To the entire world, boys seem to be the favored gender and the recipient of all of society’s rewards. Myra Sadker argues in her article “The Miseducation of boys” that gender stereotypes not only affect young girls but also affect boys detrimentally in the short and long term. The author suggests that girls have been able to expand their gender roles but boys are continuously trapped within the male stereotype (Sadker, 1995). The author suggests that schools and parents are the main socializing agents in learning one’s sex and gender role within society. Within the school environment boys often take one of two roles, the academic star in the classroom or the delinquent and class clown (Sadker, 1995). Many researchers have argued that boys …show more content…
receive more attention in the classroom but do not take into account the behavioural environment of schools (Sadker, 1995). Boys are often raised to be active, aggressive, independent and competitive and are placed within a context that they are not physically and psychologically prepared to handle (Sadker, 1995). Those boys who fall in between both extremes of the spectrum are often forgotten and receive little to know attention (Sadker, 1995).
These two groups are learning different lessons in the school system and are socialized to display certain aspects of the male ideal in the Western world (Sadker, 1995). For Sadker, the development of boys begins at the home since parents have a role in the engendering of a child. In the home, boys are taught masculine behaviours and means of play through a selection of toys prescribed to boys (Sadker, 1995). In addition, parents will care for their children differently depending on gender whether it be means of punishing their child, or displaying certain emotions (Sadker, 1995). The rigid gender stereotypes and continuous teachings of masculinity push conformity for all boys to become the standard males even though they often do not fit the mold (Sadker, 1995). As a result, boys who try to cross the gender boundaries are often faced with public humiliation. Through these forms of socialization, boys learn that those who perform feminine activities regardless of their sex are subordinate to the masculine role (Sadker, …show more content…
1995). The author concludes with ways in which teachers can bring lessons that challenge sex role stereotypes and push the rigid gender boundaries as most schools enact a traditional model. Social institutions produce men that are simply victims of a system that is based on traditional values and beliefs that continually reproduce the same gender line (Sadker, 1995). Sadker’s critical analysis of the male stereotype deviated from the current debates in political discourses that focus on the oppressive nature of female stereotypes.
As both genders should be given equal attention, the influence of traditional male stereotypes on boys within the modern roles needs further analysis. Trough empirical examples and personal dialogues from both teachers and parents, Sadker further compels the readers to believe that a crisis is occurring among young boys with regards to their miseducation (1995, p. 197). However, the author’s extensive use of inexperienced teachers dialogues may weaken her arguments. As readers it is important to remember the time and context in which the article was written, in order to further understand the complexities of the author’s argument. The author often states that when asking teachers to remember their most outstanding students, boy’s names dominated their lists (Sadker, 1995). Many could argue that within the 20 year gap between the article and the current day, girls have increasingly risen up in the academic field which can in fact, date the author’s argument. Interestingly, the author puts very little emphasis on the portrayal of masculinity within the media whether it be books, television or the movies (Sadker, 1995). In the ever changing and media driven society, it would have been proven beneficial to include further analysis of the portrayals of masculinity to further highlight how socializing agents are
sending out mixed messages on how boys should behave. Although many of the author’s arguments were compelling, claims of stereotypes and women were often set aside to talk about the unbroken boundaries of male stereotypes. The author suggests that traditional roles are no longer applicable to women since they are capable of enacting masculine behaviours without public concern or humiliation (Sadker, 1995). Many can argue that the fight against gender and sex roles for women is still progressing and is still an issue in the modern day. Further analysis of the intersections of race and gender would provide a different cultural perspective for understanding the complexities of the process of socialization and masculinity
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
Boys have to hide their true selves and feelings to fit in, but in society expect men to be both tough and gentle, and be able to express their feeling, try to not hide behind the mask. Regardless, masculinity is an unrealistic expectation of men. Who cares what others think as long as they be their true self. It is apparent through my though that this essay is a good source to research or write an essay and can be teach. This essay helps parents learn more about their children feeling and grow into manhood to become real men.
