As with human society where people migrate to roles they feel most competent to hold, or most enjoy, or receive the most praise or reward for holding - Zetas likewise gravitate to roles. In human society individuals find themselves less than free to choose their roles. Parents not infrequently start talking about their hopes for their offspring before they are out of diapers. Non-athletic children are pushed to practice, as daddy was on the Varsity or mommy always dreamed of being a ballerina, so junior must fulfill the parent's dream. If a child is bright enough to foresee a successful performance at university, a lucrative white collar professional career looms up and overshadows any desire of the child itself. The child is not asked what he or she enjoys or desires, they are told what others expect of the child. Sometimes these expectations are relayed in frank verbal terms, as in direct orders, but most often are relayed via body language or the not-so-subtle withdrawal of support and love. Fail to go to football practice and daddy is more interested in reading his paper than talking to junior, and all mention of the weekend trip to Disneyland has stopped.
So how do we, the Service-to-Others Zetas, differ? All children are given access to all learning experiences, equally. Should they indicate difficulty with some material, or confusion, their request for assistance is met without hesitation. The males, for instance, do not have their questions answered while the females find they are expected to be seen but not heard from. When our little girls well up with ideas, they are given the opportunity to present on an equal basis with our little boys, nor are they cut-off in mid sentence by male teachers or fellow students, as little girls in human society find they are, daily. In short, we simply treat little boys and girls as true equals, so that when they arrive at the point where they can contribute to Zetan society, they are prepared to make their decision about the roles they would like to fill. In the Service-to-Others society, roles are self chosen, in response to the needs noted or expressed by others.
So, imagine this scenario: Zetan youngsters, having sopped up all the learning their curious minds can hold, and having practiced various roles during play and school projects, by choice, now spend a portion of their time in the community. They attend one of the community meetings that occur regularly or more often if need arises. They hear discussion on a problem the adults are dealing with. A youngster, as the adults, is free to volunteer his or her services. If the others feel, in their hearts and minds, that the youngster would be overwhelmed in this role, this is, in essence, another problem to be addressed. Perhaps a classmate, or one of the adults, offers to assist the young volunteer, and in this regard is truly just a second set of hands or a backup in case of failure. The volunteer is allowed to proceed, even if inexperienced. All are in Service-to-Others, and none wishes to harm the community, so the volunteer is not assumed to be operating out of self interest. Most often, in such situations, we are pleasantly surprised. On occasion the youngster needs some assistance. And when there is failure, we wait for the youngster to request a review, so they may learn from the failure, before comments are offered.
So if the Zetas find that their sexes choose different roles, how do these roles by sex come about? In the same way that roles by height, or physical or mental acuity, or past experiences and differing knowledgebase, or desire to learn in a particular area, or empathy with certain experiences affect role choices. In no other way.