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This information pack consists of a literature review that will discuss how gender can influence and determine a child’s behaviour and role in society, feeding into their education and emotional wellbeing. It discusses the key role that educators can play in establishing or abolishing gender roles through their relationship with parents and children, and considers why the transition from home to nursery is a key time to tackle gender stigmatisation. The information pack acts as a resource to further provide information to assist educators in challenging gender stereotypes.

In British culture, often before children are born, they are labelled as a “boy” or a “girl” based on their biology and expected to act and dress to suit their sex. West & Zimmerman (1987) discuss the complexity of sex and gender, and draw on Jaggar, arguing that we determine the “sex” of a person based on their anatomical makeup: their genitalia, or the types of chromosomes they have. However, they then go on to consider how it is possible for an individual to have male genitalia, but chromosomes inconsistent to this and vice-versa (p.128). Further explaining this complexity, the World Health Organisation (WHO, 2018) explain male and female differentiation as complex and wide ranging: whilst most females have XX chromosomes and males have XY chromosomes, many people are born with variations of these chromosomes. Considering these points, this suggest that sex and gender may not be as clearly categorised as simply “male” and “female”. Further to this, the WHO draws on cultures around the world (e.g. North American Natives), which see gender as a spectrum rather than categorically male or female, showing how perspectives on gender differ across cultures. In determining the role of gender in society, both West et al. (1987) and the WHO explains gender as a social construct, with West & Zimmerman arguing that people enact these “gender roles”, which society has constructed for them, throughout their lives (1987, p.128).

Across continents, the damaging effects of these societal gender roles and stereotypes manifest in the following ways:

·         Girls are labelled as physically weaker than boys hence vulnerable and restricted to being modest, submissive and requiring protection;

·         Boys are labelled as strong, often encouraged to be brave, tough and aggressive;

·         Boys are perceived as facing risk of violence, suicide and substance abuse;

·         Girls are encouraged to cover up, and dress, sit or “act appropriately” or be “ladylike”;

·         Boys are perceived as predators, who sexually objectify women and prey on vulnerabilities;

·         Girls are not free to look at or talk with their male counterparts: families are stigmatised through “dishonourable” female behaviour towards males;

·         Girls are subject to body shaming, sexual, self and peer objectification: periods and breast development are seen to increase pregnancy risk and sexual decision-making; therefore, independence is restricted when a female reaches puberty. Female body parts are often scrutinised and judged by both males and females;

·         And there is often stigma around male-female friendships.

(Based on results of data analysis from the Global Early Adolescence Study (GEAS) by Mmari et al.2017, p.5-10)

As discussed, not all people fit into gendered definitions categorically, therefore, the societal marginalisation of people into a gender category from birth brings great pressure to conform to these gender roles. These pressures clearly have a huge impact on the child’s social and emotional development through pressure to behave a certain way, conforming to ideas masculinity or femininity. Stigmatisation often occurs if girls or boys push the boundaries of gender norms, expressing traits of the opposite sex (Smith, 2014). Lane et al. (2017), West & Zimmerman (1987), and Mmari et al.(2017) voice their concerns around pressures for both genders to conform to gender norms with girls becoming more sexualised (O’sullivan,Meyer-Bah Burg &Watkins, as cited by Mmari et al.,2017), and restricted in their independence once they hit puberty, and boys being encouraged to be tough, aggressive, and afforded more independence.  These stigmatisations can influence both sexes leading to sexual violence, child marriage, pregnancy and STIs (Ricardo et.al, as cited by Mmari et al.,2017), often forcing girls to leave school early and encouraging boys to become involved in physical violence and increased mortality concerns through risk taking behaviour or suicide (Paton et al. as cited by Mmari et al.,2017).

