Leyte Normal University
WRITTEN REPORT IN
SOCIAL DIMENSIONS OF EDUCATION
GENDER AND EDUCATION
A. GENDER ROLES
B. GENDER SENSITIVITY
C. GENDER EQUALITY
AGAMON, FRANCES KAYE
BALLON, MECCA KAREN
BEDIO, ATHENA ABIGAIL
DR. ELIZABETH QUIMBO
MTh 10:30 – 12:00
A. GENDER ROLES
Differences between Sex and Education
refers to the physical and biological differences between men and women made evident by physical distinctions in anatomical, chromosomal, hormonal, and physiological characteristics Gender
refers to the social, psychological, and cultural attributes that distinguish males from females refers to the personal traits and social positions that members of a society attach to being female or male Terminologies:
a set of socially significant action associated with being male or female the composites of behavior typical of male or female in a given culture Gender based beliefs
ideas and expectations about what is appropriate behavior for males and females Gender Identity
the perception of oneself as either masculine or feminine
The dominant view in many societies is that gender identities are expression of what is natural. People tend to assume that acting masculine or feminine is the result of an innate biologically determined process rather than the result of socialization and social-learning experience.
Theories of Gender Development
Social Learning Theory
Asserts that parents, as the distributors of reinforcement, reinforce appropriate gender role behavior. By their choice of toys, by urging “boy” or “girl” behavior and by reinforcing such behavior, parents encourage their children to engage in appropriate behavior. If parents have good relationship with their children, they become models for their children to imitate, children also learn appropriate gender behavior from male or female models.(such as in television shows) Cognitive- developmental Theory
Gender identity is a cognitive concept that children learn as part of the process of learning about physical world and their bodies. Children engage in symbolic thinking by about two years of age. Using this ability, children acquire their gender identity and then, Kohlberg believes, they begin the process of acquiring gender appropriate behavior. The theory proposes the interaction of mental schema and social experience in directing gender role behavior. Schema- a mentally organized network of gender related information that influences behavior (Papalia et. al 2001) Gender Schema Theory
A mental blue print for organizing information and children develop and formulate an appropriate gender behavior. An extension of cognitive developmental theory, explains gender identity in terms of schemata cognitive structures that underlie complex concepts behavior changes to conform to gender roles.
Children first develop a simplified concept of male, female distinctions and later on, apply it universally. First, children learn what sex they are.
Then, they develop a concept of what it means to be a male or female is their culture and on the basis of the development of this concept begin to take on gender roles.
Gender – Role Socialization
A lifelong process whereby people learn the values, attitudes, motivations, and behavior considered appropriate to each sex by their culture. Childhood Socialization
Even before a baby is born, its sex is a subject of speculation, and the different gender- role relationships it form since birth and is already being decided. Some of the feelings that parents have about bringing up sons are opposed to daughters. Parents carry in their minds images of what girls and boys are like, how they should behave, and what they should be in later life. Parents respond differently to girls and boys right from the beginning. Girls are caressed more than boys, whereas boys jostled and roughhoused more. These...
References: Social Dimensions of Education
Author: Violeta A. Vega, Ph.D., Nelia G. Prieto, Ph.D., Myrna L. Carreon, Ph.D.
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