Socialisation & Gender Roles (WJEC Eduqas GCSE Sociology): Revision Note

Gender role socialisation

• Gender roles are the behaviours, attitudes, and expectations that society considers appropriate for males and females

• Sociologists argue that gender roles are socially constructed, meaning they are learned through socialisation rather than determined by biology

• Children learn what it means to be 'male' or 'female' from an early age through the following agents of socialisation:

  • The family

  • The education system

  • Peer groups

  • Mass media

• Gender stereotyping can limit opportunities and reinforce inequality between men and women

• Sociologists such as Ann Oakley and Sue Lees highlight how these patterns start in early childhood and continue throughout life

The role of the family

• The family is the first and most influential agent in shaping gender identity

• From birth, parents treat boys and girls differently — in the clothes they wear, the toys they receive, and the behaviour that is encouraged

  • E.g., girls are often dressed in pink and given dolls or prams, while boys are dressed in blue and given cars, soldiers, or construction toys

• Liberal feminist sociologist Ann Oakley identified two key processes that create and reinforce gender roles within the family:

  • Canalisation – Parents channel children’s interests towards gender-appropriate activities

    • E.g., girls are encouraged to play at being caring or domestic, while boys are encouraged to be active or tough

  • Manipulation – Parents reinforce gendered behaviour through approval or disapproval

    • E.g., praising a girl for looking pretty but discouraging a boy from similar behaviour

• These processes teach children what behaviour is considered suitable for their gender and help maintain traditional gender roles

The role of schools

• Schools are another major influence on gender roles

• Although schools promote equality, gendered expectations can still be transmitted through the hidden curriculum — the unspoken norms and values children learn in school

• Textbooks and teaching materials often show men and women in stereotypical roles, such as men in science or leadership and women in caring professions

• In the playground, boys and girls often occupy different spaces and activities

  • Boys tend to dominate the centre of the playground, playing competitive games, e.g., football

  • Girls are more often found around the edges, engaging in smaller group activities or talking

• Some subjects are still seen as gendered, e.g.,

  • science and technology for boys

  • childcare and textiles for girls

The role of the peer group

• During the teenage years, the peer group becomes a powerful influence on gender identity

• Peers encourage conformity by rewarding or punishing behaviour that fits or breaks gender norms

  • E.g., a boy playing with dolls may be teased or excluded, while boys playing football are praised

• Girls may be encouraged to focus on appearance, fashion, or popularity

• Peer groups may also promote double standards of sexual morality

  • Boys might be praised for sexual behaviour that gains them status

  • Girls who behave in the same way may be criticised or labelled negatively

• Feminist sociologist Sue Lees found that girls were often labelled negatively as 'slags' or 'sluts' for sexual behaviour that boys were admired for

  • Lees argued that this is how the peer group helps to control female behaviour and reinforce gender inequality

The role of the media

• The media (TV, films, magazines, social media) is a powerful agent of gender socialisation, shaping ideas about how men and women should look and behave

• Men are often shown as strong, dominant, and powerful, while women are portrayed as beautiful, caring, and emotional

• This creates stereotypes — simplified and generalised images of gender roles

• The media also promotes the ‘ideal body’ for men and women, influencing self-image and expectations

  • Magazines for women often focus on

    • beauty

    • fashion

    • relationships

    • home life

  • Magazines for men tend to emphasise

    • sport

    • business

    • success

• Films and video games have traditionally shown women as damsels in distress or sexual objects, though this is slowly changing

  • E.g., Elsa from Frozen challenges traditional stereotypes by being a strong and independent female character who does not rely on a male hero

  • However, her appearance still reflects unrealistic beauty standards, with a slim figure and flawless features

• Media representations continue to shape gender expectations by showing what is considered 'normal' or desirable for men and women