PS287 Lecture Notes - Lecture 9: Gender Role, Meta-Analysis, Intersectionality
Document Summary
Childhood interactions: boys and girls style of play. Polite requests: boys egoistic dominance, demands. I(cid:374)te(cid:396)(cid:396)uptio(cid:374)s, th(cid:396)eats, (cid:374)o(cid:374)(cid:272)o(cid:373)plia(cid:374)(cid:272)e, toppi(cid:374)g o(cid:374)e a(cid:374)othe(cid:396)(cid:859)s sto(cid:396)ies a(cid:374)d (cid:272)alli(cid:374)g ea(cid:272)h othe(cid:396) (cid:374)a(cid:373)es. Play and communication difference contribute to same sex play preference early in life. Same sex play may also contribute to sex differences in play styles. The more time spent in same-sex play, the greater the influence of same-sex peers, which leads to greater sex stereotyped play: predicts more problems w mixed sex interactions at school; confirmed by research. Same sex play preference: girls difficult in influencing boys, polite requests ignored by boys, girls tend to stand near teachers when boys are around. Temper the tendency for boys to try to dominate the play area. Institutional support (parents, teachers, peers: tolerate different behaviors by different genders, encourage same-sex play at home and school. The same sex play preference leads to very different experiences in childhood: not surprising that we see differences in adulthood.
