’s article with the Androgynous Man by Noel Perrin, the reader can understand that the definition of androgynous is not following the traditional gender role, nor being feminine nor masculine. Noel Perrin explains how when he was reading a magazine when he was 16 and the magazine was about how masculine or feminine are you. He took the test and as soon as he finished, he scored a really low score of 1.2/10. He did not understand why he scored so low, if he considered himself being really masculine. He stated that “The results of that test were so horrifying to me that for the first time in my life I did a piece of original analysis.” (Perrin, 406). In other words, by testing himself he conclude that he was wrong by liking what he likes. When in reality if he likes kissing cats that does not make him any less masculine than his
It has long been debated whether there is a difference between sex and gender, and if so, what that difference is. In recent years it has been suggested that sex is a purely biological term, and gender is socially constructed, or defined and enforced by society. Sex is assigned at birth based on the genitalia, and usually, gender is determined by the sex. If parents are told their baby is a girl, they will reinforce traditional female stereotypes for her whole life. Society and peers will also help to reinforce her gender as she begins to spend more time outside of her immediate family. In this way, gender is a process, whereas sex is simply a static characteristic based on one’s physical appearance. The more dynamic process of gendering, however, defines “man” and “woman,” teaches one to see and internalize what is expected from one’s gender, and to act according to those expectations (Lorber 2006).
This article was written to bring attention to the way men and women act because of how they were thought to think of themselves. Shaw and Lee explain how biology determines what sex a person is but a persons cultures determines how that person should act according to their gender(Shaw, Lee 124). The article brings up the point that, “a persons gender is something that a person performs daily, it is what we do rather than what we have” (Shaw, Lee 126). They ...
‘Boys will be boys’, a phrase coined to exonerate the entire male sex of loathsome acts past, present, and potential. But what about the female sex, if females act out of turn they are deemed ‘unladylike’ or something of the sort and scolded. This double standard for men and women dates back as far as the first civilizations and exists only because it is allowed to, because it is taught. Gender roles and cues are instilled in children far prior to any knowledge of the anatomy of the sexes. This knowledge is learned socially, culturally, it is not innate. And these characteristics can vary when the environment one is raised in differs from the norm. Child rearing and cultural factors play a large role in how individuals act and see themselves.
In “The Gender Blur: Where Does Biology End and Society Take Over?” Deborah Blum states that “gender roles of our culture reflect an underlying biology” (Blum 679). Maasik and Solomon argue that gender codes and behavior “are not the result of some sort of natural or biological destiny, but are instead politically motivated cultural constructions,” (620) raising the question whether gender behavior begins in culture or genetics. Although one may argue that gender roles begin in either nature or nurture, many believe that both culture and biology have an influence on the behavior.
Gilligan's work, which focuses on sex differences in moral reasoning, the perception of violence, the resolution of sexual dilemmas and abortion decisions, poses a major challenge to Kohlberg's theory by introducing a feminist perspective of moral development.Gilligan justifies her argument by creating the Three Stages of Moral Development for Women. The three major divisions are preconventional, conventional, and postconventional. The transitions between the stages are fueled by changes in the sense of self rather than in changes in cognitive capability. Kohlberg had shown that the average female attained a moral judgment rating of stage three good boy-nice girl. Gilligan suggests that these findings reveal a gender bias, not that females
Osmundson, Joseph. "'I Was Born This Way': Is Sexuality Innate, and Should It Matter?" Harvard Kennedy School. N.p., 2011. Web. 11 Feb. 2014. .
“Gender schema theory proposes that children develop a gender schema as a means of organizing their perceptions of the world. Once children acquire a gender schema, they begin to judge themselves according to traits considered appropriate to their sex.” (Rathus, Jeffrey, & Fichner-Rathus, 2014) The children who are successful in developing self-concepts that in line with the assigned gender will generally have higher self-esteem and are happier and healthier, mentally and emotionally speaking, when they are living in accordance with their assigned gender norms. Reversely, when children are raised in households that do not recognize gender norms, then children are at a deficit for learning how to be masculine men and feminine women and are at great risk of being mentally and emotionally unhappy and
The sex and gender binary is a socially-constructed classification of sex and gender into two distinct and biological forms of masculine and feminine. The binary is a restricting concept that enforces the ideology that solely two genders exist—it is a social boundary that limits people from exploring gender identity or mixing it up (Larkin, 2016). As Mann depicts it, the binary constrains us to take on one gender identity, and to follow through with the expected roles assigned to that gender. The implications are that it compels people to fit into the binary and follow the patriarchal, heteronormative traditions of society (Mann, 2012). However, the binary was not always so clear-cut, but certain concepts from scientific research such as the
Human beings have been, and always will be, dichotomized into either male or female. When determining a person’s sex we often look for differences in facial features, body shape or mannerism’s, but another promising way to determine a persons sex and one that is most often used today, is through gender roles. Gender roles are behaviors that portray masculinity or femininity. The theory behind gender roles through multidisciplinary viewpoints is the focus of this paper. Throughout history and in every culture these roles have shifted and transformed into what society says is expectable. In this analysis, gender roles will be examined through a sociological, biological and evolutionary scope.
The purpose of this study was to explore the impact abiding by gender norms has on the amount of prosocial behavior that is shown towards an individual or group. This is important because in society, many people do not strictly adhere to dressing in gender norms. Specifically, girls do not always dress in a feminine manner (i.e. long hair, make up, form accentuating nkvariable in this study is helping behavior shown towards people who overtly exemplify gender norms in their clothing compared to when they are dressed more androgynously. The conceptual dependent variable is the frequency those involved in the study are willing to engage in helping behavior. The hypothesis of this study is that most people will agree to help, as the task is not difficult nor time consuming, however, it is hypothesized that when the confederates of the study are dressed in more androgynous clothing, people will be more hesitant to help than when they are dressed in a more feminine way. As shown in the study by Tarrant, Dazeley and Cottom (2009), people are more inclined to show helping behavior towards someone in their in-group compared to someone in the out-group. This study also shows that if it is seen positively by the in-group to show empathy towards people in the out-group, this will increase the amount of empathy shown. For this experiment, the experimenters made themselves appear to be part of the out-group by appearing careless and not dressing by gender norms, however, it is often seen in a negative light to not take someone’s picture, which is why only hesitation, not complete rejection was anticipated.