Gender+Roles+and+the+Depiction+of+Gender+Research



Research

 **Kosciw, Joseph G, PhD., Diaz, Elizabeth M. 2008:** [|Involved, Invisible, Ignored: The Experiences of Lesbian, Gay, Bisexual, and Transgender Parents and Their Children in Our Nation's K-12 Schools]

 __Summary__: There is estimated to be more than 7 million families in the United States with parents that are Lesbian, Gay, Bisexual, or Transgender (LGBT), and students that are in our nation's K-12 school systems. Yet, little is known about their experiences. The Gay, Lesbian, and Straight Education Network (GLSEN) performed a study that looked into the experiences of these people. They partnered with COLAGE (Children of Lesbians and Gays Everywhere) and The Family Equality Council for this study. The Report shows experiences from both students and parents. Interestingly enough, the study shows that LGBT parents that were studied take more of an active interest in their children's educations than other parents. They are more likely to be engaged in activities, volunteer, and attend parent-teacher conferences. Despite this information, LGBT parents reported feeling neglected or mistreated by others in the community, especially other parents.

 __Analysis:__ This article is very eye-opening. It would seem that a person in the school system (i.e. teachers or principals) should not bias against LGBT parents for one basic reason: these are parents of children that are in classrooms and schools, and therefore should be treated just as any other parent. Because many LGBT parents are involved with their children's academic lives, it seems that they would be an important part of the classroom community. Their participation in volunteering, parent-teacher associations, and attendance at parent-teacher conferences seems to be a great addition to schools.  Submitted by: Jennifer F.


 *  Other Articles **

 Sadker, Myra; Sadker, David; Klein, Susan. //The Issue of Gender//. 1991.  [|This is an article that discusses the issue of gender in elementary and secondary school.]  Grossman, Herbert; Grossman, Suzanne H. //Gender Issues in Education. 1994.//  [|This article discusses the outcome of education for both male and female students.]

 Inkpen, Kori. //The Important Research Agendas for Educational Multimedia: Learning, Children, and Gender.// 1997.  [|This is a great article describing issues with Gender in the classroom.]  The gender issues begin on page 3/6.

 Submitted by: Jennifer F.

Witt, Susan D. 1997
 * __ Parental influence on children’s socialization to gender roles. __**

Many parents do not understand the large impact they have on their children’s view of gender roles. In the article “Parental influence on children’s socialization to gender roles” it discusses several aspects that help children understand or confuse gender roles. Children learn about their gender at an early age from out society. Parental interaction with their children and reinforcing behavior shapes what children feel are acceptable for their gender identity. Parents will introduce the gender roles very early in a child’s life by painting a little girl’s room pink, or having trucks on a little boys bed spread. The article states that, “Androgynous individuals have been found to have higher self esteem, higher levels of identity achievement, and more flexibility in dating and love relationships.” The website “Answers.Com”, states that __Androgynous means being neither distinguishably masculine nor feminine, as in dress, appearance, or behavior.__ Children who are raised in aandrogynous home typically have a parent that plays a role that is not politically correct. For example, the father of the family cleaning the house and doing the laundry; or the wife fixing the family car are not typical male or female roles. Children need to see that women and men can step out of the gender stereotyped world, and so can they.
 * Brief Summary: **

I feel that this article is a very accurate portal of how the world views gender roles. Children need to see that men and women are equal in the world. Women can do many things that men can do, and vise versa. There are many stereotypical roles that children have been taught by parents, media, and peers. We must break down this barrier and show the children of the new millennium that we can do anything we would like as long as we put our minds to it. It is not wrong to teach little girls to play with dolls or to have little boys play with trucks, but we should allow our students to see that boys and girls can be good at the same things.
 * Personal Analysis: **


 * Questions to ask**:
 * Is it wrong to let a little boy play with dolls, or a little girl to play with trucks?
 * What kind of affect do we have in our children perception of gender roles?
 * Should men and women stay in jobs that are considered (male or female) positions?
 * //OTHER ARTICLES TO VIEW://**

//Tinklin Teresa; Croxford, Linda; Ducklin, Alan; Frame, Barbara.// __[|Gender and attitudes to work and family roles: the view of young people of the millennium]__
 * This article discusses the opinions of adolescents, ages 14-16 and how women and men should be treated equally in jobs and in their families.

//__ Frasher, Ramona ; Frasher, James M. __//** Abstract Only **
 * //__[|Gender][|Roles] [| in] [|Children's] [| Stories: Effect on Preference and Comprehension] __//**__.__
 * This article discusses research done on children and their views on gender roles in stories.

__ Wellhousen, Karyn __ __[|Girls Can Be Bull Riders, Too! Supporting **//Children's//** Understanding of **//Gender//** **//Roles//** through **//Children's//** Literature.]__ Submitted by Laura K. Bush
 * This article helps describes different ways to introduce gender roles to different age levels and encourages children to share their input and feelings.