Gender roles feed into the child’s academic attainment and career opportunities through child exposure to gender orientated toys, media and clothing. Additionally, they are ingrained in our language: often casual comments such as "man up", "I need two strong boys to help me" and "females are not very good at sport" along with pet names like "love", and "mate" can enforce gender segregation (Institute of Physics Report, 2015). Girls clothing is often pink with slogans such as “princess” or “pretty in pink” and boy’s wear slogans like “hero” and “tough guy” (Abdelmoneim, 2017). Toys are often segregated, with girl’s toys in the form of domestic goods (cooking sets), pretty dolls and prams (often coloured pink), whereas boy’s toys are often manipulative construction sets and connective puzzle pieces, mainly coloured blue (Connolly, 2014; Jones-Bodie, 2016 p.59; Abdelmoneim, 2017; Li & Wong, 2016). All of the above affects development from an early age (Jones-Bodie, 2016). Boys, for example, through exposure to masculine toys, develop better visual-spatial awareness and fine motor skills (Connolly, 2014; Linn & Petersen, Voyer et al., as cited by Li&Wong,2016). Girls, however, lack in visual-spatial awareness through less exposure to such problem-solving toys (Levine et al. as cited by Li & Wong,2016 p.400). Further, Li and Wong (2016) discuss how the prevalence of toys aimed at females reinforce the homely, child bearing stereotype in girls that clearly encourage the feminine gender role. However, they also encourage growth in social skills and nurturing behaviour by fostering care taking roles and harmonious play with others (p.406). Whilst boys’ toys can encourage visual-spatial development, they often encourage violent play (e.g. toy soldiers) and competition. Lack of exposure to toys that encourages harmonious play with others and develop social-skills mean that boys do not develop these qualities in the same way the girls toys do(p.400,406). Toys, clothing and language have powerful implications for how children perceive their own roles, skills and abilities and clearly affect child development (Jones-Bodie, 2016; Li &Wong, 2016).

Further, Francis (2010) found that toys aimed at boys were likely to develop technological and scientific knowledge, whilst toys aimed at girls, again, encouraged the care-giving roles and potentially influences curriculum preferences in children (p.339). Whilst this was a small-scale study, it reinforces the findings of James-Bodie and Li & Wong. Feeding into career and education, many toys are suggestive of gender appropriate jobs (Jones-Bodie, 2016), for example: boys playing with building blocks or fire trucks, may imagine a future as a builder or fireman, and girls playing with toys that encourage care taking roles may see themselves in such roles in the future, like nursing or teaching. As discussed, the toys and clothes children are given, and the language we use, encourages a sense of self identity and development of certain skills, therefore, it is logical that curriculum preference for the child fits with these skills and identities.

In 1987, West & Zimmerman stated that we cannot stop “doing gender” or enacting such gender specific roles that limit our potential in life as they are so ingrained in our culture through the categorisation of men and women in such roles. At the time, West & Zimmerman called for a societal “overhaul”: an institutional, cultural change to reconceptualise gender and abolish these oppressive gender roles (p.147). Of course, we have seen elements of change since their literature in 1987; in modern times, we see these societal norms being questioned through the celebration of gay pride and the diverse use of the acronym LGBTIA (Lesbian, Gay, Queer, Transgender, Intersex, Asexual), with increasing number of people identifying with these terms (Boise State University, 2018). Although controversial, terms like these extend the boundaries of the traditional idea of gender and sexuality as male and female, straight or gay. So too does the rejection of gendered stereotypes by The Church Of England (2017), urging people not to stigmatise children based on their gender, sexuality or for experimenting out-with gender norms. Recently in the UK, reforms allowed for those wishing to officially change their gender to do so more easily, without a medical diagnosis (Government Equalities Office & Justine Greening, 2017), and currently, the government debates the possibility of gender neutral identities, with campaigners showing a rise in support for this cause (Dearden, 2018). It is pertinent that there has been a change in social perspective regarding the definition of gender. Further to this, and since the Equality Act (2006), schools are required to show how they seek to abolish discrimination and gender inequality. The Standards for Registration (GTCS, 2012) explicitly urge teachers to commit to inclusivity towards gender, gender identity and sexual orientation, and the Getting It Right For Every Child policy (Scottish Government, 2012) encourages celebration of diversity, making this a key issue for schools and teachers in Scotland.

