Abstract
This book engages with the idea of gender socialisation, its meaning and concepts and the various agencies which influence the idea of making of gender in the Indian context. The issues are divided into two broad themes—part one deals with ‘Themes’ and part two with ‘Perspectives: Agents of Gender Socialisation’. The introduction of the book gives a comprehensive understanding about the distinction between sex and gender and gives the reader an idea that how gender is a socio-cultural construct. The role of socialisation in the making of gender identities is also introduced. The first chapter highlights the theoretical framework associated with gender socialisation by looking at the dialogue between ‘social psychology’ and ‘gender study’. It clarifies theoretically how gender study is not subsumed under the category of women studies but explored into perspectives of third-wave feminism. Social psychology on the other hand explains scientifically what people think, express and act about gender and how they act towards reacting agents to social stimuli. Various theories such as evolutionary, psychoanalytic, behaviourism, social learning, role theory and symbolic interactionism in this volume have been highlighted for an in-depth analysis of what gender is and how it gradually take its form.
The second and the third chapter comprehensively discusses the meaning, formation of gender identities, nature and scope of gender socialisation. Three important aspects to understand the meaning of gender socialisation have been focussed such as differential socialisation, differential gender identity and differential gender role distribution. Here the author critically examines the institutional role of patriarchy, the patriarchal mode of production as well as the attitude towards the LGBTQ communities.
The second portion of the book comprising the remaining six chapters explores various agencies of gender socialisation such as the family, peer groups, school, media and the role of religion. Broadly, as one engages with the reading a clear distinction can be seen in terms of primary and secondary agencies of socialisation in the making of gender identities in the Indian context. Family regarded as the primary group, as referred to by C. H. Cooley (1909), has a fundamental role in creating the social nature and ideas of the individual. The formative idea about a particular gender role is shaped by members of a family as they are the first role model’ for the child. –Pierre Bourdieu’s (1997) notion of social capital, economic capital as well cultural capital can also be seen as an outcome of family as an institution. Just like family, a peer group is not only a primary group but also a social group. It promotes the status quo about gender. The importance of the peer group has been highlighted through various socio-psychological theories such as Vygotsky’s developmental psychological theory, Piaget’s cognitive development theory, Harry Stack Sullivan’s interpersonal psychoanalysis, group socialisation theory and adolescence theory. The influence of the peer group strongly establishes gender stereotypes. Not only primary agencies but also secondary agencies, such as school, media and religion also play an important role in creating gender identities.
The role of school in chapter six enables us to look at how differential treatment by giving different assignments to boys and girls in the school strengthen stereotypes. The role of a hidden curriculum indirectly contributes to shaping ideas about a particular gender role. Similarly, media being the fourth pillar of democracy leaves an indelible mark on the making and remaking of gender identities. Media not only reasserts patriarchal values but also helps in debunking classic patriarchy by providing a lot of alternative avenues to the viewer. Hence the author reflects upon both the positive as well as the negative side of media in sensitising the reader about gender roles. The influence of media also helps in unlearning certain stereotypes associated with a particular gender identity.
The last two chapters highlight the role of religion in terms of its concept, practices and myths. In the Indian context, religion has a tremendous potential especially in internalising social norms and values. Religions, such as Hinduism, Islam and Christianity and the way they impart gender inequalities, have been extensively discussed in these chapters. Finally, the conclusion highlights the path-breaking analysis of Mary Wollstonecraft’s in A Vindication of the Rights of Woman and Simone de Beauvoir’s (1997) The Second Sex. Further, the author concludes by reflecting on the exhaustiveness and complexities associated with patriarchy and how to negotiate it on an everyday basis. It also argues that the complexity of gender socialisation can be revamped by having a progressive approach which will seek and recreate a better word for women.
This book is a comprehensive treatise for undergraduate students and new researchers in the field of gender studies. It is a much needed initiative to bridge the gap in understanding the making of gender identities in the Indian context. It introduces concepts, and theories associated with gender in a lucid manner. The author has not only limited his writing to theories but also engages the reader with contemporary practical examples. Even though at times some arguments are repetitive in nature, the overall concept of the book is interesting as every aspect of gender socialisation has been explored in a systematic manner.