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One way people learn about gender is through socialization. From childhood, families, schools, friends, and the media teach us what society expects from different genders. For example, girls are often encouraged to play with dolls, while boys may be given trucks or sports equipment. In my daily life, I notice gender socialization through social media and advertisements that often portray women as nurturing and appearance-focused, while men are portrayed as strong and independent. Children learn these expectations by observing the adults around them, while older adults continue to shape their views of gender through life experiences, changing cultural norms, and interactions with younger generations. This shows that learning about gender is a lifelong process.

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One of the earliest ways we learn about gender is through social learning. Children observe how the people around them behave and begin to mimic the behaviors that are acceptable for boys and girls, not to mention when they hear comments as "boys/girls do not do this". These messages can be unintentional and they come from parents, relatives, teachers, friends, television, social media, and even the toys and activities children are encouraged to play with.

I saw examples play out when I worked as an Early Head Start teacher. In my experience, I saw how girls often leaned toward fine motor activities, while boys often leaned toward gross motor activities. This was not true for every child, but it was a strong pattern I noticed in the classroom. This made me think about how early we all begin to receiving messages about gender and which activities are considered appropriate for us to engage in.

Adults may be more likely to encourage boys to be active, adventurous, and physical, while girls may be encouraged to participate in quieter activities or praised for being calm and careful. Children also learn by observing other children and seeing which toys, games, and behaviors their peers choose. Over time, these experiences can influence their preferences and their understanding of what boys and girls are “supposed” to do.

I also see how my own ideas about gender were shaped by what I lived growing up. I was raised primarily by my father in an environment with traditional ideas about the roles of men and women. Even when gender expectations were not directly explained to me, I learned through observation, comments, and the different standards applied to men and women. Now I tend to examine which of those beliefs I actually agree with and which ones I learned simply because they were repeated and modeled around me.

This connects to the course concept that gender is learned through socialization. People are not only taught about gender through direct instructions; they also learn by observing how others behave, how people are treated, and which behaviors are rewarded or discouraged. My experiences both growing up and working with young children have shown me how early this process can begin and how important adults are in creating opportunities for children to explore activities and interests without limiting them based on gender.

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Potential ways  people learn about gender

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Potential ways  people learn about gender

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People seem to learn about gender through socialization, meaning they learn gender expectations from family, peers, media, school and the broader community. The textbook explains that children are socialized into gender roles even before birth through things like toys, colors, and clothing. A child might notice that girls are praised for being gentle or helpful, while boys may be encouraged to be tough or independent. Children pick things up by watching how people react. Older adults could also continue to learn about gender as society changes. For example, ideas about gender neutral clothing, pronouns, careers, and family roles may be different now that when they were younger. Us, older people may learn through conversations with younger family members, workplace trainings, media, or personal experiences, but the willingness to learn is key! So, gender learning is not just something that happens in childhood, older adults may continue learning by adapting to changing social norms and new language around gender.

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It was interesting to talk to my conversation partner for the homework assignment, and really consider how powerful parent gender modeling is for children. It was even more interesting considering how their answers for what they associated with their gender are attributes that can be associated with either gender. For example, masculinity means following through with one's responsibilities. Is that not also a valuable virtue for femininity?

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in my opinion, reality shows can definitely teach us a lot about gender and how people express it. When I watch certain shows, like The Bachelors and love Island, I notice how men and women are often expected to act a certain way. For example, women are sometimes shown as emotional, dramatic or focused on relationships, while men are often portrayed as strong, confident, or competitive. This reflects traditional gender stereotypes that still exist in today's society. Also Seeing this made me realize how much the media still pushes traditional gender roles. However, I have also seen reality shows that challenge those ideas shows like RuPaul's Drag Race or Queer Eye Show that gender can be creative and not limited to male or female. I like that these programs give people the space to be themselves and show that there's more than one way to express identity. It makes me think about how people's experience shape how they show their gender in the real world. Overall, watching reality TV shows help me understand how societies views gender and it also reminds me to look past stereotype. and made me more aware of how gender is represented and how those messages can be influenced by the way we see ourselves and others.

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One of the main ways people learn about gender is through their upbringing within the family. From an early age, children observe and internalize the gender roles and expectations modeled by their parents and caregivers both directly and indirectly.

For example, parents might encourage sons to play sports or fix things around the house while encouraging daughters to help cook or play with dolls. Even seemingly small things, like the colors of clothes, the types of toys given, or which parent handles certain chores, communicate powerful messages about what’s “appropriate” for boys versus girls.

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One way we can learn about gender is by having gender assignned things. For example womens restrooms/ mens restrooms, having womens clothing and mens clothing ect.. I do think however that now we can see more of an open minded change with younger generations as opposed to older adults who are already used to only two genders or in other words more close minded.

I believe that the media we allow ourselves on our phones has a lot to do with how we may view gender as well as gender staerotypes. I think once we see something new being done at first people tend to all point their fingers and laugh but in reality it’s just someone who is very confident with who they are and who they want to be. Once we see changes like these, especially with singers we like or people we look up to, it can make it easier for people to be more open minded about these things.

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Gender is not a box forced into but a landscape. We are free to explore every identity is a story. Every story is a voice, and every voice deserve to be heard with love When we honor each person's truth, we make the world more humane, more radiant and more whole.

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Watch videos instantly on Bing—enjoy direct playback, discover related clips, and dive into trending content all in one place.

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Of the many ways in which people learn about gender, I find the societal "gendering" of certain hobbies and interests to be among the most intriguing. Some interests, such as fishing, cars, or playing video games, are deemed masculine, and thus interest in these topics or activities are considered "normal" in men but strange or, occasionally, "quirky" in women. Likewise, other interests, such as baking, sewing, or interior decoration, are deemed feminine and thus "normal" in women but strange in men.

As many people have mentioned throughout this discussion, this presents most blatantly in the realm of children's toys; toys marketed towards girls tend to focus towards motherhood (baby dolls), housework (toys oriented towards cooking and cleaning), and beauty as according to the common societal standard (makeup kits and dolls that have a specific look to them), whereas toys marketed towards boys tend to quite frankly have a larger scope, with a variety of play styles and possible interests addressed.

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Music is such a critical component of today's pop culture scene, with a large influences on gender and gender exploration. Music provides space and influence for an individual to experiment with their gender identity, and potentially challenge societal norms of their expression. Music, for many of us, acted as a catalyst for self-discovery, and is widely seen as such in the LGBTQIA+ community. Music is seen as a driving force, uniting communities and many times uniting them under the umbrella of gender.

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From daily life, the interactions i had with peers, family, friends and strangers shaped my perspective of gender. From our textbook its much more open and conceptual that it makes a little sense why the general population don't know how to describe it and create all or nothing definitions. Older adults in my experience tend to not want to learn new things.

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Gender is a topic that is discussed throughout our lives, starting from the second we are born. From the beginning, specific roles are pushed on us to distinguish between males and females, mainly physically. We are given toys labeled as "boy" and "girl" toys to teach us what behaviors and preferences are seen as appropriate, by society, for our gender. As we get older, we're taught to behave in certain ways, as we're expected to act according to our gender. Anything else from this is seen as being either too masculine or too feminine.

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Growing up, I learned the most about gender from my parents and the toys I got to play with. As a girl, I would get barbies, baby dolls, dress-up clothes, and makeup. when my boy cousins got presents, they got water balloons, dirt bikes, and Nerf guns. I remembered being jealous of my guy cousin because I wanted the fun toys too not the toys that would prepare me for what is expected from girls.

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The upbringing of a child firstly introduces the concept of gender. Girls toys include makeup, kitchen sets, and dolls. On the other hand, boys will play with toy guns, work tools, and cars. This idea of having children play with these toys introduces strict traditional roles that align with their birth sex. The reinforcement of gender norms promotes the idea that certain behaviors or attitudes are tied to one specific gender, never both. It shows children what they are "supposed" to align or be interested in. This can limit a child interest or skills because they aren't welcome to thinking outside of the norm that they have been presented with their entire lives.

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Gender is a learned concept through growth and development, they find out by their environment or culture early on. Depending on this information, it could be educational or not; for instance, a child can be told not to play with certain toys or is dressed a certain way to represent their image in society, which demonstrates what their gender is. When I was little, I painted my little brother's nails because he wanted to join in on what my cousins and I were doing. My dad got upset and said it wasn't something boys should do, only girls. This was when I began to understand the concept of gender, and I learned more about it as I grew up. We all can have different understandings of gender depending on our background and personal experiences.

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https://www.naeyc.org/resources/topics/play/gender-typed-toys

I linked an article of a study done where they chose a group of toys marketed to girls, boys, and gender neutral. The research shows that even the way toys are created for learning and playtime, they reinforce the typical gender roles for girls and boys.

I believe that gender roles are a social construct and reinforced by social, environmental and cultural aspects.

