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1.Anderson discusses the impact of different social situations throughout life that impact a person's definition of self as well as one's own gender identification. She categorizes these situations into four major stages; these stages include infancy, chilhood play and games, socialization and the schools, and adult socialization and the agining process. Throughout each, a person's gender construction is said to be influenced by different social situations he or she experienced. Each situation is said to hold significance in constructing one's gender identity throughout life.
2.Throughout the childhood play and games category Anderson describes one of the main components of a person's gender socialization to be highly influenced by his or her parents. "Also, once a child has learned the associated ideas of what it means to be a boy or girl, she or he is not quick to forget them. The toys and play actiities that parents select for children are a significant source of gender socialization.(39)" Most parents seem to be more comfortable and accepting of a son who exerts masculine traits (i.e. being tough, feeling no pain and showing no emotion) as well as a daughter who exerts feminine qualities (i.e. sensitivity, dependency and submissiveness). Farr describes his parents behavior as more accepting than typical of a family withing American culture. He noticed this most often in the acceptance his parents showed for his toys or activities, whether it was more socially acceptable for a boy or girl. Farr gives the example, "One of the favorite toys I received as a child was a Fisher-Price loom. It's used to weave yarn into fabric, to make scarves, for examples. I didn't view it s a girly type of gift; I saw it as a cool new crafty toy. The freedom of choice selection I experienced at home was not something I would experience in school." To him, values learned as acceptable in the home were not considered to be in public. With confused thoughts, Farr has to evaluate himself and learn what parts of himself he could share with his surrounding world that would be socially acceptable.
["In general, there are still more males than females in children's picture books, and males are shown as more potent and active, although, interestingly, more adjectives are used to describe female characters(40)."]
3.'Socialization and the schools' inform us that social instutions are a source of gender socialization as well. Anderson states, "Schools, in particular, exercise much influence on the creation of gendered attitudes and behavior, so much so that some researchers call learning gender the "hidden curriculum" in the schools.(40)."(When children learn of gender through socialization a major environment for their ideas of development is seen in the classroom. Other chilren's reactions help form a person's ideas as to what is considered socially acceptable and unacceptable withing the realm of one's one gender. Farr demonstrates this by telling of his own experience within the classroom. Being proud of himself after crocheting a white washcloth, Farr brought it to show-and-tell to share with his classmates. He descirbes their reaction, "My classmates picked on me endlessley. I was beginning to see that there were certain hobbies and activities that I miht be interested in and had talent in doing, but which could never be sharef with the kids at school(140).")
[WIthin schools, teachers and older children display expectations that encourage chuldren to behave and think in pariticular ways; moreover, these expectations are strongly influenced by gender"(40).]
It is learned that throughout life a person's socialized concept of oneself is continuously growing and being influenced on a day to day basis. Throughout each
2.Throughout the childhood play and games category Anderson describes one of the main components of a person's gender socialization to be highly influenced by his or her parents. "Also, once a child has learned the associated ideas of what it means to be a boy or girl, she or he is not quick to forget them. The toys and play actiities that parents select for children are a significant source of gender socialization.(39)" Most parents seem to be more comfortable and accepting of a son who exerts masculine traits (i.e. being tough, feeling no pain and showing no emotion) as well as a daughter who exerts feminine qualities (i.e. sensitivity, dependency and submissiveness). Farr describes his parents behavior as more accepting than typical of a family withing American culture. He noticed this most often in the acceptance his parents showed for his toys or activities, whether it was more socially acceptable for a boy or girl. Farr gives the example, "One of the favorite toys I received as a child was a Fisher-Price loom. It's used to weave yarn into fabric, to make scarves, for examples. I didn't view it s a girly type of gift; I saw it as a cool new crafty toy. The freedom of choice selection I experienced at home was not something I would experience in school." To him, values learned as acceptable in the home were not considered to be in public. With confused thoughts, Farr has to evaluate himself and learn what parts of himself he could share with his surrounding world that would be socially acceptable.
["In general, there are still more males than females in children's picture books, and males are shown as more potent and active, although, interestingly, more adjectives are used to describe female characters(40)."]
3.'Socialization and the schools' inform us that social instutions are a source of gender socialization as well. Anderson states, "Schools, in particular, exercise much influence on the creation of gendered attitudes and behavior, so much so that some researchers call learning gender the "hidden curriculum" in the schools.(40)."(When children learn of gender through socialization a major environment for their ideas of development is seen in the classroom. Other chilren's reactions help form a person's ideas as to what is considered socially acceptable and unacceptable withing the realm of one's one gender. Farr demonstrates this by telling of his own experience within the classroom. Being proud of himself after crocheting a white washcloth, Farr brought it to show-and-tell to share with his classmates. He descirbes their reaction, "My classmates picked on me endlessley. I was beginning to see that there were certain hobbies and activities that I miht be interested in and had talent in doing, but which could never be sharef with the kids at school(140).")
[WIthin schools, teachers and older children display expectations that encourage chuldren to behave and think in pariticular ways; moreover, these expectations are strongly influenced by gender"(40).]
It is learned that throughout life a person's socialized concept of oneself is continuously growing and being influenced on a day to day basis. Throughout each