1. Children begin developing a preference for same-sex playmates around age 3 as their sense of gender develops. This preference increases with age, especially in institutional settings like preschool that provide a large number of peers.
2. Playing in same-sex groups helps children find predictable play styles but also reproduces gender differentiation as boys and girls develop different play styles.
3. Spending time in separate gender peer groups leads boys and girls to form different verbal cultures and understandings of the world, which can increase misunderstanding when they interact. However, the nature and extent of differences depends on the structure of separation in each community.
4. In adolescence, heterosexual pairing becomes central to one's social
According to the socialization young children learn stereotypical gend.docxwrite4
According to the socialization approach, young children learn stereotypical gender roles from parents, peers, teachers, and the media. Children are taught that boys are aggressive and independent while girls are nurturing and better at relationships. From these lessons, children construct the concept of gender. Sociologists who take the integrationist approach believe that gender roles are continually reinforced through daily interactions between women and men, unconsciously reproducing gender differences. Many gender theorists argue that nearly all societies institutionalize patriarchy and limited biological sex differences into a rigid gender system through social structures.
Gender Communication Stereotypes: A Depiction of the Mass Mediaiosrjce
This document summarizes research on gender communication stereotypes as depicted in mass media. It discusses how gender stereotypes are developed and reinforced from childhood through social and cultural influences. Common stereotypes include views of women as weaker, emotional, and focused on family/home, while men are seen as strong, unemotional providers. The document also examines how these stereotypes influence perceptions and roles in the workplace, with women facing discrimination and assumptions about priorities. While stereotypes can function psychologically, they often fail to reflect diversity and can limit opportunities when applied broadly.
This document summarizes the course content for Course 6 - Gender, School and Society. The course covers 5 units: (1) gender roles in society and the factors that influence them, (2) gender identity and socialization, (3) gender and the school curriculum, (4) violence and safety issues faced by girls and women, and (5) the portrayal of gender in mass media. Key topics discussed include the difference between gender and sex, how family, culture, religion and other institutions shape gender roles, and the role of schools, textbooks and teachers in challenging or reinforcing gender inequalities. The course aims to examine gender issues and promote equality in education.
The document discusses gender stereotypes among married couples in family. It aims to critically examine stereotypical gender roles through a study of 100 married couples selected randomly. The study objectives are to identify major areas of gender stereotypes in household responsibilities, decision making, independence, and social life. It analyzes data collected through questionnaires and interviews using statistical techniques to understand stereotypical perceptions between husbands and wives. Preliminary results show disagreements around equal sharing of household work and a tendency to see men as achievers outside home while women take care of family.
The document discusses the key agents of socialization in Australian society, which are the family and school. The family is the primary agent of socialization as parents are the main influences on children from a young age. Schools are also important secondary agents as they help socialize children into broader social norms and behaviors from an early stage. Both agents play a role in teaching children skills, behaviors, attitudes and values that allow them to function within Australian culture.
COLLEGE PHYSICSChapter # Chapter TitlePowerPoint ImageLynellBull52
This document provides an overview of key concepts related to gender and sexuality from an introductory sociology perspective. It defines gender as the social traits and expectations linked to being male or female in a given society, distinguishing it from sex which refers to biological differences. It discusses theories of gender including essentialism, social learning theory, and conflict theory. It also covers concepts such as hegemonic masculinity, emphasized femininity, androcentrism, and sexism. Overall, the document introduces students to the sociological analysis of gender as a social construct and dimension of social inequality.
The document defines key terms related to gender: sex refers to biological categories of male and female, gender refers to culturally constructed distinctions between femininity and masculinity, gender stereotypes are widely held beliefs about abilities and traits, and gender differences are actual disparities between the sexes. Research supports cognitive differences like females performing better at verbal tests and males at math/visual-spatial tests. Research also supports behavioral differences like males being more aggressive and females being more sensitive to cues and susceptible to persuasion. The document discusses how children learn gender roles through processes like operant conditioning, observational learning, and self-socialization. Parents, schools, and media influence children to follow traditional gender roles.
