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full version The Role Of Gender In Consumer Behavior Essay
Needs, wants, motives, values and actions are all critical components of the human experience.
Who we are is very much a combination of our experiences and our genetic code. In this context,
understanding the role of gender role in society is extremely important when looking at how
people perceive and react to various stimuli. This paper reviews how males and females differ
biologically, psychologically and culturally, and how these factors can influence consumer
behavior. Due to the complexity of this issue (e.g. ethnic background, family value system,
mother/infant relationship, sibling/parental interactions, position as first-, second-, third-born
child, sociocultural interaction), the scope of this research will generalize based on U.S. norms
with a primary focus on early gender development, especially as it relates to cognitive
development.
While biological and physiological differences define the sexual differences between male and
female, the term gender relates to "The set of arrangements by which a society transforms
biological sexuality into products of human activity, and in which these transformed needs are
satisfied" (Reiter 1975). There is much debate over which came first, biology or behavior.
For instance, were males born stronger and therefore became the predominant hunter, or were
they born with a hunting instinct and later developed the physical attributes required for this
activity. While it is the author's opinion that most likely, both behavior and biology evolved
slowly, reacting to environmental factors - the fact remains the men and women are different.
Hormonally, male androgens and female estrogens and progesterones are found in differing
concentrations at birth but these levels rise significantly during the pubertal period of
development. As hormones play a critical role in psychological organization and sexual
disposition, the lower levels found in young children (e.g. pre-school and elementary age) may
account for why boys are girls are less different than men and women. Recent
neuropsychological research in the relationship between hormonal development and sexual
difference suggests that hormonal levels might play a significant role in spatial development and
marker cues (Herman and Wallen, 2007). For example, males typically use distance and
direction (e.g. North, South, East and West) to find location whereas females use more physical
cues (e.g. street signs or buildings).
A recent study finds that, by comparing normal female and male rhesus macaques to those who
differed in their prenatal exposure to androgens, the research team observed that “When
both spatial and marker cues were available, performance did not differ by sex or prenatal
treatment. When salient landmarks directly indicate correct locations but spatial information is
unreliable, females perform better than males. Male subjects whose testosterone exposure had
been blocked early in gestation were more able to use the landmarks to navigate than were
control males. They performed more like females. This suggests that prenatal testosterone likely
plays a role in establishing the sex difference in using landmarks for navigation.”
A major drawback regarding most research on this subject is that is it conducted primarily on
non-human subjects (hormonal experimentation can require large amounts of blood samples).
The difficulty lies in determining what is relevant for our species. For example, a recent
experiment determined that male roundworms preferred the smell of green vegetables, as
opposed to hermaphroditic worms that preferred the smell of buttery popcorn. By manipulating
hermaphroditic neurons to behave similar to male neurons, the manipulated worms went toward
the green peppery smell (White, Jorgensen et. al 2007). Although this implies a relationship
between smell preference and sex, there is no way this study can directly correlate to human
behavior. However, the research of simple organisms gives scientists a clearer picture of what
might trigger different reactions to stimuli in more complex biological systems.
Although the exact mechanics of sexuality, hormones and behavior are not fully understood,
most researchers do agree that hormones significantly contribute to differences in social behavior
both between sexes and within the same sex (Chess, Thomas, Hertzig 1988). There is strong
evidence to suggest that a critical period of gender role development comes between 18 months
and 3 years (Money J., Ehrkardy, A. 1972). Infants with normal hormonal levels during this
stage are extremely likely to develop in a normal psychosexual manner. There also appears to be
a correlation between specific hormonal levels and stimuli during the course of gender
development. For example, males with high levels of stress or those who loose often (e.g. a
game, an argument, a job) show a drop in testosterone levels, while hyper-androgenized girls
tend to enjoy more physical activities and prefer a male-oriented social hierarchy (Money J.,
Ehrkardy, A. 1972).
Recent research suggests that female brain consists of a larger concentration of white brain
matter, which has been link to the transferring information between parts of the brain. One
suggested advantage of this stronger “transfer” network is a greater capacity to
describe emotional state (which may help explain why females do not struggle as much with
their thoughts during adolescence compared to males). In contrast the grey-matter, which is more
strongly linked to information processing, is predominantly responsible for cognitive abilities in
males (Haier 2005). In addition to correlating type of predominant brain-matter to gender-based
cognitive function, a review of how hemispherical lateralization differs between sexes is critical
to understanding gender difference, especially with respect to cognitive skill and stimuli
response.
The left hemisphere is generally more involved with processing verbal information while the
right hemisphere processes more spatial information. It widely accepted that prenatal hormones
play a critical role in lateralization and bilateralization processes and may explain why males
tend to be better with spatial information while females typically develop superior verbal skills
(females also typically have greater bilateral brain function than do males, McGlone 1977). This
reinforces research on how men and women ask for and interpret directions to a location. As
previously stated, men typically use distance or orientation (e.g. 10 miles, North or South) while
women have a tendency to rely more heavily on landmark information.