I grew up with mostly boy cousins and learned to do a lot of things that were considered boy activities. I was even often called a tom boy for wanting to enjoy "boy" activities such as skateboarding, ride BMX bikes, and motorcycles from an age of 5. I played baseball before switching to softball due to peer pressure. I think that your upbringing and exposure to differently gendered toys, activities has a huge influence on how you perceive gender. I would consider my upbringing very gender neutral for outside activities, but balanced with the expectation that I also abided by gender norm activities in the household, like cooking, cleaning, and laundry.

I believe that my parents allowing me to be in social situations that were predominately boy activities, but still allowing girl lessons in the household is what made less gendering in activities. I also believe this is why I was very gender fluid with my own children an aware to not construct of criticize them for playing or behaviors that were considered outside their biological gender norms.

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I'm pretty sure we can all finish this rhyme?

"Boys go to jupiter to get more stupider, girls go to Mars to be movie stars!"

When I was little we ended it with "WE. HATE. BOYS."

Where the world did we learn this from?? And why was it okay to be singing as a child? The stigma between men and woman starts from childhood whether we believe or not. It's our responsibility as adults to ensure our children grow up to be kind, caring and welcoming to everyone, regardless of gender.

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Identify one way that people learn about gender

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Identify one way that people learn about gender

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One way you can learn about gender that I really liked from the textbook in chapter two was 'observational learning'. By just observing and exposing yourself to different cultures, groups and individuals, you can learn so much. I grew up in the theatre world and didn't think much of it when I saw people that looked differently to me. Which I think is a great way for a child to grow up because they're exposed to all different types of lifestyles so they get to learn and grow with them. It then can also help them understand who they are as a person as they grow.

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Gender is described and taught to individuals as soon as possible. Being assigned female at birth, I was always presented with pink/pastel-colored items/toys. I was expected to wear these colors with flowers and butterfly prints on my clothing. My neighbor, assigned male at birth, was always presented with blue and bright colors. He was expected to help his dad with outside chores and play with trucks. I was expected to help my mom clean and play with baby dolls. Children are taught gender roles immediately. Gender is explained to them by approaching feminine traits as soft and dainty, with the expectation of caregiving. In contrast, masculine traits are tough and independent with the expectation of becoming a provider. These roles are passed down from generation to generation. This is just the binary standpoint. Discovering non-binary, genderfluid, and agender identities and roles involves finding your communities, and learning from each other or just attaching a mixture of both roles to customize your person.

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Growing up, I was taught about gender roles in different ways. My grandfather, a retired military man, always emphasized that men protect women and children, which is why they fight for them. On the other hand, my other grandfather, a war veteran involved in ranching, never discussed gender roles explicitly. In his household, men worked outside while women managed the home. This division of labor was respected by everyone.

Until high school, this division seemed normal in my small, ranching and farming community. It wasn’t until I joined the military that I realized my upbringing was different from others.

As times have changed, I now make it a point to show my granddaughter that she does not need to be confined by traditional gender roles. She can shoot guns, ride horses, lift weights, and perform just as well as boys her age. It's crucial to understand that equal opportunities come with equal responsibilities.

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The way I learned about gender was through the application of strict gender roles in my childhood. My parents believed in the strict traditional roles that girls must do girl things (cook, clean, household chores) and boys must do boy things. We were also required to present in a way that represented our birth sex. The girls had to wear dresses and the boys wore pants.

I feel that this mindset limited me a lot at a young age. Often times I wanted to do stuff that was different than my assigned role and I was not allowed to.

As an adult I am striving every day to do things that interest me. It does not matter if those things are for boys or for girls usually.

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One way people learn about gender is honestly through peer discussion and peer observation.

I've found that most of the attributes that have influenced me and helped me come to the realization is honestly the interactions and the perceptions I've had from my peers. I grew up in the suburbs of Houston, TX in a predominantly Hispanic and Black area. Surprisingly to some, many of my peers were raised to be extremely open-minded and had much forward, 'progressive' thinking. It's because of this, that I remember hearing about the rumors of Lady Gaga supposedly being trans, and I never had ill thinking about the topic because my peers around me were very calm about the idea of gender and gender-swapping and transgender identities. If anything, they were more concerned and how she had various hairstyles (the concept of wigs was foreign at this time). And since I personally was extremely sheltered in my childhood days, I was like a sponge; soaking up all the knowledge and information surrounding me.

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People learn about gender in many ways. In our modern age. Media plays a huge role in the way people relate to their gender and the gender identities of those around them. I believe the biggest way I learned about gender has been through my family and my upbringing. Growing up in a conservative family led me to believe that there were only two genders and they were assigned at birth. It was not until high school that I began to see people express as a gender other than the one they were raised as. I have since come to understand that gender is experienced in many different ways and often comes down to personal feelings.

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People learn about gender through gender stereotypes. Gender stereotypes are portrayed through colors, ideals, and norms. The stereotype for a girl is taught to kids through the color pink, toys such as barbies, makeup, and the idea that females should act proper and reserved. While the stereotype for men is taught through the color blue, toys such as hot wheels, and the idea that males will play rougher and be more violent or the protector. This is further pushed with the idea of a typical family; the wife will stay home and take care of the kids and household, while the man will provide for the family. An example of gender stereotype could be shown through many animated fairytales. Ones such as the little mermaid, snow white, sleeping beauty, etc. all animated the female protagonist as dainty women who had small waists, big eyes, and thin wrists. Many of which were soft spoken, did household chores, and were dependent on the man in their stories to save them. The man was always portrayed as very masculine, never showed much emotion other than being 'charming' and was always there at the right moment to swoop in and save a damsel or the protagonist.

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The lack of diversity in Disney Films

Over the past ten years, Disney has established itself as the world's leading provider of family entertainment. Disney is infamous for its representation of white princesses who are popular among young girls. Snow White and the Seven Dwarfs was Disney's first princess, released in 1937. The film's primary character, Snow White, is portrayed as a romantic person with innocent characteristics (Langyang, 2001). To appeal to a wider, more diverse audience and to demonstrate that Disney does welcome diversity, the company tried to portray more diverse princesses that represent different nationalities after globalization. They achieved success in their recent endeavor to reach into a more diversified market with the release of Moana.

Disney still lacks diversity in both skin color and narrative in terms of representation. Disney's early efforts to promote diversity included the publication of Pocahontas and Princess Jasmine (Aladdin). However the characters are portrayed in an unrealistic way. In addition to having dark complexion, the characters are still depicted with an unrealistically small waist, delicate limbs, and a full chest. These princesses' portrayal reflects the Western ideal of beauty (Johnson, 2015). For the young children who are seeing these movies, this is quite detrimental. Children may experience body dysmorphia at a young age due to the exaggerated body proportions that are portrayed (Yakubovsky, 2021). Compared to the earlier princesses, the more recent Disney princess Moana is a better portrayal. With beautiful hair, wide eyes, and a slender physique, Moana nonetheless satisfies the Disney norm of ideal beauty. Disney tries to portray Moana more realistically and accurately, yet it still causes more harm than good. These expectations cause young children to accept the unattainable ideal of what it means to be a girl.

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The lack of diversity in Disney Films Over the past ten years, Disney has established itself as the world's leading provider of family entertainment. Disney is infamous for its representation of white princesses who are popular among young girls. Snow White and the Seven Dwarfs was Disney's first princess, released in 1937.

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From my personal experience, a lot of what we first learn about gender comes from our families beliefs and teachings. Depending on where you live in the world, religion may play a large role in this. Cultural norms may also influence our views on gender. Aside from that school is where, as Americans, we learn more in depth about gender and sexuality. I think as society progresses and we possess a clearer understanding of gender, that it is important to make sure our children are being taught the facts and that equality and acceptance is normalized.

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The emphasis on makeup is creating expression freely and openly. Sadly, through generations and controversial norms, many don’t consider makeup a free expression. Gender stereotypes can be a contentious topic when implicating the trans and non-binary community. For many, like myself, it has given me the platform to self-express and affirm my identity and personality. Why does this contradict others? As I got older I was exposed to many culture shocks and one of them was through the lens of makeup specifically on Youtube. As a kid my taught norm of makeup was “it belongs to women, and women only.” Through many influencers like Bretman Rock, James Charles, and Nikkietutorials their self-expression through makeup is identified within their channels. For instance, I wasn’t necessarily around many girl cousins though I had many guy cousins I would play with and express ourselves by being kids with the power of kids' makeup. I think the first time that I learned how gender was classified was through the lens of my family's prejudice and the lens of masculine pride societal norms. Conforming to these stereotypes can underrepresented and oppose through the pressure in fitting these stereotypes. Overall, gender should be a fluid concept and be disregarded with traditional values, acceptance of distinctive qualities and interests can influence others. And to end with a motivational quote, “Life is about using the whole box of crayons.” - RuPaul.

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I think for most children, gender and specifically roles within genders, are learned within the home. Depending on the roles of their parents and their own gender expression, children can mimic learned behavior. For example, that their mothers tend to do more housework, girls wear make-up, fathers know how to use power tools. Not only are these shown (in different ways depending on the home and parents), these are also reinforced by movies and television.