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Why educators should consider this topic during the home to nursery transition?

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Why educators should consider this topic during the home to nursery transition?

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Lane et al. argue that schools, parents, caregivers, environment, peers and media can contribute to the child’s perspective on gender from a very early age (Global Early Adolescent Study, as cited by Lane et al.,2017, p. S10-S11; Mmari et al. 2017). However, in consultation with the Scottish Curriculum for Excellence (Scottish Executive, 2004), the first consideration of gender identity and sexual diversity appears at second level in the benchmarks for health and wellbeing (HWB 2-44a, 2-47a,2-47b). Second level is generally introduced to children between the age of 9-12 years old and extends through third and fourth level as the child experiences puberty. Comparing Weinraub, et al. (1984) and Shutts et al.’s (2013) studies suggests that at two years old, gender roles, although recognised by children, are not as well ingrained as they are by the age of 3 years old. Further, Lane et al. argue that by the time children reach the age of 10-14 years, these roles are firmly ingrained and enacted, meaning that children already feel pressure to conform to them. Clearly, if teachers are to play their part in influencing equity and equality relating to gender (Tasner & Gaber, 2017), as encouraged in the Standards for Registration and by the Equality act, work must begin much earlier to tackle gender stigmatisation and segregation and minimise its damaging effects. At the transition into early level - home to nursery- educators have an opportunity to teach both child and parent about the powerful role of gender in child development and promote gender acceptance and positivity both in the nursery and at home (Smith, 2014). Encouraging language and clothing that is non-gender deficit, and the use of toys that promote social, kinaesthetic, visual-spatial awareness in both boys and girls, provide all sexes with the same opportunities, regardless of their perceived gender.

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What can teachers do in relation to this topic?

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What can teachers do in relation to this topic?

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Of course, discussion of gender related issues can be controversial: as discussed, gender roles are societal norms. However, there are simple steps that educators can take to encourage positive change. Being a controversial topic, it is important to handle this topic with care and avoid shaming or stigmatising those who have strong gendered views, instead, educating people about the benefits of de-gendering society. Zero Tolerance (2013) outlines steps that educators can take in de-gendering their school and wider community, and further steps are outlined in the resources attached to this information pack.

1.      Work with parents and colleagues to raise awareness:

·         Raise awareness through discussion of gender stereotypes with colleagues and parents.

·         Raise your own awareness, by becoming aware of gender stereotypes acknowledging how you may conform to or promote gender stereotypes and influence children’s behaviour.

2.      Change your practice and work with children and parents to promote change at home:

·         Consider your use of language, practicing non-gendered dialogue and promote this in children, colleagues and adults.

·         Consider how toys and games are packaged and encourage all children to play with a range of toys.

·         Consider which books are available to children, ensure that a range of books challenge gender stereotypes by including some books that have female heroes for example.

·         Create your own storylines through play and drama that challenge gender stereotypes and involve children in considering how to do this.

·         Assure children that it is ok to experiment with traditionally “opposite sex” activities (e.g. girls playing in the mud, and boys dressing as princesses), and model these things yourself.

·         Consider the environment: avoid segregating male and female groupings, and consider colour when decorating areas of the class, e.g avoid using pinks in the kitchen area, and blue in the construction area. Consider placing build your own kitchen sets or making dolls in the technologies corner.

·         Play games involving gendered and un-gendered role-play to expand children’s ideas of gender.

3.      Become active in societal change by addressing gender issues politically:

·         Sign petitions, join campaigns, write letters and discuss the issues with shops and suppliers to promote de-gendering.

·         Involve children, parents, colleagues and the wider public in this activism.

Zero Tolerance (2013)

Clearly, small steps can be made to break down the gendered roles that force children to conform. As teachers, it is our responsibility to work together with parent, child and society to give each child the best possible opportunity, regardless of their gender.

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An in depth document that discusses essential practices to help schools promote gender equity.

