Gendered parenting and gender role attitude among children

Bibliographic Data

ID2390513
AuthorsSangili Krishna (University of Kerala), Tissy Mariam Thomas (0000-0002-0790-4964, University of Kerala, corresponding author), Sringa Sreekumar (University of Kerala)
Year2024
Volume31
Issue3
Pages940-959
Publication date2024-09-25
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueCulture & Psychology (JOURNAL)
Journal identifiersISSN: 1354-067X • E-ISSN: 1461-7056
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/1354067x241285338
OpenAlexW4402831977
LanguageEN
Citations received4
References cited17

In a society rife with gender stereotypes and discrimination, children frequently learn to accept gender roles that are not necessarily equitable to all genders. Many factors during childhood and adolescence impact children's beliefs and actions about gender roles. These attitudes and behaviors are typically acquired and reinforced at home. Most research on gender socialization place greater emphasis on typical growth and average patterns across children. The present study investigated how gendered ideas and actions of parents influence their children's attitudes about gender roles. The study examined gender stereotypes held by children about different concepts like occupation, appearance, play, and responsibilities, and how family contributed to their development. Data was collected from ten participants (of age between 4 and 6 years) from Kozhikode district, Kerala, India, using a semi-structured interview. The data was transcribed, and thematic analysis was performed. The study found that children had a solid gender-stereotyped viewpoint on all of the factors examined and that children make gender-stereotyped decisions, attitudes, and perceptions from a very young age. Role modeling and promoting distinct gendered behaviors are found to be the two ways through which parents and families impact children's gender development. The present study has demonstrated that certain types of exposures from the family influence children's learning of conventional gender roles. Society must establish a more gender-equitable context that will preserve the future psychological, social, and professional development of children

Developmental psychology · Sociology · Early Childhood Education and Development · Gender Roles and Identity Studies · Gender Studies · Poverty, Education, and Child Welfare · Psychology · Social Psychology

Tools

Open DOI