According to the socialization young children learn stereotypical gend.docxwrite4
According to the socialization approach, young children learn stereotypical gender roles from parents, peers, teachers, and the media. Children are taught that boys are aggressive and independent while girls are nurturing and better at relationships. From these lessons, children construct the concept of gender. Sociologists who take the integrationist approach believe that gender roles are continually reinforced through daily interactions between women and men, unconsciously reproducing gender differences. Many gender theorists argue that nearly all societies institutionalize patriarchy and limited biological sex differences into a rigid gender system through social structures.
Gender Communication Stereotypes: A Depiction of the Mass Mediaiosrjce
This document summarizes research on gender communication stereotypes as depicted in mass media. It discusses how gender stereotypes are developed and reinforced from childhood through social and cultural influences. Common stereotypes include views of women as weaker, emotional, and focused on family/home, while men are seen as strong, unemotional providers. The document also examines how these stereotypes influence perceptions and roles in the workplace, with women facing discrimination and assumptions about priorities. While stereotypes can function psychologically, they often fail to reflect diversity and can limit opportunities when applied broadly.
This document summarizes the course content for Course 6 - Gender, School and Society. The course covers 5 units: (1) gender roles in society and the factors that influence them, (2) gender identity and socialization, (3) gender and the school curriculum, (4) violence and safety issues faced by girls and women, and (5) the portrayal of gender in mass media. Key topics discussed include the difference between gender and sex, how family, culture, religion and other institutions shape gender roles, and the role of schools, textbooks and teachers in challenging or reinforcing gender inequalities. The course aims to examine gender issues and promote equality in education.
The document discusses gender stereotypes among married couples in family. It aims to critically examine stereotypical gender roles through a study of 100 married couples selected randomly. The study objectives are to identify major areas of gender stereotypes in household responsibilities, decision making, independence, and social life. It analyzes data collected through questionnaires and interviews using statistical techniques to understand stereotypical perceptions between husbands and wives. Preliminary results show disagreements around equal sharing of household work and a tendency to see men as achievers outside home while women take care of family.
The document discusses the key agents of socialization in Australian society, which are the family and school. The family is the primary agent of socialization as parents are the main influences on children from a young age. Schools are also important secondary agents as they help socialize children into broader social norms and behaviors from an early stage. Both agents play a role in teaching children skills, behaviors, attitudes and values that allow them to function within Australian culture.
COLLEGE PHYSICSChapter # Chapter TitlePowerPoint ImageLynellBull52
This document provides an overview of key concepts related to gender and sexuality from an introductory sociology perspective. It defines gender as the social traits and expectations linked to being male or female in a given society, distinguishing it from sex which refers to biological differences. It discusses theories of gender including essentialism, social learning theory, and conflict theory. It also covers concepts such as hegemonic masculinity, emphasized femininity, androcentrism, and sexism. Overall, the document introduces students to the sociological analysis of gender as a social construct and dimension of social inequality.
The document defines key terms related to gender: sex refers to biological categories of male and female, gender refers to culturally constructed distinctions between femininity and masculinity, gender stereotypes are widely held beliefs about abilities and traits, and gender differences are actual disparities between the sexes. Research supports cognitive differences like females performing better at verbal tests and males at math/visual-spatial tests. Research also supports behavioral differences like males being more aggressive and females being more sensitive to cues and susceptible to persuasion. The document discusses how children learn gender roles through processes like operant conditioning, observational learning, and self-socialization. Parents, schools, and media influence children to follow traditional gender roles.
GENDER Equity Issues in the classroom.pptxgororotich
The document discusses how gender influences various aspects of education. It outlines how historically girls faced barriers to education enrollment compared to boys, though efforts have led to improvements. It also explores how gender differences exist in academic performance and career choices due to societal expectations and stereotypes. The document also examines low representation of women in educational leadership positions and issues like gender-based violence in schools. Overall, it conveys that gender impacts many facets of education and addressing disparities requires a multifaceted approach.
