WEEK 3-4| CHAPTER 3: THEORETICAL PERSPECTIVE ON GENDER

LESSON 1: STRUCTURAL FUNCTIONALISM

Main Proponent:
• Talcott Parsons (1902–1979) is the most notable proponent.
• Parsons argued that the nuclear family with clear gender roles was key to social stability.
• His work emphasized the “instrumental” role of men and the “expressive” role of women within the family.
Structural functionalism is a sociological theory that views society as a complex system made up of different parts
(structures) that work together to maintain stability and social order. Each part has a function that contributes to the
continued functioning of society as a whole.
In terms of gender, structural functionalism sees the division of labor between men and women as functional and
necessary for society’s stability.
Description:
• Structural functionalists argue that men and women have different roles in society that complement each
other.
• Traditionally, men take on “instrumental” roles (e.g., breadwinner, protector), while women take on
“expressive” roles (e.g., caregiver, homemaker).
• These roles are seen as natural and necessary because they fulfill essential social functions.
• Gender differences contribute to social cohesion by creating clear, stable family and societal roles.
Social Equilibrium refers to a state of balance and stability in society, where all parts of the social system work
together harmoniously to maintain order.

LESSON 2: PSYCHOANALYTIC THEORY

Psychoanalytic theory is a framework developed by Sigmund Freud that explores how unconscious desires, early
childhood experiences, and inner psychological conflicts shape human behavior and personality—including gender
identity and roles.
Key Proponent:
• Sigmund Freud (1856–1939) – founder of psychoanalysis.
• Other contributors:
o Jacques Lacan – reinterpreted Freud through language and symbolism.
o Nancy Chodorow – feminist psychoanalyst who applied Freudian theory to understand gender
identity formation.
1. Basic Concepts of Freud's Psychoanalytic Theory:
a. The Mind’s Structure:
• Id – Instinctual drives (pleasure-seeking, aggression).
• Ego – Rational, mediating part of the mind.
 • Superego – Internalized morals and societal norms.
b. Psychosexual Development:
Freud believed that children pass through five stages, and their experiences shape adult identity and behavior:
1. Oral stage (0–1)
2. Anal stage (1–3)
3. Phallic stage (3–6)
• The most important for gender identity.
• Development of the Oedipus complex (for boys) and Electra complex (for girls).
4. Latency stage
5. Genital stage
2. Gender Identity Formation (Freud’s View):

Oedipus Complex (Boys):

• A boy develops unconscious desire for his mother and jealousy toward his father.
• Fears punishment (castration anxiety) from the father.
• Resolves this by identifying with the father, adopting his values and gender role.
• This process leads to the development of male gender identity and internalized norms.

Electra Complex (Girls):

• A girl feels desire for her father and rivalry with her mother.
• Experiences penis envy—the belief that she is incomplete.
• Resolves the conflict by identifying with the mother, accepting a female role.
• This forms the basis of female gender identity.
3. Nancy Chodorow’s Revision (Feminist Psychoanalytic Theory):
• Chodorow critiqued Freud’s male-centered perspective.
• She emphasized that mothers are primary caregivers, so:
o Girls identify more closely with their mothers and develop emotional ties that reinforce feminine
traits (nurturing, relational).
o Boys must psychologically separate from their mothers to develop masculine identity, which leads
to a more individualistic and less emotionally expressive male role.
• This helps explain the persistence of gender roles in society.
4. Jacques Lacan’s Contribution:
• Introduced the idea of the mirror stage: when a child first sees itself as a separate being.
 • Gender identity is formed through language, symbols, and the gaze of others—not just biology or direct
experience.

FREUD’S PSYCHOSEXUAL STAGES OF DEVELOPMENT

The psychosexual stages of development are a core concept in Sigmund Freud’s psychoanalytic theory. Freud
believed that human personality develops through a series of stages during childhood, each centered on a different
erogenous zone (pleasure-sensitive part of the body). At each stage, a child faces specific conflicts, and how they
resolve these conflicts shapes their future personality and behavior.

