Assignment Prompt & Instructions
need help
– 2 years ago
**files (1)**
– ## ESSAY.pdf
**## ESSAY.pdf**
Gender is a fundamental social construct that is produced and reproduced through
everyday interac6ons and ins6tu6onal prac6ces. While parents play an important role in
forming children's gender iden66es through clothing, toys, and behavioral expecta6ons,
schools reinforce and normalize gender norms through bodily discipline and rou6nes.
Mar6n's research of preschools shows how ins6tu6ons make gender stereotypes seem
like the standard, while Kane's study of parental influence points out the challenges of
defying these norms. These two studies together demonstrate how both home and
educa6onal ins6tu6ons are influen6al in early gender development, making gender
norms seem inevitable. Despite the seeming inevitability of gender norms, these studies
show that there are cases of rebellion that ques6on their strict implementa6on.
Mar6n's (1998) research on preschools reveals that there's a hidden curriculum
influencing how children move, stand, and behave according to their gender. Teachers
oKen guide boys and girls toward different behaviors without even realizing it. For
instance, girls are instructed to maintain a straight posture, keep their bodies contained,
and exhibit formal behaviors, while boys are allowed greater freedom to move around,
make noise, and occupy space (Mar6n, 1998, p. 498). Subtle but constant
reinforcements like these add to the idea that gender differences in behavior are natural
rather than produced by society. But Mar6n does point out examples when students
defy expecta6ons, including when boys dress up in feminine clothes and girls aQempt to
occupy space in ways that are oKen reserved for boys (Mar6n, 1998, p. 500). These acts
of defiance demonstrate that gender roles are not always strict, even if they are
frequently received with cri6cism from classmates or teachers.
Similarly, Kane (2006) looks at how parents influence gender reproduc6on while
simultaneously aQemp6ng to ques6on tradi6onal standards, par6cularly when raising
males. Kane discusses several paren6ng styles, including "naturalizers" who think
gender is determined by biology, and "resisters" who inten6onally challenge
conven6onal gender norms (Kane, 2006, p. 15). Many parents encourage their
daughters to par6cipate in sports and other male-related ac6vi6es, but they are far less
willing to let their sons par6cipate in ac6vi6es that are more closely linked to femininity,
such as playing with dolls (Kane, 2006, p. 20). This hesitancy comes from societal
expecta6ons that link masculinity to dominance and heterosexuality. Kane does,
however, iden6fy parents who purposefully defy these rules by allowing their children
more freedom in gender expression. These parents demonstrate how it is possible to
defy gender norms, even in the face of possible social backlash.
When looking at both Mar6n and Kane’s studies, it is clear that gender norms are really
deeply rooted in family and ins6tu6onal seZngs, influencing how children experience
the world around them in significant ways. However, they also show that gender norms
can be challenged—both parents and children some6mes push back, ques6on, and
nego6ate their roles. In preschools, kids some6mes challenge bodily discipline, and at
home, some parents resist tradi6onal gender roles. These instances of resistance, even
though they are oKen limited by social pressures, show that gender norms are not set in
stone but are instead formed by constant reinforcement. No6cing these moments of
resistance is cri6cally important for understanding how change is possible in gender
socializa6on.
Overall, the produc6on and reproduc6on of gender are influenced by both parental
influence and ins6tu6onal prac6ces. Mar6n's research shows how schools impose
gendered bodily discipline, and Kane's study iden6fies the challenges parents encounter
when dealing with gender norms. Even though these structures oKen make gender
differences seem inevitable, instances of resistance in both studies show that gender
norms can be challenged. It is crucial to recognize these processes in order to challenge
and eventually change the strict gender norms that influence early childhood
experiences.
**## ESSAY.pdf**
Gender is a fundamental social construct that is produced and reproduced through
everyday interac6ons and ins6tu6onal prac6ces. While parents play an important role in
forming children's gender iden66es through clothing, toys, and behavioral expecta6ons,
schools reinforce and normalize gender norms through bodily discipline and rou6nes.
Mar6n's research of preschools shows how ins6tu6ons make gender stereotypes seem
like the standard, while Kane's study of parental influence points out the challenges of
defying these norms. These two studies together demonstrate how both home and
educa6onal ins6tu6ons are influen6al in early gender development, making gender
norms seem inevitable. Despite the seeming inevitability of gender norms, these studies
show that there are cases of rebellion that ques6on their strict implementa6on.
Mar6n's (1998) research on preschools reveals that there's a hidden curriculum
influencing how children move, stand, and behave according to their gender. Teachers
oKen guide boys and girls toward different behaviors without even realizing it. For
instance, girls are instructed to maintain a straight posture, keep their bodies contained,
and exhibit formal behaviors, while boys are allowed greater freedom to move around,
make noise, and occupy space (Mar6n, 1998, p. 498). Subtle but constant
reinforcements like these add to the idea that gender differences in behavior are natural
rather than produced by society. But Mar6n does point out examples when students
defy expecta6ons, including when boys dress up in feminine clothes and girls aQempt to
occupy space in ways that are oKen reserved for boys (Mar6n, 1998, p. 500). These acts
of defiance demonstrate that gender roles are not always strict, even if they are
frequently received with cri6cism from classmates or teachers.
Similarly, Kane (2006) looks at how parents influence gender reproduc6on while
simultaneously aQemp6ng to ques6on tradi6onal standards, par6cularly when raising
males. Kane discusses several paren6ng styles, including "naturalizers" who think
gender is determined by biology, and "resisters" who inten6onally challenge
conven6onal gender norms (Kane, 2006, p. 15). Many parents encourage their
daughters to par6cipate in sports and other male-related ac6vi6es, but they are far less
willing to let their sons par6cipate in ac6vi6es that are more closely linked to femininity,
such as playing with dolls (Kane, 2006, p. 20). This hesitancy comes from societal
expecta6ons that link masculinity to dominance and heterosexuality. Kane does,
however, iden6fy parents who purposefully defy these rules by allowing their children
more freedom in gender expression. These parents demonstrate how it is possible to
defy gender norms, even in the face of possible social backlash.
When looking at both Mar6n and Kane’s studies, it is clear that gender norms are really
deeply rooted in family and ins6tu6onal seZngs, influencing how children experience
the world around them in significant ways. However, they also show that gender norms
can be challenged—both parents and children some6mes push back, ques6on, and
nego6ate their roles. In preschools, kids some6mes challenge bodily discipline, and at
home, some parents resist tradi6onal gender roles. These instances of resistance, even
though they are oKen limited by social pressures, show that gender norms are not set in
stone but are instead formed by constant reinforcement. No6cing these moments of
resistance is cri6cally important for understanding how change is possible in gender
socializa6on.
Overall, the produc6on and reproduc6on of gender are influenced by both parental
influence and ins6tu6onal prac6ces. Mar6n's research shows how schools impose
gendered bodily discipline, and Kane's study iden6fies the challenges parents encounter
when dealing with gender norms. Even though these structures oKen make gender
differences seem inevitable, instances of resistance in both studies show that gender
norms can be challenged. It is crucial to recognize these processes in order to challenge
and eventually change the strict gender norms that influence early childhood
experiences.