New research even suggests that males and females often use different parts of their brains to
perform similar tasks. One interesting application of how this affects specific behavior can be
seen in the variation of gender respond to humor. By comparing brain activity over the course of
funny cartoons and unfunny cartoons (as defined by test subjects), researchers observed that
something funny caused increased activity in the female reward processing center while unfunny
stimuli caused deactivation of this region in males. In other words, “men have much
higher expectations for their cartoon-reading experience than women do. Women are pleasantly
surprised when they get the joke, whereas men are sorely disappointed when they do not”
(Azim 2003).
As previously stated, we cannot down play the potential influence that external factors such as
family and social development play with respect to gender development. Children are born with
stereotypes (e.g. gender-specific names, gender-specific colors, gender-specific toys) that begin
to frame a child's perception of the world with respect to gender (social learning theory, Bee
1998). Historically boys have been encouraged to play with toys that involve spatial abilities and
have been encouraged more than girls to pursue math or science-based activities. Yet studies
have shown that the spatial abilities of girls have greatly improved over the last 40 years, most
likely due to changes in cultural standards with respect to spatial development. Even though the
gap in gender-based performance has narrowed, statistically girls continue to lag behind boys in
math and sciences (Mead, 2006).
Physical differences between males and females also influence gender roles. Obvious differences
include the fact that men are (on average) taller than women. Some of these differences are
subtle but could have profound effects on gender stereotyping. For instance, from birth, girls
typically have better hearing than do boys. These differences to manifest themselves in different
social expectations (e.g. women typically play a greater role in raising children). An astute
marketer would to well to understand how these physical difference could effect purchasing
behavior and use. .
Using Cognitive Development Theory as a framework, it is observed that children become aware
of gender identity between the ages of two and three (gender labeling). This actualization
coincides with the initial development of motives, values and behaviors associated with cultural
norms in a process commonly referred to as gender typing. With that said, US culture has seen a
lot of change in the past several decades with respect to traditional gender roles and gender
behaviors. For instance, the fact that men today are more involved with their daughters' lives
(e.g. playing with them and encouraging their participation in sports and education) and that
traditionally feminine traits of collaboration and empathy are more socially accepted may both
be partially responsible for a blurring of gender roles in society today (Kindlon 2006).
One consequence of this framework which has major implications in a behavioral context is how
men and women group information. It has been suggested that males prefer to process
information on a more general level, which infers that they do not look as closely at product
attributes, rather focusing on comparison by common threads as opposed to subtle differences
(Meyers-Levy, 1986). Whereas females prefer to review differentiations based on attributes and
would therefor make brand-based decisions based on differentiating factors. Additional research
suggests that men typically utilize a single dimension on which brands are segregated (e.g chose
type of cuisine to distinguish restaurants versus using location or price as primary category) and
men will group potentially unrelated brands together as long as they meet this single
distinguishing factor. Females are more likely to create multiple dimensions when categorizing
information (e.g. type of cuisine, price and atmosphere). So where men categorize “The
Olive Garden” as an “Italian eatery”, women might see it as a
“clean, mid-priced Italian eatery” (Wajda, Hu 2004).
An example of how this could effect behavior involves brand positioning. In categories where
women are the primary audience, more specific product positioning could have a more
significant impact on perceived product value. For products in male-dominated categories, such
attention to detail in position may not be as critical and driving home one key message regarding
product benefit. In products with a mixed gender audience, the marketer should take advantage
of visual cues to focus a message that will initially promote a single benefit but that delivers
additional attribute and positioning information after the key message has been delivered
(allowing enough time for males to process and categorize the initial message) in an effort to
balance large buckets information with minimal processing effort.
Our review to this point has depicted numerous examples of how nature and nurture combine to
influence gender roles. With this structure in place, we can now get a better understanding of
how it may be possible to enhance individual responses to stimuli based on gender-related
response. For example, knowing that males use spatial relationships to find locations while
women typically rely on landmarks, we might want to reference both types of information on a
website giving our location (within the past few years, MapQuest has developed map-based,
orientation-based and even aerial-based directions to improved the functionality of its product for
both genders).
Quite possibly, the use of verbal cues (e.g. showing actual words) in a spatially complex
advertisement might enhance positive affect with a female audience (even though the primary
audience for such a spatially-focused advertisement should be male-dominated). If we
incorporate the finding that males tend to rely on a single/primary piece of information in order
to process information, as opposed to females who tend to take in information from multiple
avenues and that men typically will typically expend less effort to process information (Meyers-
Levy, 1986), we can start to develop a clearer picture as to how men and women might react
differently to specific messages.
