GENDER STEREOTYPE Name of the Student Name of the University.

Running head: GENDER STEREOTYPE
Name of the Student
Name of the University
Author Note

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GENDER STEREOTYPE
Abstract:
Gender roles are the stereotypes which are culture based phenomena that create
appropriate behavior for both male as well as female (Ispa-Landa, 2017). The understanding of
these gender roles is evident in children of four and this understanding is extremely important for
their social development. The gender roles are influenced by the environment, family, society,
and culture of individuals and the mindset of the individuals are shaped according to this
stereotype. While many children have a firm sense of their gender roles, significant number of
children experience confusion regarding their gender identity (Ispa-Landa, 2017). It is crucial to
clarify these roles since it plays a massive part in developing the self-concept and influences the
relationship in later life. The root of this stereotype is gender inequality which acknowledges that
men and women are not equal. Consequently, it further affects the lived experience of
individuals. These differences arise from distinctive psychological, biological and cultural
norms (Parker et al., 2016). . Some of these distinctions are empirically grounded whereas other
differences are socially contracted which further facilitate the development of personality (Parker
et al., 2016). According to the Freud’s psychoanalytic theory, personality is developed through
childhood stages. If a child is subjected to the experience of gender inequality of stereotype
where he or she observed gender stereotype in environment, culture, and society, his or her
personality will be developed according to the gender roles (Blossfeld et al., 2016). Hence, it
begins to play a significant role in psychosexual development.

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GENDER STEREOTYPE
References:
Blossfeld, H. P., Buchholz, S., Skopek, J., & Triventi, M. (Eds.). (2016). Models of secondary
education and social inequality: An international comparison. Edward Elgar Publishing.
Ispa-Landa, S. (2017). Racial and gender inequality and school discipline: Toward a more
comprehensive view of school policy. Social Currents, 4(6), 511-517.
Parker, P. D., Jerrim, J., Schoon, I., & Marsh, H. W. (2016). A multination study of
socioeconomic inequality in expectations for progression to higher education: The role of
between-school tracking and ability stratification. American Educational Research
Journal, 53(1), 6-32.