The document discusses how family, peers, and education influence adolescent development. It notes that families provide foundational support, while peers become increasingly important as adolescents spend more time with friends. Education also shapes adolescents by impacting future opportunities and emotional well-being. Research discussed found that having friends aids school adjustment and motivation, and that peers influence prosocial behaviors. The quality of these relationships and experiences during adolescence can significantly impact development.
The document discusses gender socialization and the role of mass media. It makes the following key points:
1) Gender socialization is the process through which people learn appropriate gender roles and behaviors based on their sex. It occurs through various social agents like family, schools, peers, and mass media.
2) The mass media plays a powerful role in socializing and reinforcing gender stereotypes. It often portrays women and men in traditional and sometimes limiting roles.
3) However, gender roles are changing in many societies as ideas of masculinity and femininity evolve and women and men have more equal opportunities and representations.
Overheard from a student before class I’ve had it with all this c.docxgerardkortney
The document discusses how differences in gender, sexual orientation, ethnicity, and age can influence communication. It notes that while people from these groups share some characteristics, each individual is unique. Regarding gender, the document outlines some common differences in how males and females approach communication, such as males focusing more on content and goals while females focus more on connection. However, it cautions against stereotyping. The document also discusses challenges still faced by LGBTQ individuals and importance of creating inclusive environments. It emphasizes being sensitive and avoiding language that demeans or offends others.
Gender issues in psychology: Interaction Styles in Childhood and AdulthoodLaiba Aftab Malik
Interaction Styles in Childhood, prosocial dominance, egoistic dominance, gender segregation cycle, Prisoner’s dilemma task, the peer pressure, gender-consistent or gender-inconsistent language, the cultural influence
Gender Issues Associated With Age, Gender, Ethnicity EssayKimberly Haynes
This essay examines issues related to age, gender, ethnicity in the workplace, focusing on gender relations, stereotyping, and sources of inequality. It discusses how organizational culture, norms, and stereotypes can impact opportunities for people. It will analyze inequalities in who does what type of work, particularly looking at women's roles. The essay will critically observe and reflect on three TV programs related to inequality and gender roles in the workplace.
This document discusses genre analysis and style. It begins by defining genre as a type or form of literature or communication event that is associated with particular settings and has organized structures and functions. Genre is seen as a response to social context that achieves communicative purposes. Genres are characterized by staging, belonging to communities of practice, conventional lexico-grammatical features, and flexibility. Genre relations refer to how genres interact as part of genre sets, systems, chains, or networks. Approaches to genre analysis include the ESP school, Sydney school, and New Rhetoric school.
Colonialism involves the domination of one society by another through political and economic control. It originated with European powers colonizing lands across Africa, Asia, and the Americas beginning in the 15th century. There were two waves of colonial expansion - the first involved colonizing the Americas for resources and Christianity, while the second was the "Scramble for Africa" which divided the continent. Settler colonialism differed in that European settlers permanently displaced indigenous populations in places like North America. Colonialism had devastating economic and social impacts through exploitation of resources and people for imperial profit and domination of indigenous cultures.
Postmodernism first entered philosophical discourse in 1979 with Jean-François Lyotard's book "The Postmodern Condition". Lyotard used concepts from Wittgenstein and speech act theory to account for changes in science, art, and literature since the late 19th century. There is no consensus on when postmodernism began, with suggestions ranging from the mid-1960s to the 1980s. Postmodernism rejects universal narratives and values plurality and difference over essentialism. It challenges notions of objective truth and rationality from the Enlightenment era. Major postmodern thinkers include Lyotard, Baudrillard, Derrida, Foucault, and Barthes, who developed concepts like simulation, deconstruction,
1) Knowledge of the world and social knowledge influence the production and understanding of discourse. Schemas, or mental representations of typical situations, help make sense of information by activating relevant background knowledge.