Considers promoting gender equity from through a variety of practices e.g. tackling gendered language, training of staff on issues of gender, involvement of students in tackling gender issues and considers how to un-gender careers.

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Opening doors (2016) A guide to good practice in countering gender stereotyping in schools.pdf

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Simple steps that educators can take to work towards a gender neutral school/classroom.

Rest of website contains useful resources and posters relating to gender and sexuality.

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At Educate & Celebrate we believe that sexism, homophobia, biphobia and transphobia all stem from our perceptions of gender from the get go. Therefore, if we eradicate the stereotypes associated with gender then we can eradicate the 'isms' and 'obia's'. This is why we encourage and advocate for all educational establishments to work towards a gender-neutral model in all aspects of school life.

For further information on how to do this then you can purchase our book How to transform your school into an LGBT+Friendly place: A practical guide for nursery, primary and secondary teachers

Where can you begin to break the binary in your school?

Adopting gender-neutral language is essentially asking all staff to not make assumptions about gender and sexual orientation and to not stereotype through the language we use in the classroom - we call this 'smashing heteronormativity' E.g. Have you heard teachers say, ''Can I have two strong boys to move this table please?' or 'take this letter home to your mum and dad?''.

We cannot assume anyone's identity, sexual orientation, background etc., therefore our language must reflect that. Ask for 15 mins in a staff meeting to talk to your staff about a whole school approach to gender-neutral language.

Rather than stating what boys wear and what girls wear, your policy could state: 'Students in our school can wear a white polo shirt with navy trousers or a navy skirt'. Your students will then already have a clearly documented choice.

Remember - haircuts, jewelry, clothes are for everyone!

It is common practice now, particularly at queer events to state your pronoun. If you are not sure of which pronoun to use for any of your students, parents or staff, then just ask, they will know best!

Look through your school paperwork and drop-down menus and make options outside of the binary. For example:

M F Non binary

Mr Ms Mx

He She They/Zie/Xi

You are aiming to have provision for all genders. For example, you may have all gender-neutral toilets throughout the school, or you may have a mixture of male, female and gender-neutral toilets in each building. Many organisations find it useful to simply change the signage on the disabled toilet to 'gender neutral' to accommodate this need. Really, what you are aiming for is a sign just to say 'toilet!'.

For help making your school gender-neutral then join our Award Programme. Register HERE

Contact enquiries@educateandcelebrate.org if you'd like further help and guidance.

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Creating Gender-Neutral schools - Educate & Celebrate

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At Educate & Celebrate we believe that sexism, homophobia, biphobia and transphobia all stem from our perceptions of gender from the get go. Therefore, if we eradicate the stereotypes associated with gender then we can eradicate the 'isms' and 'obia's'. This is why we encourage and advocate for all educational establishments to work towards a...

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Discussing Gender Stereotyping with Young Children

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Discussing Gender Stereotyping with Young Children

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A useful resource for both parents and teachers alike, easy to draw out information on gender stereotyping and provides practical steps to tackling gender stereotypes at home.

Provides links to videos relating to gender and a plethora of website links.

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- A guiding document for parents on how children understand stereotypes, their impacts and ways to challenge and discuss these with 9-11 year olds.
Gender roles and impacts
Gender stereotypes are culturally ingrained ideas about appropriate behaviours for males and females. Common narrow gender stereotypes can include: that it is not ok for men to cry; that men are naturally aggressive; that females should be submissive and 'pick up the pieces'. Young people are largely aware of gender stereotypes by this age and will have begun to accept some of these as universal truths. Rigid gender stereotyping promotes inequity between the sexes and can set young people up to expect and accept power imbalances within relationships later in life.

This is an opportune time, before adolescence, to talk about the impact of gendered expectations on choices, existing friendships and future relationships. Accepting gender stereotypes and roles can have longer-term negative influences on children's beliefs attitudes and future behaviours. For example, surveys with 12-18 year olds have found that:

One in three think that exerting control over someone is not a form of violence.

One in four don't think that it is serious, if a man who is normally gentle with his partner, slapped her when drunk.

