It is important to understand the difference between gender and sex. Sex is biologically determined by one reproductive organs. Gender, however, is socially constructed. It is the way in which one acts in relation to the societal expectations of their sex. Our gender identity is the name given to the way in which a person acts in relation to their sex and societies expectations. The main influences on gender identity are the many different agents of socialisation. Socialisation is the process in which we learn the norms and values of the society we live in. Agents of socialisation are people or groups that assist individuals in the socialisations, these are groups such as the family, the media, religion and the workplace. The purpose of this essay in to examine how great an influence on our gender identity the family is and to asses whether it is the most important influence on our gender identity.
There are many reasons the believe that the family is the most important agent of socialisation. The family is a primary agent of socialisation, it is responsible for the basic skill that are learnt to be a functional member society e.g. communication, mobility, right from wrong. One could argue that at a young age the family is the most dominant agent of socialisation and thus has a direct influence on ones gender Identity. Talcott Parsons suggests that the family is the most important agent of socialisation as he argued that the norms and values are learnt first and foremost from the family.
Ann Oakley (1981) argues that children are socialised into their gender roles and hence in their gender identities by the family in four ways. The first of these ways is Manipulation. This consists of parents (or other family members) encouraging behaviour that is seen as the norm for the child’s gender and discouraging behaviour that is not considered the norm e.g. congratulating a boy for completing an obstacle course but discouraging a girl from attempting the obstacle course. The second method described by Oakley is Canalisation. This comprises of parents channelling the child’s interests into activities that are considered the norm for their gender e.g. encouraging girls to do ballet and encouraging boys to play football. The third of Oakley’s methods was Verbal Appellations. This involves giving children nicknames or pet names that are appropriate for their gender e.g. little angel for girls and little monster for boys. The final of Oakley’s methods was Different Activities. This is when parents or family members encourage children to involve themselves in different activities e.g. girls staying inside to help their mothers cook and boys are more likely to be given permission to roam outdoors. These methods identified by Ann Oakley describe how the family can be considered the most important influence on gender identity as it shows that children can be socialised into their gender identity by the family from a young age.
However, there are criticisms of Ann Oakley’s theory meaning there are criticism to the possibility that the family is the most important influence on one ones gender identity. Ann Oakley’s study doesn’t take the importance of secondary socialisation into account. During the course of ones life the influence of the family can decrease, secondary agents of socialisation can become more dominant than primary agents of socialisation. It is possible that secondary agents of socialisation may socialise individuals into a gender identity that different greatly from the gender identity they were socialised into primarily. That can often be the case as as an individual grows up they spend less time with their family and more time with secondary agents of socialisation such as peers and in educational institutes.
Another criticism of Oakley’s study is the fact that it was formed in 1981, 25 years ago. There have been many changes to the family during this time such as a near 100% increase in divorce, an increase on female employment, changes in beliefs about gender roles and an increase in lone parent families. As there have been so many changes to the family it is likely that there have been changes in the way in which children are socialised. This also means that the 1981 findings may not directly relate to a 21st century society.
A criticism of the belief that the family is the most important influence on gender identity is the study by Statham (1986). Statham stated that even with parent who purposely tried not to socialise their children into gender roles as a result of culture this was not possible. Children will behave in gender stereotyped ways because of the gender roles that society dictates.
As I have explained, during the course of ones life an individual can become to be more affected by agents of socialisation other than the family. The majority of children in Britain are educated in schools between the ages of 5 and 16. As a result of this many of these children would be socialised by the education system. The education system is an agent of socialisation most children in the UK are exposed to at some point. Some would assume that the education system is a greater influence on gender identity as many come to spent more time at school than engaged in activities with their family.
Sue Sharpe’s study in 1976 showed the female aspirations that the education system had socialised them into. Their female identity consisted of hopes of mainly love, husbands, families and children. Few had hopes of careers or economical success. Sharpe’s study shows the views on female identity that the education system has socialised females into. Sue Sharpe repeated her study in 1994 and found results that differed greatly from the results in 1976. She found that the females ambitions were those of jobs, careers and success. Between 1976 large changes had been made to the education system in favour of females. The Education Reform act of 1988 introduced the National curriculum which made certain subjects compulsory. This meant that female had to do previously avoided subjects such as Maths and Sciences for the whole of their compulsory education period. This reduced gender stereotyping of many subjects. Coursework was also introduced in 1988 which heightened females achievement. One can assume that these changes to the education system affected females educational prospect and their views on their own gender identity.
However, there are criticisms of Sharpe’s study. The study is centred around female ambition and female identity with no mention of male identity. It is not possible to tell from this study whether education has an effect on gender identity or just female gender identity.
Another criticism of Sharpe’s study is the fact that is was centred around working class females not females in general. It is not possible to generalise the findings to the whole gender. The results may differ for middle class females.
A criticism of the belief that school is the most importance on ones gender identity. Murphy and Elwood (1998) state that the family gives children gendered interests and behaviours’ which they have before they begin school. From this one can assume that children form gender stereotypes which are not changed whilst they are at school.
Another criticism of the belief that education is the most important influence on ones gender identity is the fact that although it is a small minority some children are home schooled by their families meaning that in some cases school can not be the most important influence in gender identity.
To conclude there are many reasons to assume that the family is the most important influence on ones gender identity. Oakley argues that children are socialised into their roles by their parents and their family member in four ways. Parsons argues that children learn norms and values first and foremost from the family, from this one can assume that they learn their gender role and thus form their gender identity from the family. However, Parsons and Oakley do not take secondary socialisation into account. Oakley’s theory is out of date therefore it may not be completely accurate. A criticism of the belief that the family is the most important influence on gender identity is Statham’s theory stating that children will behave in gender stereotyped ways because of the gender roles that society dictates. There are reasons to assume that secondary agents of socialisation such as the education system are important influences on gender identity. Sharpe’s study support’s this showing how the education and changes in the education system affect females aspirations and hence their female identity. However, Sharpe’s study only takes working class female into account, it doesn’t show how great the influence is for males of other classes. A criticism of the belief that secondary agents of socialisation are the most important influence on gender identity is the fact that some children are home schooled and are not exposed to this agent of socialisation. Another criticism is that children arrive at school with gendered interests and behaviours’. It is understandable that some would believe that the family is the most important influence on gender identity but it is also understandable that some would believe that secondary agents of socialisation such as the education system are the most important influence on gender identity.
