Femininity and Masculinity in High School

Gender identity, from a sociological standpoint, encompasses all of the meanings that are assigned to oneself based on one's gender identification. These self-meanings, in turn, serve as a source of incentive for gender-related behaviour. A person with a more male identity should act more masculinely, that is, participate in activities with more masculine connotations, such as being more domineering, competitive, and independent. The meanings suggested by the acts are more significant than the behaviors themselves. Self-meanings about one's gender are established in social contexts beginning at birth, as a result of continual interaction with significant persons such as parents, classmates, and educators. Individuals may grow to regard themselves as breaking from the masculine or feminine cultural model despite drawing on common cultural concepts of what it is to be male or female that are imparted through institutions such as religion or the school system. A person may name herself female, but instead of perceiving herself as stereotypically feminine, such as expressive, warm, and subservient, she may perceive herself as somewhat stereotypically masculine, such as instrumental, logical, and dominant. The premise is that people perceive themselves along a feminine–masculine spectrum, with some considering themselves as more feminine, others as more masculine, and yet others as a combination of the two. Their gender identity is defined by their self perception along the feminine–masculine continuum, and it governs their behaviour.