Report on effect that both macro and micro influences have on gender and sexual identities

Gender roles are the differentiated social and behavioral norms that are associated with individuals of a particular sex. Social and cultural factors assume a central position in defining gender roles. This is mainly in terms of interpersonal relationship and personality of a person, meaning that the level of socialization is highly dependent on the biological and physiological differences. Gender roles differ in reference to cultural and historical context. The society expresses the idea of gender identity in terms masculinity, femininity and variant genders or a gender-neutral behavior, clothing, hairstyle and body characteristics. This paper analyzes the impacts of macro and micro influences in the development of gender roles and sexual identity.
Many people claim that the cultural aspects define gender roles where children learn to categories themselves by gender at an early age. Young children learn gender stereotypes and roles from their parents and surrounding environment. Parents play a major role in defining the behavior of the young ones through the early exposure to certain activities or behavior (Benthin, 2009). For example, girls are mainly given dolls and kitchen equipments, which is in line with society’s definition of the female gender. The society claims that boys manipulate their physical and social surroundings through the physical strength or other skills while women learn to present themselves to men (Jensen et al., 2010). Children activities reflect the gender differences in identity of female and male characteristics.
According to Beal, gender roles arose from the correspondences inferences, meaning that gender labor division extend to gender roles (Beal, 2004). Social gender construction appears to people as hierarchical where the male is favored to the top hierarchy. A socially based research shows that the women have majorly dominated than men in the agricultural practices.
Macro and micro influences try to concentrate on the view of gender inequality and the impact it has on the economic development. Research proves that the state of feminism and masculinity is problematic (Beal, 2004). Role segregation in terms of education where the high profession is meant for men, women are to major in the housekeeping, the men having the final say on any decision made and many other has posed a great constraint on the economic development and growth of different countries.
Gender inequalities have allowed some people access to more power based on their genders. Women receive averagely low income than men. This wide gap has been witness in many countries and the percentage been as high as 39. 5% (Jensen et al, 2010). The cause of income inequality occurs in the differences in the individual productivity, attributable to gaps in education and the advocacy of the varying job experiences.
Feminists economists have adopted the approaches in trying to explain the micros, basing on the institutional factors and power dynamics that perpetuates gender inequities (Archer & Lloyd, 2002). This explains the reason for a disparity in the society. For example, women have a high probability of living poor lives and earning less while men with similar qualifications secure advanced opportunities. Women major in the household, which implies specializing in paid or unpaid labor in order to maximize on the household resources, which get slow market wages (Beal, 2004).
Masculinity refers to the dominant sex roles pattern in a large majority within both traditional and modern societies; men appear assertive than women. This affects the willingness of women engaging in a risky operation as compared to men thus their contribution to the economic development remains significantly low.
Unitary model that allow adult preferences to differ is a macro influence as it determines the distribution of resources and tasks about negotiation. Bargaining sometimes fails to lead to an agreement for example divorce, dissolution of the household and many others (Lindsey & Christy, 2010). The bargaining power aligns different factors, which include the access to external social laws protecting different parties in the society. Non-cooperatives models emphasize the gendered nature of bargaining which in most cases the women fall prey to custodial effects that always add on the domestic responsibility as compared to the economic development objectives.
Life cycle comprises of different stages of growth that an individual goes through. The late childhood shows off through the individual competency (7-12years), the main question lies in the factors that hinder people from excellence in a competitive business environment. The children become more aware of themselves as individuals, they work hard to be responsible and good, and doing it right (Lindsey & Christy, 2010). They grasp the concept of space and time in more logical and practical ways. They gain better understanding of cause and effect, eager to learn and accomplish complex activities and establish strong moral codes to guide behavior in the society.
Adolescence stage (13-19years) follows where they are concerned with how they appear to others. At this stage, they develop a sexual identity as they develop. Adolescences bring forth the roles they will play in the adult world. They are up to experience some role confusion due to varied reactions to different circumstances in the society and they may experiment variety of behaviors and activities. This is the stage branded as the “ identity crisis” involving physical and mental changes enabling people to search one’s own intentions. An individual can also react to the intentions of the other and their conceptions on their long-term life roles in the society. The young adults also show anxiety and eagerness to blend their identities with friends (Lindsey & Christy, 2010). They are afraid of rejection and become familiar to pain even though the egos cannot bear the pain. Once they have established their identities they are ready to make a long-term commitment to others.

Conclusion

Masculinity culture expects men control all factors within their social, economic, and political environment. On the other side, it expects women to engage in low-level undertakings, and cater for their families. Dynamic world does not support the aspect of gender inequality or defined roles among the individuals. Role sharing occurs among women and men. There is promotion of co-education, where profession is as important for men as to women all housework is done with equal participation between men and women and neither person dominates in the decision-making. This has been supported by the millennium development goals in an attempt to reduce the level of gender inequity globally.

References

Archer, J., & Lloyd, B. B. (2002). Sex and gender. Cambridge, UK: Cambridge University Press.
Beal, C. R. (2004). Boys and girls: The development of gender roles. New York: McGraw-Hill.
Benthin, A. (2009). Redefining gender roles: The Image of Women in Virginia Woolf’s ‘To the Lighthouse’. München: GRIN Verlag GmbH.
Jensen, L., United Nations & United Nations. (2010). Millenium development goals report: 2010. New York: United Nations.
Lindsey, L. L., & Christy, S. (2010). Gender roles: A sociological perspective. Englewood Cliffs, N. J: Prentice Hall.