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Encyclopedia on Early Childhood Development

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When parents have a new baby, the first question they typically ask is whether they have a girl or a boy. Children's gender assignment becomes a powerful social identity that shapes children's lives. During early childhood, girls and boys spend much of their time in the home with their families and look to parents and older siblings for guidance. Parents provide children with their first lessons about gender. Possible ways that parents might influence children's gender development include role modeling and encouraging different behaviours and activities in sons and daughters. ¹
Problems
One of the challenges for researchers studying parental socialization is to separate the influences of parents on children and the influences of children on parents. ² Fifty years ago, when researchers observed correlations between parenting practices and children's behaviour the typical inference was that the parents were influencing the children. However, developmental psychologists now recognize that children also influence their parents' behaviour. Thus, drawing conclusions about causal influences of parental socialization on children's gender development must be made carefully.
Key Research Questions
When evaluating the influence of parents on children's gender development, four questions are pertinent:

Do parents tend to have gender-stereotypical expectations for their children?

Do parents tend to model traditional gender-role behaviours to their children?

Do parents tend to encourage gender-stereotyped behaviours and to discourage cross-gender-stereotyped behaviours in their children?

Do gender-related variations in parents' expectations and behaviour have causal influences on children's gender development?

Research Results Parents' gender-stereotypical expectations.
Gender-typed expectations may occur regarding personality traits (e.g., "boys are aggressive"), abilities (e.g., "girls are good at reading"), activities, and roles (e.g., "men are scientists"). ³ As gender equality has increased in many many cultures during the last several decades, there has been a corresponding increase in adults' endorsement of gender-egalitarian attitudes. There is now more variation among parents with some holding traditional expectations and some expressing egalitarian expectations for their daughters and sons. 4,5 Also, some parents may support egalitarian views about some domains (e.g., occupations) but remain more traditional about other domains (e.g., family roles). Finally, parents (especially fathers) tend to be more rigid in their expectations for sons than daughters. ⁶
Parents' gender-role modeling.
One of the dramatic social changes in much of the industrialized world in the last 50 years has been in the entrance of women into the labor force. In contemporary industrialized societies, most women with children work outside of the home. Men's average involvement in childcare and housework has also increased, although domestic responsibilities continue to be handled mostly by women in most dual-career families. ⁶ Research finds that fathers' childcare involvement is negatively related to children's gender stereotyping. Through active involvement in childcare, fathers demonstrate that the adult male role may include nurturing as well as instrumental activities. 7

The potential influence of parental gender-role modeling has also been implicated in studies of children raised by lesbian or gay parents. ⁸ Compared to children raised in two-parent heterosexual families, children raised by same-gender parents tend be less likely than to endorse certain gender stereotypes. However, when same-gender parents divided labor with one parent as primary caregiver and the other parent as the primary breadwinner, their children were more likely to express stereotyped views about adult roles and occupations. ⁸
Parents' differential treatment of daughters and sons.
In many parts of the world, parents with limited financial resources have a strong preference for sons. As a result, priority for resource opportunities ranging from health care to education may be given to sons over daughters. ⁹ This stark contrast in the differential treatment of sons and daughters is generally not seen in wealthier countries. Nonetheless, there are common ways that parents in these societies may socialize girls and boys differently.

According to one comprehensive review of studies conducted in western countries , the most consistent manner by which parents treat girls and boys differently is through the encouragement of gender-stereotyped activities. ¹⁰ This includes the types of toys that parents might purchase or the kinds of activities that they promote. For example, parents are more likely to provide toy vehicles, action figures, and sports equipment for their sons; and they are more likely to give dolls, kitchen sets, and dress-up toys to their daughters. Once children begin to request particular toys (usually by around 3 years of age), it is unclear how much parents are shaping their children's play activity preferences as opposed to acceding to their children's stated preferences. ¹¹

There are also subtle ways that parents may reinforce gender stereotypes even when they are not overtly encouraging them. This is commonly seen in parents' use of essentialist statements about gender. Examples would be "Girls like dolls" or "Boys like football." In these instances, the parent is expressing what is known as a descriptive stereotype (i.e., describing general patterns or "essences" about each gender) rather than prescriptive stereotype (i.e., stating what should occur). Research suggests that even middle-class mothers who held gender-egalitarian attitudes often used essentialist statements with their preschool-age children. Also, they rarely challenged gender stereotypes (e.g., "It's ok if a girl wants to play basketball"). 12,13

On average, parents in many industrialized cultures are more flexible about the play activities they consider acceptable for daughters than sons. 6,10(Relatively little research has examined parental attitudes toward girls' and boys' play in non-western or non-industrialized countries.) Also, fathers tend to be more rigid than mothers in encouraging gender-typed play (especially in sons). 6,10 For example, many American parents encourage athletic participation (a masculine-stereotyped activity) in their daughters. In contrast, few parents encourage doll play (a feminine-stereotyped activity) in their sons. Indeed, many parents are alarmed in such cases. However, evidence suggests that some parents are more tolerant of cross-gender-typed behaviours in sons than seen in earlier decades. 4,14
Research Gaps
More research is needed that addresses the extent and the manner by which parents influence their children's gender development. Previous research has been largely based on correlational designs that do not prove causation. Some associations in behaviour between parents and their biological children may be due to shared genetic influences (e.g., activity level is partly inherited). ² Well-conducted longitudinal research is best able to address possible casual influences. The relative importance of parents compared to other socializing agents (peer groups, media, teachers, etc.) needs to be examined in more depth. In addition, more research needs to consider indirect forms of parental influence. For example, by encouraging children's involvement in organized activities (e.g., sports teams, science camps), parents can affect their children's experience outside of the family. ¹⁵ Finally, we need a better understanding of how cultural contexts shape gender roles in the family and the socialization of girls and boys. ¹⁶
Conclusions
Dramatic transformations in women's and men's roles inside and outside of the family have occurred during the last half century in most of the industrialized world. The traditional image of the two-parent heterosexual family with the father serving as the provider and the mother as the homemaker is no longer the norm in many industrialized countries. Instead, most mothers pursue jobs outside of the home and many fathers are involved in childcare. In addition, many children are raised by single parents and by lesbian/gay parents. Despite these role changes, there remain relatively few truly egalitarian parenting arrangements. Also, studies suggest that parents with gender-egalitarian attitudes may nonetheless act differently with daughters and sons. ¹² Longitudinal studies suggest that parents' treatment of sons and daughters may have an influence on some aspects of their gender development. 3,6
Implications for Parents, Service Providers, and Policy Makers
Parents, service providers, and policy makers may wish to foster more flexible gender roles in children to help them develop a broader repertoire of socioemotional and cognitive skills. Although parents can have an influence on children's gender development, their impact can sometimes be overestimated. Because gender is a social category that organizes virtually every segment of society, there are multiple sources of socialization in children's gender development. Besides parents, these potentially include other family members, peer groups, friends, the media, and teachers. ¹¹ As children get older and become more autonomous, the influences of peers and the media often become especially powerful.

Parents can try to encourage their children to play with a combination of feminine- and masculine-stereotyped toys and play activities during early childhood; however, they may find their efforts run counter to children's attitudes once they are exposed to peers and the media. In addition, parents can be mindful of the kinds of peers with whom their children affiliate. They may be able to foster greater gender-role flexibility through encouragement of organized mixed-gender activities in which girls and boys learn to work together as equals. Finally, parents can make a concerted effort to discuss and challenge gender stereotypes with their children.
References

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2. Collins WA, Maccoby EE, Steinberg L, Hetherington EM, Bornstein MH. Contemporary research on parenting: The case for nature and nurture. American Psychologist. 2000;55:218-232.

3. Ruble DN, Martin CL, Berenbaum S. Gender development. In Damon W, Lerner RM. (series eds), Eisenberg N (vol. ed.). Handbook of child psychology. Vol. 3. Social, emotional, and personality development, 6th ed. New York, NY: Wiley; 2006:858-932.

4. Blakemore JEO, Hill CA. The Child Gender Socialization Scale: A measure to compare traditional and feminist parents. Sex Roles. 2008;58:192-2007.

5. Marks JL, Lam CB, McHale SM. Family patterns of gender role attitudes. Sex Roles. 2009;61:221-234.

6. McHale SM, Crouter AC, Whiteman S. The family contexts of gender development in childhood and adolescence. Social Development. 2003;12:125-148.

7. Deutsch FM, Servis LJ, Payne JD. Paternal participation in child care and its effects on children's self-esteem and attitudes toward gendered roles. Journal of Family Issues. 2001;22:1000-1024.

8. Fulcher M, Sutfin EL, Patterson CJ. Individual differences in gender development: Associations with parental sexual orientation, attitudes, and division of labor. Sex Roles. 2008;58:330-341.

9. Rafferty Y. International dimensions of discrimination and violence against girls: A human rights perspective. Journal of International Women's Studies. 2013;14:1-23.

10. Lytton H, Romney DM. Parents' differential socialization of boys and girls: A meta-analysis. Psychological Bulletin. 1991;109:267-296.