One in four think that street harassment is not serious.

One in six think that women should know their place.

One in six think that it is ok for a guy to pressure a girl into sex if they are both drunk.¹

The benefits of tackling gender stereotypes with this age group include supporting young people to:

Become aware of the messages that promote gender double standards and inequality in the media, online and within the broader community.

Know fact from fiction about sexuality.

Understand the effect gender stereotypes can have on their options and roles in sport, at school and within their families.

Develop realistic expectations about future relationships based on mutual respect and equity.

Where do children learn about gender?
Children may learn about acceptable gender roles and stereotypes from television, the internet or other media. For example:

Print media (magazines such as Dolly, Girlfriend or K-Zone), from books or magazines that their parents read² (e.g. Australian Women's Weekly).

Visual media (the Internet, including social media such as, Twitter, Facebook and Instagram, and video games, television and music videos).

Audio media (song lyrics that include narrow representations of men and women or language that is derogatory towards women).

But children also learn about gender roles from their parents from a young age. ³ For example:

How roles and tasks are shared both within and outside the home (i.e. cooking, cleaning, child-rearing, mowing the lawn, managing household finances, taking kids to the park and going to work).

Themes and colours of clothes, toys and presents given to children.

Interactions between family members, for example, how decisions are made within the home.

Expectations placed on different family members based on gender. For example, that it is the responsibility of women and girls to care for others such as remembering birthdays or that the male family members should take on the 'comedian' role.

Language used based on gender, such as commenting on the appearance of girls and commenting on the actions and abilities of boys.

How parents reward or discipline behaviour that adheres to accepted notions of gender. For example, through statements such as 'boys don't cry', or 'boys will be boys' to excuse inappropriate behaviour.

What do young people think about gender stereotypes and roles?
Research conducted around Australia with young people aged between 9 and 11 years, indicates that they have an understanding of culturally accepted gender roles and the power dynamics associated with these. However, it is evident that young people also buy into these stereotypes and are often not aware of when and how stereotypes are impacting on their behaviours and choices. Therefore, conversations around identifying gender stereotypes can work best when supported by an adult such as a parent who can assist young people to understand influences on identity, relationships and decision-making.

Below are comments from Australian young people (9-11 years) illustrating their existing understanding of gender stereotypes.

Some young people can see how early gender stereotyping begins:
"It's like when we go to buy something for a baby and everything for girls is pink and everything for boys is blue and there's no other colours" (11 year old girl).

That stereotypes can change over time:
"Pink used to be a boy's colour but it's now a girl's colour" (11 year old girl).
"This year my favourite colour is orange but last year it was blue" (11 year old boy).

Young people are aware of power dynamics
"Men are known to go out and get a job and get money while women have to stay at home and cook and clean," (11 year old girl).
"Men are paid more than women and more of them are CEOs and have the money," (11 year old girl).

Making a difference at home
Children model a lot of their behaviour and develop their understanding of acceptable masculine or feminine qualities from their parents. Parents can influence how their children view gender and how they decide what it means to be a girl, boy, woman or man. Children are influenced by their parents through the roles they take on inside and outside the home and through the language used with children themselves. Furthermore, how parents interact with other adults and family members can impact on children's expectations of personal relationships. ⁴

Tips for challenging gender stereotypes in the home:

Ensure that children receive equal praise for the same behaviour. For example, praising both boys and girls for being neat or being active in physical activities.

Encourage children to be friends across genders.

Use the anatomically correct terms when referring to body parts.

Point out, critique and discuss gendered representations in the media.

Avoid gender specific language and statements such as 'that's a man's job' and 'that's not lady-like'.

Encourage gender neutral toys and colours.

Discussing gender with 'tweens'
Many pre-teens are ready to actively engage in discussions about respectful relationships, gender roles and stereotypes. This is a key time prior to puberty, high school and before many young people start experiencing romantic relationships, as well as an age where gender stereotypes are becoming more cemented and begin to impact on future decisions such as subject and extra-curricular choices.

