Gender Segments And Sex Groups During Childhood And Early Adolescence

It is no secret that schools are always looking for new ways to improve and make their students shine. As students progress in school, the teachers give out more homework, the classes become more difficult, and the students themselves are faced with the decisions of which classes to take and how hard they want to push themselves. Boys and girls alike will choose their own future, and the school will try their hardest to push them in the right direction of life. Now, schools are becoming more keen to the idea of separating the students into single-gender classrooms. After doing so, the test scores of the students had become much higher, and the personalities of boys and girls alike grew to mature levels faster than students who were in coed classrooms.

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.

An educator who understands issues of diversity and difference will make the classroom a more enriching environment for all of the students in it, and will ensure those students who are adversely affected by such diversity and difference are given the opportunity and encouragement to overcome challenges they face. Socio-economic disadvantage among students has an impact in the classroom in terms of the ability of a child to gain an understanding of the knowledge and skills required to be a successful student. Gender issues can be one of those concerns in a classroom that, unless they are quite obvious, can be almost disregarded because they are not acknowledged as a concern, for example, asking boys to move chairs. Stereotypical roles can be ingrained in an educators psyche. Cultural diversity is becoming more prevalent in our classrooms; it is the educator’s responsibility to ensure the classroom is a welcoming and diverse environment. When considering how to approach these issues in a classroom and incorporating support for students, an educator would benefit from consulting the Early Years Learning Framework (EYLF) or the Australian Curriculum (AC). These documents provides frameworks for working with diversity and ensuring students succeed within their given circumstances with the support of both their educator and their school. It is imperative educators understand the effects of socio-economic disadvantage, gender issues and cultural diversity when creating an

The article traces the origins of this phenomenon to childhood, where young boys and young girls tend to play exclusively within their own gender. Children's development is most influenced by the social structure of peer interactions. The differences in childhood socialization result in a lack of understanding of the communication styles of the sexes. Boys and girls bond differently.

Parents of these children are not supporting their decisions of who they desire to be, leaning towards the sex of being more feminine (regarding female) or masculine (regarding male). As young as pre-school, children begin to show their common interests such as; playing with dolls, trucks, dressing up as princesses, building sky scrapers, playing with action figures, etc. This article mentions, depending on what they child plays with or how the child acts shows the risk of gender assessment. For example, this article is trying to say that if a young boy plays with a doll or dresses like a princess he

Gender identity is defined as the identification of a human being as being male or female. The knowledge that we have about gender acquisition is still not as accurate as we would like. Biological and environmental factors are at play and not one or the other seems to be completely wrong. Biological views relating to gender identity are supported by chromosomal and hormonal based differences. Environmental perspectives emphasize on modeling and experience (individual and cultural) affecting gender acquisition. However, the only unbiased way to assess gender identity is by taking into account both biological and environmental factors (McCabe, 2007). This paper focuses on gender identity in early childhood development.

Can I just say that I was not sure where Raising Gender Healthy Kids was going but I am glad it wasn’t as abruptly homo- and transphobic as the Christian community can sometimes be. The writer still embodies all of the heteronormative rhetoric that is traditionally Christian but it at least doesn’t perpetuate the stereotype that gender queer/ Queer kids come from broken homes with overbearing mothers or absent fathers. Oh wait. I guess it did do that. I am fairly glad that this piece does allow for the differences in cisette children to be accepted as they are. Because, in fact, my God does make everyone different and does not shame us for those differences. As a matter of fact, my God gives us agape love, which is perfect, unconditional love

Gender is the characteristics of people as females and males. During preschool years, children begin to fall into their cultures gender roles. Gender roles are the expectations that society has in regards to how females and males should think, act, and feel. Two social theories that are central to children’s gender development are psychoanalytic theory of gender and social cognitive theory of gender. Freud proposed in the psychoanalytic theory of gender that children develop a sexual attraction to their opposite-sex parent, but eventually loses this attraction causing them to identify with their same-sex parent. In the social cognitive theory of gender, children’s gender develops through the rewards and punishments from their parents for gender-appropriate behavior. Both theories rely heavily on the influence of parents. Moreover, children in both theories learn about gender roles through observation. They adopt the sources characteristics and imitate what they see. In contrast, social cognitive theory contains other sources from which children learn gender roles such as culture, school, peers, etc. Also, psychoanalytic theory believes that children are aware of their gender much earlier, while social cognitive believes that children become aware through the negative or positive experiences they encounter. Bandura believed in reinforcement, while Freud took a biological approach.

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 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

There is much debate that homosexuality is a developmental problem caused by a weak bond between a father and son during one’s childhood. A failed relationship with one’s father can lead the boy to not fully internalize male gender identity and develop homosexually (Baird & Baird, 1995). Consider the gender development of identity. Infants indentify with their mother who is the first and primary source of nurturance and care. As girls age, they continue to identify mostly with their mother and boys shift towards their father. Through a father-son relationship, masculine identification is attained which is necessary if the boy is to develop a normally masculine personality (i.e. heterosexuality). This development task helps explain why boys have more difficulty than girls in developing gender identity and may also explain the higher ratio of male to female homosexuality (Baird & Baird, 1995). It is important that

In addition, a study was done on children ages 4, 6, and 8 to test flexibility about gender and parental influences. Assessments were focused around gender constancy, judgments about gender norms; results showed that younger children were more rigid than older children, showing parental influence is present (Cyphers, Lisa)(Conry-Murray, Clare).

The Thomas, & Blakemore, (2013) study observed approaches about results linked with juvenile gender noncompliant; therefore, there were 518 college students at a Midwestern campus in the United States. Respondents were presented with one of ten articles re-counting the objective (Thomas, & Blakemore, 2013). Therefore, the juvenile, and the adolescent was diverse in gender-specific characteristics, well-being, and actions (Thomas, & Blakemore, 2013). The child in the vignette was: firmly male, discreetly male, neutral, discreetly female or firmly female, and the participant finished a fifty-item survey (Thomas, & Blakemore, 2013). They projected results for the objective (manhood and femaleness in maturity, stress to transform, mental regulation during the infantile and maturity, and sexual preference), and the Attitudes toward Women Scale (Spence et al, 1973) (Thomas, & Blakemore, 2013). The Thomas, & Blakemore, (2013) project presumed female objectives, children of different sexes, were thought to be probable to conquer anxiety, depression (Thomas, & Blakemore, 2013). Males were expected to demonstrate violence, conduct disorders, occurring maladaptive behaviors equally during their juvenile and maturity stages (Thomas, & Blakemore, 2013).

“Gender” is a social construct that is developed solely by our society and the early developmental stages of an adolescent’s life. By introducing youths to the roles, behaviors, expectations and activities that correspond with males or females we give a clear guideline of what is accepted from a young male or female. An individual however can identify his or her gender based on their own system of beliefs without corresponding to their natural biological sex. Our lives are shaped by our true biological identities but the influence of the world and society is enough to define what a male and what a female truly is to an individual.

It is a controversial topic that between single sex schools and mixed schools has been ongoing for a long time. Some people think sex-segregated schools have similar impact on juvenile’s achievement as coeducational schools. This essay will explain why I disagree with this statement. In my perspective, although these education systems both have advantage elements for students, I still believe coed schools better than single-sex schools. This essay will analyze some elements of advantages and disadvantages among single sex and coeducation schools.