Stage Age Range Erogenous Zone Key Conflict Possible Adult Fixation

1. Oral 0–1 year Mouth Feeding, weaning Smoking, overeating, dependency

2. Anal 1–3 years Anus Toilet training Orderliness or messiness

Vanity, recklessness, sexual identity

3. Phallic 3–6 years Genitals Oedipus/Electra complex
issues

None (libido
4. Latency 6–12 years Socialization No major fixation
suppressed)

Healthy adult sexuality or relationship

5. Genital 12+ years Genitals Sexual maturity
issues

1. Oral Stage (0–1 year)

• Focus: The mouth (sucking, biting, chewing).
• Infants derive pleasure and comfort primarily through oral stimulation (e.g., breastfeeding).
• Key conflict: Weaning off breast or bottle.
• If a child is overindulged or deprived, they may develop an oral fixation.
2. Anal Stage (1–3 years)
• Focus: The anus and control of elimination (toilet training).
• Children begin to assert control and gain independence.
• Key conflict: Toilet training—learning self-control.
• Parental approach (strict vs. lenient) impacts personality.
3. Phallic Stage (3–6 years)
• Focus: The genitals.
• Children become aware of their own bodies and the differences between male and female.
• This is the stage where gender identity forms.

Key Conflict: The Oedipus and Electra Complex

• Oedipus Complex (boys):
o Desire for mother; jealousy and rivalry with father.
 o Fear of punishment (castration anxiety).
o Resolution: Identifies with father, internalizes male role.
• Electra Complex (girls):
o Desire for father; anger at mother.
o Experiences penis envy (feeling of missing something).
o Resolution: Identifies with mother, internalizes female role.
4. Latency Stage (6–12 years)
• Focus: No new erogenous zone; sexual feelings are repressed.
• Energy is redirected to learning, social skills, friendships, and hobbies.
• Children interact mostly with same-sex peers.
5. Genital Stage (12+ years, puberty onward)
• Focus: Genitals (again), but now with mature sexual interests.
• Sexual energy reawakens and is directed toward others (heterosexual or otherwise).
• If earlier stages were successfully resolved, the individual develops a well-balanced, mature personality.

LESSON 3: SYMBOLIC INTERACTIONISM

Symbolic Interactionism is a micro-level sociological theory that focuses on how people create meaning through
social interactions, using symbols, language, and shared understanding. It emphasizes that society is not a
fixed structure but is constantly shaped and reshaped through everyday communication.
Key Proponents:
• George Herbert Mead – Considered the founder of symbolic interactionism.
• Herbert Blumer – Coined the term symbolic interactionism and expanded Mead’s work.

Concept Description

Symbols Anything that stands for something else—words, gestures, objects

Meaning People act based on the meanings they give to things

Interaction Meaning is formed and modified through social interaction

Concept Description

Self The self is shaped by how others see and treat us

We imagine ourselves in other people’s shoes to understand

Role-taking
expectations

The self develops through how we believe others perceive us

Looking-glass self
(Cooley)

Explanation:
1. People use symbols to communicate (words, facial expressions, clothes, etc.).
2. These symbols have shared meanings, developed through culture and experience.
3. Individuals interpret these symbols differently based on context and interaction.
4. Through repeated interactions, people build a sense of self and identity.
5. Society is seen as a network of ongoing, negotiated meanings, not a fixed structure.

THE LOOKING-GLASS-SELF
The Looking-Glass Self is a concept developed by sociologist Charles Horton Cooley (1902). It explains how our
self-identity is shaped through our perception of how others see us.
The Three Main Steps of the Looking-Glass Self:
1. We imagine how we appear to others.

2. We imagine the judgment of that appearance.

3. We develop our self-feelings based on that perceived judgment.

Theory Effect on Gender Development

Gender is learned through social interaction using symbols; gender roles are performed
Symbolic Interactionism
and reinforced daily.

Children’s gender identity develops through imagining others’ judgments and

Looking-Glass Self
internalizing social feedback.