How does gender affect identity

A stereotype is a commonly understood, but fixed, set of ideas and views about what it means to be a certain type of person.

Gender inequality emerges when people are treated differently and are discriminated against, based on their gender. Australia has made some progress in supporting equality for women. However, women are still, on average, paid less than men; take on more low-paid or unpaid caregiving roles; experience more workplace discrimination and sexual harassment; and are more likely to be the victims of partner violence.

Youth and adults in Australia who are transgender or gender diverse can also experience high levels of discrimination, bullying and harassment. This can lead to feelings of loneliness and isolation as well as mental health issues such as depression , anxiety or suicidal thoughts. At home, and through some school programs, children can be taught to:. Gender dysphoria is the emotional distress experienced by transgender or gender diverse people, caused by feeling they were born into the wrong body.

At around 3 years of age or older, many children who are transgender or gender diverse will begin to express their identities, as other children do, through their play, behaviour and choices. This could mean dressing more like the opposite sex or playing games or with toys typically associated with the other sex. This exploration does not necessarily mean your child is transgender.

In younger children, gender dysphoria may show up in the form of emotional problems or behavioural issues. You may also notice the child repeatedly saying they belong to the opposite sex, or want to be the opposite sex, or will be when they grow up. They may persistently draw pictures of the opposite sex. For example, a boy might often draw pictures of girls or women. Just over 1 in Australian school-aged children identify as transgender.

As gender diverse children reach puberty and the teenage years, their bodies undergo changes in line with their sex rather than their gender.

This can cause them to become extremely distressed and they may experience mental health issues. In Australia, parental permission is required for any teen or child under 18 years old to receive hormone treatment.

No child under 18 is legally permitted to have gender reassignment surgery. Learn more here about the development and quality assurance of healthdirect content. Gender identity is feeling male, female, both or neither.

Gender dysphoria is when your child is distressed by feeling different from their birth gender. Read more on raisingchildren. Some women talked about having limiting traits that they saw as being associated with their gender — such as an innate conservatism, perfectionism, lack of self-confidence, risk aversion or an unwillingness to promote themselves or their achievements.

It is important to note that a number of women rejected the idea of gender-based traits outright and saw these instead as personality-based. It was noticeable how much context made a difference to the way women experienced the potential advantages, disadvantages or insignificance of their gender. There was talk of progressive departments, excellent leadership, visible sponsorship and support from those senior to them.

All of these led to women feeling more able to bring their talent to the fore and be recognised for doing so. Being able to see a range of varied role models — including women — thriving in their discipline or area also provided a genuine basis on which to be positive about their prospects. Several women talked about feeling accepted and valued in one part of their working lives — perhaps in their team or research group — and far less so in others. However, male academics do occasionally treat me like a secretary, and industrialists and overseas scientists can exhibit some surprisingly unreconstructed attitudes.

Some participants commented positively about progress made around gender equality, legislation and the educational opportunities available for girls and women. Despite some grounds for optimism, there was little sense of complacency or a feeling that parity had been achieved. Several women talked about the energy it took to challenge, cope with or defy the limiting assumptions attached to their gender.

This in itself offers a pressing reason for organisations to be passionately interested in inclusion, as there is a clear impact on performance. I probably could have done more with my life if I could have used all that time and effort for working, instead of justifying my existence. At their worst, gender assumptions manifest themselves as overt sexism or discrimination.

There were, however, specific examples of sexism, sexual harassment and explicit discrimination. These serve as a warning about the importance of robust organisational policies and procedures to identify and tackle sexism and discrimination when it occurs. The attitudes described in the paragraphs above were seen to play out in a range of practical ways. Given that men still hold the majority of leadership positions in the majority of organisations, they exercise significant sway over the decisions and views that shape their workplaces.

All notions of merit are subjective, and organisations need to question how that subjectivity potentially affects who is seen as successful. A more inclusive definition of success starts to reshape workplaces by enabling them to identify and then reward a broader range of contributions from a more diverse group of individuals.

These observations emphasise the importance of recognising that gender issues are organisational issues. Recruitment, promotion and performance are all leadership concerns and require leadership attention. The patterns described here are also by no means exclusive to Cambridge, which as an institution reflects the society it is part of. It was very frustrating, but I concentrated on doing the best work I could and eventually people caught on.

