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Unit 5 Stereotypes-2 What are the dangers of gender stereotyping? Is it
Mass media perpetuates gender roles
Influences of media on teenagers
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Social Influences on Gender There are many social influences that effect gender. According to Adolescence 15th edition, “ Social role theory states that gender differences mainly results from the contrasting roles of females and males, with females having less power and status and controlling fewer resources than males” (pg. 170). Parental, siblings, school, peers, and mass media influences all have an extraordinary influence on gender. Parental influences is the foundation of a child’s gender. This is where a child begins to learn the true definition of the difference between being a male or female. In infancy and early childhood, parent’s influence on how they treat their sons and daughters are extremely different between the two. Even …show more content…
A school environment helps mold children’s friendships and they learn from their instructor’s actions and behavior. Textbooks and certain material also plays a role in influencing gender. Most of the time in school, history is based on the accomplishments of men, and women usually do not play a major role. The schools are usually in approval of this certain stigma of men and women gender roles. There are many ways that teachers reinforce a child’s gender development. Communication, games, and activities are various tactics teachers use to inforce gender development. Even school systems, seem to be organized to where men are in higher power than women. Even though the child’s home is the major foundation for gender development, the school would be the next major place. Even though most would think school would be a place where students would be comfortable with finding their own gender identity, this is not always true. School environments are commonly known for having a bigger effect on what men and women gender roles should be. Since men seem to be more superior than women, they are usually given more attention from the teachers. According to The Influence of School and Reading, “A meta analysis of 81 studies of classroom interaction showed that boys received 56% of classroom interaction with the teacher and girls received 44% (Kelly, 1988). This same meta analysis also found that although girls raise …show more content…
This is where children find great representation of what men and women should be. Certain messages can be sent through media to children to define their gender development. Age appropriate television shows for adolescence greatly influence the stigma of how boys and girls should be. One thing that many television shows portray to young girls is the misconception of brains and beauty. Usually is the girl is attractive she is not that intelligent, and if she is unattractive she is intelligent. Primarily, teenage girls’ main focus on these television shows are with boys, shopping, and their looks. School rarely seemed to be important to them through these shows. Music videos are also a way media influences gender. Usually television networks such as MTV and Vh1 targets mainly a male audience. Sometimes these networks can portrays women as only sexual beings, and women being inferior to men. Without parental control, children view many things on television that they may not understand, but still in some ways effects their gender development. For example, this can be seen when an adolescence watches a heterosexual relationship engage in a gender-appropriate manner. The media presents things in a certain way that children would want to imitate. The media makes children feel as if they can identify with what is being presented to them. The glamorous lifestyle, money, and being young is what appeals children the most when it
Gerry Garibaldi, a high school teacher and Michael Kimmel, a professor of sociology both explain how the consequences of the feminism movement are harming boys in school and later in life. Kimmel and Garibaldi present their views on the gender education problems in their articles “How The Schools Shortchange Boys” and “A War Against Boys”. Both make passionate arguments and prove that boys are at a disadvantage in modern feminized classrooms. Kimmel’s arguments about the problems boys face in the American educational system are more convincing than Garibaldi’s, because his style of argumentation is more objective, supported by more statistics, and provides unbiased restatement of opposing views.
Because young boys are more active they often are disciplined, while girls are often quieter and naturally become a teacher’s favorite. This causes problems because classrooms naturally become more attuned to a girl’s style of learning, leaving young boys behind in the classroom from an early age. “Boy Problems” by Ann Hulbert goes into detail over the increasing “gender educational disparity.” Hulbert gives the reader useful information about how and why men are falling behind and the increasing gender differences in education. When fixing a problem one must first realize the problem exists. Now that the problem has come to light, action must be
It is a widely accepted notion that social context and setting is very dependent upon gender. However, the converse is what appears to be true. Sex is biological and static, however gender is a social construct that is almost entirely dependent upon the social context in which it is placed. Contrary to what is often believed, gender is an idea that society constructs and students learn at a very early age. Once gender roles are learned, it can be incredibly damaging to act out of these roles because peer criticism as well as sheer belittlement will likely ensue. In Learning Silence by Peggy Orenstein, and Pascoe’s Dude, You’re a Fag: Masculinity and Sexuality in High School, this reality that gender is dependent upon social context is discussed. More specifically, male masculinity and its dependency on femininity, or in any case, a lack of masculinity.
