week 3 – learning gender

June 13, 2010

There are so many aspects of our gendered existence that we do not even stop to think about. This chapter is the next step in examining women’s (and therefore men’s) “place” in our society. It will answer many of the questions you have been raising in your assignments.

The debate raging around the issues of ‘biology versus culture’ (nature versus nurture) is as intense as it is fascinating. Do boys and girls act differently because they are ‘wired’ to do so, or because of the way they are raised? The answers are not simple. But the research is engaging. The notion of “gender” as distinct from “sex” is also interesting, if you have never considered that there may be a difference. Think of it as how you are expected to act versus chromosomes.  “Sex, as noted researcher Milton Diamond puts it, is what’s between your legs; gender is what’s between your ears.” (Taken from the Malisow article in the supplemental readings.)

“Sugar and spice and everything nice, that’s what little girls are made of.” From birth we are taught what is acceptable behavior for boys and for girls. Even those parents who attempt to raise their children with non-gender specific toys can not shield their kids from the blue vs. pink reality of American society. Gender socialization is alive and well. Many of you gave examples of expectations of women in your families. Gender is taught; and learned. The presence or absence of sports one plays is highly affected by gender. Girls are now taking up more sports today (thanks in part to Title IX, which forbids gender discrimination in schools) – including fields outside those considered appropriate for girls. But if a girl does not want to play sports, it’s no big deal. But boys who shun sports are treated as if something is wrong with them. What other gender expectations/double standards can you think of?


Billie Jean King
Originally uploaded by dbking

Gender conformity may not be as strict as it was in the 1950s, but there are still clear roles assigned to men and women. The blurring of traditional gender lines has advanced to the point that girls are allowed to wear pants to school (in the Fort Wayne area, some schools did not allow this until the 1970s). Boys may even have their ears pierced. But society does not generally tolerate those individuals who threaten their ideas of gender.

Androgyny, the “lack of gender differentiations or a balanced mixture of recognizable feminine and masculine traits”, makes many people very uncomfortable. Why? Why is it so distressing to not be able to ascertain someone’s gender? Does it really matter?

While popular culture has brought transgendered individuals to light somewhat in the past few years (think of the movies “Boys Don’t Cry” or “Transamerica“), intersexuality is still relegated to the shadows. Throw in cross-dressers, and people are thoroughly confused. Be sure to really study the Transgender Glossary of Terms on the GLAAD Web site. The definitions clearly explain the differences between transgender, cross-dressing, and intersex.

Sexism is a reality in our society, but there are additional stratifications that rank women as we discussed in Chapter 2. Feminine expectations are influenced by a variety of factors, including our multiple identities. Some Women’s Studies classes analyze gender socialization by looking at ways in which gender is marketed to young children. Take a look at the toy aisles in any store – can you tell which toys are marketed to girls, and which to boys?


P1160074
Originally uploaded by the undergraduate

There are many expectations of women to conform with feminine ideals. We have covered some of these ideals and the consequences they bring: like the virgin/whore dichotomy. Family and work expectations place a large burden on many women, and the goal of perfection, a “super woman”, is exhausting to live up to. Feminism works to ensure women are able to make choices beyond the traditional, but what if a woman makes a traditional choice? Many of you expressed concern that feminism was not in accord with women who like taking care of their family. But modern feminism respects the choices of women and can embrace all women’s roles in the family.

Women are free to make wider choices thanks to feminism, as we learned in the “Day Without Feminism” article in Chapter 1. But have men’s choices been widened as well? The textbook’s editors argue “[i]t is okay to emulate the masculine and act like a boy, but it is not okay the emulate the feminine” (p.136). This points to the ranking of gender, that masculine is viewed as more valuable than feminine. Men who ‘give up their privilege’ by taking care of their family at home (Mr. Mom style) are viewed with contempt by society. Gender roles not only limit women, but they limit men as well. Wouldn’t it be great if people were really allowed to be who they would like to be?

The Bem Sex Role Inventory Test is fascinating to see how different personality traits are ‘scored’ masculine or feminine. Why is self-reliance a male trait? Why is helpfulness considered feminine? One of the major themes I hope you pick up in this class is to question where societal norms, and even your own beliefs, come from. Where did your views come from? Were they influenced by your family? Your place of worship? The media? Sometimes strong cultural norms are not backed by fact or have even been disproved by research, but people still cling to long-held beliefs. I do not wish to change your views, but rather have you understand where they come from. As you read and complete your assignments for this course, please remember to question where you got your ideas. It is often very hard to do, but the results can be interesting.

Chapter 3 readings

Textbook readings

  • Chapter 3 introduction, Women’s Voices, Feminist Visions 3rd ed.:  p.124-138; 4th ed.: p.124-139
  • Reading 19 “Two Sexes Are Not Enough”, Fausto-Sterling, 3rd ed.: p.139-141; 4th ed.: p.140-142
  • From chapter 5 Reading 35 (3rd ed.) Reading 34 (4th ed.) “Hermaphrodites with Attitude”, Bloom, 3rd ed.: p.248-253; 4th ed.: p.244-249  Be sure to also read the NOTE at the end of the article, which discusses the frequency of intersexuality.
  • Reading 20 “The Social Construction of Gender”, Lorber, 3rd ed.: p.141-144; 4th ed.: p.142-145
  • Reading 22 “When I Was Growing Up”, Wong, 3rd ed.: p.149-150; 4th ed.: 154-155
  • Reading 24 “Trans on Campus”, Greenaway, 3rd ed.: p.154-157; 4th ed.: not available
  • Reading 24 “(Rethinking) Gender”, Rosenberg, 3rd ed.: not available; 4th ed.: p.158-162

Supplemental readings:

My Life as an Intersexual
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