Gender identity; the build-up of socio-environmental factors that lead to the
eventual conformity of a specific and most desired gender collective.
Introduction : Nature vs Nurture, a most popular debate in the development of
identity in childhood and adolescence.
Gender identity, a highly controversial area of sensitive debate amongst
professionals and self-proclaimed civilian groups has been seen to be more
prominent in recent years. Breaking through previously embraced social norms and
conservative views, with millennials at the forefront of self-identity when it comes to
gender identity. That said in definition, (Perry, Pauletti, & Cooper, 2019) stated that
“Gender identity may be defined as a set of cognitions encompassing a person’s
appraisals of compatibility with, and motivation to fit in with, a gender collective”.
When it comes to understanding the term ‘gender identity’, many different aspects
factor into the equation. It is believed to be not ‘sex/nature’ alone or ‘gender/nurture’
alone that identifies ones gender, but a mixture of both. However, one stance holds
more support in its’ contribution to the development of a gender identity in childhood
and adolescence, and that is the stance of ‘gender’, otherwise known as ‘nurture’ or
‘socialized stereotyping’. Socialized stereotyping and environmental factors seem to
influence one’s gender identity more so than ‘sex/nature’ does. In this essay I will be
discussing the popular debate of “nature vs. nurture” and further argue why the basis
of nurture/gender contributes more and holds more support in the development of
gender identity in early to middle childhood and adolescence. One thing we know for
sure is that sex; being born a ‘boy’ or ‘girl’ is defined by chromosomal and biological
factors, however, gender is not only defined by these factors, but is also defined by
the role the social environment plays in creating a so called ‘gender identity’.
The development of gender identity and implicit gender attitudes.
Sex Typed and Gender Typed behaviours
It is believed by many that your ‘gender’ and ‘sex’ are one in the same, that both of
these concepts refer only to your genetic, biological and chromosomal make-up;
you’re either born a male or you’re born a female and that’s where it starts and ends.
This is however, the furthest thing from the truth. ‘Sex’ does in fact refer to one’s
biological make-up, in other words, you are born a ‘boy’ or ‘girl’ based on your
2
, chromosomes and genitalia (X or Y chromosomes), however, gender does not
confine to such parameters, principals or beliefs. Gender is developed through
“sociological factors” (Morelli, The development of gender identity), such as the
influence that your friends, family, peers and the environment you live in and are
brought up in has on you. According to Morelli, gender is made up of multiple factors
that all coincide with one another to create a gender identity. These factors include
principles such as; being masculine or being feminine, personal characteristics or
traits, your social role in a particular social group whereby you conform to the norms
and customs of the said group and adapt your social behaviours based on the
expectations you have for yourself and others have for you in order for you to ‘fit in’.
With the development of a gender identity, comes the development of so called
“gender-stereotyped behaviours” (Morelli, The development of gender identity) which
have been believed to be passed down through generations based on the social
environment created for a child and adolescent at home. These specific behaviours
have also been believed to be created in school-type environments by peers and
others’ surrounding the child and influencing the child during these early stages of
development. “Conventional gender stereotypes” (Dunham, Baron, & Banaji, 2015)
which fall into the category of implicit gender attitudes, begin to emerge very early on
in the child’s life. These conventional stereotypes relating to gender and the
development of a gender identity, are believed to be what is seemingly perceived to
be appropriate by the child when it comes to instances such as; dress, toys, games
and the roles each gender should play in society. Children are led to believe that
different rules apply for each gender through societal norms. Pink clothing and glitter
is for girls only, blue clothing and playing with trucks is for boys only. Playing rough is
what boys do, playing with dolls and barbies is what young girls are expected to do
when interacting with one another. These beliefs are instilled into the minds of these
children in the earliest years of development and thus creating a divide between the
two gender groups, and therefore preferences for one’s own gender becomes
increasingly high. According to (Halim, Ruble, Tamis-LeMonda, & Shrout, 2013), the
level to which children adopt gender and ideas of gender and gender-typed
behaviours early on in development, could in turn, pave the way for long-standing
distinctions in “displays of masculinity or femininity”. Adopting a gender goes far
beyond chromosomal and genetic factors as we have already seen. Yes, you are
3
eventual conformity of a specific and most desired gender collective.