In the society we live in, we are all looking for acceptance, whether we like to admit it or not. We turn to the media to see what other people are doing. The media plays a large role on the way we, a society as a whole, are influenced and think about responsibilities and roles of genders. As young children, we are still not sure of who we are and how we should act about certain topics. In order to ‘find ourselves,’ as young children, we look at things that are available to us. The television is found in every home and thus makes it one of the easiest ways for children to be influenced. This is not to say that the adult female population is not influenced as well. Adult females are seeking more information on how they should be as a person in order to be accepted in society as an acceptable woman.
Gender may be a universal concept, but the meaning of gender differs between societies. The way humans behave, speak, experience, think, and view the world is the final product of socialization. From the moment the sex of a fetus is known, humans are being molded into the person society wants them to be. Different parts of society have different functions in the gender-socialization process. The familial relationships and interactions one has with their immediate surroundings—peers, school, religion, and neighborhood—are the most influential aspects of gender development. Loosely connected societal influences like mass media, politics, and culture are influential as well. Throughout childhood, one’s family and interactions with their immediate surroundings teach and reinforce gender, while the rest of society acts as a reinforcer. During adolescence, the broader society begins to take on a minor instructor role in relation to the family in the further development of gender. Essentially, family always acts as the main gender instructor and reinforcer, while society acts as the secondary gender instructor and reinforcer.
According to Hochschild, “attitudes toward men’s and women’s roles have been referred to as gender ideologies” (as cited in Helgeson, 2012, p. 68). There are currently three different gender role ideologies that can be measured through the Attitudes Toward Women Scale (ATWS). The three ideologies include egalitarian, the belief that men and women should equally share in both household and workforce duties, traditional, the belief that women only do housework and men only are in the workforce, and transitional, the belief that it is okay for women to enter the workforce, however, they still do proportionally more household duties. Cultural differences also affect individuals’ gender role attitudes, depending on how “expectations for men and
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...
In fact, gender socialization appears very early in childhood, and it is generally regarded as one of the most related issues in early childhood. (Early Childhood, 2007) Children learn the differences between boys and girls by the environment they are exposed to, and the ideas are reinforced mainly by family, education, peer groups, and the mass media.
Both males and females have influences that help decide the ways in which they think, dress, speak, and act within the situation of society. Cultural and personal gender roles are a big influence on the way people live. Learning plays a role in this process of shaping gender roles. Peers, parents, movies, teachers, television, books, and movies could all teach and reinforce gender roles throughout the lifespan.
The media, through its many outlets, has a lasting effect on the values and social structure evident in modern day society. Television, in particular, has the ability to influence the social structure of society with its subjective content. As Dwight E. Brooks and Lisa P. Hébert write in their article, “GENDER, RACE, AND MEDIA REPRESENTATION”, the basis of our accepted social identities is heavily controlled by the media we consume. One of the social identities that is heavily influenced is gender: Brooks and Hébert conclude, “While sex differences are rooted in biology, how we come to understand and perform gender is based on culture” (Brooks, Hébert 297). With gender being shaped so profusely by our culture, it is important to be aware of how social identities, such as gender, are being constructed in the media.
