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Sandra Bem proposed the gender schema theory in the 1980s. The gender schema theory incorporates cognitive, childrearing, and cultural factors…
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Many parents teach their children about the certain stereotypes that are tied to specific genders. This ideology is taught at home, interaction with other people at school, and lastly, the media. This is why a girl will feel more comfortable interacting with other girls at home. It just seems like the right thing to do. If a child is taught that boys are better at certain subjects, the response could possibly be failure, which would be influenced by that stereotype. A child’s development is also influenced by their natural response to certain…
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In the article, Learning to be Gendered by Penelope Eckert and Sally McConnell-Ginet, the effects of upbringing and society on a child’s gender identification are analyzed. Throughout the child’s development, they are often guided by the world around them into gender classifications. Society decides on norms for the child to follow based on their gender, then they would grow up to better match those ideals. This is important because if society pushes us towards these labels, it limited our ability to decide on what we perceive ourselves as without outside forces acting upon us. Some studies on the development of gender identities in children seem to show evidence towards the nurture side of gender. Often parents would speak to their child differently depending on their physical gender (740) or set their playing tendencies around gender specific toys (743). This sort of mentality seems to be heavily ingrained in our societal conventions, even those who attempt to do away with these patterns fail to overcome them.…
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The research conducted was pinpointed at young males age 12-17. Young males were thought to have cross gender identity or gender behavior disturbance (Reker, Bentler, Rosen, Lovaas, 1977). This lack of identity causes boys to take on feminine characteristics. Boys will want to have children, cook and clean, even be the mother figure, when unsure of their sex identity. This is commonly seen in males who have not yet hit puberty; once puberty sets in it is oftentimes difficult for the child, because the hormones in the body don’t always agree with how the child views himself. A cross gender identity or gender behavior disturbance is found in one out of one hundred thousand children (Reker, Bentler, Rosen, Lovaas, 1977). Children who face these challenges often have social developmentally problems because they don’t know what sex group they belong…
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Through the process of gender socialization children learn how to act according to their sex with different gender roles. Gender roles can be defined as certain behaviors and attitudes specifically classified as something a male or female distinctly does. If a girl suddenly burps in front of a friend, she might get a response like “ugh, that’s so manly!” This is a prime example of how gender roles have been fused into our society and daily life. Women are generally expected to be housewives that look pretty, cook, clean, and nurture their kids. On the other hand, men are understood to make the money for the family. Girls play with dolls while boys play with action figures. These gender codes are typical for the average American family, and are taught to children through several implicit tactics. In our society there are many hidden signs that secretly teach children how to behave within their distinct gender role. Specifically, gender socialization is most commonly learned through children’s toys which are colored, marketed, commercialized, and distributed by parents in ways that promote gendered behavior. When playing with toys kids learn the stereotypical gender roles categorized for each sex.…
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During the time children are growing up, they are often taught what is normal for their gender to play with. Such as, for girls, they are “supposed” to play with dolls, are talkative, emotional, and other related personalities. For boys, it’s all about being athletic, dressing in blue, and video games; all those are deemed stereotypes. Lise Eliot explains in the article, that nature and nurture aspects of the developmental stage are not just inherited or taught, but oftentimes considered both.…
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Gender stereotypes are widespread around the world. They emphasize the male‘s power and the female’s nurturance. Gender stereotyping changes developmentally; it is present even at 2 years of age but increases considerably in early childhood .In middle and late childhood, children become more flexible in their gender attitudes but gender stereotyping may increase again in early adolescence.…
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From the minute babies are pushed out of a mother’s womb, or even an embryo in the third trimester, gender is a predominate factor in the way they are treated. Whether it’s with gifts (pink for a baby girl and blue for a baby boy,) or hypothesis about what this baby will grow up to be, oh this little one will be a nurse (referring to the delicate, nurturing three-day old female,) emphasis is greatly placed on the gender or sex of the child, creating cultural/gender norms and limitations. Gender rigidity is primarily produced in a child’s first years through advertising in toys or clothing, and forms limitations for gender roles later in life, such as jobs or behavioral mannerisms.…
