CHAPTER IV
GENDER DEVELOPMENT
GE 11 - SECTION AF
PRESENTED BY:
PRESE
ACABAL, CYNTHIA MARIE B. AMBOS, RASVIM KURT B.
ACAB ANASARIO, DANN LOUISE L.
ADANZA, SHANEEN D.
ADAN AMBRONA, MERRY JEL ARBOLADO, RAYNE B.
ALIA, KIMBERLY B.
ALIA AMORES, LANCE ROLLEIN H. BAID, JADE XYREL C.
Cisgender Development Trajectory
6 MONTHS OLD PRESCHOOL YEARS (36-60 MONTHS)
Can discriminate between male and female faces. Uses gender to guide clothing choices and toy preferences.
12 MONTHS 3-4 YEARS OLD
Match male and female voices to male and female faces. Develop an understanding of stability in gender identity
24 MONTHS but do not develop the awareness that gender is
consistent or constant.
Uses gender labels
Displays preferences for objects and people associated 4-7 YEARS OLD
with their own gender. Develop an understanding of stability in gender identity
and the awareness that gender is consistent or constant.
THEORY CATEGORIES EXPLAINING GENDER DEVELOPMENT
BIOLOGICAL THEORIES SOCIALIZATION THEORIES COGNITIVE THEORIES
Psychological and behavioral Views gender differences as Children are viewed as active
gender differences are due a byproduct of the constructors of knowledge
to the biological differences differential treatment of who seek, interpret, and act
between male and females. boys and girls, as well as the on information in an effort to
pervasive gender stereotyped match their behavior to their
messages that children are understanding of gender.
exposed in their environment.
THEORIES OF SELF DEVELOPMENT
BIOLOGICAL EXPLANATIONS
When we are born, we have a genetic makeup and traits.
Who we are as human beings is developed through social interactions.
SIGMUND FREUD
The process of self-development is a precursor to understanding how the “self” becomes (1856-1939)
socialized.
PSYCHOLOGICAL PERSPECTIVES ON SELF DEVELOPMENT
Was one of the most influential modern scientists to put forth a theory about how
people develop a sense of self.
Posited that people’s self-development is closely linked to the early stages of
development.
The child is seen to be at the center of a tricky negotiation between internal,
instinctual drives for gratification (the Pleasure Principle) and external, social
demands to repress those drives to conform to the rules and regulations of
civilization (the Reality Principle).
PSYCHOSEXUAL THEORY
Sigmund Freud proposed that a person's behavior and development
are influenced by the interaction between the conscious and
unconscious aspects of the mind.
ID EGO SUPEREGO
Developed as an internal
Is present at birth and Developed as a result of our
represents everything that representation of the moral
attempts to satisfy our needs
we inherit from our parents. values of the environment.
through interactions with our
Comprises our needs that Judges what we should
physical and social environment.
require constant fulfillment morally do or not do.
Attempts to fulfill the ID’s
and operates on the pleasure Rewards us with pride and
desire.
principle, without regard for positive feelings upon doing
Is the negotiator and decison-
consequences or realities. good, and punishes with
maker that operates on the
feelings of guilt, shame, or
Reality Principle
fear for doing bad.
PSYCHOSEXUAL THEORY
According to Sigmund Freud’s Psychosexual Theory, children develop
as a consequence of the ways through which the Ego negotiates a
compromise among:
The Id and the Id’s insistence on immediate gratification of wishes.
The environment which imposes limits on the conditions which
wishes can be fulfilled.
The Superego, which puts pressure on the individual to abide by a
set of moral values.
SIGMUND FREUD
(1856-1939)
THE FREUD PSYCHOSEXUAL STAGES OF DEVELOPMENT
Contains activities that revolve around a certain erogenous zone of an individual.
STAGE AGE RANGE WHAT HAPPENS AT THIS STAGE?
Children derive pleasure from oral activities, including
ORAL STAGE 0 - 1 YEAR OLD
sucking and tasting. They like to put things in their mouth.
ANAL STAGE 2 - 3 YEARS OLD Children begin potty training.
Boys are more attached to their mother, while girls are
PHALLIC STAGE 3 - 6 YEARS OLD
more attached to their father.
LATENCY STAGE 6 YEARS OLD TO PUBERTY Children spend more time and interact mostly with
same sex peers.
GENITAL STAGE BEYOND PUBERTY Individuals are attracted to opposite sex peers.
THE FREUD PSYCHOSEXUAL STAGES OF DEVELOPMENT
Contains activities that revolve around a certain erogenous zone of an individual.
