Gender Roles Being Taught to Young Children: A Psychological Approach

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Gender is socio-psychological characterizing of being male or female. Gender identity is the sense of being identified as one of these genders, and it is usually established before three years of age. Gender role describes the expectations of the society as how a male or female should behave according to their sex. Biology is the natural factor for differential gender development, and biologically a person with 46 XY chromosomes in their cells and gonads of testes would be a male, and a person with 46 XX chromosomes in their cells and gonads of ovaries would be a female. Also, hormones such as testosterone and estrogen, and evolution offer some insight in to the psychological differences in the genders (Santrock, 2009). However, there is mounting evidence that the gender roles and stereotypes are being taught from childhood, and studies point out that the teaching of gender roles at an early age greatly affects a child’s identity of their gender and the opposite sex.

Through parents’ toy selections, children learn what is appropriate and inappropriate for their gender (Wood, Desmarais & Gugula, 2002). Though boys have a strict set of rules and expectations for their role in society, girls’ roles are not as consistent. This factor causes gender conflict within girls and causes problems with boys because they are highly restricted in what they can do (O’Brien, Peyton, Mistry, Hruda, Jacobs, Caldera, Huston & Roy, 2000). These roles and expectations are taught not only by parents but also through children’s books and media. One of the biggest issues in teaching gender roles too early is that the children develop the concept of gender stereotyping. Gender stereotyping is culturally defined, which usually dictates men to be ...

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Galligan, S., Barnett, R., Brennan, M. & Israel, G. (2010). The Effects of gender Role Conflict on Adolescent and Emerging Adult Male Resiliency. Journal of Men’s Studies, 18(1), 3-21.

Gooden, A. & gooden, M. (2001). Gender Representation in Notable Children’s Picture Books: 1995-199. Sex Roles, 45(1/2), 89-101.

O’Brien, M., Peyton, V., Mistry, R., Hruda, L., Jacobs, A, Caldera, Y., Huston, A. & Roy, C. (2000). Gender-Role Cognition in Three-Year-Old Boys and Girls. Sex Roles, 42(11/12), 1007-25.

Tepper, C. & Cassidy, K. (1999). Gender Differences in Emotional Language in Children’s Picture Books. Sex Roles, 40(3/4), 265-80.

Wood, E., Desmarais, S. & Gagula S. (2002). The Impact of Parenting Experience on Gender Stereotyped Toy Play of Children. Sex Roles, 47(1/2), 39-49.

Santrock, J.W. (2009). Life-span development. Boston, MA: McGraw-Hill Higher Education.

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