Gender Identity: Nature vs Nurture Debate - Essay Sample

Introduction

Previously, the scientific evidence showed the existence of an inclination towards the notion that gender identity was directly influenced by the upbringing of an individual from childhood to adulthood (Colapinto, 2004). Such arguments awakened different perception and experiments to prove whether there exists different ideologies or evidence that implied the opposite. Today, the debate on nurture vs. nature has dominated the psychology of development where the objective is to ascertain the role of nature and nature and its impact on gender identity. Initially, debates and scientific experiments pointed out that the gender of a child and related behavioral tendencies could be determined by upbringing and the environment as seen in Dr. John Money's publication back in the 1960s (Bader, 2014). However, emerging evidence has shown how restricting arguments to this concept could be misinformed. This paper focuses on gender identity throughout childhood and how it relates to the concept of nature vs. nurture.

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Early Scientific Experiments and Outcomes

Early experiments by scientists provided conclusions that favored the debate of gender identity as a factor of nurture as opposed to nature. The work of John Money back in the 1960s postulated that a child's gender could be determined by subjecting the individual to constructed nurturing intervention as opposed to the influence of nature (Bader, 2014). Although the John/Joan case by the scholar was criticized and associated with bias and skewness, it awakened a significant level of inquiry on the need to understand whether nature or nurture impact and define gender identities. When David Reimer stepped up and stated that he was the object of John Money's experiment, it became clear that indeed there existed a gap between nurture and gender identities. David Reimer was suicidal, depressed, and troubled while growing up as a girl; however, she assumed her male identity later in life when the parents revealed what transpired. Although David Reimer committed suicide later at the age of 30, his experience depicted the existing disparity between nurture and gender identities as mutually existing concepts (Diamond, 2006). Questions, therefore, arose on whether gender identities are entirely a subject of nurture or nature or a mixture of the two dimensions.

A series of studies conducted at the John Hopkins Children Center has provided significant evidence on how gender identity is entirely a subject of nature and not nurture. According to the scientific revelations on the studies, gender identities are exclusively predetermined even before a baby is born. William Reiner carried out two experiments that showed that the amount of exposure to specific gender hormones decides whether a child will be identified as feminine or masculine (Berenbaum & Bailey, 2003). Reiner, who is a urologist as well as an adolescent psychiatrist, further documented the findings from 14 children with complete male hormones and testicles but lacked a penis. Although 12 out of the 14 children were sexually reconstructed to be females and exposed to feminine environment and behavior, the 12 children raised as females later reassumed male identities as seen with their attitude, behavior, and interactions. The two children who were not subjected to any form of surgery grew up as males with normal psychological and physical experiences. The second study by the scholar that followed the other 12 children with male genetics composition but were reconstructed to females also showed how the kids gradually reassigned back to male identities (Berenbaum & Bailey, 2003). Based on the current scientific revelations, gender identities are more of a natural factor and less of nurture contrary to earlier perceptions.

Understanding Gender Development Throughout Childhood

In infancy, children are keen to observe information about gender by reviewing adults' appearances, behavior, and interaction. The interaction between parents and children are usually aligned in term of gender, which subsequently defines how the children eventually understand gender (Zoslus et al., 2011). Between 18 and 24 months, toddlers start processing gender-related messages from multiple sources by looking for patterns embedded in their homes or immediate settings. Through gender, it becomes possible to secure and understand group belong and development (Zoslus et al., 2009). Therefore, children start focusing on what defines group belonging in their environment, which includes their home and care settings.

It is considered that at the age of 3 or 4, the issue of gender identity takes a more advanced meaning among children. The ability to conceptualize and link specific attributes to different genders start becoming pronounced at this level. Children start to establish expectations based on existing rules and behavioral tendencies, which informs their understanding of how each gender should look and behave. According to Halim and Ruble (2010), children between the age of 3 and 4 are associated with the ability to understand the concept of 'boy and girl' and their related attributes. The dimension of expectations also creeps in at this level.

Additionally, at the age of 5 and 6, the level of thinking among children could be rigid. For example, experimental evidence indicates that children at this age bracket are completely aware of the existing rules as well as the pressure to comply with specific gender-related expectations. The element of rigidity originates from their lack of ability to comprehend and understand the values and principles that underpin the gender-related rules and behaviors. Miller et al. (2009) ascertain that at this level there is a high level of gender rigidity since a child could easily identify that a contrary behavior could be considered strange by other children. Therefore, based on these pieces of evidence from different scholars, children process gender identity elements and characteristics as they grow at different levels and as they interact with adults within their care settings.

Influence of Nature and Gender Identities

Several nature factors define and shape gender identities. A study by Auyeung et al. (2009) measured the fetal testosterone to assess sex-related behaviors. The study used prenatal testosterone from 212 expectant subjects to assess sexually differentiated behaviors. The scholars found out that samples associated with male fetuses had a higher level of testosterone in amnion when compared to female fetuses. The study further adopted the Pre-school Activity Inventories (PSAI) scale to assess the difference in behavior between boys and girls. The results indicated that boys had significantly higher PSAI scores when compared to girls (Vu, 2017). It is clear from the study that gender hormone is a predeterminant factor for gender identity. However, in cases involving congenital adrenal hyperplasia (CAH), girls showed higher levels of PSAI scores similar to boys because of the genetic disorder (Hines et al., 2004). The explanation of variation in scores where girls depicted a higher level of PSAI scores ascertained that indeed hormonal exposure was primarily the fundamental factor that determines gender-typed behaviors disparity between boys and girls irrespective of the nurture factors they experience later as they grow (Auyeung et al., 2009).

