Gender, Employment, And Career Advancement

Launched on March 1959, the Barbie doll is a toy that was first put on display in New York. It quickly garnered a lot of attention with the target audience of the creators, young girls. This doll was different than its previous dolls because it was a doll that was an ideal representation of a woman. Thus allowing young girls to use their imagination to create and act-out what this doll’s life is like and what their future would potentially be. To successfully understand this toy, we must think like C Wright Mills, a sociologist who asks to use our sociological imagination, the intersection of one’s biography and history. This artifact reflects and perpetuates the dominant ideology of how to perform your gender the “right” way in the early 1960s. I will argue this demonstrates West and Zimmerman’s concept of “doing gender” which is clarified with Judith Butler’s concept of socialization of gender.

This study tested if exposure to a sexualized doll (Barbie) would affect young girl’s beliefs of possible careers available for them as females compared to a non-sexualized doll (Mrs. Potato Head). The predictions of the study are as follows: girls assigned at random to participate in “free play” with the Barbie will identify fewer possible careers available to them, girls will perceive more male-dominated occupations for boys rather than girls, girls assigned at random to play with Barbie will identify fewer career options for themselves than possible careers for boys,

Young girls have been playing with Barbie dolls since the dolls inception at the American International Toy Fair in New York. Recently, researchers have been skeptical on whether the dolls have an effect on the self-image of girls who play with them. In order to determine if Barbies have an impact on young-girls self-concept, clinicians have carried out several studies where they monitor the interaction between the young girls and the famous figurine. From these experiments, scientists concluded that Barbies can have a bearing on a girls self-image, making the consumers who buy the doll more aware of the issue Barbie

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

Gender role expectations are inescapable in our society as we naturally tend to sort humans into categories, the easiest one being gender. Upon first meeting a person, most people automatically classify the other’s gender. With this classification come the inevitable gender role expectations. Even for those who consciously try their hardest not to cloud their perceptions of others based on “traditional” gender role expectations, it is almost impossible not to subconsciously succumb to these expectations that are ingrained in our minds virtually since the day we are born. These expectations often influence how one interacts with another. This is especially important when taking into consideration the effects that gender socialization of children through gendered toys, media, and parental affects child development.

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

In our society, there are norms of what is considered to be feminine and what is to be considered masculine, but how are these norms constructed? Through the use of toys, books, and clothing, children are socialized into their “appropriate” gender. These objects provide influence over behavior and appearance, showing boys and girls what is appropriate for each gender. After some investigation it was found that the toys, books, and clothing that children use not only foster the norms of gender behavior and appearance, but also construct gender roles in their young minds.

Gender socialization often begins early once parents are shown the sex of their child; from then on, baby showers are planned according to gender “appropriate” colors, which are often pink for girls and blue for boys. Even differences in how children are spoke to can be picked up easily in Western cultures. Girls are called pretty and sweet, whereas boys are handsome and strong. Ultimately, the way children learn to identify with their gender culture is in part due to not only family and friends, media, schools, and religion, but also from the toys that may inexplicitly advertise gender expectations. Gender-typed toys may be bought for children as a way for parents to encourage and reinforce gender-appropriate behaviors. However, recent debates have engulfed toy manufacturers and major retailers, which has brought about changes in toy design and marketing in an effort to make reflect more realistic and gender neutral options.

Gender role is defined as the socially constructed and culturally specific behavior and appearance expectations imposed on women (femininity) and men (masculinity). Many girls are subjected to gender role stereotyping and different treatment Through socialization, individuals learn to behave in accordance with the expectations of others in the social order (Hult, 83.). Gender ideology is involved when one attaches a color such as pink and blue to sex and when one designates types of toys as male, female or neutral. Most play behavior is an outcome of gender role stereotyping that stems from cultural ideology. Early research provides that by first grade, boys recognize sports, whereas girls recognize grades

According to Feistritzer’s research (as cited in Bynum, 2015), there has been a disproportionate representation of women in education at the highest positions of education leadership , especially in comparison to the number who begin their careers as teachers. Although the number of women in management and administrative positions has increased, the majority of senior positions are still held by men. The lack of women role models in academic departments and barriers women face in acquiring leadership roles can be contributed to male-oriented organizational expectations. Research has shown that mentoring can significantly enhance the salary and promotion possibilities for women experiencing these types of situations. In academia, mentoring awareness can reduce barriers to women’s career advancement, tenure and pay (Cullen & Luna, 1993). Reddick (as cited in Gamble & Turner, 2015) believes that the efforts diversifying and including women in the ranks of tenured faculty positions have not made much process towards fulfillment. Women must seek mentorship early in their careers; have diversity among their mentors; and share experiences with other female faculty.

Global statistics document an increase in women’s careers in the professions and portray successful female roles in the industrial, political and financial areas, with some variation in different regions of the world. Nonetheless, women hold only a small percentage of board seats and other influential positions in these areas worldwide. It is also known that presently, women see themselves as progressive and career-oriented. Yet in the treatment rooms of the mental health professionals they share experiences that evidence a great deal of discomfort in achieving successful careers free of self- stigma and guilt. One perspective in the understanding of this paradox lies with an appreciation of the gender role ideologies of marianismo and machismo, which socialize women and men differently across cultures. Gender role expectations have not completely disappeared from women’s experiences in their day to day professional interactions, and are not confined to members of traditional societies. When marianismo and machismo are not understood within the proper context, women’s overall self-esteem and successful career outcomes can be affected. This paper illuminates how these dynamics manifest in the treatment room of clinicians.

The topic of my Personal Interest Project came to me whilst watching my cousin open presents on her 6th birthday. Not to my surprise, she received a fairy costume, a Barbie Rainbow Hair doll and a toy oven with a matching pink baking set. Whilst she couldn’t wait to show off her new gifts (much to the jealousy of her friends), I couldn’t help but wonder if such a strict expression of gender would have an influence on her ambitions, goals and future career.

Exploring women’s career advancement in organisations: A case study of the banking sector in Cyprus

Cox & Harquail (1991) looked at the relationship between gender, career paths, and career success with female and male with a master’s degree in business administration. The results concluded that female managers and male managers did not differ on overall promotions and career satisfaction, but female managers experienced lower salary increases, less management promotions, and lower hierarchical levels in comparison to male managers with similar education, experience, age, performance and career paths (Cox & Harquail, 1991). Cox and Harquail (1991) sampled 502 MBAs, consisting of 125 female and 377 male respondents, all being alumni from the same top business school in the country where questionnaires and letters were sent out to the alumni graduates from the ten-year period between 1976-1986.