Gender Roles Essay Research Paper Gender RolesChildren

Gender Roles Essay, Research Paper

Gender Roles

Children learn at a very early age what it means to be a boy or girl in our society. With all the gender stereotypes and biases, it is no wonder how sex

segregation exists. During childhood, children are exposed to many factors, which influence their attitudes and behaviors regarding gender roles. These attitudes are learned in the home, in schools, and even at the playground where children play among their peers. From the time they are born, children have already been assigned a gender. Blue blankets are used for baby boys, and pink ones for girls. It is difficult for a child to grow up without experiencing some form of gender bias or stereotyping. When in school, many of their ideas and beliefs are reinforced by their friends, teachers, and other adults. For example, when teachers ask their students to form two lines, there is usually one line for boys and the other for girls. When children play, they avoid playing with the opposite sex because they prefer the company of “their own kind.” The result is a self-imposed segregation between boys and girls.

Research has been done on this phenomenon. Many sociologists have been trying to explain gender roles and differences. Some say sex differences are biologically determined and some believe they are socially constructed. Children behave accordingly to their gender roles as early as two or three years old. From preschool on up to middle-school, children live in two separate worlds– girls and

boys. Inside the classroom, children often chose to sit with others of the same sex. This separation is also seen outside of the classroom– boys played with other boys and girls with other girls. Barrie Thorne who wrote, “Girls and Boys Together…But Mostly Apart: Gender Arrangements in Elementary Schools,” states that the separate worlds exist as a result of “deliberate activity” (p. 140). Boys and girls have separate tables where they sit in the lunchroom. If a boy were to sit on one of the girls’ tables, he would be laughed at or called a girl by other boys. Thorne explains that teachers and aides use gender as a basis for sorting children and organizing activities. They have math and spelling contests where boys compete with girls and sometimes children are lined up separately when walking down the halls.

Other studies have distinguished between aspects of stereotypes by separately asking about what is typical in girls and boys versus what would be ideal. For example, Rothbart and Maccoby (1966) assessed parents’ opinions about differences that actually exist between boys and girls and differences that should exist. Similarly, Maccoby and Jacklin (1974) were interested in comparing parents’ beliefs about sex differences in young children with how desirable certain characteristics are for girls and boys. They reported that the characteristics perceived as being typical of boys and girls were quite different. Typical boy behaviors were being noisy, rough, active, competitive, defying punishment, and enjoying mechanical objects. Typical girl behaviors were helpful, neat and clean, quiet, well-mannered, crying, and being easily frightened. In contrast, parents reported that it was important for both boys and girls to be neat and clean, helpful, to take care of themselves, not to cry, to be competitive, and to be thoughtful and considerate. These results lead Maccoby and Jacklin to speculate that parents may be trying to socialize children of both sexes toward the same goals.

In my field research, I observed children in an elementary school in order to understand how gender roles are formed, especially at an early age. I went to Hollingworth Elementary School in West Covina, California. This is the school I went to during my years in elementary. The school is only a ten-minute walk from my house in Los Angeles. The children I was most interested in studying were from the ages of six through eight– first and second graders. I took on the view from a distant position, being a complete observer. I went to the school during their lunch hour, observing the children during their recess time. I only had a notebook and pen in order to write down what I observed. I situated myself on one o the planters located to the side of the “blacktop”, near the handball courts. Before starting my observation, I went to the principal’s office to inform them of my research project. They were very accommodating and told me I was able to observe the children from a distance. I did not spend five hours in one day observing the children. Instead, I went to the school during the week and observed them about an hour each time.

The role I took on as a complete observer did not pose any problems. A few children looked and stared at me, probably wondering what I was doing there, sitting alone on a planter. I was very comfortable where I was and had no problems, aside from the looks. I wondered if my being there caused the children to behave differently but after awhile, the children went on playing their games and did not seem to notice me anymore. There were no significant differences each time I observed the children. The setting was the same.I sat on the same planter with my notebook and pen in hand.

Through my observations, I have concluded that children learn to adopt to their gender roles at an early age. Through their many activities, games, and enco