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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.
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 ...
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.
Thus, conformity is sometimes a product of group communication. [2] This tendency to conform occurs in small groups and/or in society as a whole and may result from subtle unconscious influences (predisposed state of mind), or from direct and overt social pressure. Conformity can occur in the presence of others, or when an individual is alone.
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 ...
Cisnormativity contributes to patriarchy by providing a rigid division of people into genders and gender roles. [11] Cisnormativity often appears together with heteronormativity. [12] [13] According to Judith Butler, the dominant view of gender assumes a "causal continuity among sex, gender, and desire". [14]
From birth, in the course of gender socialization, children learn gender stereotypes and roles from their parents and environment. Traditionally, boys learn to manipulate their physical and social environment through physical strength or dexterity, while girls learn to present themselves as objects to be viewed. [ 22 ]
Sociologist of gender R.W. Connell contends that socialization theory is "inadequate" for explaining gender, because it presumes a largely consensual process except for a few "deviants", when really most children revolt against pressures to be conventionally gendered; because it cannot explain contradictory "scripts" that come from different ...