Two perspectives on the psychology of sex and gender Essay Example

and he's going to be a fireman" or "it's definitely going to be a girl and she's going to be a nurse." Additionally, at an early age, children may begin identifying with certain types of work that are typically associated with males or females in Western society. Therefore, from birth onwards, we are categorized as either male or female. According to Thorn (1993), children engage in more gender-segregated play and rarely cross gender boundaries. This illustrates that children develop meaning through discourse and play right from an early stage. From a biological psychological perspective, researchers have discovered brain regions that differ based on sex; however, these differences are generally not observed in children under 6-10 years old (Hofman and Swaab, 1991). These brain regions have been examined using Magnetic Resonance Imaging both in animals and humans.

According to Cooke (1998), describing the differences between certain brain regions in humans compared to other animals consistently is more challenging. Most imaging studies that depict brain disparities between males and females are conducted in Western countries, which may not accurately portray the overall distinctions between male and female brains due to brain plasticity. Nonetheless, considering the influence of hormones, genes, and discourse is crucial in shaping individual interpretations of gender because these factors significantly contribute to sex differences. Social constructionists maintain that physical dissimilarities between sexes serve as indicators for gender distinctions. For example, research on masculinity in schools utilizing observation and discourse analysis suggests that power dynamics play a role in constructing masculine identities. These power dynamics involve controlling others, having access to specific resources or enjoying special social status or practices not possessed by others (Wetherell, 1996).

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(1997, 1998) observed school children (aged 7 to 11 years) in imaginary play and found that boys and girls played gender-typical roles. Boys took on masculine roles while girls took on feminine roles. Their constructions of these roles were seen as part of a process of identity maintenance. (Gove and Watt, 2004) In a study by Money and Erhardt (1972), they examined differences in behavior and cognitive skills between boys and girls. They investigated the correlation between progestin effects on girls and their level of masculinization compared to other girls who had not received progestin. The study considered various factors such as their choice of toys, behavior, and clothing, understanding that what is considered boyish or girlish can vary across cultures. The progestin in the study was administered through an anti-miscarriage drug and to girls with adrenal hyperplasia, resulting in higher levels of testosterone, a male hormone.

According to Money and Erhardt's research, girls who were given the hormone progestin displayed more tomboyish behavior and had higher IQ scores compared to their unaffected sisters or other girls. A subsequent study in 1974 by Baker and Erhardt found that these affected girls also engaged in more energetic play. Furthermore, other studies have observed variations in cognitive abilities between boys and girls.

According to Kimura (1992), women tend to perform better on verbal tests while men tend to excel in spatial tests. This may be attributed to differences in brain organization or early influences of sex hormones. Kimura also highlights that although there are cognitive differences between genders, it is challenging to determine if these differences are rooted in natural abilities. From a social perspective, gendering individuals cannot be

ignored. Holloway et al. (2003) propose that cultural understandings of masculinity and femininity shape differences between people and influence how individuals perceive themselves and their behavior. This essay has discussed key aspects related to the concept of being a man or woman. However, being myself a product of the Western schooling system, it is difficult for me to approach this topic impartially.

The essay emphasizes the concept of opposition, exemplified in the male/female binary from a biological perspective and the construct of femininity/masculinity from a social standpoint. While it is widely accepted that sex differences are present at birth, the biological psychological perspective acknowledges that some individuals may experience changes in their physical sexual characteristics throughout their lives. Defining manhood or womanhood entails considering not only physical attributes but also gender and personal identity. Social constructionists recognize that biological processes significantly influence physical aspects. The development of gender, both individually and collectively, involves individuals establishing their unique position within societal gender discourses.

The concept of gender in social constructionism is seen as a dynamic process that can change throughout an individual's life, emphasizing the differences among individuals compared to the idea of permanence and transformation. The biological perspective, known as nature versus nurture, also supports this idea by recognizing sex differences and the capacity for individuals to develop their gender identity over time. Therefore, being a man or woman appears to be a personalized concept.