Introduction
Gender roles refer to the characteristics and behaviors society perceives to be socially ‘appropriate’ for individuals based on gender. Children are assigned specific cultural and social roles from a young age to play in their everyday lives. Society influences how individuals should act, dress, speak, and generally conduct themselves about their genders (Eisend, 2019).
Over time, gender roles changed drastically to shape society. Women who were once limited to the sole responsibility of caregiving and considered inferior to men can now pursue their careers and choose their paths in life. This essay discusses gender roles in the United States and the Kingdom of Saudi Arabia, their differences, and how they influence individuals’ perceptions of self.
Gender Roles in the US vs. Saudi Arabia
In the US, gender roles have significantly evolved throughout history. For instance, households have changed from traditional single-income to modern dual-income families. The former involved relying on the husband to go to work and provide everything needed by family members, while the woman was expected to be a caregiver responsible for general housekeeping activities and taking care of the children. However, it is now a custom for spouses to pursue their career paths comfortably for income generation (dual-income) while also sharing household responsibilities (Artz et al., 2022).
In contrast with Saudi Arabia, most families still depend on their husbands to provide, even with the freedom of women to work. The ban on female driving, lifted in 2018, was also a significant symbol of gender disparity and was recognized internationally. This is unlike the US, which has never limited women to driving since the 1900s. Saudi women also needed consent from male guardians to access public services such as healthcare and education until 2017.
Most women in the US have risen in leadership positions politically and corporately, unlike Saudi women. Though women are expected to do more to prove their worth, the gender gaps between US women in leadership are less significant than that of the Kingdom of Saudi Arabia. In the latter country, women are considered vulnerable and constantly need to be protected by men. They are expected to heed their fathers, husbands, and brothers and have less authority than males, except if one is the eldest family member. As a result, their culture tends to promote paternalism (Song, 2019). Though laws on guardianship have been eased in later years, women still face strict social norms, mainly if they belong to conservative families.
As much as gender roles continue to exist across cultures, they greatly influence how individuals perceive themselves. For instance, women being perceived as inferior to men undermines their self-confidence and makes them question their abilities. When individuals believe their gender is inferior in a particular field, it is difficult to convince them of their skills and talents since stereotypes strongly influence them (Matud et al., 2019). On the other hand, men’s perception of superiority to women poses a challenge when receiving constructive feedback. It makes them think too highly of themselves, which may hinder their ability to learn from their female counterparts.
Conclusion
In conclusion, gender roles differ across cultures and influence how individuals conduct themselves at home and in their workplaces. Women are mostly affected by how society expects them to behave, which further influences how they perceive themselves and the decisions they make in their daily lives.
References
Artz, B., Kaya, I., & Kaya, O. (2022) Gender role perspectives and job burnout. Review of Economics of the Household, 20(2), 447-470. Web.
Eisend, M. (2019). Gender roles. Journal of Advertising, 48(1), 72-80. Web.
Matud, M.P., López-Curbelo, M., & Fortes, D. (2019). Gender and psychological well-being. International Journal of Environmental Research and Public Health, 16(19), 3531. Web.
Song, J. (2019). She needs to be shy!”: Gender, culture, and nonparticipation among Saudi Arabian female students. Tesol Quarterly, 53(2), 405-429. Web.