Gender Differences in Development

In many societies, people believe that:

• Boys/men are stronger, more mature, and have better thinking and achievement motivation.
• Girls/women are better in verbal skills, more submissive, and tolerant.
• Boys have more reading, emotional, and speech problems.

Some studies show:

• No clear difference between boys and girls in sociability, achievement, and self‑esteem.
• Males show more open (overt) aggression; females show more hidden (covert) aggression.

The passage clearly says: many of these “differences” are not scientifically proven and are largely created by culture and society.

• Recent research (from about 1970) has found some hereditary, genetic, and biological differences between males and females.
• But these biological differences cannot fully explain all the behavioural differences.
• Most differences between men and women are man‑made and culturally constructed.
• So, a balanced view is needed: Biology has some effect, and Culture, learning, and social training have a very strong effect.

Society decides different rules for dress and behaviour for boys and girls.

• Boys are expected to wear pants and shirts and keep short hair.
• Girls are expected to wear frocks, sarees, salwar‑kameez, etc.

The passage says:

• Sari and salwar‑kameez with dupatta are seen as dignified and body‑covering dresses.
• The type of dress is not the main issue; what matters is that it is dignified and covers the body.
• The final choice of dress should depend on a person’s liking and personality, not only on fixed gender rules.

In many cultures, boys and girls are given different experiences from childhood.

• As a result, men and women later differ in their attitudes, values, beliefs, and behaviour.

• Most societies today are male-dominated, with men seen as “masters” who decide how women should behave, dress, and live.
• Women often have less independence and are excluded from important decisions.
• Men can go out freely, while women usually must inform or seek permission from husbands or in-laws.
• This control is justified using traditional customs or the belief that women are “weaker” and need protection.
• Restrictions are often defended due to rising cases of violence against women, making even older women feel unsafe.
• These practices reflect deep gender inequality and control over women’s lives.
• An extreme example is found in some African communities, where girls are castrated before puberty to prevent “illegal” sexual activity—an inhuman practice not applied to men.

• Due to rising literacy, education, awareness, and empowerment, women’s economic independence is steadily increasing.
• Women are slowly but surely moving toward equal rights and responsibilities alongside men.
• Children begin to show gender-typed behaviour between 15 months and 3 years of age, with boys trained to adopt masculine roles and girls feminine ones.
• They learn by watching how their parents and grandparents behave and tend to copy and adapt to these patterns at home.
• When family expectations align with cultural norms, children accept them easily; but if there is a mismatch, confusion and conflict may occur.
• Studies show that gender-typed interests and attitudes are fairly stable from childhood through adolescence.
• However, in adulthood, with increased knowledge and cognitive growth, individuals may revise these early gender attitudes to better fit adult life and responsibilities.

• Many believed gender differences (strength, ability, emotions) are not fully scientific; most are culturally made.
• Biology plays some role, but society and culture play a very big role.
• Dress rules, freedom, and the behaviour of women are often controlled by men in male‑dominated societies.
• There are serious problems like violence against women and unfair practices.
• At the same time, education and economic independence are helping women move towards equality.
• Children learn gender roles very early by watching and copying parents and culture, and these roles can change later as they grow.