Unit 3: Gender: Social Contexts

INFLUENCE OF SCHOOLS
1. TEACHER'S BELIEFS
  1. AO1: PANKHURST: Found that Boys=misbehave, belittle female peers+be more dominant, if expected then(-) likely to see it as out of character, but if girl does this, may be punished. Implies that teacher's belief can influence the way children behave-can subsequently encourage GAB
2. TEACHER'S GENDER
  1. AO1: Majority of teachers in Primary school-females, easy for girls to learning=authority. COLLEY-noted that children rapidly divide curriculum into M/F subjects. Science, IT+ maths for M, Sociology+catering for F. May relate to sex of teachers involved. Implies that certain subjects are for certain sexes.
3. PORTRAYAL OF GENDER IN SCHOOLBOOKS
  1. CC studies show how books promote inequality. OZDOGRU- found occupational status differences between M/F in school books, reinforces differences in gender and the gender roles.
    1. Eval: I-Assumed that literature has (-), can also have (+). E-YANOWITZ+WEATHERS-Used content analysis to inves. rep. of M+F in undergrad text. books. Found many similarities, concluded that there was positive representation of M+F e.g. both caring+brave. E-PA-Use school literature to challenge gender stereotypes in younger children. L-TF research into social influences on gender roles is useful in terms of promoting =opportunities for M+F in society.
4. Eval:Method. issues. E-Naturalistic+good eco. validity. Good because we are studying gender acquisition in natural setting. E-Uncontrolled variables such as family, limitation as there can be other factors that influence, not only school or media. L-TF further research+replications need to be carried out in order to verify findings+conclude that social influences play an important role in GD.
INFLUENCE OF TV
1. DURKIN-Argued that television provides a 'plentiful source of sex-role' models and that gender stereotypes are still on TV, at 4-7 years gender is understood and C will pay attention to same sex role models-can be viewed through the television.
2. MORGAN: Found that the more TV a child watches the stronger the sex role stereotypes they hold. Implies children are learning gender through their viewing.
3. LAUER+LAUER-showed that footage involving M+F portray men as ambitious, dominant and competitive. L-Attractive, submissive and timid. Thought to reflect gender stereotypes already prevalent in today's society.
4. Eval: Issue is that it assumes TV (-), but can also (+). E-Evid. that television can influence GD in non-stereotypical way. E-JOHNSON+ETTEMA-investigated serious of TV prog. where non-traditional opportunities were shown, prod. sig. changes away from gender role stereotypes to 9 months later. E-Issue is that despite (+) effect on attitude, actual behaviour is very small. L-Implies that while certain TV prog. can successfully challenge gender stereotypes, little effect on actual behaviour.
5. Eval: IDA
CULTURAL INFLUENCES: If gender is produced by interaction of bio+cultural factors, some aspects of gender should be culturally universal
1. WHITING+WHITHING: METHOD:Carried out cc study. Observed children in natural environments in six cultures, USA, Mexico, Japan, India, Kenya, Philippines. FOUND: Some key differences, same across all 6 cultures. Conclusion: Suggests bio influence to gender, given consistency across cultures, learning is important too.
2. MEAD: 3 simple pre-industrial societies in New Guinea. Ethnographic approach
  1. ARAPESH: M+F similar, unaggressive, sensitive+peaceful
  2. MUNDUGUMOR: M+F uncooperative, aggressive, insensitive+warlike
  3. TCHAMBULI: M-sub.+homemaker. W-Dominant+practical.
  4. Eval: I-MEAD's work has been criticised. E-GEWERTZ-observed TCHAMBULI in 1970's, found M to be ^agg than F, argued that they were facing transition in lifestyle from violence laws. E-MEAD's work shows how important it is to consider the influence of a culture's historical context. Q's culture herself, became more open to bio+evol arguments. L-TF, due to lack of consistency in her findings, MEAD's research should only be treated in consideration with other exp. as evol. or bio theories.
  5. Eval: I-PA:Comparing cultures allows us to gain a better understanding of the impact of the environment in shaping gender. E-Implications for society. If gen roles are influenced by culture+ a social construction then GD can be challenged+changed. L-TF this can lead to a more = society for M+F in terms of education, career choice+family life.
3. Eval:I- WHITING+WHITHING, MEAD's studies support cultural argument, but Method. issues.E-W&W natural observations, gain deep insight+high eco validity. HOWEVER-cannot establish C+E, third variable (?)E-MEAD used ethnographic research, need interpretation+interpret their own data-TF subjective. L-Despite method. issues, does produce highly valid data to portray well balanced picture of culture.
4. Eval:IDA-Nature V Nurture

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Unit 3: Gender: Social Contexts

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	Created by Patrick Calvento over 9 years ago