It seems that single-sex education perpetuates gender stereotypes and promotes gender bias among students (Taylor). Gender-separate education requires schools and teachers to create gender-oriented courses, facilities, and learning environment. As a result, sing-sex schools exacerbate sexist attitudes and “feelings of superiority toward women” (Guarisco). It is fair to argue that the best way to achieve gender equality is to promote rather than eliminate interaction among girls and boys. However, girls in the sex-mixed class receive less attention from teachers than boys, which may lead to gender bias. More precisely, boys always have disciplinary issues, such as interruption; teachers have to pay more attention to boys’ behaviors in order to proceed the lecture more smoothly. Girls may feel less important and supportive in male-dominated classes; boys may think that males are smarter and far superior than females. Single-sex schools can address both girls’ and boys’ issues of gender stereotypes directly and accordingly. Male students may be freer to engage in some activities they have not considered before in mixed schools. For example, boys feel pressure to follow some non-macho interests when girls stay around them; however, the all-boys schools eliminate their pressure toward gender stereotyping to pursue music, dance, and drawing. Single-sex schools would help boys explore and develop themselves. Also, girls in sex-separate schools show more confidence and power (Guarisco). They could receive full attention from teachers and express their opinions in science classes without worrying about the boys’ banter. They may realize that they are as important as boys. Hence, both girls and boys can be free from gender stereotypes and benefit from a same-sex learning
The second article, Examination of early childhood practitioners’ general perception of gender differences in young children, suggests that the research indicates the stereotypical perception of children’s gender differences is existed in early childhood teacher’s verbal expression (Hyun & Tyler, 2000). The research has collected data and responses for several topics including “Frequently Mentioned Descriptive Words by Gender”, “Words by Gender that May Reflect ‘Constructive’ and Active Learner Characteristics” (Hyun & Tyler, 2000). The results of the data collection have shown that gender bias is identified in early childhood teachers’ perception and verbalisation in terms of children’s characteristics, learning styles and classroom interaction (Hyun & Tyler, 2000). For example, words used to describe boy’s group learning style including “active, builders, challenging”, whereas girls are described as “cooperative, creative, curious” (Hyun & Tyler, 2000). Although learning styles and learning abilities are largely determined by the biological sex differences, how they respond to children with different genders would influence how children perceive their gender and their postnatal development of learning. When boys are perceived to be more cable than girls, teachers are very likely to have higher exceptions on boys and design considered developmentally appropriate activities for them instead of providing them the same materials as girls’. Consequently, the existing boys’ social dominance may be further supported and girls may suffer from the unfair perception that “they are passive learners in some extent” so they are dependent and need more help from teachers (Hyun & Tyler,
As a child grows and conforms to the world around them, they go through various stages, one of the most important and detrimental stages in childhood development is gender identity. The development of the meaning of a child’s gender and gender can form the whole future of that child’s identity as a person. This decision, whether accidental or genetic, can affect that child’s lifestyle views and social interactions for the rest of their lives. Ranging from making friends in school all the way to intimate relationships later on in life, gender identity can become an important aspect to ones future endeavors. It is always said that boys and girls are complete opposites as they grow.
Gender is the psychological characteristics and social categories that are created by human culture. Doing gender is the concept that humans express their gender when they interact with one another. Messages about how a male or female is supposed to act come from many different places. Schools, parents, and friends can influence a person. Another major factor that influences millions of impressionable females and males is television. Not only does the television teach each sex how to act, it also shows how one sex should expect the other sex to act. In the current television broadcasting, stereotypical behavior goes from programming for the very small to adult audiences. In this broadcasting range, females are portrayed as motherly, passive and innocent, sex objects, or they are overlooked completely or seen as unimportant entities.
The gender issues in today’s society are issues to discuss because they are tainting the lives of people from an early age. This is important because girls and boys are showing increasing levels of insecurities that are arising due to fundamental gender issues in society. The masculine stereotype is one the most prevailing causes of gender issues in society, especially the issue of sexism. Our society must address this issue because the cycle of sexism only feeds into peoples’ insecurities. Men should not feel obligated to objectify women to feel masculine and women should not feel like they must be sensual and beautiful to have value. The stereotypes that are being placed on men and young boys effect the attitudes of the women around them and creates a cycle of hypersexualization and sexism, leaving the relationships between genders tainted and women feeling less confident in themselves. By changing the way people think men and women are supposed to be, we can change the way our society values one another and in turn, become a more equal and respectful society.