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Differences of gender in language
Differences of gender in language
Child development in our society
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Recommended: Differences of gender in language
Introduction: First Understanding Gender
The image of a daycare center exemplifies an area of play and education in one's mind. Here, a child can learn, interact, and revel solely by themselves or with others such as their peers or authority figures. Although child development at a young age is key, subliminal messages are hidden within developmental actions; in a site of early childhood education, indirect and involuntary messages about gender are heard and witnessed on a day-to-day basis that all children, especially infants and toddlers, are susceptible to. Toddlers and infants will recognize what defines girls and boys because of their exposure to gender as seen through the uses of gendered words, like “he” and “she”, or their toys, like dolls for girls and trucks for boys.
Society can recognize that daycare centers are an area that sparks gender socialization at a young age and is perpetuated through the child's interaction with their peers and adults around them.
In this study, I will focus on gender influences among students of a daycare center and how gender is prevalent at early adolescence. Though many scholars have touched upon the subject of gender among children, I will further contribute to this study by focusing on the child's interactions with their friends and authority figures who surround them on a daily basis. I will discuss that gender is seen and externalized through many different actions which a child encounters during their interactions with same-sex and opposite-sex peers, teachers, and teaching assistants. Additionally, my study focuses on the toddler age-group, ranging from 2 to 3.5 years old, because toddlers are more aware of their surroundings and interplay. In an early childhood educational...
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Walford, Geoffrey, and Caroline Hudson. Genders and Sexualities in Educational Ethnographies. New York, NY: Elsevier Science, Inc. , 2000. Print.
Zosuls, Kristina, Diane Ruble, Catherine LeMonda, Patrick Shrout, Marc Bornstein, and Faith Greulich. "The acquisition of gender labels in infancy: Implications for gender-typed play." Developmental Psychology 45.3 (2009):688-701.
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How do children learn to be men or women? Penelope Eckert is a professor of linguistics and anthropology at Stanford University, and Sally McConnell-Ginet is a professor of linguistics at Cornell University. They wrote an article “Learning to Be Gendered,” published in 2013 in the book “Language and Gender.” The authors argue that society has many ways to shape children’s gender by their behaviors since their birth. Eckert and Ginet show to the readers that the parent teaches their child’s behavior.
Langlois, J. and Downs, A. (1980) Mothers, fathers, and peers as socialization agents of sex-typed play behaviours in young children. Child Development, 51, (pp 1271-1247).
Society cements certain roles for children based on gender, and these roles, recognized during infancy with the assistance of consumerism, rarely allow for openness of definition. A study conducted by Witt (1997) observed that parents often expect certain behaviors based on gender as soon as twenty-four hours after the birth of a child. The gender socialization of infants appears most noticeably by the age of eighteen months, when children display sex-stereotyped toy preferences (Caldera, Huston, & O’Brian 1989). This socialization proves extremely influential on later notions and conceptions of gender. Children understand gender in very simple ways, one way being the notion of gender permanence—if one is born a girl or a boy, they will stay that way for life (Kohlberg 1966). “According to theories of gender constancy, until they’re about 6 or 7, children don’t realize that the sex they were born with is immutable” (Orenstein 2006). The Walt Disney Corporation creates childhood for children worldwide. “Because Disney are such a large media corporation and their products are so ubiquitous and wide spread globally, Disney’s stories, the stories that Disney tell, will be the stories that will form and help form a child’s imaginary world, all over the world, and that’s an incredible amount of power, enormous amount of power” (Sun). Because of the portrayal of women in Disney films, specifically the Disney Princess films, associations of homemaker, innocence, and dependence are emphasized as feminine qualities for young children. Thus, children begin to consider such qualities normal and proceed to form conceptions of gender identity based off of the movies that portray the very specific and limiting views of women (...