STAGE AGE RANGE SETBACKS THAT HAPPENS AT THIS STAGE?
Too much or too little gratification can bring about an oral fixation for the
ORAL STAGE 0 - 1 YEAR OLD
adult individual, such as drinking alcohol, smoking, overeating, or nail biting
ANAL STAGE 2 - 3 YEARS OLD Fixations can translate to obsessions with perfections, extreme cleanliness,
and control.
PHALLIC STAGE 3 - 6 YEARS OLD Fixation at this stage may bring about sexual deviancy or weak sexual
identity.
LATENCY STAGE 6 YEARS OLD TO PUBERTY Too little or too much fixations may result in social immaturity, Intellectual
Arrest or Avoidance, and Fixation and Disgust of Sexual Actions.
Too much or too little fixations at this stage may result in Failure to
GENITAL STAGE BEYOND PUBERTY Achieve Maturity, Impaired Relationships, Sexual and Behavioral Issues, and
Work and Social Dysfunction
SOCIOLOGICAL THEORIES OF SELF DEVELOPMENT
Asserted that people’s self-understanding is CHARLES COOLEY
(1864 - 1929)
constructed, in part, by their perception of how others
view them is a process termed “The LOOKING GLASS SELF”.
The development of the self involves three elements in Cooley’s
analysis
The imagination of our appearance to the other person
The imagination of his judgment of that appearance
Some sort of self-feeling, such as pride or motivation
SOCIOLOGICAL THEORIES OF SELF DEVELOPMENT
GEORGE HERBERT MEAD
GEORGE HERBERT MEAD (1863 - 1931)
Advanced a more detailed sociological approach to the self.
He agreed that the self, as a person’s distinct identity, is only developed
through social interaction.
2 COMPONENTS
ME I
Part of self in which one recognizes Part of the self that acts on its
the “Organized set of attitudes” of own initiative or responds to the
others towards the self. organized attitude of others.
It is who we are in other’s eyes. It is the part of the self that
embodies the possibility of change
or undetermined action.
4 STAGES OF CHILD SOCIALIZATION
1. PREPARATORY STAGE 3. GAME STAGE
Children are only capable of imitation Children learn to consider several specific roles
They copy the actions of other people with whom while learning how said roles interact with each
they regularly interact, i.e., parents, siblings. other.
They learn to understand interactions involving
different people with a variety of purposes.
2. PLAY STAGE 4. GENERALIZED OTHER
Children begin to imitate and take on roles that Common behavioral expectations of general society
another person might have. An individual can internalize how he or she is
They may try to take on a parent’s Point of View viewed, not simply from the perspective of specific
others, but from the perspective of the
by acting out “grownup” behavior, i.e., playing
generalized other or “organized community”.
house.
THEORY OF MORAL DEVELOPMENT
MORAL DEVELOPMENT Lawrence Kohlberg Lawrence Kohlberg
Was interested in how people learn (1927- 1987)
Refers to the way people learn what
society considers to be “good” or “bad.” to decide what is right and what is
An important part of the socialization wrong.
process. He argued that moral development
Prevents people from acting on occurs through a series of invariant
unchecked urges, instead of considering stages.
what is right for society and good for His model is not only descriptive of
others. how moral development occurs, but
also prescriptive of how moral
development should occur.
THREE LEVELS OF MORAL DEVELOPMENT THEORY
PRE-CONVENTIONAL CONVENTIONAL POST-CONVENTIONAL
Lawrence Kohlberg
Young Children, who Youngsters become At this stage, people also (1927- 1987)
lack a higher level of increasingly aware of recognize that legality
cognitive ability, others’ feelings and and morality do not
experience the world consider those when always match up evenly
around them only determining what is It is when people begin to
through their senses. “good” or “bad”. think of morality in
abstract terms.
Although Kohlberg’s stages vary in what factors are salient to people engaged in
moral reasoning, each stage involves what Kohlberg calls “JUSTICE REASONING”
Kohlberg’s Stages of Gender
Development
Stage 1: Gender Labelling
Stage 2: Gender Stability
Stage 3: Gender Consistency
Stage 1: Gender Labelling
Children can identify themselves and other people as girls
or boys (mummies or daddies). However, gender is not seen
as stable over time or across changes in superficial
physical characteristics (e.g. length of hair, clothes).
Stage 2: Gender Stability
Children recognise that gender is stable over time: boys will
grow up to be daddies, and girls will grow up to be
mummies.
However, the unchanging nature of gender - that it
remains the same regardless of changes in superficial
appearance or activity choice - is not yet appreciated.
