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Gissel Vale
Professor Beadle
English 115
4 October 2016
Assigned Genders
The idea of gender is such a controversial and confusing topic to many. Many people
believe that gender is biological. However, gender is a form of identification, rather than
something were born with and its an understanding of masculine and feminine roles. Gender is
more influenced by our daily social interactions rather than our individuality. It all begins from
the moment were born from our parents. What we see and hear every day and who we interact
with can have a huge impact on us. Were told how to act, weve learned what is expected from
and what is appropriate for either being male or female. We believe this is the way that we
should act, therefore do things a certain way. Society has placed certain gender stereotypes of
what makes someone masculine or feminine thus supporting the idea that our gender is heavily
influenced by society and everyday interactions and is socially constructed.
First off, what are actually considered qualities of men and women? What makes a
women a women and a man a man according to society? According to Devor in his article
Becoming Members of Society: The Social Meanings of Gender, he explains the expectations
that are put upon on society based on sex. Women are labeled as emotional, weak, negotiative,
and expressive while men are to be dominant, strong, and serious. Such things as clothing,
appearance, and posture can determine the way someone is meant to act. Women arent allowed
to be as smart as men, women arent allowed to be as strong as men, leave it all to them. This

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generalization has affected many women in my own family as they were never taken seriously
when doing things out the norm. There are certain roles we are required to take upon in order to
keep up with social standards. Because of this, it creates an unequal balance between men and
women. In Night to His Day, Lorber explains that according to what society has told us,
women are meant to be the ones at home, cooking and taking care of the children while men are
to go to work, do the harder jobs and bring home the money, Since many believe thats how its
meant to be, no one goes against the stereotype. Children observe the behavior being modeled by
their parents believing its appropriate and begin to prepare to take upon these roles.
Gender constructions begins at the moment since were born. Were unconsciously
treated different due to our sex by our own parents. After birth, infants boys are described as tall
and athletic with serious facial expressions while infant girls are described as small and pretty
with fine, delicate features (Renzetti and Curran 77). Can also the interactions with our parents
have an effect on our gender construction? In From Women, Men, and Society, Renzetti and
Curran discuss how parents interact differently with their sons or daughters. In an experiment by
MacDonald and Parke in 1968, researched showed that parents tend to engage in rougher
physical play with infants sons rather than infant daughters. Parents tend to believe that
daughters need more help than sons, probably providing early training for their sons to be more
independent while their daughters more dependent and needy (Renzetti and Curran 79). The way
our parents treat us paves the way for how we will later identify ourselves as.
At such a young age, it is often difficult to differentiate whether a baby is a boy or girl.
Parents make such an effort to make sure their kids are identified correctly by dressing them up
accordingly to their sex. Boys are to wear darker color clothing decorated with sporting or

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military equipment and trucks. Girls wear softer, pastel colors and clothing such as dresses and
skirts to show off their femininity. However, the clothing a child wears can impact their
construction of gender. First, it can encourage or discourage certain behavior and activities.
Since a young boy wears shorts and pants, it allows him to be more open and freedom to be
athletic and engage in rough play. Since young girls are dressed in dresses and skirts, its advised
that they shouldnt participate in such activity to appear more lady-like. Kids grow up with this
concept in mind believing thats how it should be, therefore self fulfilling the gender stereotype
role and acting in a way that was taught to them. Second, by informing others about the sex of
the child, clothing sends implicit messages about how the child should be treated (Renzetti and
Curran 77). This means that however the child is dressed as can affect the way someone looks
and talks to them. When I was younger, my mother always dressed me in clothes meant for little
girls. I noticed that everyone talked to me in such a delicate and gentle manner. This sort of
behavior in a way made me believe that if I wanted to continued to be treated this way since I
enjoyed it, I had to act lady-like. If I portrayed masculine traits, I would be treated more
roughly. Toys can also teach kids about gender roles. Walk down the toy aisle and youll easily
be able to classify which toy is meant for either sex. Trucks, building blocks, military equipment,
wagons are more likely meant for young boys which teach them masculinity and toughness. On
the other hand, girl toys are barbie dolls, household appliances, and castles which intend to show
and represent femininity, domesticity and motherhood. Specific toys are teaching kids how
theyre expected to act and what is viewed appropriate in the eyes of society.
I do believe Ive been taught gender, Ive been taught how to act. Since I was a young
girl, Ive been constantly surrounded by objects that paved to way to my femininity. One of the

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biggest factors has been my mother. I wanted to be just like her so the way she acted, was the
way I did and believed it was the correct way to behave. Also, my family is mostly made up of
women so I was constantly surrounded by the ideal concept of women. Everything from
interactions to toys, shoes, clothing, even the type of cartoons I watched all were meant to teach
to me something about who I was to become. I always wore dresses and skirts with bow ties in
my hair, I always played with my barbies and polly pockets. I watched shows where girls were
princesses and never talked back or used foul language. Act a different way though and you get
scolded for it. I never limited myself to activities meant for girls or activities meant for boys. I do
believe from such a young age, it was very clear who I was and how I identified myself as.
Societys expectations, however, did play a huge role in that.
Gender is constructed. Gender is assigned to an individual. We are told how to act and
were expected to act in that way that was taught to us. Whether learning from our parents, our
social interactions, or media we have a predisposition to act in a certain manner. As Devor said
in his article, childrens developing concept of themselves as individuals are necessarily bound
up in their needs to understand the expectations of the society they do so while observing
themselves as reflected in the eyes of others (37). This means that if their way of acting is
approved by others then they are on the right path with their gender identity. However, as time
passes, gender is changing. As Kantrowitz & Wingert said in their article Are We Facing a
Genderless Society, there is no possible way that countless people can be categorized into two
binary groups. Many are breaking gender stereotypes and not identifying with either group,
rather being their own person.

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Works Cited
Devor, Aaron. Becoming Members of Society: The Social Meanings of Gender. Composing
Gender, edited by Rachel Groner and John F. OHara, Bedford Spotlight Reader, 2014,
pp. 35-45
Kantrowitz, Barbara and Wingert, Pat. Are We Facing a Genderless Society? Composing
Gender, edited by Rachel Groner and John F. OHara, Bedford Spotlight Reader, 2014
pp. 68-71
Lorber, Judith. Night to His Day: The Social Construction of Gender. Composing Gender,
edited by Rachel Groner and John F. OHara, Bedford Spotlight Reader, 2014,
pp. 19-33
Renzetti, Claire and Curran, Daniel. From Women, Men, and Society. Composing Gender,
edited by Rachel Groner and John F. OHara, Bedford Spotlight Reader, 2014,
pp. 77- 87