Parental Influences on Children's Socialization to Gender Roles - Term Paper Example

 Parental Influences on Children's Socialization to Gender Roles Abstract This paper explores children's socialization process to gender roles in general and parental influence in this process in particular. Different online (internet) and offline (non-internet) sources are explored in order to find out major factors that influence children's perceptions about gender and gender-specific roles. The process of socialization, internalization of information, stereotypes, and gender-specific behaviors is also discussed. The two major research works discussed are Crespi (2003) and Witt (1997). Crespi (2003) highlights that socialization is a process through which children internalize customs, traditional thinking patterns, norms, and expected gender-specific behaviors, and parents primarily influence this process. Witt (1997) observes that parents are first agency that socializes children to gender roles, but external factors reinforce such perceptions to an extent that it becomes a part of a child's personality. Parental Influences on Children's Socialization to Gender Roles What we are and the way we behave is the final product of socialization. Right from the moment we were born, society started molding us in certain pre-defined beings. Socialization teaches us what gender-appropriate behavior and attitude for both genders are (Crespi, 2003, p.1). According to Bem (1993), dividing people in groups is an inevitable cognitive process amongst humans. We divide them on the basis of age, race, religion, color, and so forth. Most often, we categorize people on the basis of gender (p.9). The process of immediate categorization of humans on the basis of their gender is both habitual and automatic. It is nearly impossible to restrain the tendency to divide the world in two halves, using gender as a primary divider. When we divide humans in males and females, we consider all men as same and all women as same, while men and women are entirely different and (Crespi, 2003, p.1) even opposite. In reality, characteristics of both men and women overlap with each other. However, gender polarization creates an artificial gap between men and women that is hard to change (Crespi, 2003, p.1). Parents are primary source of information and gender socialization in a child's life. This paper explores children's socialization to gender roles and parental influence in this process. Socialization is a process through which a child transforms into an individual who follows his or her norms, customs and environment laws (as cited in Crespi, 2003, p.2). Gender socialization is a focused form of socialization through which children socialize into their gender-specific roles (Giddens, 1993; Macrae, 1996) and are taught what meaning it holds to be man or woman (Condry, 1976; Morris, 1999 as cited in Crespi, 2003, p.2). The process of socialization begins with birth, and proceeds through the agencies of socialization, also called "teachers" of society. In Western society, primary agencies are family, peers, schools and media. For gender socialization, each and every agency plays its role in reinforcing gender stereotype (Crespi, 2003, p.2). Gender differences stem from this socialization process, in particular, during childhood and adolescence (Beal, 1994). Stereotypes represent a certain society's collective knowledge of ideas, religions, myths, customs and sciences (Macrae, Stangor, and Hewstone, 1996). Individuals develop understandings and beliefs about a certain class or group within this knowledge. Psychologists believe that stereotypes are part of a person's social knowledge. Due to this knowledge or lack of this knowledge, stereotypes influence their social behaviors (Crespi, 2003, p.1). Stereotypic behavior is associated with the way that it is learned, transmitted and changed. Perception of stereotypes is influenced by an individual's culture and the information he received from direct or indirect sources, such as, peers, parents, teachers, political and religious leadership and mass media (Witt, 2000; Macrae, 1996; and Hibbard, Buhrmester, 1988). Gender stereotypes and biases are widespread in nearly all societies. Innocent children's minds always learn and adopt gender roles which are not fair. Throughout their growing age, children are exposed to behaviors and perceptions which influence their understanding and shape their behaviors towards gender roles. These roles are learnt from home or family and reinforced by external factors, such as, media, peers, and experience in school. However, the strongest factors that influence children understanding of gender role come from family setting and parents passing on their personal beliefs to their children, both overtly and covertly (Witt 1997). Gender stereotypes are associated with cognitive processes as we have different expectations for gender differences (Tavris, 1992). Traditional perceptions about gender roles help in sustaining gender stereotypes. For instance, males are considered to be task-oriented, assertive, adventurous, independent, aggressive, and practical. Females, on the other hand, are supposed to be people-oriented, gentle, dependant, sensitive, dependant and emotional (Crespi, 2003, p.2). Witt (1997) observes that it is at very early age that children learn the meaning of his or her gender in society. They experience various forms of gender role through various different activities, behaviors, opportunities, suggestions, observations and guidance. Witt (1997) observes that, through a child's growth period from childhood to adolescence, it is nearly impossible that he or she does not get exposed to stereotyping or gender bias. Gender perceptions of adults are further reinforced by people out of home, and therefore, perpetuate throughout childhood and into adulthood (Martin, Wood, & Little, 1990 as cited in Witt, 1997). A child sense of self is developed by a combination of ideas, behaviors, attitudes and beliefs that he is surrounded by (Witt, 1997). According to Santrock (1994), the information that a child internalizes about gender role comes from parent-child interaction, role modeling, reinforcement of particular roles and behaviors, their approval or rejection of something. Moreover, other factors in external environment further reinforce these ideas and beliefs, and these gender stereotypes become strongly entrenched beliefs and a part of child's self (as cited in Witt 1997). When it comes to gender differences, unlike other agencies, family is characterized by a certain way of living, and establishes gender differences in a way that is not only biological, but also social and relational (as cited in Crespi, 2003, p.2). The family is defined as "social and symbolic place in which differences, in particular, sexual differences, are believed to be fundamental and at the same time constructed" (Saraceno, 1988 as cited in Crespi, 2003, p.2). In a family, gender role perceptions reflect individual characteristics of parents. Therefore, gender relation is of fundamental importance in the understanding of gender belongings as it is the first experience of male and female (Crespi, 2003, p.2). A child's first and foremost perception of male and female is formed by his or her parents (Lauer & Lauer, 2994; Santrock, 1994; Kaplan, 1991 as cited in Witt, 1997). Right from the early days, parents deal with daughters and sons in a different manner. They dress them in different colors (blue for boys and pink for girls), give them gender differentiated toys (guns and swords for boys and dolls for girls) and expect different behaviors from girls and boys (Thorne, 1993 as cited in Witt,1997). According to Rubin, Provenzano, & Luria (1974), parents start to have different expectations from sons and daughters as early as 24 hours after birth (as cited in Witt, 1997). Children start to internalize gender related information at a very early age. A two-year-old kid is aware of the differences in adult sex role (Weinraub, Clemens, Sachloff, Ethridge, Gracely, & Myers, 1984 as cited in Witt, 1997). Another research study found that children use gender stereotypes in negotiations, and they tend to generalize gender related stereotypes in various activities and entities (Fagot, Leinbach, & O'Boyle, 1992; Cowan & Hoffman, 1986 as cited in Witt, 1997). Their beliefs on perceived gender roles are so strong that they even deny what they see, just because it does not match with their expected roles. For instance, a child whose mother is a doctor, but he firmly states that only men are doctors (Sheldon, 1990 as cited in Witt, 1997). It is evident that parents prefer sons in general. In most countries throughout the world, parental preference is for sons (Steinbacher & Holmes in Basow, 1992 as cited in Witt,1997). Moreover, people who prefer sons also use technology for defining sex of their children (Steinbacher & Gilroy, 1990 as cited in Witt, 1997). Parents with such beliefs are likely to continue expanding their families if they have only girls, as compared to if they have only boys (Hoffman, 1977 as cited in Witt, 1997). Parents are found encouraging their kids to participate in gender-specific games and activities. For instance, sons are encouraged to play with trucks, swords and guns. They are motivated to be brave and sporty. On the other hand, girls are urged to play with doll house and maintain it (Eccles, Jacobs, & Harold, 1990 as cited in Witt, 1997). It is evident that children's toy preferences are substantially associated with their parent sex-typing (Etaugh & Liss, 1992; Henshaw, Kelly, & Gratton, 1992; Paretti & Sydney, 1984 as cited in Witt, 1997) through giving them gender-specific toys and rewarding behaviors which are stereotyped (Carter, 1987 as cited in Witt, 1997). In general, fathers and mothers both shape children's stereotypical beliefs; however, fathers are found reinforcing such roles more often (Ruble, 1988 as cited in Witt, 1997). Parents also provide kids with gender-specific rooms, such as girls' rooms have more pink, dolls, and manipulative objects. On the other hand, boys' rooms have more blue, tools, motor vehicle, and sports equipment (Pomerleau, Bolduc, Malcuit, & Cossette, 1990 as cited in Witt, 1997). Parents are more likely to allocate maintenance chores to boys, such as painting and mowing the lawn. On the other hand, girls are expected to do laundry, chores and cooking (Basow, 1992 as cited in Witt, 1997). Therefore, gender-specific role assignments lead children to associate gender with specific roles. Some studies suggest that parents socializing factors play a little role in shaping and developing child's sex role (Laytton & Rommey, 1991; Maccoby & Jacklin, 1980 as cited in Witt, 1997). While others suggest that parents are primary influence on a child's gender role development in very early years (Santrock, 1994; Miller & Lane in Berryman-Fink, Ballard-Reisch, & Newman, 1993; Kaplan, 1991 as cited in Witt). Influence of parent-child relationship lasts well in adulthood. Due to its long-lasting impact, parents and child relationship and socialization are the most important developmental factors (Miller & Lane as cited in Witt, 1997). Parents’ attitude towards children play crucial role in developing a child's self esteem and concept of self, as parental warmth and support are primary factors for child development (Richards, Gitelson, Petersen, & Hartig, 1991 as cited in Witt, 1997). Very often, children receive subtle messages from parents regarding what is acceptable for a male or a female (Arliss, 1991 Witt, 1997). Sex role stereotypes become part of a child's personality. Gender appropriate perception and attitudes are so strong that children reject different experience and revert to their stereotypical beliefs (Haslett, Geis, & Carter, 1992 as cited in Witt, 1997). Parents are primary influence on gender role development right from the beginning of life. Socialization is a process through which a child transforms into an individual with certain beliefs and perceptions which define his behaviors and approach towards gender. Stereotypes are part of a person's social knowledge. Due to this knowledge or lack of this knowledge, stereotypes influence their social behaviors. Gender stereotypes and biases are widespread in nearly all societies. Throughout their growing age, children are exposed to behaviors and perceptions which influence their understanding and shape their behaviors towards gender roles. These roles are learnt from home or family, and reinforced by external factors, such as media, peers and experience in school. However, the strongest factors that influence children understanding of gender role come from family or parents. Children learn the meaning of his or her gender in society as early as at two years. They experience various forms of gender role through various different forms of human interactions. Family is characterized by a certain way of living that establishes gender differences in way that is not only biological, but also social and relational. Children's first and foremost perception of what is male and female is formed by his or her parents through their characterizations, guidance and behaviors. Influence of parent-child relationship lasts well in adulthood. Due to its long-lasting impact, parents and child relationship and socialization are the most important developmental factors. References Beal, C. (1994). Boys and Girls: The Development of Gender Roles. New York, NY: mcgraw- Hill. Bem,S.L. (1993). The lenses of gender: Transforming the debate on sexual inequality. New Haven: Yale University Press. Crespi,I. (2003). Gender Socialization within the Family: A Study on Adolescents and Their Parents in Great Britain. Catholic University of Milan. Retrieved from http://www.iser.essex.ac.uk/files/conferences/bhps/2003/docs/pdf/papers/crespi.pdf Hibbard, D. R.& Buhrmester, D. (1998). The role of peers in the socialization of gender- related social interaction styles. Sex Roles: A Journal of Research, 39(3-4), 185. Macrae, C.N., Stangor, C., & Hewstone, M. (1996). Stereotypes and Stereotyping. New York: The Guilford Press. Tavris,C.(1992). The mismeasure of woman. New York: Simon & Schuster. Witt, S. D. (2000). The influence of television on children's gender role socialization [Abstract].Childhood Education, 76(5), 322-4. Read More