Experiments associated with gender reconstruction among children have shown that the gender at birth superseded any form of alteration attempts by subjecting the children to the expected behaviors. After a specific period, these children assumed their original gender despite being raised as the newly acquired sex orientation. Nurture theory has been refuted by a comprehensive degree of evidence starting from Reiner's experience to the experiments conducted by John Hopkins College. The magnitude of failure depicted in follow-ups of children subjected to gender reassignment has further raised concerns about whether it should be initiated at infancy (Vu, 2017). The laboratory experiments on animals and the subsequent extension of human behavior evaluation indicate that gender identities defining and adults originate from the fetal hormonal exposures during development as opposed to nurture experiences. It is, however, essential to recall how key environmental experiences play a vital role in shaping how children perceive and express the gender identities they acquired during the prenatal developmental stage. Exposure to testosterone during early life paves the way for how adults behave later in life in line with gender identities (Vu, 2017). The absence of testosterone, which implies the presence of ovaries, creates an avenue for female-typed behaviors later in life. In this case, throughput childhood and later in life, gender identities are predetermined by nature factors based on the hormones during the prenatal development stage. A change of such orientations through nurture interventions have little effect on the original gender identities embedded in an individual by nature.

Influence of Nurture and Gender Identities

From the discussion in the previous sections of this paper, it is apparent that nature plays a key role in defining and shaping gender identities; however, the question now remains whether or not we should discredit nurture at all costs. Indeed nurture has a place in defining gender identifies since children, despite being born with predestined hormones, are keen to observe, conform, and interpret the behavioral tendencies they witness among adults in their care environment. Several nurture factors equally exist and they impact gender identities to some significant degree throughout childhood.

The social learning theory by Bandura postulates the nature of social cognition among children where the scholar ascertained that a significant number of behaviors are learned through observation (Bandura, 1977). From childhood, children observe and learn the behavior of the people living in their environment and later imitate and consume what they witness. The social norms associated with children not only stems from the hormonal embedment but also observations and encounters as they grow. Family and peers form part of the care environment that provides a learning platform for children, which in turn cement their understanding of gender identities. A study by Iervolino et al. (2005) ascertained that family and peers are immediate feedback sources that are strongly inclined to gender identities. For example, through the behavior and attitude of family and peers, children perceive that boys require stricter social norms when compared to girls (Iervolino et al., 2005).

Additionally, what children learn in school influence their attitude and understanding of sex-typed behaviors and perceptions. Initially, books published between 1967 and 1971 were dominated by male characters associated with specific roles and behavior (Oskamp et al., 1998). Adventure and vigorous physical activities dominated male characteristics as depicted by 92% of books while male characters were associated with passive and indoor activities. For example, during this period over 40% of American women were working as laborers but books published during this period did not capture this social atmosphere (Oskamp et al., 1998). Therefore, exposure to learning material that depicts gender in a particular manner directly imparts the same ideologies to learners. In this case, nurture cannot be entirely ruled out as part of the factors that shape gender identities.

Conclusion

In conclusion, the debate between nature and nurture's effects on gender identity development has evolved over time. Early experiments favored nurture's influence; more recent research conducted at institutions such as John Hopkins Children Center demonstrates a stronger influence from nature, particularly prenatal hormone exposure in shaping gender identity development. Nurturing environments still play an integral part in molding children's behaviors as children learn them from their surroundings; nonetheless a nuanced understanding must take into account both nature's predispositions as well as those exerted upon by nurture, creating an in-depth view of gender identity development that offers comprehensive perspectives of development of gender identity development.

Frequently Asked Questions (FAQ) for Essay:

FAQ 1: Is Gender Identity Determined By Nature Or Nurture?

Answer: Gender identity is the result of both nature and nurture working together in tandem to shape its expression and understanding by individuals. While early experiments favoured nurture's role, recent research indicates prenatal hormonal exposure plays the more significant part. Nonetheless, nurturing environments continue to influence how individuals express and understand their gender identities.

FAQ 2: Is gender identity change possible through nurture interventions?

Answer: Unfortunately, research shows that gender identities created through nature (i.e. prenatal hormonal exposure) tend to remain unchanged by nurture attempts at redirection. Cases like David Reimer's tragic experience illustrate this point and demonstrate just how difficult redefining gender identity with nurture alone can be, emphasizing its reliance upon nature for its development.

FAQ 3: How is social learning theory connected with gender identity development?

Answer: Bandura's Social Learning Theory highlights the crucial role nurture plays in gender identity formation. Children learn behavior by watching and imitating what they observe or experience around them; nature provides an essential framework, while an environment rich in family, peers and social norms amplifies and channels gender expressions further.