POL SCI 164A Chapter Notes - Chapter 7: Penis Envy, Penis Removal, Social Learning Theory
PS164A Reading
Gender Stereotypes on Socialization and Agents
CH 7 Socialization Theories and Agents
Basow
- Some combination of existing theories needed to account for the complex
interactions among biological factors, learning environment, and level of
cognitive development o the child
- Psychoanalytic
- Importance of biological factors (anatomy) and parental identification
- View same sex parents as responsible for absence of penis (girls) or able
to remove the penis (boys)
- So, identify with the aggressor to allay the anxiety
- Fear of penis removal stronger for males than femlae penis envy > so
male gender identity stronger and strong sex typed behavior
- Little emp support
- Conclusion: this theory does not completely account for the development
of an individual’s gender identity
- Social Learning
- Views gender identity as product of various forms of learning through
rewards/ punishments, differential treatment, observational learning and
modeling
- Children tend to model after same sex parent and learn gender
appropriate behavior through observing
- Because powerful, nurturant, and similar models most likely to be
imitated
- Males are viewed by children as more powerful and strong and
may be particularly important models for young children
- Gender identity formed is stable and starts early (behavior shaped to
accord with gender roles)
- Boys have more difficult time than girls in establishing gender identity
(because father is frequently absent from home) and forced to develop
more abstract identification with the male role
- Hence, greater attachment to culturally defined masculine role
- Insufficient explanation
- View child as relatively passive in learning process
- Research on direct reinforcement has been ambiguous
- Exception: boys subject to more intense socialization
pressures than girls
Document Summary
Some combination of existing theories needed to account for the complex interactions among biological factors, learning environment, and level of cognitive development o the child. Importance of biological factors (anatomy) and parental identification. View same sex parents as responsible for absence of penis (girls) or able to remove the penis (boys) So, identify with the aggressor to allay the anxiety. Fear of penis removal stronger for males than femlae penis envy > so male gender identity stronger and strong sex typed behavior. Conclusion: this theory does not completely account for the development of an individual"s gender identity. Views gender identity as product of various forms of learning through rewards/ punishments, differential treatment, observational learning and modeling. Children tend to model after same sex parent and learn gender appropriate behavior through observing. Because powerful, nurturant, and similar models most likely to be imitated.