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The results indicate that children with a more flexible view on gender-role norms made fewer gender-typed choices than children with rigid norms [citation needed]. Similarly, for children with more flexible gender norms, attractiveness of the toy proved to be more strongly related to preference than the toy's adherence to a traditional gender ...
gender identity: the child recognizes that they are either a boy or a girl and possesses the ability to label others. gender stability: the identity in which they recognizes themselves as does not change; gender consistency: the acceptance that gender does not change regardless of changes in gender-typed appearance, activities, and traits.
Therefore, Bem suggests teaching alternative schemata to children so that they are less likely to build and maintain a gender schema. [5] Some examples include an individual differences schema, where children learn to process information on a person-by-person basis rather than make wide assumptions about groups based on information from ...
Underrepresentation such as this can affect children and their views of gender. [33] Children's TV networks, such as Disney, Nickelodeon, and Cartoon Network, have demonstrated a disproportional representation of males and females on their respective shows in a study done by Beth Hentges and Kim Case.
The concept of childhood gender nonconformity assumes that there is a correct way to be a girl or a boy. There are a number of social and developmental perspectives that explore how children come to identify with a particular gender and engage in activities that are associated with this gender role.
There are three processes of attitude change as defined by Harvard psychologist Herbert Kelman in a 1958 paper published in the Journal of Conflict Resolution. [1] The purpose of defining these processes was to help determine the effects of social influence: for example, to separate public conformity (behavior) from private acceptance (personal belief).
Gender is used as a means of describing the distinction between the biological sex and socialized aspects of femininity and masculinity. [9] According to West and Zimmerman, gender is not a personal trait; it is "an emergent feature of social situations: both as an outcome of and a rationale for various social arrangements, and as a means of legitimating one of the most fundamental divisions ...
Children with persistent gender dysphoria are characterized by more extreme gender dysphoria in childhood than children with desisting gender dysphoria. [1] Some (but not all) gender variant youth will want or need to transition, which may involve social transition (changing dress, name, pronoun), and, for older youth and adolescents, medical transition (hormone therapy or surgery).