Since this research focused primarily on the earliest stages of gender development, the topic of
gender group dynamics was beyond scope. However, an understanding of how gender groups
form and what might influence these groups are important to a discussion of gender and behavior
(e.g. how does one become an alpha female, what are the long-term implications of various
gender-specific social hierarchy roles). For instance, it has been widely observed that women are
more prone to becoming shop-a-holics. Is this due to traditional gender roles (e.g. housewives
might have more time to shop or might be more exposed to the shopping experience), or what
other gender development and biological factors might yield a more precise rationale for this
behavior. Another relevant topic not covered here concerns how aging affects men and women.
For instance, women tend to be much more active later in life and have longer lifespans. This
information would be extremely critical to a land developer creating a senior citizen retirement
community.
Despite the limited scope of the research for this paper, the information gathered was extremely
eye opening. Clearly, the stage has been set for great strides in gender behavior research in the
near future. For instance, by utilizing brain-pattern research similar to the humor experiment
(Azim 2003) with respect to how men and women process taxonomic information (e.g. internally
develop brand categories), we might gain a better understanding of this phenomena. The
information we do have already has a wide range of implications (e.g. health, behavior) and
should open the door for the next generation of gender-based marketing. Cognitive development
and process can be thought of as the gateway to explaining subcultural differences in gender
behavior. Other physical attributes (e.g. average height), cultural factors (e.g. group interaction,
lifestyle, age) and personal traits (e.g. individual hormone levels) all influence are and influenced
by gender. Additionally, it is critical that we not generalize research findings on gender, we must
remember the context in which information is gathered and we must consider the complex
network of socio/cultural/biological confounding factors that are relevant to behavior. For
instance, gender-specific information processing for restaurants might depend on non-gender
based likes and dislikes, and it may greatly differ from how men and women process brand
information on cars. Also, intelligence itself is a critical factor which might attribute for
differences in cognitive structuring of categories. In any case, a discussion on consumer behavior
most definitely should begin with at least a basic understanding of the complex network of
nature and nurture associated with gender.
Bibliography
Web-based & Podcasts
Researchers Sniff Out Brain Sex Differences. Scientific American 60-second podcast.
http://www.sciam.com/podcast/episode.cfm?id=2503154F-E7F2-99DF-39687F4CB7A9B788
Sex and prenatal hormone exposure affect cognitive performance. Emory WHCH Press Release.
http://whsc.emory.edu/press_releases2.cfm?announcement_id_seq=9703
Mead, S. (2006). Evidence Suggests Otherwise: The Truth About Boys and Girls. Education
Sector. www.educationsector.org/analysis/analysis_show.htm?doc_id=673669
Runyan, A. (2005). Sex is more than socialization. The Stanford Daily Online
http://daily.stanford.edu/article/2005/8/18/sexIsMoreThanSocialization
Book-based Research
Bee, H., Lifespan development. New York: Longman, 1988.
Thomas, A., Chess, S., Birch, H. G., Herzig, M. E., Kom, S. Behavioral individuality in early
childhood. New York: New York Univer- sity Press, 1963.
Kindlon, D. Alpha Girls: Understanding the New American Girl and How She is Changing the
World. New York: Rodale Books, 2006.
Liss, Marsha B. Social and Cognitive Skills: Sex Roles and Children's Play. San Bernardino,
CA: Academic Press, 1983.
Mayer, John D. Personality: A Systems Approach. Boston, MA: Allyn & Bacon 2007.
Money, J. and Ehrhardt, A. Man & Woman, Boy & Girl: Gender Identity from Conception to
Maturity. Northvale, N.J.: Jason Aronson, 1996. Originally published: Baltimore: Johns Hopkins
University Press, 1972.
Schaffer, Kay F., Sex Roles and Human Behavior. Cambridge MA: Winthrop Publishers, 1981.
Periodical-based Research
Bella, Emily C., Willsonb, Morgan C., Wilmanb, Alan H., Davea, Sanjay and Silverstone, Peter
H. “Males and females differ in brain activation during cognitive tasks.”
NeuroImage, Volume 30, Issue 2, April 2006, Pages 529-538.
Herman, Rebecca A., Measdaya, Megan A. and Wallen, Kim. “Sex differences in interest
in infants in juvenile rhesus monkeys: relationship to prenatal androgen.” Hormones and
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Talbot, Margaret, “Girls Just Want to be Mean”, (New America Foundation) The
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Research Papers
Wajda, T., Hu, M., “Gender Differences in Cognitive Structure: Preferred Levels of
Taxonomic
Abstraction.”, Kent State University, 2004.
Early Differences
• At one day old, boys look at mobiles longer than newborn girls.
• One-year-old boys preferred watching a film showing cars to one showing a person.
Girls showed the opposite preference.
• At a few hours, old girls are more sensitive than boys to touch. Tests between the sexes
of tactile sensitivity in the hands and fingers produce differences so striking that sometimes male
and female scores do not even overlap, with the most sensitive boy feeling less than the least
sensitive girl.
