The intrapsychics of gender: A model of self-socialization.

Tobin, Desiree D.; Menon, Meenakshi; Menon, Madhavi; Spatta, Brooke C.; Hodges, Ernest V. E.; Perry, David G.

doi:10.1037/a0018936

Cited by 242 publications

(280 citation statements)

References 144 publications

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“…The evaluation of an activity by the child explains why some children do not always conform to the norms expected by the adults. Tobin et al (2010) claim that learning gender is complex and that gender is acquired through social interaction where there is a combination of the internalisation of gender identify, the assimilation of gender stereotypes which inform the child about gender expectations and each child's unique experience of gender, thus gender acquisition is both an individual and a societal experience. Eckert and McConnell, (2013) observation of adults noted that children's behaviours are confirmed or negated by the adults as being that of a boy or of a girl.…”

Section: Gender Schemasmentioning

confidence: 99%

Perceptions of gender in early years

Wingrave

2016

Gender and Education

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This article presents an exploration of a group of Early Years Practitioners' (EYPs) perceptions of gender that may provide some insight into the growing divide between boys' and girls' educational performance (Burusic et al., 2012). I argue that the current media and educational interest in the gendered brain (Sax, 2005) and the influences that surround the child (Eckert and McConnell, 2013), can result in children acquiring social expectations and attitudes to learning that are different for both sexes. The frequent dimorphic treatment of boys and girls is often based on assumed biological differences (Baron-Cohen et al, 2004) that suggest that the sexes learn differently. This can result in the approaches to the care and education of children being established on their sex categories rather than their individual needs. My focus here is to explore practitioners' expectations and understanding of children's behaviour and learning in the nursery environment. The study is premised on the belief that practitioners' perceptions of gender could, as argued by Eliot (2009), result in self-fulfilling prophecies being (re)produced and (re)created. The deployment of stereotypical assumptions and practices could, I suggest, limit children's opportunities. The data used here is drawn from my doctoral study of the nature of gender as was understood by eight EYPs who took part in five discussion group sessions. An interpretative paradigm was adopted, where the EYPs' discussed their experiences and understanding of gender from their practice. Following Holloway and Wheeler (2013), the study explored experiences and perceptions in order to illuminate meaning and understanding. The findings indicated that there is a belief amongst the group of practitioners with whom I worked that gender is either innate or learned and that EYPs play no role in its development. The tentative conclusions suggest that changes to the education and training of EYPs are required in order to raise awareness of gender issues in nurseries. I suggest that there is a need to place gender back on the education and training agenda for EYP in order to support changes to practice that could, in turn, provide children with more equitable teaching and learning experiences.

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Section: Gender Schemasmentioning

confidence: 99%

Perceptions of gender in early years

Wingrave

2016

Gender and Education

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“…Gender development is a process that begins early in life, with children establishing an awareness of gender group membership and their differentiating behaviors by the time they are three or four years-old (Tobin et al, 2010). However, while young children display a recognition of separate gender group membership, they still remain largely unaware of social gender hierarchies.…”

Section: Sex and Gendermentioning

confidence: 99%

“…Tobin et al's (2010) Gender Self-Socialization Model (GSSM) suggested that gender development encompasses three main constructs: gender identity, gender stereotype, and attribute selfperception that work in concert to help children process gender information. Tobin et al (2010) suggested that it is plausible that both environmental and biological factors contribute to the formation of gender identity, stereotype, and self-perception. Some specific influences hypothesized to impact these constructs include: "culture, parents, peers, and media" (environmental), and "hormones, genes, temperament, and physical attributes" (biological) (Tobin et al, 2010).…”

Section: Sex and Gendermentioning

confidence: 99%

“…Tobin et al (2010) suggested that it is plausible that both environmental and biological factors contribute to the formation of gender identity, stereotype, and self-perception. Some specific influences hypothesized to impact these constructs include: "culture, parents, peers, and media" (environmental), and "hormones, genes, temperament, and physical attributes" (biological) (Tobin et al, 2010). According to Bussey and Bandura (1999), socialization is also crucial to gender development, with observation and imitation serving as important methods for children to learn about gender roles.…”

Section: Sex and Gendermentioning

confidence: 99%

“…Whether or not men and women select careers based upon internal preferences (Evans & Diekman, 2009;Hakim, 2006) or if their choices are a byproduct of early gender socialization (Bussey & Bandura, 1999;Tobin et al, 2010) remains a healthy debate amongst scholars. Historically, early studies of gender were primarily concerned with understanding the differentiating behaviors and belief systems that separated males and females.…”

Section: Introductionmentioning

confidence: 99%

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