Gender And Gender Differences Among Children 's Learning

In the article, “Becoming Members of Society: Learning the Social Meaning of Gender,” the author, Aaron Devor, is trying to convince his audience that gender shapes how we behave and relate to one another. He does this by using an educational approach, describing gender stereotypes, and making cultural references. These rhetorical devices serve his larger goal of getting readers to reflect on how their childhoods formed their genders. “Maleness and femaleness seem “natural,” not the product of socialization.” (Devor 527) Throughout his article, he makes us wonder whether or not gender is recognized through socializing.

Whether boy or girl, no matter how equal one group gets to each other, there will always be differences between them. However, do innate gender differences influence how children learn? According to Kelley King, Michael Gurian and Kathy Stevens, the answer is yes. In contrast, according to Lise Eliot, the answer is no.

Gender coding is not a natural or biological characteristic. People are born with different physical and biological characteristics, but make sense of their gender roles through cultural influences. “Stereotypes are amazingly powerful, and we may not realize the degree to which our thoughts, beliefs, and actions are shaped by them” (Silverman, Rader, 2010). Boys and girls are labeled as masculine or feminine, which is considered the “norm” for society. Children are not born masculine or feminine, they learn these roles from parents, peers, media, and even religion. Concepts of gender identity are sometimes placed on children even before their birth, such as with the selection of paint colors for the nursery.” Children begin to form concepts of gender beginning around the age of 2, and most children know if they are a boy or girl by age of 3” (Martin & Ruble, 2004). From an early age, children are encouraged to identify with gender coding. Gender is formed at birth, but self-identification as being male or female is imbedded into their minds by parents and society. A child learns to understand their gender role and their identity by what is taught and expressed to them by others. Yet as a child grows, gender coding can cause cultural confusion, and insecurity issues throughout the course of their life.

Children learn as early as age two what it means to be a “boy” or a “girl” (Aina & Cameron). This is described as gender identity, a person’s sense of self as male or female. Gender stereotyping emerges hand in hand with the development of gender identity in Early Childhood (Halim). Gender roles are society’s expectations of the proper behavior, attitudes and activities of males and females. When babies are born they are either put in pink or blue, as they grow up they still maintain the same “gender” colors. As young children start to socialize, they are playing with either “girl” toys or “boy” toys. When they get older they

Once a child is born, he or she learns to view the world based on the behaviors of others. The child’s primary caregivers, usually the parents, and others present in the child’s environment, such as siblings, peers, teachers, and even the media, contribute to the development of the child’s perception of himself, those around him, and society overall. This concept is called socialization. “The way we are, behave and think is the final product of socialization” and it is through socialization that we “learn what is appropriate and improper for both genders” (Crespi, 2004). This concept of gender socialization leads to the inescapable

Sociologist Dalton Conley wrote his book, You May Ask Yourself, addressing how “gender is a social construction” that is so normal for society to think how a man or woman should act towards the public. Society often categorizes roles that females and males are suppose to play in, but not only are they categorized they are also being taught what their gender role is suppose to do. The beginning of gender socialization can start with a child who is not born yet by simply having the parents purchase items that are all pink if its expected to be a girl, but if its expected to be a boy then everything they purchase will be blue. Conley states that gender roles are “sets of behavioral norms assumed to accompany ones’ status as male or female” (Conley [2008] 2013:134). So even when a child is growing into their infant years, toys are made specifically for their gender. By examining how social construction places gender in categories it becomes apparent that males and females get differentiated a lot which emphasizes inequality between them.

"Gender Socialization is the process through which children learn about the social expectations, attitudes and behaviors typically associated with boys and girls (Hanish & Fabes, 2014)". Children learn from their parents about how the world works. Children first teacher are there mother and father. If they had learned children who play with the opposite sex toy grow up into a gay man or a lesbian female, then they would believe the same acts could happen to them if they were to play with the opposite sex toy. Children not only learn about gender roles from their parents but they also learn from their peer groups. According to Doctor Laura and Richard also stated: In regard to gender development children’s gendered behavior becomes more similar to those they spend time with (Hanish & Fabes, 2014). Children learn either bad habits or good habits from their peer circle, they would change their self’s in order to be well liked by the others in their groups. Our society should not care about socialization and what's an appropriate toy for children to play

Most cultures and societies through both history, and today have viewed women as "the weaker sex”. Often they labeled unfit to perform many jobs outside of child bearing and domestic chores, even considered less intelligent than men are. In the past, this attitude translated into fewer jobs for women, below average pay, and poor working conditions.