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This theory proposes that a child watches a role model that is perceived as similar to itself (i.e. same-sex) and sees the situations in which they are rewarded or punished. They encode this behaviour, and then later attempt the acts they saw receive positive sanctions. If the child is also rewarded for the behaviour, this reinforces the benefits of the conduct, and the child will continue to do it. The parental reinforcement in children’s play seems great, mainly because people in general have quite fixed opinions about what is appropriate for boys and girls play, which tends to form from preconceived ideas of the different traits of the genders. An example for this is that birth parents view their sons as bigger and stronger (Rubin, Provenzano, & Luria, 1974, cited by Spelke, & Pinker, 2005) and this is reflected in how they treat the child. For instance, Smith and Lloyd (1978) gave mothers ‘masculine’, ‘feminine’ and ‘neutral’ toys and found that when a baby was dressed as a boy the mothers encouraged masculine behaviour such as motor activity play. Lytton and Romney (1991) also found further evidence to support…
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Gender schema: structures that allow a person to organize information related to gender by linking gender labels to objects, traits, and behaviors.…
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“From birth until death, gender shapes human feelings, thoughts, and actions. Children quickly learn that their society considers females and males different kinds of people, by about age three, they begin to think of themselves in these terms.” (Macionis, 2014) With just these thoughts in mind from such a young age affect how each people think about females and males, which treat them differently…
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In Bussey and Bandura’s analysis of the gender schema theory, they noted that the ability of children to identify themselves as males or females is essential for gender schema development. Once formed, the schema expands to include knowledge of personality, interests, and social attributes associated with gender (5). Therefore children are expected to behave in ways that are consistent with gender roles. Gender identity is present in school and thus affects children greatly. The expectations and attitudes linked to being a male or female that children develop for themselves and others influence their school performance and social behavior (Burke 160). Peter J. Burke researched a sample consistent of 1,688 sixth, seventh, and eighth grade students from 58 classrooms in 15 different schools and distributed questionnaires (161). He found that children with “‘cross-sex’ gender identities were more likely to have been ‘criticized’ for inappropriate gender-role behavior” and to have experienced name calling (161). Burke established that significant changes occur between the sixth and seventh grade in students and their performance in science, social studies, and math; by the eighth grade, sex differences have emerged in all subjects. Gender identity reduces the female advantage by the following percentages: math, 40%; science, 25%; social studies, 25%; English, 25%; and foreign…
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Sexual orientation and preference describes a person's romantic, emotional or sexual attraction to another person from the same or opposite sex. Since shaping the child's gender identity starts immediately after birth it is difficult to determine whether masculine or feminine behavioral traits result from biological or environmental factors. However, there are several theories about the development of gender in children such as social learning theory, cognitive developmental theory and gender schema theory. According to the social learning theory, children observe their parents, relatives and peers and copy their gender-appropriate behaviors. Family members emphasize gender-appropriate behaviors and condemn those that are not when children are at the most impressionable age. The second theory, cognitive developmental theory, maintains that children's understanding of gender develops together with their intellectual abilities. Young children may not understand until certain age that gender is a stable characteristic. This theory suggests that the development of gender identity is age-dependent, while according to the social learning theory it is a continuous process which starts from the first interactions of the child with the people around…
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Being a boy or a girl seems a very certain thing referring to the “sex” of the child which is determined by the child’s physical characteristics. Actually, children are able to decide to behave like a boy or a girl or something in between when growing up by their personal internal definition and interpretation of self which is their “gender identity”. This identity does not completely depend on their biological sex though most children’s gender identity aligns with their biological sex. Sometimes it is also influenced by expectations of gender from children’s parents, grandparents, teachers and some other previous generations and the society. Expectations from different people in different societies differ to each other and children of a society are often punished or rewarded for the degree to which the social roles they play accompany culturally constructed expectations of gender which is their “gender role”.…
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A child will then form a gender after recognizing other peoples gender in their surroundings, and gender continues over time and does not change by wishes and is permanent (Frable par 5). Once a child chooses a gender then they imitate a model of the same gender to get a grasp of attributions of stereotypes to male and female figures, to measure of gender schematic processing, attitudes toward boys and girls, and gender discrimination in reward allocation (Frable par 6). Researchers say that the gender differences between males and females is because of some physical aspect.…
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