Some folks assume that girls and boys behave and like different things based on their distinctive innate nature and physical differences. While it might be true that they identify themselves based on biological traits like their gender/sex, Penelope Eckert, the author of Learning to be Gendered, argued that receiving different treatments and nurture can have influence on how girls and boys learn to identify themselves. Penelope suggest that there’s a social matter where an individual’s gender can be a heavy label on how he or she would be like, but part of the gender label is developed by parenting while growing up. Even at birth, gender roles are conditioned by their milieu. Baby girls are given flowery or pink gifts while boys are
The documentary “The Pinks and the Blues” and the podcast “Can a Child be Raised Free of Gender Stereotypes” discuss the unconscious gender stereotypes and assumptions that our culture places upon children. Children are enculturated with ideas about who they should be, how they should think and behave, and this enculturation has distinct effects upon the child psychology and way of living in the world. The viewer is left with the question: Is it possible to raise a child without gender stereotypes? “The Pinks and the Blues” states that gendered treatment of children begins within 24 hours of the child’s birth. Descriptors for male infants and female infants were different, with boys being labeled as big, strong, and alert while girls were labeled as being delicate, petite, and inattentive.
Burak defines gender socialization as “the process of interaction through which we learn the gender norms of our culture and acquire a sense of ourselves as feminine, masculine, or even androgynous” (Burack, 1). According to Burack, people of different genders behave differently not due to biological factors, but due to socialization that teaches individuals to behave in a particular way in order to belong to a certain gender. For example, women may tend to be nurturing, not because they are biologically programed to be caretakers, but as a result of society teaching them through toys and media to act as mothers. In this way, gender becomes a performance based on expectations rather than natural behaviors or biology, a phenomenon called “doing
Criticism of heteronormative institutions such as marriage is often met with resistance and struggle in America even today. A little over a year after Obergefell v. Hodges (2015), queer sexuality has been accepted, but polyamory is still considered a taboo. Within our borders society has declared that men may lay with men, but only if it is with each other. Fifty years ago, the environment was quite similar. In France, to criticize the hegemonic institution of marriage was still deemed radical.
From the moment of my birth, I was declared a girl and my parents immediately attempted to raise me to be every aspect of my gender, from behavior to beliefs. In sociology, this is known as gender role socialization, which is the process of socializing boys and girls to conform to their assigned genders’ attitudes, beliefs, behaviors, values, and norms. My parents taught me how think and behave like a girl through the way the way they dressed me, how they did my hair, and the toys they allowed me to play with. However, having been raised with a brother, I also picked up on some of his supposed gender roles. I am exactly who I am due to the way I was socialized by my parents and others around me.
The definition of morality is principles concerning the distinction between right and wrong or good and bad behaviour. Young children do not have normally have a belief system and take their position from their parents/carers. Children learn what is right and wrong from the carers around them and the reactions they get from their parents/carers towards their actions. For example, a child how breaks their toys will be told off by their parent and will know that their actions were wrong.
In 2011, Peggy Orenstein published Cinderella Ate My Daughter to examine how princess culture impacted girlhood. “What Makes Girls Girls?” is a chapter in this book that delves into the implications of sexual difference and whether or not it is rooted in biology. By studying various research projects conducted by professionals, Orenstein discovers that, ultimately, a child’s environment plays a key role in behavior. To pose the question of whether the concept of gender is inherent, Orenstein references several examples that have sparked a considerable amount of discussion about how a child’s gender expression is molded by upbringing.
Aleah Smith Response Paper 2 In a society ruled by the gender binaries between men and women, Ursula Le Guin challenged these ideas in her novel, The Left Hand of Darkness. Le Guin’s goal was to eliminate gender to discover what it truly means to be human. This book was a thought experiment in order to open the eyes of society and reflect on the constructs in place. However, Le Guin’s literary choices inhibited the reader from truly seeing Grethen as the sexless planet Le Guin hoped to portray.
Although some people believe that nature affects the gender identity, others argue that, based on the education an individual receives, it is actually nurture. For example, John Moore, a teacher at a female-only school, says, “My findings suggest that, in some senses, the single-sex school is strongly feminist” (Moore, 2005). On the other hand, many societies teach the children gender stereotypes to try and limit them from becoming against what the society feels is appropriate. Gender roles or stereotypes are “a set of qualities, behaviors, and attitudes that are considered appropriate for males and females based on their biological sex” (Whalen & Maurer-Starks, 2008). Most of the time, these stereotypes are taught and explained to the children in the early stages of learning, since as mentioned above, gender identity is most likely detected after the child is two years old.
Judith Butler’s Gender Trouble (1990) and Bodies that Matter (1993) works are fundamental texts of study for this thesis. Both works are deeply influenced specially by French structuralism and post-structuralism schools of thought. In Gender Trouble, Butler deconstructs the established, normative, Western construction of the Gay/Straight and hetero/homosexual binaries to discuss the lack of perspective regarding the heterogeneity of sexual identity and diversity as it is present in twentieth century society. Her arguments focus not only on the production of binaries and their rigidity from a sociological standpoint, but also on how the use of these binary structures can affect us in processes of sexual identity construction because of interpretations and constraints coming from various fields such as: the
If you are a woman, then you were probably deeply offended in one way or another by the title of this essay. Sadly, this is the way that some people still think in this day and age. The essay “Learning to be Gendered,” by Eckert and McConnell-Ginnet, at one point states “Gender is the very process of creating a dichotomy by effacing similarity and elaborating on difference, and where there are biological differences, these differences are exaggerated and extended in the service of constructing gender” (Eckert). Today, gender bias has become a disease throughout society. We say we want to cure ourselves of it, yet very little is actually being done, especially with television and media.
Introduction Parents play an important role in guiding the development of their child in the early years, before the influence of teachers and peers comes into play (Diem-Wille, 2014). This influence that parents have on their children would naturally affect the child’s perception of gender roles and stereotypes. Following the approach of the Gender-Schema Theory, the child learns about gender in his or her society by observing behaviours of the people around him or her and then classifying the information as characteristic of different genders (Bem, 1983). The family environment and experience would therefore be central to helping the child construct schemas about gender roles since parents’ actions and attitudes are part of the information that the child receives from the environment that is integrated into the schema (McHale, Crouter, & Whiteman, 2003).
When does this occur? This paper will help to shed light on how gender roles develop in childhood and why certain roles are cast for certain genders in various cultures. From a very young age, children are socialized to adhere
Children and young adults are identifying with gender roles at a young age due to mass media. Children develop within a society that is gender-specific when it comes to social and behavioral norms. These come from the family’s structure, how they play with others and by themselves, and school. Girls were expected to be more passive while boys were to be more aggressive and expressive with masculine behaviors. “Before the age of three, children can differentiate toys typically used by boys or girls and begin to play with children of their own gender in activities identified with that gender.
Sexual Identity In “Gender Socialization and Identity Theory” by Michael J. Carter, he asserts gender identity originates with the family. The writer maintains that families are the agents of identity socialization. Carter argues that beginning with infancy children are taught how they are expected to socialize primarily by their families, simply due to the continuous contact with one another, boys are dressed in blue while girls are dressed in pink. The author plainly elucidates children gain knowledge of homophily through playmates by self-segregation into homogeneous groups.
When planning my lessons, I need to focus on incorporating gender-sensitive activities. In “The Gendered Brain” courses, I learned to ask myself, “Did I CAP my lesson?” CAP stands for Cognitive, Affective, and Psychomotor. Cognitive, also known as the Neomammalian, is where the frontal lobe allows learning to take place at a higher level. Affective, also known as the Mammalian, is associated with emotional response.