Stage 3: Gender Consistency
By the age of around three years, in the gender labelling stage, children become
able to label themselves and others as boys or girls accurately.
It is not for another couple of years, however, that children are thought to enter
the gender stability stage and appreciate that this classification would remain
stable over time.
But only in the final gender consistency stage, at around the age of 6 or 7 years,
were children judged to have an insight into the constancy of sex regardless of the
passage of time, changes in context, or transformations in physical features.
Giligan’s Theory of Moral Development and Gender
She recognized that Kohlberg’s theory might show gender bias since his
research was conducted only on male subjects. Would females study
subjects have responded differently? Would a female social scientist
notice different patterns when analyzing the research?
Giligan theorized that neither the perspective was “better”: the two
normes of justice served different purposes.
Carol Giligan (1936)
Giligan identified two moral voices that arise from two distinct
developmental pathways.
According to Giligan:
(1) the male voice emphasizes independence (“separation”) and
responsibility for oneself
(2) the female voice emphasizes interdependence (“connection”)
and responsibility to others.
General Strain Theory
General Strain Theory explains how individuals
respond to stress or strain in their lives, often
leading to emotional reactions such as anger.
These reactions can sometimes result in deviant
or violent behavior. The theory also highlights
how gender plays a role in how strain is
experienced and expressed.
Sources of Strain by Gender
Females Males
Unpaid labor and caregiving Work-Related Stress and Fatigue
work-family conflict Mental Health and Societal Pressures
Gender-based violence
Societal Expectations and
Discrimination
Financial Pressures
Gender Differences in Experiencing Strain
The theory emphasizes that males and females experience and respond to strain
differently:
Males
More likely to externalize anger
Tend to blame others for their problems
Often respond with aggression or violence
Use anger as a way to assert control or masculinity
Females
More likely to internalize anger
Tend to blame themselves for negative situations
Experience emotions like guilt, anxiety, and depression
Place higher value on relationships, making them more sensitive to relational
strain
Socialist Feminism
Socialist feminism focuses on the interconnection between economic
systems and gender inequality. It argues that women’s oppression
cannot be explained solely by patriarchy (male dominance) or capitalism
(economic exploitation), but rather by the interaction of both systems.
The Two-Pronged Theory
Socialist feminism is often described as a two-pronged theory:
1. It expands Marxist feminism, which focuses on
capitalism’s role in women’s oppression.
2. It incorporates Radical feminism, which emphasizes
patriarchy and gender-based power structures.
By combining these perspectives, socialist feminism provides a
more comprehensive explanation of inequality.
Historical Materialism and Gender
Socialist feminism adopts the concept of historical materialism, which examines
how material and economic conditions shape society.
According to this perspective:
Gender roles and inequalities change over time depending on economic
systems.
The division of labor between men and women is influenced by capitalism.
Women’s unpaid labor (e.g., housework and caregiving) supports the economic
system but is undervalued.
Class and Gender Intersection
Socialist feminists emphasize that class and gender are
interconnected. They study how:
Women’s class status often depends on their relationship
to men (e.g., marriage).
Economic roles reinforce gender inequality.
Oppression varies based on multiple factors such as race,
class, and sexual orientation.
For example, a woman’s occupation or social status may be
influenced by her husband’s class position, highlighting the
overlap between economic and gender systems.
SOCIAL CONSTRUCTIONISM
Social constructionism is a theory of knowledge in sociology and communication that examines how
humans develop shared understandings of the world.
DEFINITION
CORE CONCEPT
Characteristics typically thought to be immutable and solely biological—such as gender, race, class, ability,
and sexuality—are products of human definition and interpretation shaped by cultural and historical
contexts.
CONCEPTUALIZATION
Categories like "men," "women," "black," and "white" are concepts created, changed, and reproduced
through historical processes within institutions and culture.
CATEGORIZATION VS. BIOLOGY
Identity categories are not based on strict biological characteristics, but on the social perceptions and
meanings that are assumed.
Cognition and Gender Development
COGNITIVE PROCESSES
Theories focus on the ways in which children attend to, process, and organize
information, emphasizing the active role of children in shaping their own development.
SOCIAL COGNITIVE THEORY
MODEL OF CAUSATION
THE THEORY IS PRESENTED AS A 'MODEL OF
FOUNDATIONS OF SCT
EVOLUTION CAUSATION' THAT LINKS THREE SETS OF
Bandura's theory builds on earlier social learning approaches
VARIABLES, ALL OF WHICH INFLUENCE
that were criticized for providing "too simplistic" a view of
EACH OTHER:
development based on a one-way environmental effect.
1. Behavior: such as activity
patterns.