On an individual level, women described a range of responses to the blockers, assumptions and stereotyping they experienced.

Many chose to try to counter negative assumptions by concentrating on producing the highest standards of work. This paid dividends in some circumstances, but was insufficient to secure appropriate recognition in others. Some women looked to put themselves in the best possible position for advancement by diversifying their skills and seeking out opportunities to use them.

Others, but perhaps too few, talked about the value of securing support from mentors and sponsors to help them navigate their careers. Many made use of good friendships and networks to provide individual support in handling situations, but fewer to connect with other women experiencing similar concerns or to mobilise broader demands for improvement. There is no need to feel alone: many women in the University have had similar experiences.

Several women in leadership positions had the authority, seniority and political awareness to be able to shape their college, department or discipline. They seemed to feel a personal responsibility for making a difference by improving the circumstances and opportunities for other women.

Given that there are relatively few senior women in total, there was some mention of isolation, suggesting the value of creating more natural opportunities for them to collectively exchange insights and amplify their influence. So — lucky break? Although the women involved in the book talked about the assumptions and stereotyping that came with their gender, many also focused on the potential opportunities too.

Being conspicuous sometimes meant they were able to draw attention to their achievements, were noticed as a conference speaker and were invited to join a particular group or committee. When this was allied with self-confidence, women talked about being able to bring a fresh perspective to a situation, meeting or problem. The non-linear career paths pursued by many women we spoke to also presented the potential for gathering more diverse experiences that in turn could positively affect the insights and contributions they were able to bring.

They also talked about the resilience and flexibility that came with forging a career that deviated from a traditional norm. They were able to appreciate how much had shifted for women during their lifetime, whilst also seeing that more needed to be done.

Whilst some women were uncomfortable with the notion that there were such things as typically female attributes, others claimed a perceived advantage around competencies like communication, collaboration and building relationships. Whether linked to gender or not, these qualities clearly benefit organisations and are features of some of the most effective leaders.

Parents can make sure their young child's environment reflects diversity in gender roles and encourages opportunities for everyone. Some ideas would be to offer:.

Children's books or puzzles showing men and women in non-stereotypical and diverse gender roles stay-at-home dads, working moms, male nurses, and female police officers, for example. A wide range of toys for your child to choose from, including baby dolls, toy vehicles, action figures, blocks, etc. By age six, most children spend most of their playtime with members of their own sex and may gravitate towards sports and other activities that are associated with their gender.

It is important to allow children to make choices regarding friend groups, sports, and other activities they get involved in. It is also a good idea to check in with your child to learn about their preferences and to make sure they feel included without teasing or bullying. In addition to their choices of toys, games, and sports, children typically express their gender identity in the following ways:. Social behavior that reflects varying degrees of aggression, dominance, dependency, and gentleness.

Manner and style of behavior and physical gestures and other nonverbal actions identified as masculine or feminine. Social relationships, including the gender of friends , and the people he or she decides to imitate.

While a child's gender-specific behavior i. Our expectations of "what girls do" and "what boys do" have changed.

Many female athletes excel at their sports. Girls increasingly pursue subjects traditionally thought of as "masculine. Such interests also do not determine or influence one's gender identity. Furthermore, our ability to predict who a child is based on early preferences is not very accurate and may be harmful if it leads to shame or attempts at suppressing their skills, talents, and genuine self. Still, when a child's interests and abilities are different from what society expects, they may be subjected to discrimination and bullying.

It is natural for parents to have gender-based expectations for their children and to want to protect them from criticism and exclusion. Instead of pushing children to conform to these pressures and to limit themselves, parents can play an important role in advocating for safe spaces where their children can feel comfortable and good about themselves. If your child doesn't excel in sports or even have an interest in them, for example, there will still be many other opportunities and areas in which he or she can thrive.

Regardless of gender identity, each child has his or her own strengths that may not always conform to society's or your own expectations, but they will still be a source of current and future success. Gender development is a normal process for all children. However, all children need support, love, and care from family, school, and society, which fosters growth into happy and healthy adults. He specializes in adolescent substance use disorders and gender and sexual development, and also practices in related specialty clinics at Hasbro Children's Hospital and Emma Pendleton Bradley Hospital.