11. Leaper C, Bigler RS. Gender. In Underwood M, Rosen LH, eds. Social development: Relationships in infancy, childhood, and adolescence. New York: Guilford Press; 2011:289-315.

12. Gelman SA, Taylor MG, Nguyen SP. The developmental course of gender differentiation. Monographs of the Society for Research in Children Development. 2004;69(1):vii-127.

13. Friedman CK, Leaper C, Bigler RS. Do mothers' gender-related attitudes or comments predict young children's gender beliefs? Parenting: Science and Practice. 2007;7:357-366.

14. Wood E, Desmarais S, Gugula S. The impact of parenting experience on gender stereotyped toy play of children. Sex Roles. 2002;47:39-49.

15. Eccles JS, Barber BL, Stone M, Hunt J. Extracurricular activities and adolescent development. Journal of Social Issues. 2003;59:865-889.

16. Best DL. Gender roles in childhood and adolescence. In Gielen UP, Roopnarine JL, eds. Childhood and adolescence in cross-cultural perspective. Westport, CT: Greenwood; 2004:199-228.

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Gender: early socialization | Parents' Socialization of Gender in Children | Encyclopedia on Early Childhood Development

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When parents have a new baby, the first question they typically ask is whether they have a girl or a boy. Children's gender assignment becomes a powerful social identity that shapes children's lives. During early childhood, girls and boys spend much of their time in the home with their families and look to parents and older siblings for guidance.

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I think most people learn about gender at home, where their parents values and ideas are taught to their children. I don't know if parents sit their children down to teach them about gender specifically, but they learn about it more in the sense of what they see associated with themselves, or their brothers and sisters... (toys, chores, hygiene, ect).

I think gender roles and norms are communicated in the media mainly by TV shows and movies.

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Growing up as a kid in the 1980's, I mainly learned about gender by what I saw on T.V., by the media, T.V. shows, and through social experiences. Mostly everything relating to gender back then was either aimed at being a gender binary boy or girl. I do not remember being explicitly taught on purpose or accidentally, by family or friends, that there were only two genders, rather society often showcased that that was the way, but I was also never told that I could or could not do something simply because I was a girl. The 1980's was filled with the ever so popular "hair bands" that wore lots of make-up back then and those band-members did not have to answer about their sexuality. I remember seeing foods, clothing, and toys that were all aimed at either boy or girls too, with not really much in between. I was lucky enough to have a mom who taught me how to change a car tire when I got my drivers license, but other that that, I learned about gender through what I saw and watched on T.V. and in the entertainment industry. It is nice to see that in today's society, we are showing all genders in all faucets.

-Amy Whittemore

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Science Teacher Max Firke watches the closing panel at the end of the annual Pride Town Hall at Walter Johnson High School in Bethesda, Md., in May. (Astrid Riecken for The Washington Post)

Some lessons are direct: "Who can describe what transgender means?" In other classes, the discussion is more subtle: "Remember, families can come in all shapes and sizes!"

Sometimes teachers simply shift their language to reflect gender diversity that may be in the room. Instead of "Good morning, boys and girls!" the teacher might say, "Good morning, scholars!"

In Florida and several others states, educators are restricted in teaching about gender identity, but elsewhere, teachers are embracing the topic as the number of transgender and gender nonbinary children rises.

Resources and lesson plans for those who want to teach about gender identity are becoming much more common. Seven states now require that curriculums include LGBTQ topics. The National Sex Education Standards, developed by experts and advocacy groups, name gender identity as one of seven essential topics, alongside puberty, consent, sexual orientation and other subjects.And the federal government recommends that schools include gender identity in their sex education programs.

"There's years of research that demonstrate that curriculums that include respect for others regarding their sexual orientation and gender identity are more effective," said Kathleen Ethier, director of the division of adolescent and school health at the Centers for Disease Control and Prevention. That's true not just for LGBTQ students, she said. "When you make a school environment safe and supportive for the most vulnerable youth, you improve the school environment for everyone."

Opponents argue that teaching about gender identity is driven by liberal ideology and is inappropriate for children, especially young children. Five states, including Florida, ban or limit how teachers can talk about gender identity and sexual orientation, with at least 10 states considering such measures, according to the National Conference of State Legislatures. Books that feature transgender or nonbinary characters have been subject to numerous ban attempts.

The restrictions often go beyond the classroom.Many districts have resisted efforts to allow transgender students to use the bathroom corresponding to their gender identity, and 18 states limit transgender women from competing in women's and girls' sports, though some measures are on hold pending a court challenge. Philadelphia's school district even came under fire for informing teachers about an independent Trans Wellness Conference where some attendees discussed how to support youth who are transitioning genders.

Classes that address gender identity are still the exception in American schools. But an increase in the number of young people identifying as trans or gender nonconforming has prompted many schools to change course and adopt lessons that would have been unthinkable just a few years ago. A Gallup survey released last year found 16 percent of young adults in Generation Z identify as LGBT, more than any other generation.

The approaches vary, particularly for elementary schoolchildren. In some classrooms, lessons about gender identity focus on gender stereotypes. Students in first grade, for instance, may be prompted to consider that there are no "boy colors" or "girl colors."

Some classes use the book "I Am Jazz," the story of a transgender girl. "I have a girl brain but a boy body," she says. "This is called transgender. I was born this way!"

A lesson meant for first grade called "Pink, Blue and Purple" comes from a curriculum called "Rights, Respect, Responsibility" developed by the activist group Advocates for Youth. It tells students that gender is not a fixed attribute.

"You might feel like you're a boy even if you have body parts that some people might tell you are 'girl' parts," the teachers are told to say. "You might feel like a girl even if you have body parts that some people tell you are 'boy' parts. And you might not feel like you're a boy or a girl, but you're a little bit of both. No matter how you feel, you're perfectly normal!"

The lesson continues with students looking at various toys and assessing if each best suits boys, girls or anyone. Through discussion, the teacher helps students understand that all the toys - dolls, drums, paints, helicopters - are for anyone.

New Title IX rules set to assert rights of transgender students

In his kindergarten classroom, one teacher in western Massachusetts using "Rights, Respect, Responsibility" introduces the idea of gender as part of an exploration of identity. He explains that people use all sorts of pronouns: he, she, they, ze. He introduces the terms transgender and gender queer but doesn't fully define them because that is too much for kindergartners, said the teacher, who spoke on the condition of anonymity because his district did not authorize him to speak publicly.

He talks to students about anatomy but declines to classify various body parts as male or female. "We don't say a penis belongs to a man," he said. It belongs to a human, he explains.

And he makes clear that even if a doctor proclaims at birth, "It's a boy!" that baby may not be a boy. "Someone who was born a boy may not feel they are a boy."

Similar lessons are offered in older grades in his school, building in sophistication as children get older.

Others take a more moderate approach. Kara Haug, who teaches sex ed in several Sacramento-area elementary schools, does not bring up the question of gender identity in her classes, which are mostly grades five or six.

But she said her pupils often ask about it, and she will answer. Once, for instance, a student asked: "Can we stop our periods if we don't want them because we feel like a boy?" So she explained how hormones work.

Another curriculum called HealthSmart obliquely addresses gender identity in fifth grade in the context of respect for oneself and others. Students read stories about children their age and discuss whether the characters seem to be boys or girls or whether it's unclear. They read about a child who is bullied because of gender expression and then create a text message campaign to encourage their peers to accept and respect diversity.

HealthSmart explores the subject more directly in middle school, where body parts are presented in a gender-neutral way: It might refer to a "body with a penis," for instance, rather than specifying that boys have penises. People are referred to as partners, not boyfriends or girlfriends.

"There's a real push to be inclusive of all students," said Suzanne Schrag, senior curriculum editor at ETR, which publishes the HealthSmart curriculum. She said gender identity was not discussed in the previous version of the HealthSmart curriculum, published in 2012-2013, but was added in a 2020 update.

In high school, some teachers are more direct. Sam Long, a transgender man who teaches biology at Denver South High School, said he regularly discusses gender identity in his classes.

"LGBTQ identities are a naturally occurring facet of human variation, and that is why we need to learn about them in the context of biology and human anatomy," he said.

Long encourages students to consider that gender on a spectrum is an alternative to thinking of gender as a binary. At the start of each year, he talks about his own personal story and transition.

Bill Farmer, a science teacher in Evanston, Ill., takes a similar approach. Like Long, he teaches about people with intersex traits - those born with reproductive or sexual anatomy who do not fit a traditional male or female binary. And he introduces the idea that gender is a social construction, not a biological fact.

He teaches that there are three separate identities: biologic sex, or what sex organs one has at birth; gender identity, or what gender one identifies with; and gender expression, meaning how one presents to the world. So a student might paint his fingernails - a typically female gender expression - but still identify as a boy.

"There's not many spaces where students have the opportunity to engage in these discussions in a more structured way and where there's a safe space to ask questions," he said. He added that there are at least one or two trans or nonbinary students in each of his classes, more than ever before. "Most students are testing out or trying to figure out where they fall in their gender identity."

Out of 10 biology teachers at his school, he estimated that four or five talk about these issues in class.

