use to demonstrate that the behaviour of an individual cannot be fully
explained by their biological make up alone.
An important point from this argument is that there is this notion of
oppositeness; male/female, masculinity/femininity. Even before we are
born, anticipatory socialization is taking place, for example another
member of the family may state ` it` s going to be a boy and he` s going
to be fireman` or the opposite ` it` s definitely going to be a girl and she`
s going to be a nurse` or a child at an early age may begin to identify with
a type of work that in western society is identifiable with male or female
gender. So, from birth onwards we are categorized as either male or
female, Thorn (1993) state` s that ` children play in increasingly gender
segregated ways, with crossing of gender boundaries only allowed under
particular circumstances`. This demonstrates that at an early age children
are constructing meaning of through discourse and play.
From a biological psychological view, researchers have discovered sexual
dimorphic brain regions, although, ` researchers generally do not find sex
differences in these brain regions in children less than 6 – 10 years old `
(Hofman and Swaab, 1991). These regions have been researched in
animals and have been tested by using Magnetic Resonance Imaging in
humans. Cooke (1998) says that these regions are harder to describe
consistently in humans than in other animals. These imaging studies that
have shown differences in the brains of male and female are almost
always conducted in Western countries; this may not be a true reflection
of male and female brain differences overall; this may possibly be due to
plasticity within the brain.
Although this research finding is an important factor, we cannot dismiss
the influence of hormones and the effects of genes on an individual’s sex
difference or dismiss the discourse used to construct individual meanings
of gender. Social constructionists would argue that the physical
differences between sexes are a signpost to which gender difference is
attached. For example: research into masculinity in schools by
observation and discourse analysis, suggest two themes, one of which is
…`masculine identities are constructed through power relations…partly
produced by having control over others, access to resources of some
kind, or special social status or practices that others do not have.
(Wetherell, 1996). To support this notion Francis (1997, 1998) observed
school children (aged 7 to 11 years) in imaginary play. Francis found that
children played in gender typical roles; boys took on typically masculine
roles and the girls took ok typically feminine roles. `Francis interprets
the children` s constructions of oppositional gender roles to be part of a
process of identity maintenance. ` (Gove and Watt, 2004)
Money and Erhardt (1972) conducted a study of differences in behaviour
and cognitive skills between boys and girls. They looked for a correlation
between the effects of progestin on girls and if they were more
masculinized than other girls whom had not been subjected to progestin.
The things they looked for ranged from, whether they played with boys or
girls toys, acted in tomboyish ways and what sort of clothes they wore (it
is important to take into consideration the context of what it is to be
boyish or girlish, it is open to interpretation and can be different amongst
cultures). The progestin in the study that the girls were subject to, came
from the administration of an anti-miscarriage drug and also girls who
had adrenal hyperplasia (this is when girls have higher than average
levels of male hormone testosterone). Money and Erhardt found that the
girls played in more tomboyish ways than when compared to their sisters
or other girls that had not been subjected to the hormone progestin. Other
factors that they found were that the girls affect had higher IQ scores than
other girls who were not affected. Baker and Erhardt (1974) conducted a
follow up study and seemingly found one other factor that contributed to
the research; that fact that the affected girls appeared to play more
energetically.
Other research has pointed out differences between boys and girls in
cognitive abilities. `…women tend to do better on verbal tests and men on
spatial tests…may be due to organizational differences in the brain, or
influences of early sex hormones.` (Kimura, 1992) although there are
differences between men and women in cognitive abilities, it is difficult
to prove when compared to natural abilities. From a social perspective,
we cannot dismiss the gendering of people. The differences between
people could be developed by the cultural lens of masculinity and
femininity, `a theory proposed that individuals absorb culturally
produced understandings of gender…and make sense of themselves and
their behaviour`. (Holloway, Cooper, Johnston and Stevens, 2003),
This essay has described some of the salient points involved in what it is
to be man or woman. However, having been through the western
schooling system myself, it is not easy to be impartial from the subject
matter. One point which we all can identify with that stems from this
essay, is this notion of oppositeness; male/female (biological
perspective), femininity/masculinity (social constructionist perspective).
Although, sex differences are unequivocally established at birth, the
biological psychological perspective accepts that this is the case for most
individuals; however, some become engendered during their natural life
and change their physical sexual appearance.
What is it to be a man or a woman not only has the obvious physical
characteristics, it also has notions of gender and identity. Social
constructionists accept that biological processes are an integral part of the
physical aspect. Socially created discourses about gender is an individual;
as well as a group, process in which individuals create their own
gendered position.
Gender in social constructionism is seen as a life long
process, it can change through people` s lives; this shows the diversity of
people when compared to the notion of fixity and change. Nature verses
nurture, the biological perspective demonstrates this by the sex
differences and by recognizing that people can become gendered over a
lifetime, what is it to be man or woman appears to be an individual
concept.
Word Count: 1400
References
Baker, S.W. and Erhardt, A.A. (1974) `Pre – natal androgen, intelligence and cognitive sex differences`, in Friedman, R.C., Richart, R.M. and van Deeds, R.L. (eds) Sex Differences in Behaviour; New York, Wiley.
Cooke, B., Hegstrom, C.D., Villeneuve, L.S. Breedlove, S.M. (1998) `Sexual differentiation of the vertebrate brain: principles and mechanisms`, Frontiers in Neuroendocrinology, vol.19, pp. 323 – 26.
Francis, B. (1997) `Power plays: children` s constructions of gender and power in role plays`, Gender and Education, vol.9, pp. 179 – 91.
Francis, B. (198) ` Oppositional positions: children` s construction of gender in talk and role plays based on adult occupation`, Education Research, vol. 40, no.1, pp.31 – 43.
Gove and Watt (2004) cited in Holloway, W., Cooper, T., Johnston, A. and Stevens, R. (2003) in Cooper, T. and Roth, L. (eds) Challenging Psychological Issues; The Open University, The Bath Press, Bath
Hofman, M.A. and Swaab, D.F. (1991) `Sexual dimorphism of the human brain – myth and reality`, Experimental and Clinical Endocrinology, vol.98, pp.161 – 70.
Holloway, W., Cooper, T., Johnston, A. and Stevens, R. (2003) in Cooper, T. and Roth, L. (eds) Challenging Psychological Issues; The Open University, The Bath Press, Bath.
Holloway, W., Cooper, T., Johnston, A. and Stevens, R. (2003) in Cooper, T. and Roth, L. (eds) Challenging Psychological Issues; The Open University, The Bath Press, Bath
Kimura, D. (1992) `Sex differences in the brain`, Scientific American, September, pp. 81 – 7.
References Continued
Money, J. and Erhardt, A. (1972) man and Woman: Boy and Girl, Baltimore, John Hopkins University Press.
Thorne, B. (1993) `Gender play: girls and boys in schools`, Buckingham, Open University Press.
Wetherell (1996) cited in Holloway, W., Cooper, T., Johnston, A. and Stevens, R. (2003) in Cooper, T. and Roth, L. (eds) Challenging Psychological Issues; The Open University, The Bath Press, Bath