Introduction
Gender identity is not defined by biological sex but rather by the social role with which an individual is identified or identifies himself. Not only is the gender identity distinct from biological sex, but it is also distinct from general sexual orientation. In normal circumstances the gender identity of an individual i.e. man or woman usually resembles their biological sex, which is male or female. However, this is not the case on several occasions where an individual’s gender identity contrasts the biological sex. In such circumstances, these individuals are referred to as androgynous or transsexual. This, therefore, indicates that biological sex is determined by phenotype, chromosomes and genes while on the other hand the gender role is determined by the society, surroundings and culture (Sex and Society, volume 1, 2010, p. 302).
Gender as a role and as cultural
The theories that are attributed to the social development of gender are mainly divided into two. The first category of these theories is regarded as broadly materialist theories, which are associated with structural features that are incorporated in the social world and ones that differentiate males and females in distinct pathways. The second category is discursive theories, which are attributed to emphasizing the meanings associated with the essence of being a male or a female in the society one lives in. This therefore indicates that in order to attain any gender formation the two categories are of essence (Alsop et al, 2002, p. 65).
According to Weinraub et al, there are numerous theories that have been developed in order to create children’s awareness on matters concerning their sex differences as well as their personality traits. In the cognitive-developmental and information-processing models, children tend to understand that there are two kinds of human categories: male and female. It is the social characteristics that eventually differentiate the two categories. Therefore sex role is regarded as a causal factor that is essential in acquisition of sex-typed characteristics (Weinraub et al, 1984, par 2)
Gender cannot be defined by sex, class and power without incorporating culture. It is indicated that gender role socialization starts at a tender age among infants as parents play a crucial role in the development of these roles through the clothing and toys they buy for their children at a tender age (Shaffer, 2009, p. 240). It is through the sex-role standards that the society at large can define their belief system on the distinctions that surround the men and the women. On the other hand, the sex role attitudes define the understanding of an individual’s perception of what society regards as normal (Gross et al, 1982, p. 11).
Biological sex on the other hand is defined as a starting point of gender and not its basis. In different societies across the world, gender is mainly distinguished by body language, ceremonial roles, clothing, and work. This, therefore, incorporates culture and roles as the main pillars of gender identity in comparison with biological sex (Spade and Valentine, 2008, p. 51). According to Nanda and Warms, gender is regarded as the “Cultural and social classification of masculine and feminine.” Although culture differs in meanings that are associated with males and females, it is uniform in recognizing the differences that exist between males and females. In comprehending the fact that gender roles are not determined biologically but rather culturally structured, room for debate is created on the patterned nature in terms of culture between men and women (Nanda and Warms, 2009, p. 172).
Conclusion
Gender identity is regarded as the conviction that exists in defining a child to be either male or female. There has been some dispute among theorists on the process of acquiring this conviction. Although biological force plays a role in gender identity, the fact remains that gender identity is defined by the active structuring of experience as well as physical reality comprehension.
References
Alsop, R. et al. (2002). Theorizing gender. MA: Blackwell Publishers Inc.
Gross, I. et al. (1982). Sex role attitudes and cultural change. Dordrecht: Reidel Publishing Company.
Nanda, S. and Warms, L. R. (2009). Culture Counts: A Concise Introduction to Cultural Anthropology. CA: Wadsworth.
Sex and Society, Volume 1. (2010). London: Marshall Cavendish Corporation.
Shaffer, R. D. (2009). Social and Personality Development. CA: Wadsworth.
Spade, J. and Valentine, G. C. (2008). The kaleidoscope of gender: prisms, patterns, and possibilities. CA: Pine Forge Press.
Weinraub, M. et al. (1984). The development of sex role stereotypes in the third year: Relationships to gender labeling, gender identity, sex-typed toy preference, and family characteristics. MI: Society for research in child development, Inc.