2) Relevance Theory proposes that hearers interpret utterances by considering how they interact with and update their existing assumptions about the world. For an utterance to be relevant, it must have significant contextual effects by providing new information, strengthening assumptions, or contradicting assumptions.
3) Successful communication depends on shared schemas between speakers. Miscommunication can occur when schemas are mismatched or false assumptions are made about shared knowledge. Stepping outside predictable patterns can also lead to discourse deviations and misunderstandings.
This chapter discusses Louis Althusser's work on the ideological effects of common sense assumptions about language and social identities. It argues that meanings, subject positions, and social situations are socially constructed through discourse but appear natural and obvious. This naturalization is a form of power that constraints thought and society. The chapter explores how analyzing communication breakdowns, cultural differences in discourse, or deliberate interventions can foreground and challenge common sense assumptions.
Multimodal discourse analysis examines how texts use multiple modes of communication like images, video and sound alongside words to create meaning. It considers how design elements contribute to meaning in texts. The approach draws from Halliday's view of language as one of many semiotic resources used in social contexts. It analyzes how texts employ modes to realize ideational, interpersonal and textual meanings. Examples of analyses include studies of images in advertisements and newspapers, and frameworks for examining genre and multimodality in films.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
GENDER Equity Issues in the classroom.pptxgororotich
The document discusses how gender influences various aspects of education. It outlines how historically girls faced barriers to education enrollment compared to boys, though efforts have led to improvements. It also explores how gender differences exist in academic performance and career choices due to societal expectations and stereotypes. The document also examines low representation of women in educational leadership positions and issues like gender-based violence in schools. Overall, it conveys that gender impacts many facets of education and addressing disparities requires a multifaceted approach.
The document discusses how family, peers, and education influence adolescent development. It notes that families provide foundational support, while peers become increasingly important as adolescents spend more time with friends. Education also shapes adolescents by impacting future opportunities and emotional well-being. Research discussed found that having friends aids school adjustment and motivation, and that peers influence prosocial behaviors. The quality of these relationships and experiences during adolescence can significantly impact development.
The document discusses gender socialization and the role of mass media. It makes the following key points:
1) Gender socialization is the process through which people learn appropriate gender roles and behaviors based on their sex. It occurs through various social agents like family, schools, peers, and mass media.
2) The mass media plays a powerful role in socializing and reinforcing gender stereotypes. It often portrays women and men in traditional and sometimes limiting roles.
3) However, gender roles are changing in many societies as ideas of masculinity and femininity evolve and women and men have more equal opportunities and representations.
Overheard from a student before class I’ve had it with all this c.docxgerardkortney
The document discusses how differences in gender, sexual orientation, ethnicity, and age can influence communication. It notes that while people from these groups share some characteristics, each individual is unique. Regarding gender, the document outlines some common differences in how males and females approach communication, such as males focusing more on content and goals while females focus more on connection. However, it cautions against stereotyping. The document also discusses challenges still faced by LGBTQ individuals and importance of creating inclusive environments. It emphasizes being sensitive and avoiding language that demeans or offends others.
Gender issues in psychology: Interaction Styles in Childhood and AdulthoodLaiba Aftab Malik
Interaction Styles in Childhood, prosocial dominance, egoistic dominance, gender segregation cycle, Prisoner’s dilemma task, the peer pressure, gender-consistent or gender-inconsistent language, the cultural influence
Gender Issues Associated With Age, Gender, Ethnicity EssayKimberly Haynes
This essay examines issues related to age, gender, ethnicity in the workplace, focusing on gender relations, stereotyping, and sources of inequality. It discusses how organizational culture, norms, and stereotypes can impact opportunities for people. It will analyze inequalities in who does what type of work, particularly looking at women's roles. The essay will critically observe and reflect on three TV programs related to inequality and gender roles in the workplace.