It is expected for boys to go outside, be loud, and play rough in the dirt. As for a girl, it is expected that she remains calm, quiet, and clean at all times. Femininity in girls is related to the father 's masculinity, and his approval of the mother as a role model, and his participation in feminine activities (Gender Roles and Gender Differences). As a result, predicted by cognitive social learning theory, parental characteristics influence as gender role models for their child to imitate (Bussey & Bandura, 1999). In this process parents model directly and indirectly towards their children.

The way society is taught to be socialized is salient and goes unnoticed, therefore it is valid to claim that gender is socially constructed through our everyday practices, whether we are aware of the construction or not. With socialization beginning the instant a child is born, the process is continuous through out adolescence and varies dramatically across the two genders. With guidance from institutions and arenas such as education, sports, music and the mass media gender seems to be coerced, as it comes with a scripted set of behaviors and attitudes. This essay argues that gender is socially constructed on an everyday basis. To further explain this thesis the essay will draw on early childhood socialization of masculinity and femininity,

The very decision of any new father was to keep his child or not. If the child was a boy, he would usually be kept. Boys would be educated by their mother until they reached the age of 7 or 8, then they started attending schools. And boys were also put under the care of a pedagogue, a male slave and the slave could beat the boy whenever does something that was bad behavior. All of the schools were private.

Gender should not be intertwined with the term sex, which refers to the physical differences in individuals. Instead, gender is the idea of being male or female, and it is well understood by the time children reach the preschool years. Differences in gender become more pronounced as children age, and societal expectations are reinforced by parents and peers. Behavioral differences may be evident since parents may treat their child differently according to gender. A big example of this is how parents may react to a child’s first

Women fought very hard for their rights in the workplace. Some of them, including Susan B Anthony, went above and beyond the norm. Yet, today our rights are still not the same as a man’s. At one point women weren’t allowed to work at all, and today they are allowed to have jobs while still being home makers. Although improvements have been made, there are still several dilemmas that need to be addressed. A women earns less than a man when doing the same work, and that is extremely unfair. Another issue in the workplace is that men underestimate women due to lack of strength and discrimination. There are also the issues of pregnancy and sexual

Women have experienced a historic situation of inequality in the social as well as professional aspects. Women were normally the ones that would take care of children, do the chores in the house, and in rural areas; they would work in the field with the rest of the family. However, today’s women have become more self-sufficient and independent from the predominant male figure within every historical family. Gender inequality in the workplace is becoming less common; yet, gender is a factor that affects men and women. Especially women have been subjected to a historical discrimination that has influenced society to decide which job is more suitable for women than men. However women have confronted and tried to break down the barriers that

Within society there are many different social classes and gender differences throughout the country. This difference isn’t as common as they once were like in 1918. Social class is defined as “a division of society based on social and economic status” (Garland, 2014), social class was a defining educational factor within education in 1918 (Aronowitz and Giroux, 2003), depending on the social class background you came from was dependent upon your background and there was huge educational divide between the working class and the middle class. Although your social class background had a massive impact on your educational experience in 1918 another determining factor was gender, gender is defined as “is the state of being either male or female used with reference to social and cultural differences rather than biological ones” (Udry, 1994). From 1918 gender and social class was a determining factor when it came to educational experiences and educational attainment (Aronowitz, 1991). It has been researched widely that in 1918 women, more importantly working-class women were forced to go into the domestic services rather than receive an education (Todd, 2005), around this time women were seriously undervalued within the education system of Britain. However not only were working class women undervalued men who came from working class background did not have the opportunity to further their education as they were seen to be the ones to bring in an income into the household (Willis,