In the reading, Playing in the Gender Transgression Zone, McGuffey & Rich argue that the ways youth build their “hierarchy” in school, camps, etc. can explain the way ‘gendering’ in society’ happens and why. It discusses how boys are seen as the high status members of society. This is a result of the ideology of hegemonic masculinity. This says that there is a predominant way of doing gender relations that elevates the status and privileges of masculinity over femininity. This establishes a socially constructed level of male social power and explains why male dominance continues on past the middle school ages. Men still have high status in higher level of social organization, especially political/ governmental institutions.
The story of Inside the World of Boys by William Pollack brings the attention to us that the boys often suffer from low-self esteem, in large part due to “the boy code”, the unspoken rules that compel them to feel they need to hide their emotions and keep them from exposure. In effect, “the boy code” causes the problem of gender gap between boys and girls in academic performances. I choose this essay because I am concerned with how “the boy code” raises the gender gap between boys and girls in their academic performances and how our societies often underestimate all emotional needs of boys. This story is not only a story but also is a research paper of Pollack which is supported by his research results and statistics. The background story of Adam and his personal conversation with his mother make this story so fascinating and touching. It brings a social message to parents, school, and societies.
In an excerpt from his book, Guyland: The Perilous World Where Boys Become Men, which was first published in 2008, sociologist Michael Kimmel shows us how the teaching of masculinity in America begins to form at a very young age and goes far into adulthood. He focuses on how boys are molded from a young age to be men, by forms of harassment, teasing, and peer pressure from parents, relatives, friends, teachers, and society. In this specific essay, Kimmel explains the pressures young boys experience and the expectations as they grow into manhood. Kimmel vividly describes men who are pressured by their own peers to prove their masculinity. Furthermore, there is a relentless sense of having to show ones ' 'manly ' ' behavior. Masculinity is expected, and needs to be shown in-front of others at all times. For most men, being able to do
Risman (1988:14) notes that “early childhood socialization is an influential determinant of later behavior, and research has focused on how societies create feminine women and masculine men.” Rather than focusing on gender as natural and fixed, Risman (1998) suggests instead that gender can be viewed at three levels: individual, interactional, and institutional. Instead of viewing the differences between men and women outlined in “If I Were A Boy” as natural and fixed, sociologists would instead look to socialization and societal norms to explain why men and women appear dissimilar. Additionally, many sociologists view gender as being continuously created; Risman (1988:10) notes “the pervasive differences between male[s] and female[s]…are continuously created by the gendered structures in which we all live.” Sociologists, who would instead view these perceived differences as a product of our society, would heavily dispute the gender essentialist perspective taken in “If I Were A Boy”.
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.
Throughout the book Pollack encourages parents to take time with their sons in helping them express their feelings while showing them empathy and love. Pollack discusses the ways parents can help their boys escape from the gender straightjacket that is imposed upon them. Pollack exposes myths that negatively portray boys as macho creatures shaped by testosterone with no social skills. He instead presents examples of boys who are emphatic as a result of nurturing parents and educates the reader to be aware that boys express their love through action and work. Pollack includes chapters regarding the different but equally important role of mothers and fathers in bringing up their sons.
To say that girls are different from boys is an understatement. Boys and girls are treated and raised differently while growing up in a patriarchal environment(Chesney-Lind & Sheldon. Chapter 6); the diverse ways in which they mature physically and emotionally, boy’s and girl’s involvement or path that leads to their potential delinquency are worlds apart. In addition, bombardment by role models and advertisements of society plays a large aspect in the differences between boys and girls. The majority of female role m...
