Gender equality in the contemporary social debate - Essay Example

Gender and Identity. Gender equality is a very crucial factor in contemporary social debate. It is generally accepted that women have been discriminated against over the ages, and this attitude is in need of urgent change. Great strides have been made towards achieving equal status for women, particularly in western societies. However, some vestiges of gender discrimination, such as gender stereotyping, glass ceilings in the professional world and the reluctance of males to accept responsibility in childcare and domestic duties, persist In this context, Aaron H. Devor’s essay, “Becoming Members of Society: Learning the Social Meanings of Gender,” makes for interesting reading. Devor argues that gender identity is socially constructed and analyzes how gender roles are developed and learnt throughout our lives. Devor’s theoretical concepts give us valuable insights in interpreting a more practical essay on gender and identity by Judith Ortiz Cofer: “The Story of my Body.” Cofer gives an autobiographical account of how physical appearance is a factor in the development of identity. Here again, social values play the dominant role. Devor’s argument on the development of gender identity through the concepts of ‘generalized others’ and ‘significant others’ is validated in Cofer’s account of the social pressures exerted in developing an identity based on physical appearance. Devor argues that gender identity is socially constructed. By referring to “The task of learning to be properly gendered members of society” (Devor, 527), he makes it clear that gender identity is leaned and not congenital. This process of learning is reinforced through a system of social rewards and punishments throughout the life of an individual. Gender performance must conform to established social norms. Gender Identities “act as cognitive filtering devices” which enable people to learn appropriate gender role behavior. The development of Gender Identity begins when a child is about eighteen months and is the result of learning from the people round the child. Children first “understand gender as a function of role rather than as a function of anatomy” (Devor, 529). It is by conforming to the expectations of society that the child develops gender identity. The individual concept of the self includes the self-image of oneself as an individual (the subjective ‘I’) and the image of oneself as seen by others (the objective ‘me’). At first, children indiscriminately absorb the generalized standards of society, based on the attitudes of people round them. Devor terms this the attitude of the “generalized other” which functions as a “guide, or an internalized observer” that helps the child to avoid social disapproval and scorn (530). Of course, all people do not play an equal role in social and personal interactions of an individual. Some people play a more significant role in the “formation of one’s self-image and one’s ideals and goals” because they interact more closely and for longer periods of time with oneself (Devor, 530). Such individual comprise the “significant other.” The ‘generalized other’ denotes the “innumerable faceless members of society,” while the ‘significant other’ denotes those individuals who exert a stronger, more intimate influence on the formation of self-image. Gender identity is one of the facets of this developing self. Devor’s concept of the ‘generalized other’ finds expression in Cofer’s account. In Puerto Rico, Cofer’s relatively fair complexion and height make her a tall, “white girl” (Cofer, 537). On moving to America, the very same skin color and stature make her “a brown girl” and “the smallest member of my classes” (Cofer, 537). Here, it is clear that the larger Puerto Rican and American society constitutes the ‘generalized other’ which teaches the child Cofer that her identity is defined by the social norms which stereotype physical appearance. Cofer’s personal identity of herself as a ‘white’ person in Puerto Rico changes into that of “a person of color” in America. Here, Cofer’s bicultural heritage is another factor in the development of her identity. The consequence of this heritage is that the attitude of the ‘generalized other’ is strongly influenced by racial prejudice in any interaction with Cofer. This is clearly seen in Cofer’s experience in her American Public School. Cofer enters the school “thinking myself a pretty girl” (543). This is based on her interaction with the ‘generalized other’ in Puerto Rican society, where she is even ‘rewarded’ for being pretty by a grocery store proprietor. However, the ‘general other’ as represented by the school teachers and staff has its own “hierarchy for popularity” (Cofer, 543). In this hierarchy, Cofer finds herself ranked lower than the white and Jewish girls. Cofer offers evidence for Dover’s stand that identity is the result of social learning by declaring that “I didn’t consciously think about my height or size until other people made an issue of it” (540). These words mirror Devor’s assertion that children develop concepts of themselves “while observing themselves as reflected in the eyes of others” (Devor, 529). Cofer sees herself reflected in the eyes of the ‘generalized other’ as dark, short and not pretty. Cofer’s identity is also the result of her interaction with the ‘significant other’ in her life. Her mother is one of the ‘significant others’ who exert a strong influence on her as a child. It is her mother who reinforces Cofer’s self-image as a pretty, fair and tall child. Cofer is obviously a part of a loving family in which she is given positive feedbacks which strengthen her self-image. It is only when she encounters color prejudice in the Italian supermarket that she realizes “the meaning of skin color in human relations” (Cofer, 539). The elder Italian brother taunts her saying “Dirty brown is your natural color” (Cofer, 540). Cofer is deeply humiliated by this experience. Although she cannot understand why her clean brown skin is considered dirty, she realizes that color is a part of her identity. The Italian is a ‘significant other’ whose scornful interaction makes an impact on Cofer. Its effect lingers even after she becomes an adult. In Devor’s view, this humiliation is a form of punishment. Cofer understands that she is a person of color. The “pretty white boy” (Cofer, 544), for whom she develops an infatuation in High School, is another ‘significant other’ who inflicts social disapproval on Cofer. By reporting his father’s scorn of her for being a Latino, the boy makes her aware of social expectations regarding her status. She is not considered good enough to date a white boy. Cofer’s experiences validate Devor’s ideas regarding gender and identity formation. Cofer confirms that it is social interaction which makes her aware of her heritage and her physical appearance. This conforms to Devor’s claim that the initial attitude of children towards themselves is based on the degree to which “children absorb the generalized standards of society into their personal concept of what is correct behavior” (Devor, 530). As Devor holds, Cofer needs to meet societal expectations. Cofer admits, “I wanted to be wanted” (541). Cofer’s lack of skill on the games field again reflects Devor’s position on social pressure. Cofer says, “even the smallest girl could make me feel powerless and inferior” (541). Devor’s concept of the ‘generalized other’ and the ‘significant other’ is clearly reflected in Cofer’s experiences. However, Cofer’s final adult identity challenges Devor’s assumptions. While Cofer is influenced by the generalized and significant other, she proves herself to be an exception to rigid conformity to societal expectation. She astutely attributes her popularity in college to the desire of her dates to portray a “liberal” image of themselves to society. She realizes that her physical appearance is only a variable based on her current circumstances and surroundings. Cofer transcends Devor’s generalized and significant others to assert that her image and sense of “self worth” are based on her writing skills and the respect of people who genuinely care for her as an individual. This is in line with Devor’s final admission that “training to gender roles is neither complete nor uniform” (535). Devor’s scholarly essay and Cofer’s personal piece reinforce each other and the reader gains a heightened understanding of gender and identity by reading them together. Works Cited. Cofer, Judith Ortiz. “The Story of my Body.” True Women and Real Men. Ed. Editor's Name(s). City of Publication: Publisher, Year. 537-545. Print. Devor, Aaron, H. “Becoming Members of Society: Learning the Social Meanings of Gender.” True Women and Real Men. Ed. Editor's Name(s). City of Publication: Publisher, Year. 527-535. Print. Read More