In Maryland, officials at the Education Department included gender identity in the statewide standards that were recently adopted for sex ed. But that doesn't mean all teachers will teach these topics, said Lea Jaspers, who helped write the plan.

The framework calls for instruction to represent all students regardless of gender identity and other factors, but as a matter of practice, each district decides for itself how to teach the subject. Jaspers thinks it's mostly used in schools where a student has identified as transgender, and she said one of the goals was to be sure those lessons were state-approved for teachers who need them.

"The framework is very comprehensive so a teacher could never say, 'We are not allowed to say that,' " she said.

Due to the politics, the landscape remains a patchwork, with most students not exposed to these ideas, said Melanie Willingham-Jaggers, executive director of GLSEN, which advocates for LGBTQ students in K-12 schools.

"One district might have a safe and affirming and inclusive curriculum," she said. "Another across the way could be having a vastly different experience ... It's deeply uneven."

Sometimes, schools add these lessons because they become aware of a particular student grappling with identity questions and want them and their peers to feel comfortable. In other cases, the lessons reflect a changing culture where these subjects are considered less taboo, and where school leaders want kids who haven't yet realized they might be LGBTQ to come out in a supportive climate.

"There are trans and nonbinary kids from K through 12. It is not unusual. It is probably true in every school in the country," said Ellen Kahn, senior director of programs and partnerships at Human Rights Campaign Foundation, which offers training for schools that want to adopt an LGBTQ-inclusive approach. "Some are more willing to lean in and learn."

Kahn said the number of training requests from schools have nearly doubled in the last year, with about half coming because they became aware of one or more student who is transgender or nonbinary.

Nonetheless, while these lessons appear to be more common, they are far from universally accepted, and lessons seen as too explicit or aimed at young children often face blowback.

Conservatives argue that inclusive curriculums pose a special challenge. Lessons in schools amounts to " cult grooming and ideological grooming," in which students are taught that their gender is "fluid" and can be changed, said James Lindsay, a conservative activist who has advised legislators on measures dealing with gender and race.

The rise in children identifying as transgender or gender nonbinary, he argued, is being driven by a culture that introduces the idea to children who might never have adopted it on their own.

"The message is if you dress or act a certain way you might not be the sex you are," he said. "When I was a child I wanted to grow up to be a firetruck. Children do not always know exactly what is going on in the world and they need some strong boundaries to protect them."

In Maine, Gov. Janet Mills (D) removed a video where a teacher explains gender identity to kindergartners from the state's education department website after the Maine Republican Party began airing an ad attacking the governor for it. In the video, the teacher says that sometimes doctors "make a mistake" when they tell parents whether their newborns are boys or girls.

"A review of the video led the Department to conclude that the lesson is not something we would recommend including as part of kindergarten instruction, and, as such, has been removed from the site," spokesman Marcus Mrowka said in a statement.

The teacher, Kailina Mills, replied that she was disappointed by the move. "The Maine Department of Education and Mills administration caved to pressure instead of standing up for some of the most vulnerable people, families and students in Maine," she said in a statement.

In New Jersey, statewide standards for teaching sex ed are set to take effect this fall. They include discussion of sexual orientation and gender identity. One school system caused a stir when it presented a possible first-grade curriculum that explained to first graders that some boys may not feel like boys even if they have "body parts that some people might tell you are 'boy parts.'"

Gov. Phil Murphy (D) responded by ordering a review of the guidelines and said some lesson plans "do not accurately reflect the spirit of the standards."

The state education department then issued a clarification that discussion of gender identity should involve gender stereotypes (math isn't just a "boy subject," for instance). It added: "They should also help children to understand that every person deserves respect, no matter their identity or expression."

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Gender identity lessons, banned in some schools, are rising in others

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Conservatives say children are being taught inappropriate material in young grades. What do curriculums actually say about gender identity, sexuality and anatomy?

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Gender is something we learn about starting at home. We are either taught that we are male or female based on our genitals or we are allowed to explore our own gender and decide. I personally was taught that I was considered “female” and fell under pre-existing norms that have been associated with that category from birth. This was taught to me through different ways. Clothing I wore such as dresses and bows and toys I was given early on such as Princesses were the initial ways this gender was given to me. Later on I was expected to perform certain things such as cooking, cleaning, etc. According to this article, preassigning a and enforcing a gender can cause a lot of confusion and mental health problems when someone does not feel that they relate or feel like they belong within the assigned category.

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This is what happens when gender roles are forced on kids | CNN

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A new study suggests that across countries and income levels, boys and girls enter their teens with damaging gender stereotypes that could have lasting effects.

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Media is something that has always made people feel insecure or want to look a certain way. Media and celebrities sort of had a chokehold on people while showing money, material things, and looks. Creating this sense that everyday people should want these things and even need these things to be considered successful. Most people now look and celebrities or other things shown in media and do not care much. Although at some point everyone probably wishes to have more money or to look differently, staying true to ourselves and not gibing into this social pressure is what is important.

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Gendered Toy Commercials - this video was put together by other students and shows how toy company's target children. A lot of the early ads of the 21st century made specific ads targeted towards boys and specific ads targeted towards girls. Very rarely did I personally see an ad company advertise one toy to both boys and girls.  I've noticed that more recently ads have been more inclusive, but in the past most girl toys promoted females to be caretakers, mothers, and feminine, whereas boy toys were meant to encourage boys to be rough/rowdy, dirty, and masculine. 

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This Ted Talk describes the very real consequences of gendered toys. Beyond just the colors, the types of toys children play with can give them an edge later in life. Why does society not generally expect little boys to practice caregiving skills with babies and dolls? Statistically, boys are just as likely to become parents as girls.

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Girls, boys, and science toys | Jenna Connolly | TEDxOrangeCoast

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According to our textbook, children start to acknowledge gender as babies! (Gavac, 2024). As we view the gender roles that are parents take, we can gain a better understanding of gender as well. This can present itself as gender stereotypes or the opposite. Personally, I do follow the same gender roles that my parents did, which are the opposite of gender stereotypes.

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How Parents Influence Kids' Gender Roles

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Last Sunday night we saw the Chiefs took on the Buffalo Bills in a play off game. Unless you do not pay any attention to social media or news in general, you may not know that Taylor Swift has been dating the tight end for the Kansa City Chiefs, Travis Kelce. For the past several months we have been inundated with news stories about their relationship and most recently Taylor attending games to support her partner. Everyone has jumped on the bandwagon when it comes to repotting any move the couple makes, even the NFL has resorted to covering when Taylor attends the games. The past few games she has attended she has been booed by grown men. Several of them have expressed their frustration with seeing "too many shoots of her" in the suites. She was even booed when she arrived last weekend in New York at the Bills stadium. Now, what I found interesting was this past weekend, Jason Kelce made an appearance as well. He was there with his wife and family to cheer his brother on. At one point a shirtless Jason was seen screaming and cheering as his brother completed a touchdown. He was seen jumping into the stands from the suite to drink beers with fans. So what is the problem with this? Nothing...but the treatment that Jason received for doing the same thing Taylor has been booed for, is what I found all to familiar. Jason was greeted with admirations, laughter, and good old amazement. Both acceptable behaviors of supporting a person that you love, but one is more acceptable in a sports arena and even more so if it's coming from a man. If a woman shows up to support her partner, she is looking for attention, wanting to be seen, stealing his thunder... but if a man shows up for his partners, it is labeled supportive, enduring...he's a good man. The media continues to play a huge role in pushing this double standard narrative. Showing that is acceptable for men but not for women. It's a double standard and something that I think we have brushed off for too long.

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For the first time in months, Taylor Swift wasn't the biggest star in the stands at a Kansas City Chiefs game. This week, it was Jason Kelce.

Coming off a playoff loss last weekend with the Philadelphia Eagles - for whom he plays center - and a week of rumors about his possible retirement, Jason Kelce spent his first weekend off cheering on his younger brother, Chiefs tight end Travis Kelce, in Buffalo.

With just three minutes left in the first half, Travis Kelce made it into the end zone for his first touchdown of the game.

After he chucked the football into the stands, he blew a kiss and made a heart with his hands, appearing to signal that the TD was scored for his girlfriend, Swift, who was watching in a box from above.

Swift promptly celebrated her beau's success with others in her suite.

Seconds later, in true older brother fashion, Jason Kelce wildly celebrated his little brother's TD.

Despite below-freezing temperatures and even colder wind chills at Highmark Stadium, Jason Kelce ripped his shirt off to celebrate the scoring drive.

As if that wasn't enough, the elder Kelce brother proceeded to pound a beer and jump into the crowd below him, where he was met with boos by Bills fans before he hopped back up into the suite.

Both moments went viral almost immediately.

Throughout the game, the camera panned to the star-studded suite, which also featured Jason Kelce's wife, Kylie Kelce, and Chiefs quarterback Patrick Mahomes' wife, Brittany Mahomes.

After yet another Travis Kelce touchdown at the start of the third, Swift and newfound bestie Brittany Mahomes grabbed each other, jumping with glee at a Chiefs lead.

