Running head: GENDER ROLES                        1                             M4A2: Gender Roles                        ...
GENDER ROLES                                                                                   2                          ...
GENDER ROLES                                                                                          3                   ...
GENDER ROLES                                                                                       4seemed to me that girl...
GENDER ROLES                                                                                            5       This cours...
GENDER ROLES                                                                            6                                 ...
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Interpersonal Effectiveness


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Interpersonal Effectiveness

  1. 1. Running head: GENDER ROLES 1 M4A2: Gender Roles Christopher Ruper Argosy University
  2. 2. GENDER ROLES 2 Abstract “Recall your own teenage experience. Think about the days when you interacted with other teenagers and played with them in a park or school. If you have teenaged children, you could observe them interacting with other children of their age,” (Argosy University, 2011).
  3. 3. GENDER ROLES 3 Gender Roles Do the boys and girls play together, or do they segregate into gender groups? I recall from my early teenage experience that girls and boys were segregated most of thetime. Girls formed into girl groups and boys formed into boy groups. It was rare to see mixedgroups. When it was a mixed group it was not a 50/50 distribution of boy and girls; it was often a90/10 distribution. In later teenage years the distribution of boys and girls became less dramatic.Girls and boy would perform more activities together. Groups of friends were more diverse withoften an equal number of girl’s to boy’s ratio. I did play hockey for a private club team duringmy teenage years and there was only one to two girls in the whole league. Girls that playedhockey were often goalies. As the years went by the clubs started to form all girl teams; theyrarely played side by side with the boys. More teenage girl’s hockey teams were available and Iremember playing scrimmage games against them. Do boys and girls play the same or different types of games? In my own experiences I witnessed many differences in the activities that girls and boysdid; they seemed to be more separated. As I mentioned before there was more boys that playedhockey than girls. Most teenage boys played competitive sports that required completion andphysical contact. When a girl’s team played it became a noncontact game so players would notbe able to engage in body contact. Boys also saw more movies with violence and adult content. Iwitnessed girls doing more things that involved less physical contact and more mental orientedactivities; like drama club, cheerleading, dance, gossip, and saw movies that were non violent. Acommon sport I saw girls playing was soccer which had minimal physical contact in its nature. It
  4. 4. GENDER ROLES 4seemed to me that girls did more activities that included communication involved. Over the yearsgirls and boys seemed to do more things that included cooperation between girls and boys. Which gender group prefers games in which there are clear winners and losers, such as basketball, and which group prefers games in which there are no clear winners and losers, such as hopscotch? I witnessed more boys engaging in games that had definitive winners and losers. Thiswas because boys seemed to be more openly competitive than girls; and may have wanted tostand out from one another as being “better”. Common games of this sort were sports, anythinginvolving a point system, or something that could include rankings. Girls engaged in more gamesin which there were not any definitive winners. They did not appear to be as openly competitiveas the boys. The games girls played were things like hopscotch, jump-rope, singing, and dancing.Another popular activity for girls and boys was Boy Scouts and Girl Scouts. The Boy Scoutsseemed to be more out-door oriented then the Girl Scouts; Girl Scouts also sold cookies. Asyears went by there was a shift to a more common ground. More girls and boys did moreactivities/games together. As I said earlier there seemed to be more cooperation between the twogenders. This is probably because friend groups became more diversified as time goes on so bothgenders could agree on activities to do. College sports are big with girls and they can competeagainst other girls allowing them to share the competitive experience that boys have had. In the course of this project, did you discover something you did not know before regardingsocialization into gender roles? If yes, what is it? If no, what do you think contributes the most to gender differentiation and socialization into feminine and masculine roles?
  5. 5. GENDER ROLES 5 This course project got me to look back at my own experiences as a teenager. It helpedme to compare girl and boy interactions in the past to the present. I have always know thatsocialization of gender role expectations plays a huge role in what girls and boys partake in. “Weare raised with certain gender roles which are taught to us by our family, peers, school, and themass media,” (Argosy University, 2011). As the years go by girls and boys tend to grow out ofthese roles a little bit and see things in a new light. But in the early and teenage year’s girls andboys do things that society deems appropriate. I have also gained a greater understanding andrespect for those people who went against the social norms. Like the few girls that played hockeyin my league. It must have been hard for them to play at times, seeing how it was a leaguedominated by the other gender. They showed great courage to do what they did. I think as asociety children should be encourage to try many things. They should not be restricted to genderrole expectations. Trying many diverse things can lead the genders to a great understanding ofthemselves and counter gender.
  6. 6. GENDER ROLES 6 ReferencesArgosy University (2011). Sociological Perspective class ethnicity and gender. Argosy University. Retrieved on November 20, 2011, 2011 from