Haralambos & Holborn (2004, ), state that the differences between men and women are sometimes seen as the basis for inequality between them as the use of biological, socialization, and learning explanations take centre stage

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Haralambos & Holborn (2004), state that the differences between men and women are sometimes seen as the basis for inequality between them as the use of biological, socialisation, and learning explanations take centre stage. Biologically based explanations of the behaviour of men and women now include physical appearances between men and women, the allocation of roles socially, hormones, brains, and sexual reproductive organs differences. George Peter Murdock states that the biological differences between male and female is based on the sexual division of labour in the society (Murdock, 1949), Haralambos & Holborn (2004). Here men are seen as someone who is able to do work that is difficult and in need for great physical strength which women do not possess and can be seen as a disadvantage but also women on the other hand seem to be having an advantage over men in the roles that they do such the being pregnant, taking care of the family, nursing as well as doing small menial tasks such as house hold chores.

Abbott, Wallace & Tyler (2005) state that women have a unique outlook on the social world, rooted in the 'special' nature of their experiences of the body, and in particularly motherhood, which are different from those of men. This idea sets out the main differences between men and women biologically. Their ability to bear children put men at a disadvantage but they do need men in order to be pregnant. This has given ammunition to feminists who argue that differences between men and women are socially constructed and can be overcome. Andersen (1997: 23) states that the biological sex of a person is established at the moment of conception and is elaborated during the period of fetal development in the womb. The determination of the sex as now some parents can ask their doctors to tell them have a strong bearing on how the child is growing to be raised up. This scenario overlaps from a biological perspective to the socialization and learning experiences for the child. The last two have an active role in the way a child is raised and model him/her to be some person in the future. An interesting observation on ambiguous sexual identities going by the name of Klinefelter's syndrome, a person may be born with extra X chromosomes (47 XXY or 48 XXXY). Genetically they have both female (XX) and male (XY) chromosomal patterns and, thus have ambiguous sexual characteristics. These people who have this syndrome are male in external appearance, although they show low levels of testosterone and they show breast enlargement and have small penis, (Andersen 1997: 25). Another area is the birth of children who have failed to develop fully their sexual organs during the pregnancy period and they produce both internal and external sex organs, that is testes and ovaries or will appear ambiguous or incomplete, (Andersen 1997: 25). These children face a tough period in their lives as they have to undergo operations to correct their gender. Some show traits of being boys when born due to the appearance of male sexual organs but when the operation is done to change them to girls the way they are treated by their families bear strongly on their growth as they will now be treated as girls and they learn to live like girls and vice versa for girls who are changed to boys.
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Socialisation and learning on the other hand is derived from the way the society interacts and models the person into what the society deems to the correct norm. Most society's construction of gender is based upon whether one is male or female. Differential treatment of female and male children by parents and other socialization agents creates gender differences in behaviour. Most parents are not aware of the fact that the actions that they do in front of the children are reinforcing agents regardless whether they intended in doing so or they were aware of their actions. Boys are ...

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