This document discusses genre analysis and style. It begins by defining genre as a type or form of literature or communication event that is associated with particular settings and has organized structures and functions. Genre is seen as a response to social context that achieves communicative purposes. Genres are characterized by staging, belonging to communities of practice, conventional lexico-grammatical features, and flexibility. Genre relations refer to how genres interact as part of genre sets, systems, chains, or networks. Approaches to genre analysis include the ESP school, Sydney school, and New Rhetoric school.
Colonialism involves the domination of one society by another through political and economic control. It originated with European powers colonizing lands across Africa, Asia, and the Americas beginning in the 15th century. There were two waves of colonial expansion - the first involved colonizing the Americas for resources and Christianity, while the second was the "Scramble for Africa" which divided the continent. Settler colonialism differed in that European settlers permanently displaced indigenous populations in places like North America. Colonialism had devastating economic and social impacts through exploitation of resources and people for imperial profit and domination of indigenous cultures.
Postmodernism first entered philosophical discourse in 1979 with Jean-François Lyotard's book "The Postmodern Condition". Lyotard used concepts from Wittgenstein and speech act theory to account for changes in science, art, and literature since the late 19th century. There is no consensus on when postmodernism began, with suggestions ranging from the mid-1960s to the 1980s. Postmodernism rejects universal narratives and values plurality and difference over essentialism. It challenges notions of objective truth and rationality from the Enlightenment era. Major postmodern thinkers include Lyotard, Baudrillard, Derrida, Foucault, and Barthes, who developed concepts like simulation, deconstruction,
1) Knowledge of the world and social knowledge influence the production and understanding of discourse. Schemas, or mental representations of typical situations, help make sense of information by activating relevant background knowledge.
2) Relevance Theory proposes that hearers interpret utterances by considering how they interact with and update their existing assumptions about the world. For an utterance to be relevant, it must have significant contextual effects by providing new information, strengthening assumptions, or contradicting assumptions.
3) Successful communication depends on shared schemas between speakers. Miscommunication can occur when schemas are mismatched or false assumptions are made about shared knowledge. Stepping outside predictable patterns can also lead to discourse deviations and misunderstandings.
This chapter discusses Louis Althusser's work on the ideological effects of common sense assumptions about language and social identities. It argues that meanings, subject positions, and social situations are socially constructed through discourse but appear natural and obvious. This naturalization is a form of power that constraints thought and society. The chapter explores how analyzing communication breakdowns, cultural differences in discourse, or deliberate interventions can foreground and challenge common sense assumptions.
Multimodal discourse analysis examines how texts use multiple modes of communication like images, video and sound alongside words to create meaning. It considers how design elements contribute to meaning in texts. The approach draws from Halliday's view of language as one of many semiotic resources used in social contexts. It analyzes how texts employ modes to realize ideational, interpersonal and textual meanings. Examples of analyses include studies of images in advertisements and newspapers, and frameworks for examining genre and multimodality in films.
Assessment and Planning in Educational technology.pptxKavitha Krishnan
In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
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বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
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Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
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gender chapter 1.pptx
1. CHAPTER 1 Constructing, deconstructing and
reconstructing gender
CONTINUED FROM SUB-HEADING:
SEPARATION
THE HETEROSEXUAL MARKET
DEVELOPING DESIRE
2. Separation
To differing degrees from culture to culture and community to community, difference is
reinforced by separation. Boys play more with boys; girls with girls
Psychological research shows that children begin to prefer same-sex playmates as they approach
the age of three (Maccoby 1998). which is about the age at which they develop a clear sense of
their own gender, and this preference increases rapidly as they age.
3. Institutional settings
Eleanor Maccoby notes that preference emerges in institutional settings where children
encounter large numbers of age peers.
-- day care, preschool, and elementary school –
On the same theme, Thorne (1993) points out that: schools provide a sufficiently large
population that boys and girls can separate.