Young children are typically raised around specific sex-types objects and activities. This includes the toys that that are given, activities that they are encouraged to participate in, and the gender-based roles that they are subjected to from a young age. Parents are more likely to introduce their daughters into the world of femininity through an abundance of pink colored clothes and objects, Barbie dolls, and domestic chores such as cooking and doing laundry (Witt par. 9). Contrarily, boys are typically exposed to the male world through action figures, sports, the color blue, and maintenance-based chores such as mowing the lawn and repairing various things around the house (Witt par. 9). As a result, young children begin to link different occupations with a certain gender thus narrowing their decisions relating to their career goals in the future. This separation of options also creates a suppresses the child from doing something that is viewed as ‘different’ from what they were exposed to. Gender socialization stemming from early childhood shapes the child and progressively shoves them into a small box of opportunities and choices relating to how they should live their
Education is a potent institution used to reinforce gender differences. In our reading we found that children are much more likely to separate themselves at school in gender categories than in their neighborhoods. As Barrie Thorne points out in her book Gender Play, “Apart from age, of all the social categories of the students, gender was the most formally, and informally, highlighted in the course of each school day” (pg 34). I feel that many experiences in elementary school have reinforced my gender outlook. I spent much of my time in elementary school racing the boys and biting my nails to show I wasn’t scared to “break a nail” and never wearing a dress. Recess was a fight for me half the time. I didn’t like the connotation of being called a “girl.” Now I realize that I was trying to oppose the gender role I was expected to perform, yet eventually I grew out of that “phase” of fighting against the norm and joined the ranks of the girls. I moved from the field, to the bars and jump rope. I see now that the change I went through was just giving in to the reinforcement around me to be feminine. Instead of fighting against the grain, I chose the easy road by...
From this research of examining how gender socialization is projection through toys to children, have led to conclusion that in order to prevent children from living by these stereotypes portrayed through toys, parents should encourage gender-neutral and cross-gender play in children at an early age. Just for the mere that their brain is so receptive to knowledge into creating to become the person they are to be in life. Give children a chance to not only have fun while playing with their toys and that there aren’t any pressures on them that this what they should be and that there a mind full options that they can choose from.
Sadker, Myra, David Sadker, and Susan Klein. "The Issue of Gender in Elementary and Secondary Education." Review of Research in Education 17 (1991): 269. JSTOR. Web. 14 Mar. 2012.
Children start to define their gender identity in early preschool (Zhumkhawala 47). This means that the toys children are given go a long way to further (or help change) gender stereotypes and inequality. In general, boys are given trucks, blocks and doctor’s kits, encouraging them to build, explore how things work and be a...
Emily Kane begins her book, The Gender Trap, with a flash back on her attempt at gender-neutral parenting in the midst of “traps” that make this effort frightening: our societal world is arranged to focus on the differences amongst girls and boys, as Kane saw in such ordinary experiences as the narrow selection of “princess” or “cowboy” themes when shopping for children's apparel. Kane also observed some of the everyday consequences of gender-unbiased parenting in, for example, the social rejection her son faced as a result of not having the toys unofficially necessary for playing with the other boys at his preschool. The rest of Emily Kane's book explores this “gender trap”—“a set of expectations and structures that inhibit social change and stall many parents' best intentions for loosening the limits that gender can impose on us”, in a social scientific manner.
It is not an easy task for a child to understand the obligations that accompany their assigned gender, yet while they encounter difficulties processing these thoughts they are also achieving a greater sense of identity. Different stages of life consist of social rules that encode how one is to behave, however, it is not clearly defined when the transition should occur from young girl to young woman. It is not surprising that learning about gender roles and their associated responsibilities is not an easy part of a young child’s maturation and is often the result of a very emotionally charged collection of experiences.
Martin, Karin A., 1998. “Becoming a Gendered body: Practices of Preschools” American Sociological Assosciation (4): 510.
Wood, E. (2002). The impact of parenting experience on gender stereotyped toy play of children. Sex Roles, 47, 39-50.
Lee, V. E., Marks, H. M., & Byrd, T. (1994). Sexism in Single-Sex and Coeducational Independent Secondary School Classrooms. Sociology of Education, 67(2), 92-120.
This essay will argue that children should definitely be raised with gender, and address some key concepts and perspectives used in sociological analysis.