• When it comes to sound, infant females are much less tolerant  one researcher
believes that they may “hear” noises as being twice as loud as do males. Baby
girls become irritated and anxious about noise, pain or discomfort more readily than do baby
boys.
• At four months, most baby girls can distinguish photographs of people they know from
photographs of strangers; baby boys cannot.
• Three- and four-year-old boys are better at mentally rotating figures than girls of the
same age.
• Evidence accumulated more recently, however, suggests that the effects of sex
hormones on brain organization occur so early in life that from the start the environment is acting
on differently wired brains in boys and girls.
• When asked to judge when someone might have said something potentially hurtful, girls
score higher from at least seven years old.
• Women are more sensitive to facial expressions. They are better at decoding non-verbal
communication, picking up subtle nuances from tone of voice or facial expression or judging a
person’s character. Men tend to show “direct” aggression such as hitting
whereas women show covert or relational aggression, such as gossip or verbal insults.
• Hypothesis: women’s brains are designed for empathy whereas men’s
are built for understanding and building systems.
• The amygdala, the brain’s emotion-control center, shows significantly higher
levels of activity in males viewing sexual visual stimuli than females viewing the same images,
according to a study led by Emory University psychologists Stephan Hamann and Kim Wallen.
• Women might have better short-term memories. They can store greater amounts of
irrelevant and random information than men, who seem to need the information to be organized
in order to remember it.
• Men tend to perform better than women on certain spatial tasks. They do well on tests
that involve mentally rotating an object or manipulating it in some fashion, such as imagining
turning [a] three-dimensional object or determining where the holes punched in a folded piece of
paper will fall when the paper is unfolded.
• Men also are more accurate than women at target-directed motor skills, such as guiding
or intercepting projectiles. They do better at matching lines with identical slopes. And men tend
to do better than women on tests of mathematical reasoning.
• Women tend to perform better than men on tests of perceptual speed in which subjects
must rapidly identify matching items. When reading a story, paragraph or a list of unrelated
words, women demonstrate better recall. Women do better on precision manual tasks вЂâ€
that is, those involving fine motor coordination  such as placing the pegs in holes on a
board. And women do better than men on mathematical calculation tests.
• Among a sample of 40,000 “gifted” 12- to 14-year-olds who took the
SAT, about twice as many boys as girls scored above 500 on the math section; four times as
many scored above 600; and 13 times as many boys than girls scored above 700. Boys and girls
performed approximately the same on the verbal portion.
• Observations on people who scored in the 99th percentile on the math portion of the
SAT and found that as they worked on problems, the men relied on grey matter in the cerebral
and parietal cortices, whereas women showed more activity in areas with white matter, sparking
the observation by Richard Haier, a professor of psychology at the UCLA Medical School that
“Maybe [the women] are doing the math using the white matter.”
Structural differences
• Men have about six-and-a-half times the amount of gray matter related to general
intelligence than women, and women have nearly 10 times the amount of white matter related to
intelligence than men. These findings suggest that human evolution has created two different
types of brains designed for equally intelligent behavior. Gray matter is used for information
processing, while white matter consists of the connections between processing centers.
• The difference in white and gray matter between the sexes might help to explain why
men excel at local processing tasks while women tend to be good at integrating and assimilating
information from distributed gray-matter regions.
• 84 percent of gray-matter regions and 86 percent of white-matter regions involved with
intellectual performance in women were found in the brain’s frontal lobes, compared to
45 percent and zero percent for males. Thus, most of women’s brain matter involved in
intelligence is in the frontal lobes, whereas the grey and white matter involved in men’s
intelligence is distributed throughout brain regions.
• Women have up to 15 percent more brain-cell density in certain areas of the frontal
lobe, which controls so-called higher mental processes including judgment, personality, planning
and working memory.
• Parts of the corpus callosum, a major neural system connecting the two hemispheres, as
well as the anterior commissure, another connecting structure, are larger in women, which might
enable better communication between hemispheres.
• Men seem to have greater asymmetry between brain hemispheres, and damage to one
hemisphere often has more of an effect on cognition than a similar injury in women.
• Prenatal testosterone levels were positively correlated with skills on a mental rotation
test (imagining objects being rotated).
• Males with IHH (idiopathic hypogonadotrophic hypogonadism) have small testes (and
therefore low levels of testosterone) and are worse at spatial reasoning.
• Male babies with androgen insensitivity (AI) syndrome are also worse at spatial
reasoning.
• Females with CAH (congenital adrenal hyperplasia) have high levels of androgens and
enhanced spatial systemizing.
• Women’s performance on certain mental tasks varied throughout their menstrual
cycles. High levels of estrogen were correlated with decreased spatial ability but increased
speech and manual skills.
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