Often times, it is fascinating to know how society has socialized us to act and behave towards one another. The development of this social self has been a lifelong change which began at birth and would continue as we prepare for death. Today, most social scientists admit that interaction helps shape human development. This interaction process is known as socialization.
Socialization is the process whereby people learn the attitudes, values, and actions appropriate to individuals as members of a particular culture. During such preparatory stage, we develop a self-identity: First, how we present ourselves to others--- to relatives, friends, even strangers on the street. Second, how others evaluate us (attractive, intelligent, shy, or strange). Finally, there is some sort of feelings such as respect or shame, as a result of these impressions (Cooley, 1902: 152; M. Howard, 1989: 249).
Indeed, as we are born male or female and begin to nurture certain perceptions, feelings, and beliefs about who we are and what we are like, society on its part determines that which we must do, say or think. For example, “toughness” has been traditionally seen as masculine--- and desirable only in men--- while “tenderness” has been viewed as feminine. By this societal orientation people engage in activity or lifestyle that conforms to the status quo.
As we have seen, the continuing socialization process involves many diverse social forces which impact our lives and alter our self-images. The irreversible agents of socialization: the family, the peer group, the mass media, as well as the school, makes everyone a caretaker of society’s norms and values.
To begin with, the family is the institution where children and adult orient themselves to the surrounding world as they adjust to becoming future spouses, parents, and in-laws (Gecas, 1981). Depending on how they are treated, infants and other family members can develop strong social affections and dependency on others. In the United States, such social progress includes exposure to cultural norms regarding gender and race. African American parents, for example, have learned that children as young as two years old can absorb negative messages about Blacks in children’s books, toys, and television shows--- all of which are designed primarily for White consumers (J. White, 1993).
Psychologist Shirley Weitz (1977: 60-110) has shown that differential treatment of children by adults is a persuasive part of gender-role socialization. For instance, in Ghana, Kofi and Afia are twins with an unusual interest in science at an early age. For his birthdays, Kofi is given chemistry sets, science literature, miniature microscopes, and the like; however, despite asking for similar gifts, Afia is given dollhouses, beautiful dresses, and encouraged to play “Ampe” with girlfriends. And the wish to study science is considered “strange” for a girl her age. Eventually, Kofi becomes a “science genius” and Afia as a children teacher in a local school down their neighbourhood.
With the rise of mass media in the last 75 years, the expectation of gender roles has changed. Remarkably, between the ages of 6 and 18, the average young person spends more time watching the “tube”, listening to radio or reading newspapers (15,000 to 16,000 hours) than working in school (13,000 hours). By age 16, the average television viewer has witnessed some 200,000 acts of television violence, including 33,000 fictional murders (Murphree, 1991; Waters, 1993). Television has usually set gender roles by portraying boys as more active, aggressive, and rational than girls, whose role is to read and help with housework, whereas boys play sports, go on excursions, and get into mischief.
Professors of education Myra and David Sadker (1985: 54, 1994) note that “although many believe that classroom sexism disappeared in the early ‘70s, it hasn’t.” There continues to be a differential treatment based on gender. In Ghana, and nearly all societies, boys receive praise for the intellectual content of their work, whereas girls are more likely to be praised for being neat. Teachers reward boys for confidence (for example, calling out answers without raising their hands) while scolding girls for similar behaviour. Finally, girls often are not expected or encouraged to pursue higher-level mathematics or science courses. This “system must change” (American Association of University Women, 1992: 84).
Gender differences are seen in the social world of adolescents. Males are more likely to spend time on group of males, while females are more likely to interact with a single other female. This pattern reflects differences in their levels of emotional intimacy (Dornbusch, 1989: 248).
Even though the cultural norms and values of a country or society remain powerful determinants to how roles are assigned to all sexes, personality is not lost within all these frames. Therefore, all resources and opportunities must be shared equitably and not to the disadvantage of either sex especially females. There is much hope for the future.
Comments