Gender Inequality in Adolescents

Gender Inequality in Adolescents

             Gender inequality is a growing issue despite the many advances in society today. Studies have proven this to be a learned behavior that can start as early as in preschool age children. For example, different colored blocks as well as different types of toys are chosen by a child in association with their gender and the specific behaviors they have learned to associate with that gender. When a female toddler goes to pick up a toy to play with they are more likely to pick up a doll over a fire truck, as seen in, “Pink or Blue: Environmental Gender Stereotypes in the First Two Years of Life,” a study on gender stereotyping, “Compared to boys, girls play more with dolls, doll accessories and soft toys” (Pomerleau, Boldu and Malcuit 360). Although all children are subject to gender bias, I believe that girls often have it worse off, due to the fact that girls are given no leeway when it comes to having interests in toys that are for the opposite sex because it is not what girls do. A gender biased society creates a more difficult environment for a child to live and grow in when the implementation of gender based stereotypes is introduced. This creates heightened levels of social anxiety in the child and establishes lasting impressions on the social viewpoints related to gender appropriateness.
              Gender inequality provides for a more strenuous environment for the child to grow and develop when stereotyping is being impressed upon them. The role of color association weighs heavily on a child’s decision as to what is appropriate for their gender from their first day of life, the hospital will usually associate pink blankets, clothing and accessories with female babies and blue with male babies. Typically teachers promote this idea by defining bathroom passes for each sex by making one blue and one pink, children are then expected to recognize the difference and learn which color is to be associated with their gender “…unknowingly reinforcing gender stereotypes” (Carl 2012). Girls, more often than boys, are separated by the activities they do on the playground because it appeals to the opposite sex. Parents and teachers alike try to accommodate both girls’ interests as well as boys’ interests by creating activities that appeal to one sex or the other, but hardly to both. Although this is seen as considerate to the interests of both genders, teachers “… are really teaching the children to ‘do’ gender” (Carl 2012) furthering the stereotypes that are going to be carried with them throughout the rest of their lives. Girls are associating the activities they are doing by gender and their views of what a female would be interested in, versus what would appeal to a male; therefore they are often discouraged by the biases created. Children are being taught to judge one another based off of a biological makeup, resulting in a developing stereotypical mindset.
           Growing up in a gender biased society not only teaches stereotypes at a young age but creates social anxiety and fear. Commonly, girls tend to feel “less than” compared to boys due to the fact that boys are often permitted by their parents to do more because of their gender based strength. Studies on gender stereotyping exemplified that “…other adults judged it more natural for young girls to play with dolls and soft toys…For boys, it was judged more appropriate to display aggressive behaviors, rough-and-tumble play…and to fall and hurt themselves” (Pomerleau, Boldu and Malcuit 360).  The root of social anxiety begins in children at the primary level and is unknowingly communicated from not only their teachers, but parents as well. Parents, who often times were brought up the same way, argue that “…little boys and little girls are two different species—boys aggressive and girls sweet” (Carl 2012). Consequently, children begin to formulate anxiety and fear that they are not going to fit in with the social norm that is created by parents, teachers and peers.  Commonly, parents and other adults will create an environment which will “…encourage sex-typed play by selecting different toys for female and male children, even before the child can express her or his own preferences” inhibiting the child’s ability for full discovery of what interests them (Pomerleau, Boldu and Malcuit 365). Through experiencing the gender biased activities and learning how color is associated with sex, girls who think differently than what is correct for their gender often question who they are and their own personal interests; resulting in a loss of identity and an increasing fear. Subsequently, it is crucial for children to grow up away from gender stereotypes because “Childhood is the prime time for development of gender identity” (Carl 2012). Girls who are beginning to discover the meaning of femininity should not be discouraged when interested in something for the opposite sex; they should be encouraged to find personal identity. Those children who are limited prove to be the ones suffering from social anxiety rooting from gender bias they have once experienced.
            Progressing in an unequal society creates social anxiety as well as establishes a lasting impression on social viewpoints of gender appropriateness. While girls are supposed to be treated as dainty, delicate and something to be cherished; boys are viewed as masculine, strong and taught to be gentlemen. This way of thinking is influenced by the early exposure to gender appropriate toys providing that, “Infants who are encouraged and reinforced to play with dolls and child’s furniture, or sports equipment and tools will be more likely to choose these objects when they are given a choice. They have also learned that these objects are appropriate for them, and for children of their own gender” (Pomerleau, Boldu and Malcuit 366)  Societal norms are centered on gender, thus influencing girls and their position in society. Girls are encouraged to strive for feminine jobs such as teaching or nursing because those jobs are gender appropriate. Typically, “…these aspirations reflect society’s stereotypic standards of gender appropriate roles; that is, boys selected such primarily adventurous, traditionally “masculine” jobs as policeman, scientist, cowboy, or sports superstar; while girls chose nurturing, traditionally “feminine” ambitions such as teacher or nurse” (Garrett, Ein and Tremaine 507) Hardly ever do you hear of a little girl answer the question, “What do you want to be when you grow up?” with “ A fireman,” due to the fact that girls are being taught what is appropriate for them to do when fantasizing about their future through discussion at school and at home. As a result it is becoming increasingly evident that “Children learn what behavior is ‘appropriate’ for each gender and how to fit in with others who are like us” (Carl 2012). Although at the primary level it is trivial, as girls grow up, it becomes a larger issue and the ideal type of female becomes acted upon. Seeing that gender inequality creates social standards for what is normal, it is important that children are encouraged to follow what is acceptable based off of their own interests, not what is acceptable for their biological make up.
             The social environment in which children are growing up is based off of gender bias which in turn is seen through stereotypes that many young girls are confronted with. Consequently, social anxiety and fear is created in schools and lasting ideas of what is gender appropriate is established. This will continue at the primary level as long as girls and boys are taught gender differences through color and different types of toys. Although it lessens as the level of education advances, it is embedded within the child’s mental development, thus shaping how they view gender differences for the rest of their lives.

Works Cited

Carl, John. “What’s the Difference?” Editorial. Montessori Life 2012: 26-31. Web.

Garrett, C. S., P. L. Ein, and L. Tremaine. "The Development of Gender Stereotyping of Adult Occupations in Elementary School Children." Child Development 48.2 (1977): 507. Print.

Pomerleau, Andre, Daniel Bolduc, Gerard Malcuit, and Louise Cossette. "Pink or Blue: Environmental Gender Stereotypes in the First Two Years of Life." Sex Roles 22.5-6 (1990): 359-67. Print.