Though his celebrations weren't so welcome during the game, Jason Kelce clearly knew how to make the Bills mafia fall in love with him before the game, appearing at a Buffalo tailgate prior to kickoff.

The only guy in red amid a sea of Bills blue, he appeared to take a drink prepared by a fan and gave high fives as roars erupted around him.

Also before the game, a young Bills fan got the thrill of a lifetime when Swift laid eyes on his version of the "distracted boyfriend" meme as she entered Highmark Stadium.

His drawing of the meme featured Swift in the spotlight, walking next to Travis Kelce, as she looked back over her shoulder toward Bills quarterback Josh Allen.

Ultimately, the Chiefs were victorious, beating Buffalo, 27-24. They will face the Baltimore Ravens in the AFC championship game next week in Baltimore.

Could it have been Jason Kelce's shirtless celebrations that spurred Kansas City to victory? If so, Chiefs fans can only hope he reprises his madman role off the field next week.

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Jason Kelce steals the show at Chiefs-Bills playoff matchup in Buffalo

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For the first time in months, Taylor Swift wasn't the biggest star in the stands at a Kansas City Chiefs game. This week, it was Jason Kelce.

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One thing that drives me nuts in the media is the way news people dress. I think that, with the exception of some of the weather girls, most of the men and women who present the news look very classy. My problem is that, while some stations allow women to wear a nice pantsuit, most stations do require their women to wear dresses. It's in their contract. Many of them are tight-fitting because they are more visually appealing and supposed to draw more viewership, or keep the ones watching more intrigued. The gender stereotype is in full force. If you ever notice, male news presenters may have a little gray in their hair, or a paunch belly. There are quite a few older males who present the news. However, on the flip side, most older women go from being news anchors (or various other positions) to some other show once they age out. And granted, many women will color their hair but I can't recall a single women who has gray hair on the news stations.

If you go to Google Images and search "female news anchor outfits", most of the photos that come up are dresses.

Kim Findlay

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Gender norms can also be taught through formal education, which includes classroom settings, curricula, and textbooks. Through instructional materials and classroom dynamics, educational institutions may unintentionally reinforce traditional gender roles. Growing up I was never introduced to any other forms of gender other than male and female. This video is a representation of our evolution in society through our education systems. Modern gender education emphasizes not only gender equity but also inclusivity and recognition of diverse gender identities.

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How do Ontario schools teach gender and sexual education? Here's a breakdown

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*Pictured is Emma from the show Jessie on the Disney Channel

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Media, the Disney Channel and gender learning

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Media, the Disney Channel and gender learning

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I was never so aware of gender portrayal in the media until I had my daughter and watched the things she enjoyed. The snapshot above is from the show "Jessie" on the Disney channel. Emma, pictured, who grew up as the show progressed, was always depicted as a somewhat superficial character, who liked to shop, wasn't considered intelligent, and cared very much about how others perceived her.
After watching many of Disney's shows and movies I found this fragmented gender display common. If the female characters were considered smart, they rarely were considered attractive characters and were often quirky and had adjunct roles.
In another animated show, four Disney princesses were on a zoom phone meeting together and discussing the size of another princesses' butt (who wasn't on the call).
I often wonder about the things I perhaps missed that my daughter viewed and how they may be contributing to her understanding of what it means to be a woman. As a cisgender woman who enjoys being feminine to an extent, I am not opposed to femininity when it feels natural. Having said that, I believe there are plenty of toxic gender roles that are being curated and endorsed by mainstream children's media.

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I feel that how we percieve our gender roles and the culture are closely related. I grew up in Japan and moved to the US when I was 25 years old. Which means that my basic value and perception of gender roles are created in Japan. After I moved to the US, I noticed significant differences on gender role between my home country and the US. Gevin my experiences, I think that childern maily learn about gender through thier parents, and the adult learns more about it through thier own surroundings, however, I feel that we all are influeced by media/internet content or movies etc. most significantly.

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Gender roles in Cartoons and Children's Media

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A massive part of our socialization is the media we interact with. As technology becomes increasingly prevalent in our everyday lives, we are interacting with such a variety of sensory input that it can easily be overwhelming. Throughout the variety of media we ingest, there are thousands of representations of gender roles and expectations, whether they follow or disregard the norm, allowing infinite possibilities in perspective development. As children are provided increasing access to the internet and all it holds, it raises the potential of interacting with dangerous content. It is important to ensure that content you supply your children with is age-appropriate and represent what you want to teach your child, as well as content that allows discussion of gender representation in a variety of ways.

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I think people learn about gender from their parents and family. Because as a kid you don’t really know much, it’s your parents or guardian who buy you clothes, change you, paint your room, buy you toys, do your hair. So I think that is where it starts. But I think school also plays a big role, because other kids will then get into gender rolls, and say things like “that’s for girls”. It’s important for parents and teachers to let the kids know that it’s okay to like different things, like “boys” can like pink, and girls can like sports, etc.

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One of the things I found fascinating is the role that females play in a Disney movie. Have to be saved, we see this change with newer Disney movies. I believe that we learn about gender thought out media, such as movies , tv shows , and other media. It is important that we become more inclusive, especially in forms of media.

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Progression of Disney Gender Roles - Renegade Cut

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For children, gender is perceived from the moment they come into this world. As we have learned, children form their gender within the first year of life (Gavak 2023) and therefore start practicing a fixed gender expression before age 10. I remember being a child and watching movie after movie that allude to a feminine woman receiving some sort of physical makeover in oder to be worthy, loved, or beautiful. We see this to be true in movies such as Princess Diaries, Lizzie McGuire, Cinderella, etc.

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I believe my culture is what "taught" me about gender the most- we weren't very educated on gender identity in any way, it was more like "females" do this and "males" do that. For example, my great grandma never ever wore pants, not even when women started to; she always thought it was only for men and too masculine for women. I had always seen only the traditional Armenian stereotypical way a family should function around me, except for my own; and I believe that is exactly how I became different. My mom was an entrepreneur her whole life and by seeing that I was able to break out of the stereotypical ways of every other typical family around us. The women would stay at home, raise children, cater to husbands, and that was it. Whereas, the men would work and provide, but also do whatever they wanted; go on trips without family, not be involved with the children, and so on. This really rubbed me wrong, so I went towards more of my mom's mentality and wanted a completely different way of having a family. Now, growing up in America, I saw all types of other things that you would never see in my home country of Armenia; that also shifted my view on many things. One of those things would definitely be heterosexual males wearing dresses- I definitely was weirded out and questioning Harry Styles' sexual orientation when I saw his fashion choices, but then slowly realized I had not been taught much about gender identity to even know correct from incorrect. This video breaks down how gender is a social construction and takes a look back at history to compare how similar we actually are in different ways; especially when we are educated. I definitely believed I learned more about gender as I grew up in a completely different environment.

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Art History, Harry Styles & The Arbitrariness of Gender

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This was always one of my favorite songs. I did not realize when I was younger about how many gender stereo types there were in it. For instance, she stated "you will have your looks, your pretty face... Besides men up there don't like a lot of blabber." She also shows that there was a couple that wanted to be together but stayed apart because the girl was fat and the male was thin. So she made the girl skinny and the male buff so they would be together. These are so negative when it comes to gender norms. Saying that a female has to be pretty, skinny and quiet, while the male is allowed to be louder but also has to be buff or muscled to get a girl.

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One way children learn about gender is through the type of toys they are given as a child. It's considered normal to give young girls toy cleaning supplies, kitchen supplies and toy babies to take care of. This is instelling negative gender norm into young girls heads. It's also considered normal to give young boys toy guns and tools implying that they should always be protective and handy. By giving these types of toys to kids at a young age we are just enforcing the gender norm that are generation has been trying to get away from.

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Pink for girls, blue for boys - why do we gender toys? | BBC Ideas

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I feel like one way that people like to officially gender someone in their head would be about how they like to dress. By the way someone dresses sometimes it can look more masculine or feminine and then get confused when they cross dress or do not dress to the "normal" standard they are assigned usually to their brith. Living in Los Angeles, we are a little more familiar with the term androgynous which means to not have an official style but to like to take aspects of both and incorporate it into your style. I see this a lot living in LA even with my friends. One day my male friends will dress in crop tops and low waisted jeans and the next they will wear a simple flannel with cargo pants. Even with myself, I do not dress girly but rather comfortable majority of the time which means a lot of baggy pants and oversized t-shirts. Gender is first perceived through clothes to other peoples eyes majority of the time though I feel like the way you dress isn't that deep to begin with.

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Fashion Policing & The Double Standards Of Gender Expression | Taryn de Vere | TEDxDerryLondonderry

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Girl toys vs boy toys: The experiment - BBC Stories

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Children are often mimicking what they see in their household. They can imitate touching their nose, or see you talk on your cell phone and show you that they can do it the very next day. This is no different when it comes to normalized gender roles. From early on children can be given the instruction that taking out the trash and mowing the lawn is for boys, whereas washing dishes and folding laundry is for girls. With adults as their role models, children see and then children do. Children often learn about gender in their homes.