From a young age , many individuals worldwide are socialized according to their gender and what is appropriate for males and females. Socializing according to ones gender starts from the moment you are born when the nurses give you either a blue or pink blanket to wrap the child in. This allows society to known whether the child is a male or female. The double standard for gender occurs within many areas of development for instance the clothes one wears, the toys that are placed with, the jobs and careers one chooses in their later life. Attachment given by a child's parent reinforces an individual to be socialized and children can also contribute how their parents treat and see them , these are social constructs within parenting (Ambert,2012). All of these things can be gender separated and still are in today's society. Another area where males and females are socialized differently is in the area of sexuality and what is acceptable for males is not always for the female gender. Gender specific norms govern the appropriate amount of partners , when it is acceptable to engage in sexual activity and what motivates ones behavior (Kreager &Staff, 2009). This shows society individuals are socialized according to their gender because males are socialized into behaving a different way than girls but it still be accepted as a norm. Women are taught that it is okay to have sexual relationships but they need a reason, example being in a committed relationship, where as men just need a place. This is a common perception based on ones gender , formed from a western conservative view point ( Fugere et.al, 2008). Gender socialization is a process where boys are seen to be given wings and girls are to be given roots (Myers, Spencer, Jordan...
‘Boys will be boys’, a phrase coined to exonerate the entire male sex of loathsome acts past, present, and potential. But what about the female sex, if females act out of turn they are deemed ‘unladylike’ or something of the sort and scolded. This double standard for men and women dates back as far as the first civilizations and exists only because it is allowed to, because it is taught. Gender roles and cues are instilled in children far prior to any knowledge of the anatomy of the sexes. This knowledge is learned socially, culturally, it is not innate. And these characteristics can vary when the environment one is raised in differs from the norm. Child rearing and cultural factors play a large role in how individuals act and see themselves.
Although most of the research seems to indicate that sex role stereotyping permeates our society and our schools, there are ways to discourage children from falling into the stereotypical roles. It will take the voices of everyone to make a change in the way that society portrays boys and men, girls and women. We are doing an injustice to our children by encouraging these roles. Educators need to become increasingly aware of their practices in their classrooms. It is very easy to fall into the trap of segregating the sexes; all of us have to support and encourage our children that they can do and be anything. When enough people believe that the sex roles can be diminished, then society, the media and the government will follow.
As a child develops, their surroundings have a major influence on the rest of their lives; if boys are taught to “man up” or never to do something “like a girl”, they will become men in constant fear of not being masculine enough. Through elementary and middle school ages, boys are taught that a tough, violent, strong, in-control man is the ideal in society and they beat themselves up until they reach that ideal. They have to fit into the “man box” (Men and Masculinity) and if they do not fulfill the expectations, they could experience physical and verbal bullying from others. Not only are friends and family influencing the definition of masculine, but marketing and toys stretch the difference between a “boy’s toy” and a “girl’s toy”. Even as early as 2 years old, children learn to play and prefer their gender’s toys over the other gender’s (Putnam). When children grow up hearing gender stereotypes from everyone around them, especially those they love and trust like their parents, they begin to submit themselves and experience a loss of individuality trying to become society’s ideal. If everyone is becoming the same ideal, no one has a sense of self or uniqueness anymore and the culture suffers from
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
Each gender is separated by untold rules or guidelines that they must abide by. This in turn creates inner tensions that inhibit personal growth. For males this may be, or is, an extraordinarily arduous task. More often than not it is other male figures, such as the father, that administer and enforce these certain rules. The most common of these rules include the fact that boys cannot cry, and if he does, he is considered to be acting like a girl, and therefore made fun of. Those mere statements may compel boys to set aside their emotions, in other words, to put them “on the back burner.” This could affect the child's effort to grow, and also create problems with the ability to understand their emotions as well as others. Traditionally boys are prohibited to do anything that is immensely feminine, such as ballet or dance. Even though these both are advertised primarily for girls, boys are included in these activities. For instance, in the movie called Billy Elliot, there is a boy struggling between his love for dance, and his fathers expectations of him. Billy's father wants him to continue with his boxing classes (though ...