The gender role continues as the child grows up. The gender role usually develop, given the limits to what biological differences can explain, how do males and females learn such different roles? The values and expectations of society are transmitted through the socialization process. (pp: 226 John E. Farley & Michael W. Flota). Teaching the gender roles and learning the gender roles according to Cooley, are self-image is a product of the messages were receive from others and the ways we understand and interpret those messages.
Perceiving new information, including a new self-knowledge, encodes a child and organizes this information in accordance with the dominant cultural notions of femininity and masculinity and traditional notions of male and female roles in society. Thus, self-esteem and the child, and the preferred behaviors are largely determined by substantial component of gender
However, it is primarily the family setting that strongly influences the child’s gender role development. The children’s parents tend to pass on, their own beliefs and biases about gender roles to their sons and daughters. This mapping of the parental influence impact ultimately suggests that a gender role orientation that is androgynous is more favorable to children than strict use of traditional gender roles. In their early years, children are already exposed to what society thinks of what each gender means. Through a variety of activities, opportunities, encouragements, social support, discouragements and negative views, overt behaviors and attitudes, covert suggestions and opinions, and various forms of guidance and support, children experience the process of gender role
These gender roles evolve from standards put in place by society. What do theorists say about socialization and gender in child development? One of the major theories that are beneficial in learning about gender role development is the Social Learning Theory. According to behaviorist, Bandura, children first learn gender roles by observing behaviors of an adult of the same sex, imitating said adult (Bandura, 1977). Then, the surrounding adult will respond either with positive or negative reinforcement (Bandura, 1977).
According to Bussey and Bandura (1999), parents also play an active role in setting the course of their children 's gender development by structuring, channeling, modeling, labeling, and reacting evaluatively to gender-linked conduct. It was shown that there was considerable evidence that parental socialization practices have an impact on child gender role knowledge and preference (Ruble, Martin & Berenbaum, 1998). One of this is the different parenting strategy they
Not til more recent times have these expectation changed letting women or men be anything they want to be. However many social views are influencing parents and young adults. Parents have different expectations for their sons or daughters because from a young age kids are forced into gender roles, stereotyping genders, and following the “traditional” way. Gender roles are either implied or forced on kids from a young age. According to The New York Time, “ At young ages, when parents most often search about possible giftedness, girls have consistently been shown to have larger vocabularies and use more complex sentences”.
These views posit that environmental agents (parents, teachers, peers) shape (teach) behavior both by directly reinforcing desired behavior and by providing models of socially appropriate behavior. Albert Bhandura(1969): Modeling, Imitation and Identification: According to his thought, the growth of children is based on the learning experience they get from their social environment. Parents are an important source to imitate behavior, language, gesture and mechanisms as well as attitudes and values. Muuss (1975) Adolescence is a time when they can experiment with adult roles and determine a realistic sense of self. Adolescence is the period during which the skills and attitudes are acquired to help develop adults who will eventually contribute to society in meaningful ways.
Introduction Parents play an important role in guiding the development of their child in the early years, before the influence of teachers and peers comes into play (Diem-Wille, 2014). This influence that parents have on their children would naturally affect the child’s perception of gender roles and stereotypes. Following the approach of the Gender-Schema Theory, the child learns about gender in his or her society by observing behaviours of the people around him or her and then classifying the information as characteristic of different genders (Bem, 1983). The family environment and experience would therefore be central to helping the child construct schemas about gender roles since parents’ actions and attitudes are part of the information that the child receives from the environment that is integrated into the schema (McHale, Crouter, & Whiteman, 2003). Furthermore, it is possible that in mixed-gender families, the higher chances of comparisons between the two parents’ behaviours would reinforce specific ideas about gender roles than it would in families where parents are of the same gender (Endendijk et al., 2013).
P Tansuhaj, E Foxman (1996) examined the effect of family gender roles on perceptions. Perceptions of teenager's influence were seen to differ considerably by country and by gender role category. A similar pattern of teenagers' general influence emerged across these diverse societies, while product-specific influence was wide-ranging between countries. Managerial implications on communication strategies are given
A fundamental part of our being is our inner sense of self-identification. However, our upbringing within a certain society influences how we perceive our gender roles, appearance and behavior, therefore, producing genderlects. When interacting with others, individuals accommodate their speech towards the style or genderlect of the other participants, e.g. single-gender groups. Additionally, important aspects, such as politeness and appropriateness, are relevant factors to acquire acceptance and are visible in boys´ and girls´ genderlects.