Nowadays, a lot of the fashion world is challenging gender stereotypes. Fashion is rewriting the rules to who is wearing what, and what should be acceptable.

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People learn gender in many different ways. Gender can be learned from family, siblings, peers and teachers. The way we learn gender can be impacted by how our culture or religion views it.
Judaism, my religion, recognizes eight sexes that include men, women, intersex, non-binary and binary trans folks. These eight sexes may not be widely discussed however they are important to Jewish understanding and have an impact in our community.
I did not grow up with this idea that there were eight different sexes. But as my mother connected more with her Jewish heritage, we learned of the affirming views of our culture.
Growing up in an environment with an understanding of different sexes and genders creates a more accepting space for other outside the binary.

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Thought nonbinary gender was a modern concept? Think again. The ancient Jewish understanding of gender was far more nuanced than many assume.

The Talmud, a huge and authoritative compendium of Jewish legal traditions, contains in fact no less than eight gender designations including:

1. Zachar, male.

2. Nekevah, female.

3. Androgynos, having both male and female characteristics.

4. Tumtum, lacking sexual characteristics.

5. Aylonit hamah, identified female at birth but later naturally developing male characteristics.

6. Aylonit adam, identified female at birth but later developing male characteristics through human intervention.

7. Saris hamah, identified male at birth but later naturally developing female characteristics.

8. Saris adam, identified male at birth and later developing female characteristics through human intervention.

In fact, not only did the rabbis recognize six genders that were neither male nor female, they had a tradition that the first human being was both. Versions of this midrash are found throughout rabbinic literature, including in the Talmud:

Rabbi Yirmeya ben Elazar also said: Adam was first created with two faces (one male and the other female). As it is stated: "You have formed me behind and before, and laid Your hand upon me." (Psalms 139:5)
Eruvin 19a

Rabbi Yirmeya ben Elazar imagines that the first human was created both male and female - with two faces. Later, this original human being was separated and became two distinct people, Adam and Eve. According to this midrash then, the first human being was, to use contemporary parlance, nonbinary. Genesis Rabbah 8:1 offers a slightly different version of Rabbi Yirmeya's teaching:

Rabbi Yirmeya ben Elazar: In the hour when the Holy One created the first human, He created him as an androgynos (one having both male and female sexual characteristics), as it is said, "male and female He created them." (Genesis 1:27)

Said Rabbi Shmuel bar Nachmani: In the hour when the Holy One created the first human, He created for him a double face, and sawed him and made him backs, a back here and a back there, as it is said, "Behind and before, You formed me" (Psalms 139:5).
Genesis Rabbah 8:1

In this version of the teaching, Rabbi Yirmeya is not focusing on the first human's face (or, rather, faces) but on their sex organs - they have both. The midrash imagines this original human looked something like a man and woman conjoined at the back so that one side has a women's face and a woman's sex organs and the other side has a man's face and sex organs. Then God split this original person in half, creating the first man and woman. Ancient history buffs will recognize this image as similar to the character Aristophanes' description of the first humans as both male and female, eventually sundered to create lone males and females forever madly seeking one another for the purposes of reuniting to experience that primordial state. (Plato, Symposium, 189ff)

For the rabbis, the androgynos wasn't just a thing of the mythic past. The androgynos was in fact a recognized gender category in their present - though not with two heads, only both kinds of sex organs. The term appears no less than 32 times in the Mishnah and 283 times in the Talmud. Most of these citations are not variations on this myth, but rather discussions that consider how Jewish law () applies to one who has both male and female sexual characteristics.

That the androgynos is, from a halakhic perspective, neither male nor female, is confirmed by Mishnah Bikkurim 4:1, which states this explicitly:

The androgynos is in some ways like men, and in other ways like women. In other ways he is like men and women, and in others he is like neither men nor women.
Mishnah Bikkurim 4:1

Because Hebrew has no gender neutral pronoun, the Mishnah uses a male pronoun for the androgynos, though this is obviously insufficient given the rabbinic descriptions of this person. Reading on we find that the androgynos is, for the rabbis, in many ways like a man - they dress like a man, they are obligated in all commandments like a man, they marry women and their "white emissions" lead to impurity. However, in other ways, the androgynos is like a woman - they do not share in inheritance like sons, they do not eat of sacrifices that are reserved only for men and their "red discharge" leads to impurity.

The Mishnah goes on to list ways in which an androgynos is just like any other person. Like any human being, "one who strikes him or curses him is liable." (Bikkurim 4:3) Similarly, one who murders an androgynos is, well, a murderer. But the androgynos is also unlike a man or a woman in other important legal respects - for instance, such a person is not liable for entering the Temple in a state of impurity as both a man and woman would be.

As should now be clear, the rabbinic interest in these gender ambiguous categories is largely legal. Since halakhah was structured for a world in which most people were either male or female, applying the law to individuals who didn't fall neatly into one of those two categories was challenging. As Rabbi Yose remarks in this same chapter of the Mishnah: "The androgynos is a unique creature, and the sages could not decide about him." (Bikkurim 4:5)

In many cases, the androgynos is lumped together with other kinds of nonbinary persons as well as other marginalized populations, including women, slaves, the disabled and minors. For example, concerning participation in the three pilgrimage festivals (Passover, Shavuot and Sukkot) during which the Jews of antiquity would travel to the Temple in Jerusalem, the mishnah of Chagigah opens:

All are obligated on the three pilgrimage festivals to appear in the Temple and sacrifice an offering, except for a deaf-mute, an imbecile, and a minor; and a tumtum, an androgynos, women, and slaves who are not emancipated; and the lame, the blind, the sick, and the old, and one who is unable to ascend to Jerusalem on his own legs.
Chagigah 1:1

As this mishnah indicates, it is only healthy, free adult men who are obligated to appear at the Temple to observe the pilgrimage festivals. People who are not adult men, and men who are enslaved or too old or unwell to make the journey, are exempt.

As we have already stated, the androgynos was not the only person of ambiguous gender identified by the rabbis. Similarly, the rabbis recognized one whose sexual characteristics are lacking or difficult to determine, called a tumtum. In the mishnah from Bikkurim we cited earlier, Rabbi Yose, who said the androgynos was legally challenging for the sages, said the tumtum was much easier to figure out.

The rabbis also recognized that some people's sexual characteristics can change with puberty - either naturally or through intervention. Less common than the androgynos and tumtum, but still found throughout rabbinic texts, are the aylonit, who is born with organs identified as female at birth but develops male characteristics at puberty or no sex characteristics at all, and the saris, who is born with male-identified organs and later develops features recognized as female (or no sex characteristics). These changes can happen naturally over time (saris hamah) or with human intervention (saris adam).

For the rabbis, what is most significant about the aylonit and the saris is that they are presumed infertile - the latter is sometimes translated as "eunuch." Their inability to have offspring creates legal complications the rabbis address, for example:

A woman who is 20 years old who did not grow two pubic hairs shall bring proof that she is twenty years old, and from that point forward she assumes the status of an aylonit. If she marries and her husband dies childless, she neither performs halitzah nor does she enter into levirate marriage.
Mishnah Niddah 5:9

A woman who reaches the age of 20 without visible signs of puberty, in particular pubic hair, is deemed an aylonit who is infertile. According to this mishnah, she may still marry, but it is not expected that she will bear children. Therefore, if her husband dies and the couple is in fact childless, his brother is not obligated to marry her, as would normally be required by the law of levirate marriage.

A nonbinary person who does not have the same halakhic status as a male or female, but is something else that is best described as ambiguous or in between, presented a halakhic challenge that was not particularly foreign for the rabbis, who discuss analogs in the animal and plant kingdoms. For example, the rabbinic texts describe a koi as an animal that is somewhere between wild and domesticated (Mishnah Bikkurim 2:8) and an - yes, that beautiful citron that is essential for Sukkot - as between a fruit and a vegetable (Mishnah Bikkurim 2:6, see also Rosh Hashanah 14). Because they don't fit neatly into common categories, the koi and the etrog require special halakhic consideration. The rabbinic understanding of the world was that most categories - be they animal, vegetable or mineral - are imperfect descriptors of the world, either as it is or as it should be.

In recent decades, queer Jews and allies have sought to reinterpret these eight genders of the Talmud as a way of reclaiming a positive space for nonbinary Jews in the tradition. The starting point is that while it is true that the Talmud understands gender to largely operate on a binary axis, the rabbis clearly understood that not everyone fits these categories.

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The Eight Genders in the Talmud | My Jewish Learning

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Thought nonbinary gender was a modern concept? Think again. The ancient Jewish understanding of gender was far more nuanced than many assume. The Talmud, a huge and authoritative compendium of Jewish legal traditions, contains in fact no less than eight gender designations including: Zachar, male. Nekevah, female.

