Challenging Socio-Cultural Identities
In
India, cultural ethos and norms play an important role in socialisation
of men and women. Gender identities and gender relations are critical
aspects of culture because they not only shape the way daily life is
lived in the family, but also in the wider community and the workplace.
Many of the barriers to women's empowerment and equity lie ingrained in
cultural norms. Many women feel these pressures, while others become
accustomed to them and start taking it as a way of life. Even if some of
the men, legislators, NGOs are aware of the benefits women's empowerment
and participation can have; many are scared of disrupting the status
quo. Every step towards women’s equality is a struggle against social
norms.
A gender stereotype is a generalised view or
preconception about attributes or characteristics that are or ought to
be possessed by, or the roles that are or should be performed by women
and men. In our culture, the ideal male is seen as competent, stable,
tough, confident, strong, accomplished, non-conforming, aggressive and
one who is a natural leader. The ideal female is seen as warm,
emotional, kind, polite, sensitive, friendly, beautiful, gentle, soft
and is the follower. In urban contexts, these gender expectations and
stereotypes could be more subtle and indirect. Research shows that these
stereotypes create dangerous consequences that limit a person’s full
potential and well being. Men and women, because of these stereotypes,
are forced to ignore their personality traits, temperament and unique
characteristics that make them who they are. Instead there is always a
tendency to conform to the cultural notions of ‘masculinity’ and
‘femininity’.
These norms get reflected in many ways which
at times are very disturbing. Glorification and appreciation of specific
women roles like she feeling happy and contended when she eats at the
end after feeding everybody in the family makes women think that this is
how it should be (being sacrificial, caring, non-expecting). Being
referred to as the family’s ‘honour’ denies women human dignity and
self-autonomy. She is no longer seen as an individual, but somebody’s
daughter, sister, wife or mother and as this is accepted as a
socio-cultural norm it is expected that girls believe and accept this as
a reality.
A gender stereotype is particularly harmful
when it limits women’s and men’s capacity to develop their personal
abilities, pursue their professional careers and make choices about
their lives. Young girls’ attitudes and views towards motherhood have an
impact on their educational attainment. Research studies have shown that
girls who reject traditional gender roles tend to do better at school
and achieve higher grades, compared to girls who hold traditional views
on gender.
It is a task for policy makers and
educational institutions to challenge these gender stereotypes and
beliefs. For example, male and female teachers may reproduce traditional
male and female roles in the classroom. The female teachers may follow
the ‘supportive sympathetic’ archetype, whilst male teachers follow the
‘authoritative’ archetype. Adolescents usually adhere to traditional
male and female roles and archetypes as they try to make sense of their
roles and identities. Addressing detrimental gender stereotypical views
in the classrooms will involve improving teachers’ self-awareness of
their own views and educating them regarding how to challenge
destructive gender beliefs in the classrooms.
Empowerment approaches for women should not
just look at providing services, but also address the multiple layers of
discrimination that hinder their access to opportunities. Evidence
suggests that despite good intentions, if gender policies do not tackle
socio-cultural, economic as well as institutional factors connected with
gender; their impact will be limited.
■
Alka Srivastava
asrivastava@devalt.org
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