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The role of gender in psychological development and identity
The role of gender in psychological development and identity
Order ID 53563633773 Type Essay Writer Level Masters Style APA Sources/References 4 Perfect Number of Pages to Order 5-10 Pages Description/Paper Instructions
The role of gender in psychological development and identity
The role of gender in psychological development and identity is a complex and multifaceted topic that encompasses both biological and sociocultural factors. Gender refers to the social and cultural roles, behaviors, and expectations associated with being male or female, while sex refers to the biological and physical differences between males and females. This distinction between gender and sex is important because it highlights the fact that gender is not solely determined by biology but is also influenced by social and cultural factors.
Psychological development and identity formation are strongly influenced by gender. From an early age, children are socialized into specific gender roles and expectations. They learn what it means to be a boy or a girl based on the behaviors, attitudes, and values that society attributes to each gender. This socialization process begins within the family, where parents and caregivers often reinforce gender stereotypes by assigning specific toys, activities, and clothing to their children based on their biological sex. For example, boys may be encouraged to play with trucks and engage in physical activities, while girls may be encouraged to play with dolls and engage in nurturing behaviors.
As children grow older, they become increasingly aware of their gender identity, which is their internal sense of being male or female. Most individuals develop a gender identity that aligns with their biological sex, identifying as either male or female. However, some individuals may experience gender dysphoria, which is a condition where their gender identity does not match their assigned sex at birth. These individuals may identify as transgender or non-binary, and their psychological development and identity formation may be shaped by the process of understanding, accepting, and expressing their gender identity.
The impact of gender on psychological development extends beyond childhood and adolescence into adulthood. Gender roles and expectations continue to influence individuals’ behavior, career choices, relationships, and self-perception. Society often assigns different roles and expectations to men and women, reinforcing gender stereotypes and creating gender inequalities. For example, men are often expected to be assertive, competitive, and focused on their careers, while women are expected to be nurturing, empathetic, and focused on their families. These gender roles can shape individuals’ self-concept and influence their aspirations, opportunities, and overall well-being.
It is important to note that gender is a social construct and varies across cultures and societies. Different cultures have different definitions and expectations of gender roles, which can impact individuals’ psychological development and identity formation. Some cultures may have more rigid gender norms, while others may have more fluid and flexible notions of gender. These cultural variations highlight the influence of sociocultural factors in shaping individuals’ understanding and expression of their gender.
In conclusion, the role of gender in psychological development and identity is significant. Gender influences how individuals perceive themselves, how they are socialized, and how they navigate the world. From early childhood to adulthood, gender roles and expectations shape individuals’ behavior, self-concept, and opportunities. Understanding and acknowledging the complex interplay between biology, culture, and individual experiences is crucial for fostering a more inclusive and equitable understanding of gender and supporting individuals in their psychological development and identity formation.
The role of gender in psychological development and identity
RUBRIC
QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points: Student failed to submit the final paper. 20 points out of 50: The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50: The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately. Elements of the required response may also be lacking. 40 points out of 50: The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples. The answer is complete. 50 points: The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples. No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points: Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points: Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points: References to scholarly sources are occasionally given; many statements seem unsubstantiated. Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points: Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented. APA 6th Edition is used with only a few minor errors. There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points: Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented. APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points: Student failed to submit the final paper. 5 points out of 20: The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors 10 points out 20: The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20: The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points: The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points: Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements. The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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