Tacoma Community College
Developing through lifespan
I believe that at birth people are born with a "blank slate"; meaning there is not an inherent good or evil gene that foresees what we'll become in life. I am not trying to suggest that one should ignore the role of heredity altogether and focus on the environmental factors for every human being. Science continues to explore the wonder of heredity, genetics, chromosomes, and the relationship to human development and has been doing so for many years to narrow down the factors which make up individual human nature and people's personality. I believe it is important to be aware of these scientific variables because they undoubtedly contribute to human development. The nature nurture debate have run a close race when the topic arises and psychology researchers are in agreement that heredity and environment both play significant roles in the development of various human traits. Researchers continue to disagree, however, on the extent to which heredity and environment contribute to the development of a particular element and on how various factors may affect each other to create a certain human characteristic. The notion of nature, therefore, refers to the biologically given tendencies and capabilities that the human being possess, and most likely may unfold themselves throughout the course of life. I believe the environment and the exposure each individual experiences molds our virtues and values. I find it is easy to establish that it is as human beings environment, notably family, friends, community influence, are fuel for the social drives of an individual. When we go beneath the surface, I believe we should recognize that humans are in their essence focal points of conscious activity: sensing, speaking, reflecting, hearing, achieving, awareness, and so on. Ordinary understanding as the discovery of prearranged knowledge cannot grasp the human fundamental nature.
Gender and sexuality How do we learn to be male or female? Gender identity is a person’s sense of being male or female social learning theories. Gender identity is a person's private sense, and subjective experience, of their own gender. This is described as one's private sense of being a man or a woman, consisting primarily of the acceptance of membership into a category of people: male or female. I know that societies have a set of gender categories that can serve as the basis of the formation of a social identity in relation to other members of society. In all societies, there is a basic division between gender attributes assigned to males and females. However, some individuals do not identify with some (or all) of the aspects of gender that are assigned to their biological sex. In most societies, there exists a gender binary, a social dichotomy that enforces conformance to the ideals of masculinity and femininity in all aspects of gender and sex gender identity, gender expression and biological sex. Some societies have third gender categories that can be used as a basis for a gender identity by people who are uncomfortable with the gender that is usually associated with their sex; in other societies, membership of any of the gender categories is open to people regardless of their sex.
Gender identity is usually formed by age three and is extremely difficult to change after that. The formation also commonly concludes between the ages of four and six. Gender identity is affected by influence of others, social interactions, and a child’s own personal interest. Understanding gender can be broken down into four parts: (1) understanding the concept of gender, (2) learning gender role standards and stereotypes, (3) identifying with parents, and (4) forming gender preference. A three year old can identify themselves as a boy or a girl, though they do not yet fully understand the implications of gender.
Gender identity is formed as children search for