Age appropriate topics about gendered expectations can include:

Jobs and roles for women and men both inside and outside the home and how stereotypes can limit these options.

Cultural expectations about feminine or masculine activities, fashion and behaviour (e.g. who can have long hair? Who can wear trousers? Who has body hair?).

How gendered expectations have changed over-time (i.e. their generation compared with previous generations).

Exploring young people's current judgements on gender and how this impacts on their expectations of themselves and treatment of others.

Power imbalances in relationships (friendships as well as romantic relationships), for example, the expectations that are often placed on young people in terms of how they interact with the opposite sex, such as asking girls to 'keep the peace' and allowing boys to tease girls 'because they like them'. These statements can re-enforce negative stereotypes such as that males can't control their behaviour.

These minor changes can support an awareness of rigid gender stereotypes among children and assist them to create respectful relationships and identities both now and in the future.

Talking gender stereotypes with 9-11 year olds - a resource for parents

Download the resource 'Talking gender stereotypes' here.
This is a resource to assist parents to talk to children between 9-11 years of age about gender stereotypes and how they can both impact and limit choices and interactions with others. This resource will aid parents to assist children to understand:

What gender stereotypes are.

Where we learn about stereotypes.

The impacts of stereotypes on our identities and relationships.

The importance of challenging stereotypes.

The content of this resource is based on findings from a number of participatory workshops undertaken with 9-11 year olds to understand in their own words how gender stereotypes impact and influence their relationships, identities and future expectations.

Resources
Video
Are There Girls Toys and Boys Toys?
What messages do toys labelled "girls" vs those labelled "boys" send to children, what effect can it have on their career choices down the track, and what can adults do?

Male Gender Stereotypes
Children discuss what it means to "be a man" in the media and what boys do that are contrary to what media and society tells them about "being a man".

How Disney Stereotypes Hurt Men
A look at how Disney stereotypes men and the effect this has on children's understanding of masculinity.

Childhood Gender Roles in Adulthood
A humorous look at how limiting and tiring it would be for both women and men to live with childhood gender roles in adulthood.

Websites
Talk Soon. Talk Often. A Guide for Parents Talking to their Kids about Sex
A booklet prepared by the Western Australian Department of Health to help parents talk about sex and sexuality with children of all ages.

Letter to Lego
A young girl and the change she has on Lego after her strongly worded letter gets picked up by Lego Ideas, a program that allows people to write in their suggestions for what they'd like to see in the Lego range. Hint: she wanted girls to play with scientists and paleontologists.

Gender Identity in Children
A resource from the American Academy of Pediatrics that discusses how children develop their gender identities and how they learn about stereotypes from the adults (men and women) who play an important role in their lives.

Sharing the Pleasures and Pains of Family Life
A resource from the Australian Institute of Family Studies that discusses family wellbeing, shared responsibility between family members, and how equality can be achieved at home.

Kids Helpline
A helpline and resource for young people between 5 and 15 years of age, including telephone and online counselling and support services.

Parentline
The Kids Helpline equivalent for parents! This is a an online resource and confidential telephone counselling service for parents and those who care for children available all around Australia.
References 1. The Line campaign summary of research findings (download the Word doc). 2. Renold, E. (2005). Girls, Boys and Junior Sexualities: Exploring children's gender and sexual relations in the primary school. Abingdon: Routledge. 4. Ibid, and Parents' socialization of gender in children, Encyclopedia on Early Childhood Development (2013), and Playing by the rules: Gender roles and young children, Sexuality and U, Sex Information and Education Council of Canada.

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Talking to young kids about gender stereotypes

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A guiding document for parents on how children understand stereotypes, their impacts and ways to challenge and discuss these with 9-11 year olds. Gender roles and impacts Gender stereotypes are culturally ingrained ideas about appropriate behaviours for males and females.

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Abdelmoneim, J. (2017) No more boys and girls: can our kids go gender free?, BBC documentary. Clips available at: https://www.bbc.co.uk/programmes/p05d9kmz (accessed 14th May,2018).

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