Introduction : Nature vs Nurture, a most popular debate in the development of
identity in childhood and adolescence.
Gender identity, a highly controversial area of sensitive debate amongst
professionals and self-proclaimed civilian groups has been seen to be more
prominent in recent years. Breaking through previously embraced social norms and
conservative views, with millennials at the forefront of self-identity when it comes to
gender identity. That said in definition, (Perry, Pauletti, & Cooper, 2019) stated that
“Gender identity may be defined as a set of cognitions encompassing a person’s
appraisals of compatibility with, and motivation to fit in with, a gender collective”.
When it comes to understanding the term ‘gender identity’, many different aspects
factor into the equation. It is believed to be not ‘sex/nature’ alone or ‘gender/nurture’
alone that identifies ones gender, but a mixture of both. However, one stance holds
more support in its’ contribution to the development of a gender identity in childhood
and adolescence, and that is the stance of ‘gender’, otherwise known as ‘nurture’ or
‘socialized stereotyping’. Socialized stereotyping and environmental factors seem to
influence one’s gender identity more so than ‘sex/nature’ does. In this essay I will be
discussing the popular debate of “nature vs. nurture” and further argue why the basis
of nurture/gender contributes more and holds more support in the development of
gender identity in early to middle childhood and adolescence. One thing we know for
sure is that sex; being born a ‘boy’ or ‘girl’ is defined by chromosomal and biological
factors, however, gender is not only defined by these factors, but is also defined by
the role the social environment plays in creating a so called ‘gender identity’.
The development of gender identity and implicit gender attitudes.
Sex Typed and Gender Typed behaviours
It is believed by many that your ‘gender’ and ‘sex’ are one in the same, that both of
these concepts refer only to your genetic, biological and chromosomal make-up;
you’re either born a male or you’re born a female and that’s where it starts and ends.
This is however, the furthest thing from the truth. ‘Sex’ does in fact refer to one’s
biological make-up, in other words, you are born a ‘boy’ or ‘girl’ based on your
2
, chromosomes and genitalia (X or Y chromosomes), however, gender does not
confine to such parameters, principals or beliefs. Gender is developed through
“sociological factors” (Morelli, The development of gender identity), such as the
influence that your friends, family, peers and the environment you live in and are
brought up in has on you. According to Morelli, gender is made up of multiple factors
that all coincide with one another to create a gender identity. These factors include
principles such as; being masculine or being feminine, personal characteristics or
traits, your social role in a particular social group whereby you conform to the norms
and customs of the said group and adapt your social behaviours based on the
expectations you have for yourself and others have for you in order for you to ‘fit in’.
With the development of a gender identity, comes the development of so called
“gender-stereotyped behaviours” (Morelli, The development of gender identity) which
have been believed to be passed down through generations based on the social
environment created for a child and adolescent at home. These specific behaviours
have also been believed to be created in school-type environments by peers and
others’ surrounding the child and influencing the child during these early stages of
development. “Conventional gender stereotypes” (Dunham, Baron, & Banaji, 2015)
which fall into the category of implicit gender attitudes, begin to emerge very early on
in the child’s life. These conventional stereotypes relating to gender and the
development of a gender identity, are believed to be what is seemingly perceived to
be appropriate by the child when it comes to instances such as; dress, toys, games
and the roles each gender should play in society. Children are led to believe that
different rules apply for each gender through societal norms. Pink clothing and glitter
is for girls only, blue clothing and playing with trucks is for boys only. Playing rough is
what boys do, playing with dolls and barbies is what young girls are expected to do
when interacting with one another. These beliefs are instilled into the minds of these
children in the earliest years of development and thus creating a divide between the
two gender groups, and therefore preferences for one’s own gender becomes
increasingly high. According to (Halim, Ruble, Tamis-LeMonda, & Shrout, 2013), the
level to which children adopt gender and ideas of gender and gender-typed
behaviours early on in development, could in turn, pave the way for long-standing
distinctions in “displays of masculinity or femininity”. Adopting a gender goes far
beyond chromosomal and genetic factors as we have already seen. Yes, you are
3