COMPLEXITY
2. Person: including expectations,
Human development is viewed as involving a "complex
intentions, and goals.
interplay of many factors" rather than simple causes.
3. Environment: including modelling
and reinforcement
Children learn behavior through observation and social experiences, especially from family and culture. Gender roles are introduced
early, and children are encouraged to follow them. As they grow older, they rely less on peer pressure and more on self-regulation.
Cognition and Gender Development
KOHLBERG’S COGNITIVE-DEVELOPMENTAL THEORY
Children actively develop their understanding of gender through thinking and reasoning.
Unlike social learning theories, Kohlberg argued that gender roles are shaped by a
child’s cognitive organization rather than biology or culture alone.
Mature Understanding
Children form a gender identity Child understands gender as stable
ORY
(sense of being male or female) and consistent
THE
which influences how they STAGE 4
Gender Constancy
adopt gender roles.
ET’S
Child understands gender remains the
This development occurs in same regardless of appearance or
stages, similar to Piaget’s PIAG activities
STAGE 3
theory of cognitive growth, with Gender Stability
N
ED O
Child understands gender stays
each stage reflecting a deeper
the same over time
understanding of gender.
BAS
STAGE 2
Gender Identity
GES
Child recognizes they are a boy or a girl
STA
STAGE 1
THEORIES OF GENDER PSYCHODYNAMIC
DEVELOPMENT
Focuses on the family unit, specifically the mother. Girls see
themselves as "connected" to the mother, while boys construct
identity in "contrast" to her.
Socialization occurs through our interactions, but that is not as
SYMBOLIC INTERACTIONISM
simple as it may seem. Below we describe five different theories of
gender development. Based on George Herbert Mead’s work. Gender is learned through
communication and symbols (e.g., being told to "sit like a lady").
PSYCHODYNAMIC
SOCIAL LEARNING
Argues that children are motivated by rewards and punishments.
SYMBOLIC INTERACTIONISM They receive praise for "appropriate" gender displays and
punishment for others.
SOCIAL LEARNING COGNITIVE LEARNING
Similar to SCT, it focuses on how children process information
COGNITIVE LEARNING and self-regulate their gendered behavior.
STANDPOINT
STANDPOINT Examines how an individual’s social location shapes their
perspective on gender and power.
Albert Bandura and Social Learning Theory
ATTENTION
ALBERT BANDURA The degree to which we notice the behavior. A behavior must grab our attention before
it can be imitated. Considering the number of behaviors we observe and do not imitate
ALBERT BANDURA daily indicates attention is crucial in whether a behavior influences imitation.
ALBERT BANDURA
RETENTION
How well we remember the behavior. cannot perform the behavior if we do not remember
ALBERT BANDURA
the behavior. So, while a behavior may be noticed, unless a memory is formed, the observer
will not perform the behavior. And, because social learning is not immediate, retention is
ALBERT BANDURA
vital to behavior modeling.
REPRODUCTION
ALBERT BANDURA
The ability to perform the behavior. This is the ability to reproduce a behavior we
observe. It influences our decision about whether to try performing the behavior. Even
when we wish to imitate an observed behavior, we are limited by our physical abilities.
MOTIVATION
The will to emulate the behavior. This mediational process is referred to as vicarious
reinforcement. It involves learning through observing the consequences of actions for
other people, rather than through direct experience.
Examples
1
CHILDREN’S BEHAVIOR
Children imitate family members, peers, celebrities, and media
figures, especially when behaviors appear rewarded.
2
SOCIAL MEDIA
On social media, people copy trends, dances, and challenges to
gain likes, approval, or social acceptance.
3
WORKPLACE
New employees model the behavior of coworkers to fit into the
work culture and gain favor with supervisors.
4
STUDENTS
New employees model the behavior of coworkers to fit into the
work culture and gain favor with supervisors.
Assumption of Social Learning Theory
1. People learn through observation
2. Reinforcement and punishment have indirect
effect on behavior and learning
3. Mediational processes influence our behavior
4. Learning does not necessarily lead to change
Examples
Everyday life are common, with most evident Behaviors of
Children, as they imitate family members, friends, famous
figures and even televesion.
Social media, people imitating others whether acting movie
scene, copying dance moves and social media challenges.
New employees, may imitate the behavior of their peers or they
may model co-workers’ behavior.
Students may emulate fellow students, celebrities and mentors.
while positive behavior are imitated, problematic behavior are
modeled as well.
Cognitive Learning
—Lawrence Kohlberg
Children develop gender at their own levels.
Postulates that children recognize their
gender identity around the age of three but
recognizes it as absolute around the age of
seven.
