Sex, Gender and Toys
According to the book “Core Concepts in Sociology”, authors Lindsey et al. (2006), socialization is defined as, “the lifelong process by which we learn our culture, develop our sense of self, and become functioning members of society” (Lindsey et al., 2006, p. 56). Today, social scientists define gender and sex as two very distinct realities (Lindsey et al., 2006, p. 114). Sex is defined as the biological traits that differentiate male and female while gender is the psychological, cultural and social traits that are in relation to male and female and identify people as masculine or feminine (Lindsey et al., 2006, p. 114). Gender stereotypes are common ideologies concerning what constitutes as feminine and masculine (Nelson, 1999, p.13). They wield a strong influence over our perceptions, expectations and evaluations not only of ourselves but of others as well (Nelson, 1999, p. 13). Our outlooks on gender are descriptive in the sense that we define what others are like and they are also prescriptive in the sense that we identify what others should be like (Nelson, 1999, p.13). These gender stereotypes are widely reinforced through the mass media, especially through children’s toys (Wagner-Ott, 2002, p. 246). Socialization begins from the day we are born and will continue until the day we die and since toys take place in children’s lives from the day they are born; it is safe to say that they play an important role in a child’s gender socialization (Wagner-Ott, 2002, p. 246). The nature of this project will be to compare and evaluate children’s toys on the basis of gender. I will be discussing the differences that are portrayed amongst children’s toys and what those differences suggest to the children. It is important to look at the agents who give these toys meaning because toys are after all merely objects. Do children’s toys portray gender specific messages? At a young age, girls are given dolls and kitchen set toys which gear them towards motherhood, while boys
Bibliography: • Lindsey, L. L., Beach, S., Ravelli, B. (2006) Core Concepts in Sociology, Toronto: Pearson Prentice Hall • Nelson, A • Nelson, A. (2002). Development and Socialization in Childhood and Adolescence. In Gender in Canada (2nd edition). Toronto: Pearson Prentice Hall. 112-160 • Serbin, L • Shell, R., and Eisenberg, N. (1990) The Role of Peers’ Gender in Children’s Naturally Occurring Interest in Toys. International Journal of Behavioural Development, 13, pp. 373 – 388. • Upitis, Rena. (2001). Girls (and boys) and technology (and toys). Canadian Journal of Education, 26(3), Retrieved February 29, 2010, from CBCA Education. • Wagner-Ott, A. (2002) Analysis of gender identity through doll and action figure politics in art education. Studies in Art Education, 43(3), p. 246 – 263. Sex Role Socialization in the School Wednesday, April 14th, 2010