Non-institutional Settings
In neighborhoods there may be less choice. children often maintain prior cross-sex friendships
formed outside the institution (Howes 1988).
It is important to note that the preference for same-sex play groups is not absolute, and that in
fact children often play in mixed groups
4. Preference to Same sex: Why?
The choice of playmates in school is a strategy for ensuring safety and predictability in an open setting,
as children seek out others with a recognizable play style.
If sex-segregated play groups fill a need for predictable play and interaction styles, they are also a
potential site for the production and reproduction of this differentiation.
Small boys engage in more physically aggressive behavior than small girls.
However, experimental and observational evidence puts this differentiation at precisely the same time
that same-sex group preference emerges.
Maccoby points out that this play style reaches its peak among boys at about the age of four and that it
is restricted to same-sex groups, suggesting that there is a complex relation between the emergence of
gendered play styles and of same-sex play groups.
5. Effect of separation on Cultural
Development
The separation of children in same-sex play groups has led some gender theorists to propose a
view that by virtue of their separation during a significant part of their childhoods, boys and girls
are socialized into different peer cultures.
In their same-sex friendship groups, they develop different behavior, different norms, and even
different understandings of the world.
Both boys and girls develop different verbal cultures -- different ways of interacting verbally and
different norms for interpreting ways of interacting (Daniel Maltz and Ruth Borker, 1982).
6. Result: cross-cultural miscommunication
Separation result in cross-cultural miscommunicate on between males and females. Deborah Tannen
(1990) has popularized this view and asserted that:
The separation of gender cultures does not necessarily involve male--female misunderstanding, it
describes the conditions under which such misunderstanding could develop. Certainly, if girls and
boys are segregated on a regular basis, we can expect that they will develop different practices and
different understandings of the world.
The extent to which this actually occurs depends on the nature of the segregation -- when, in what
contexts, for what activities -- in relation to the actual contact between boys and girls.
In other words, to the extent that there is separation, this separation is structured -- and it is
structured differently in different communities. This structure will have an important bearing on the
nature of differences that will develop. It will also have a bearing on the extent to which these
differences are recognized.
7. Miscommunication Model
Proposed by: Maltz and Borker further promoted by: Tannen
Male and female understandings of interaction are different, and, critically, that they are unaware of these
differences, and believe that they are operating from the same understanding.
Gender segregation in childhood plays some role in the development of gendered verbal practice. But for
understanding gender, separation is never the whole picture.
Gender segregation in western societies is virtually always embedded in practices that bring the sexes
together and that impose difference in interpretations even where there are great similarities in those
actions or people being interpreted.
the complexity of explaining gender differences increases with the development of the kids. As kids spend
more time with their peers, and as they enter into more kinds of situations with peers, not only does the
balance between adult and peer influence change, but the nature of peer influence also changes. Peer
society becomes increasingly complex, and at some point quite early on, explicit ideas about gender enter
into children’s choices, preferences, and opportunities.
8. school activities constrains gender
segregation
Barrie Thorne (1993) notes that public choosing of teams in school activities constrains gender
segregation, hence that games that involve choosing teams are more likely to be same gender,
while games that simply involve lining up or being there are more likely to be gender-mixed.
Separation can carry over to competitions and rivalries between boys’ groups and girls’ groups,
as in elementary school activities such as ‘‘girls chase the boys’’ (Thorne 1993). These activities
can be an important site for the construction of difference with claims that girls or boys are
better at whatever activity is in question.
In this way, beliefs about differences in males’ and females’ ‘‘natural’’ abilities may be learned so
young and so indirectly that they appear to be common sense.
It is not at all clear, therefore, to what extent differences in behaviors and activities result from
boys’ and girls’ personal preference, or from social constraint.
9. The heterosexual market
1. Academic Market
2. Job Market
----------------Social Markets---------------
The markets where both boys and girls are exposed to.