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Growing up, I don't really remember being fully taught what gender meant, I think gender stereotypes were shown on television a lot. This video on youtube shows how Disney showed specific gender roles and stereotypes about men and women. Women would typically be the ones to clean, like it shows in Cinderella and Snow White. In Mulan, it shows that men need to be strong and tough while the woman has to showcase her beauty in order to get married. I think my family unintentionally introduced gender roles to me. I have two brothers and I'm the only sister, so I grew up having to clean not only my mess but theirs as well because they're "boys, and boys don't clean." I was always in charge of taking care of them (even though I'm the second child and not the oldest) but I was seen as the more mature one and had to handle more responsibilities.

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Gender Roles and Stereotypes in Disney Movies

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I think most people learn about gender in their households initially. Which is very imperative time as the textbook notes that an internal sense of gender develops at about age 2-3 so having open conversations about it prior can be helpful. For me personally, gender wasn't talked about amongst my peers until college classes. So I would say children learn from household environments and sometimes peers. Older adults might learn from school, media, etc...

An example of media of gender stereotypes are presented are fashion statements. Harry Styles is praised by society as an attractive male. So when he wears a generally more feminine clothing item such as a dress, it can help people change what they view as a "norm" for men to wear.

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I have learned through social experiences about gender. The household I grew up in were very religious about the customs of binary. However, after branching out and meeting people, I have come to understand more and more about gender. My work provides encouragement to workers who are transitioning or are in the LGBTQ+ groups.  So as a child, they can learn it from where and who they grow up around. The environment they grew up in molds their learning minds. Adults can take what they learned as a child and keep to that standard of what they were taught or they can learn from experiences and actual research and studies.
People get messages about there only being 2 genders. Stereotyping women as beauty, stay-at-home wives, nurturing, and submissive. Men to be tough, hard-working, and dominant. These messages come from the standards of those in older times. The customs also based upon religion. Religion is one of the biggest attributes to how others think and feel. Because people claim the bible is from God and that God only made man and women, it draws out any other possibilities.

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How do these gender stereotypes influence romantic/sexual relationships that don’t involve a man/woman dynamic?

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How do these gender stereotypes influence romantic/sexual relationships that don’t involve a man/woman dynamic?

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I am in a LGBTQ+ partnership (one cisgender female partner and one nonbinary partner) and we present as a same-sex female couple (often assumed to be lesbian). Like many others in queer female relationships, we've been asked the question, "Who's the man?". Gender stereotypes are so prevalent that society imposes them even on couples that do not fit prototypical cisgender or heterosexual norms. I found the attached article that considers this issue, specifically as it relates to household chore distribution in relationships. Though this is an opinion article, it does cite some thought-provoking research. The author takes the stance that gender is performative and dynamic.

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hat do gay women do in the bedroom? It is a conundrum, I have found, that seems to weigh heavily on many an inquiring heterosexual mind. Who makes the bed, for example? Who folds the laundry? Who pulls out the drill to hang a picture?

A new study, presented at the Annual Meeting of the American Sociological Association, found that when it comes to same-sex couples, most Americans believe the "more masculine" partner and the "more feminine" partner should be responsible for stereotypically male and female chores. The study also found that people were more likely to consider there to be a distinct "man" and a "woman" in lesbian relationships than they were when it came to gay male couples. Probably, you know, because the idea of there being no male presence at all in a relationship is utterly unfathomable.

I've spent most of my relationship years in same-sex relationships. During this time many a moron has asked me "who is the man?" Normally I have ignored these people. However, this study made me rethink my views. If there's a way to get out of doing the cooking and cleaning, I'm interested. And if that means having to proclaim yourself "the man" in a relationship, then so be it.

But how does one even figure out who the more feminine or masculine person in a relationship is? Physical appearance is obviously a major factor in how people initially pigeonhole you. Interestingly, however, the ASA study didn't touch on physical appearance at all. Rather it asked people to look at vignettes describing fictional couples. The study introduced stereotypically gendered traits via interests (for example, a preference for action movies versus romcoms) and then asked participants to assign household chores to each couple. (It should be noted that the survey responses came from a nationally representative. These people were 92% heterosexual, so responses don't necessarily reflect how LGB people think.)

For example, one of the vignettes concerned a couple called Amy and Jennifer. Respondents were told that Amy (a reporter) and Jennifer (a physical therapist) worked the same hours, but Jennifer makes more than double Amy's salary. On the weekend "Amy usually wants to play basketball if they are going out, or watch an action movie if they are staying in. Instead, Jennifer would rather go shopping or watch a romantic comedy." Because she liked romcom and shopping, most people decided Jennifer was the woman in the relationship, which meant she did the stereotypically woman's work.

So was I an Amy or a Jennifer? After considered analysis I decided my enthusiasm for the Fast and the Furious franchise made me more of an Amy. But what about my girlfriend? Could she be an Amy too? How would sociology deal with that? I promptly texted my girlfriend with the Amy/Jennifer preferred-activity quiz. "I just really feel like I can't be defined in a multiple-choice format," she replied. This is typical of the way in which women can never give you a straight answer and a very Jennifer thing to say. Ergo, according to the court of heterosexual opinion, she should be doing more grocery shopping. Phew!

Research suggests that gay couples have more equal relationships and share more childcare responsibilities

The ASA isn't the first organisation to conduct a studly like this. Research suggests that same-sex couples have more equal relationships than their heterosexual counterparts and share more childcare responsibilities. Nevertheless one person still tends to end up doing more of the chores. Indeed, a 2015 study by the Families and Work Institute (FWI) found that there were only two household tasks in which same-sex couples were more likely to share responsibility than heterosexual couples: laundry (44% versus 31%) and household repair (33% versus 15%). However, there was no evidence to suggest gendered household responsibilities in same-sex couples had anything to do with one person choosing to roleplay "the man" and one "the woman".

When I quizzed a number of my gay friends about their allocation of household tasks in a highly scientific WhatsApp focus group, some noted that they've sometimes found themselves slipping into stereotypically Amy/Jennifer situations. "When I've dated girly girls I find myself feeling more masculine, inclined to hold the door, pick up the check more, etc," noted H. "I think gender roles are similar to sexuality," said M. "It's fluid and can change based on the person you are dating at the time."

Sometimes your gender role can also change based on the task at hand. My friend V notes that she often jokingly plays up being the femme one in her relationship in order to avoid taking the garbage out.

Ultimately I think Judith Butler had the last sensible word on all of this. "Gay is to straight not as copy is to original, but, rather, as copy is to copy," she famously wrote. In other words it doesn't matter where you are on the sexuality spectrum - all gender is performance. While some feminists have seen butch/femme dynamics as regressive - a misguided reflection of heterosexual norms - Butler views this performance as effectively unveiling just how constructed heterosexuals norms are in the first place. After all, once you start unpacking the mental process of figuring out who is best suited to take out the trash based on who'd rather watch Fast 7 or Love Actually, it's hard not to realize that maybe the idea of "feminine" chores and "masculine" chores is really a lot of nonsense.

There is still a huge chore gap in heterosexual America; one that has barely closed in the last 10 years. If housework is finally going to become more equally allocated among straight couples then perhaps the best thing for everyone to do would be to sit down with their partners and have a long discussion about whether they're an "Amy" or a "Jennifer". By the end even the most hardened essentialist might be convinced that gender isn't just a performance - sometimes it's a farce.

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'Who's the man?' Why the gender divide in same-sex relationships is a farce

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hat do gay women do in the bedroom? It is a conundrum, I have found, that seems to weigh heavily on many an inquiring heterosexual mind. Who makes the bed, for example? Who folds the laundry? Who pulls out the drill to hang a picture?

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Sure, I learned from my mother, my school, friends and my community what gender was, according to them. What I connected with growing up and still do is artists who move beyond the lines society drew around them. In them being free it helped me to be free and fearless.

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Perfume Genius - 'Die 4 You' (Official Video)

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Identify one way that people learn about gender

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Identify one way that people learn about gender

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Another way that people learn about gender is through their own upbringings. Parents, grandparents, and other relatives as well as family friends are often role models to adolescents. Kids may see how the adults interact with each other and if they have an understanding that biologically, boys and girls are different, they may associate different gender norms with each adult. This can then be reinforced throughout childhood and as the kid develops friends (ie interactions with friends parents and the gender roles there) as well as their own relationships.

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Identify one way that people learn about gender.

One main way that people learn about gender is through the media. The first thing that comes to mind from my daily life is gender roles that are portrayed on TV shows. I think about as a young kid learning about gender through cartoon shows. For example, shows like rugrats, Fairly odd parents, and Jimmy Neutron. Through portraying different gender roles, these shows not only tell children that there are two distinct genders, but that boys and girls are supposed to act certain ways and only be interested in certain things. As adults, the gender roles that we are taught as kids continue to be reinforced on television shows for younger adults to more mature shows for older adults.

Post an example in the media of how gender roles/norms/stereotypes are communicated.

One example of media portraying gender roles and norms that I thought of right away was the Hercules movies. This cartoon movie reinforces the idea of masculinity and femininity to young kids. Linked is the scene where Hercules saves Meg: https://www.youtube.com/watch?v=cu5aXAaN1Jg . This scene portrays the stereotypical damsel in distress norm.

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