Provides children with a schema.
Focuses on true understanding rather than
memorization and repitition.
Schema
Observed or spoken rules for how social interactions should happen.
Standpoint Theory
-Collins P. & Harding S.
Places culture at the nexus for understanding
gender and development.
Recognizes that race and class are significant
factors of gender identity construction.
Because of the diverse opportunities available
to people based on their standpoints, humans
grow to see themselves in particular ways.
Defining Standpoint Theory
-Collins P. & Harding S.
Organized around two central principles,
Situated Knowledge Thesis
Knowledge production is conditioned by social
differentiation: knowers are always imbedded in a
particular historical moment and socio-cultural
context.
Inversion Thesis or Epistemic Advantage
Provides epistemic authority to those who are
marginalized by systems of oppression.
FIRST-WAVE STANDPOINT
THEORY
WHAT IS FIRST-WAVE STANDPOINT THEORY ?
1. First-wave standpoint theory says that people understand the world based on
their experiences.
2. It explains that knowledge is not the same for everyone.
3. It highlights that women have their own important perspectives.
4. It shows that social roles, like work and gender, affect how people think.
5. It aims to challenge the idea that knowledge is completely neutral or
objective.
Simple explanation:
1. The theory can apply to any group (men, workers, minorities, etc.)
2. it was developed by feminists, so it focuses on women’s experiences
3. Why? Because women were often ignored in knowledge and research before
FIRST-WAVE STANDPOINT THEORY
Developed in the 1970s–1980s by feminist scholars
Inspired by Marx’s idea of class oppression
Challenges the idea that knowledge is neutral and objective
Karl Heinrich Marx
WHAT IS FIRST-WAVE STANDPOINT THEORY ?
Nancy Hartsock explained that:
-Gender roles and division of labor affect how people think
Society shapes different perspectives and ways of knowing for
men and women
Argues that a person’s gender and social position shape
how they understand the world
Early theorists studied how women’s experiences influence
knowledge
Nancy C. M. Hartsock
SECOND-WAVE
STANDPOINT THEORY
WHAT IS SECOND-WAVE STANDPOINT THEORY ?
1. Knowledge comes from experience – People’s everyday lives shape what they
know.
2. Social groups influence thinking – Your gender, class, or culture affects your
perspective.
3. Challenges objectivity – There is no single “neutral” truth; knowledge is always
shaped by experience.
4. Empowers individual voices – Everyone has authority to speak based on their
personal experiences.
[Link] power in society – It helps explain how social structures affect
communication and whose voices are valued.
WHAT IS STANDPOINT THEORY ?
Standpoint theory, or standpoint epistemology, is a theory found in some
academic disciplines used for analyzing inter-subjective discourses. This body of
work proposes that authority is rooted in individuals' personal knowledge
FIRST SECOND
-Broader: all social groups (women, men, minorities,
-Mainly women’s experiences
etc.)
-show that women’s knowledge is important and -Show that all perspectives are shaped by social
challenge male-dominated perspectives position; challenge idea of neutral knowledge
-Main Idea Gender and division of labor shape -Experiences + social position + power influence
women’s understanding everyone’s knowledge
-Focused on women in society -Focused on knowledge, power, and communication
in society
KEY CONCEPTS OF
STANDPOINT THEORY
A. STANDPOINT
1. A standpoint is your position in society that shapes how you see and understand life.
2. Since everyone’s experiences are different, a standpoint is always partial or incomplete—no one sees
everything.
💡 Example to say:
“A woman working both at home and office has a standpoint shaped by her unique experiences.”
B. SITUATED KNOWLEDGE
1. Situated knowledge means your knowledge comes from your own context and life experiences.
2. Everyone’s experiences are unique, so knowledge is personal and context-based.
💡 Example:
“A farmer knows more about crops than someone who grew up in the city—knowledge depends on your
life experiences.”
C. SEXUAL DIVISION OF LABOR
1. This is about society assigning different tasks to men and women, often unfairly.
2. Often, domestic work is undervalued and sometimes not paid fairly, even though it is important.
💡 Example:
“Women are often expected to take care of the house while men work outside, which creates unfair work
and pay differences.”
PRACTICAL THEORITECAL
STANDPOINT STANDPOINT
We view ourselves as agents with values that we We view ourselves as bodies or mechanisms that are
seek to realise. We think about the reasons we have subject to the laws of cause and [Link] trace the
for performing or forbearing from certain causal origins of our normative judgements and see
[Link] think about what is good, worthwhile, how they depend on evolution, culture, history and
right and wrong etc. accident.
THE END