It is here that both girls and boys will come to see themselves as having a place in a structured
system of social evaluation.
Kids participating in the heterosexual market can act as both commodity and as broker -- they
can be paired up, or they can engage in negotiating the pairing up of others.
Though these are temporary or short timed pairing yet establishes individuals’ value, and that
establishes the nature of value
10. Social order is fundamentally Heterosexual
The heterosexual activities develop a system of relationships and desirability between the members.
The new and enduring status system that forms around this market constitutes the core of the
emerging adolescent social order. In this way, the social order is -- fundamentally -- heterosexual,
dramatically changing the terms of the cohort’s gender arrangements.
male and female individuals now defines them with respect to a social order. Their value as human
beings and their relations to others are based in their adherence to gender norms. And the
differentiation of these norms intensifies as differentiation of male and female merges with
engagement between male and female.
11. Heterosexual Market in Cultural Context
In almost all cultures, eventual marriage is a central social goal that marks adulthood even in
cases where the young people themselves do not play a very active role in building heterosexual
links.
Most cultures have some kinds of institutions that focus on heterosexual desire among the
young and are linked to plans for eventual marriage.
In the US, gender difference and heterosexuality are deeply embedded (and intertwined) in the
institution of adolescence and in the formal institution of the high school that houses the age
group.
Heterosexual couples have a special status in high school -- popularity is closely linked to
heterosexual alliances, and ‘‘famous’’ couples gain extra visibility and provide theater for their
cohort (Eckert 1989).
12. Developing desire
Throughout gender development until the emergence of the heterosexual market, the emphasis has been on
difference -- on opposition.
Opposition turns to complementarity, and where before male and female might have been in conflict, now they
are collaborators. And with this comes the introduction to gender the conscious element of desire.
we see images of the perfect couple.
the construction of male and female in advertising.
We comment:
He is taller, bigger, darker than her; looks straight ahead, confident and direct; she looks down or off into the
distance, often dreamily. Standing or sitting, she is lower than him; maybe leaning on him, maybe tucked under
his arm, maybe looking up to him.
RESULT: most kids learned to desire that perfectly matched partner of the other sex.
Girls develop a desire to look up at a boyfriend.
13. Desires are highly structured
emotions and desires are not natural, they are highly structured and learned.
Men are not allowed to burst to emotions otherwise they will call weak (any example)
women’s learning to display their emotions to others, learning when to cry or show fear to an
audience.
Acting scared in action or horror movies can be an important female skill. Learning to be immune to
fear in these situations, and learning to not be immune, are alternative possibilities -- gendered
alternatives.
People do not simply learn to have the appropriate emotional responses; they learn to want those
responses, and to be the kind of people who have those responses.
Diets, hairstyling, appetite suppressants, steroids, tattoos, body piercing, makeup: all these and more
are in the service of the desired self.10 Consumption of all kinds is driven by desire, and this desire is
overwhelmingly gendered.
14. Principles of developmental narrative
1. It is clear that gender is learned. And because gender involves a restriction of choice --
severe constraints on behavior for all, as well as asymmetries -- it must be not just learned
but taught, and enforced.
2. Gender is collaborative. Gender is not an individual matter at all, but a collaborative affair
that connects the individual to the social order. children learn gender initially by having other
people do gender for them, and eventually take over the responsibility for their own
performances and for supporting the performances of others.
3. Gender is not something we have, but something we do. Children often do gender quite
consciously -- it is clear to all that the swaggering boy and the mincing girl are engaged in
gendered performances. As they get older, they get better at masking the raw performances
they are engaging in, but more importantly, their gendered performances also become
second nature.
15. Concluding talk
Finally, gender is asymmetrical
Inequality is built into gender at a very basic level. Indeed, Kate Bornstein (1998) has said that
gender is just a system to justify inequality.
‘‘[a] gender system is first and foremost a prestige structure.’’ (whitehead, 1981).