The Effects of Gender Roles on the Choices of Educational Discipline of Girls and Boys in the Limbe Municipality
Department: Gender Studies
No of Pages: 44
Project Code: GS5
References: Yes
Cost: 5,000XAF Cameroonian
: $15 for International students
ABSTRACTS
This
study on the effects of gender roles on boys and girls choices of educational
discipline in Limbe has identified and analyzed difficult problems faced by
students as well as what can be done to
address the problem of gender roles affecting educational discipline.
This
research is both quantitative and qualitative using the narratives, data
collected from some student and teachers through questionnaire. An
approximately total population of 50 student were geared for this research. 50
participants were interviewed, 27 female and 23male students.
After
listening to the experiences of the students, the researcher found out that boys
and girls face different challenges due to their different gender roles.
Therefore the researcher suggests that boys and girls should learn how to break
the boundaries of gender roles and perform task beyond their abilities and not
to be limited by what parents and society deem fit.
CHAPTER ONE
INTRODUCTION
1.1 Background of Study.
Gender roles refer to normative expectations
about the division of labour, between the sexes and to gender- related rules
about social interactions that exist within a particular cultural-historical
context. (Spence et al. 1985).
These
s roles are the behaviors men and women exhibit in the private and public
realm. They are the sociocultural expectations that apply to individuals on the
basis of their assignment to a sex category (male or female) (Tong, 2012).
They
can be conceptualized as behavioral expectations based on biological sex.
Traditionally, for men to be masculine, they are expected to display attributes
such as strength, power, and competitiveness, and less openly display emotion
and affection (especially toward other men). H.J. Fawkner (2012)
Ayonrinde
(2015) states that gender roles vary in different societies. While men and
women have equal rights and opportunities in some, men dominate in others and
rarely do women control the administration of a community.
Hofstede
described the dimensions of masculinity-femininity in human groups. In high
masculine societies women have restricted opportunities in vocation or societal
hierarchy. There are higher degrees of individualism, financial reward, and
limited support for the weaker in this groups. Conversely, feminine societies
are relationship oriented and focus less on emotional or social
differentiation.
According
to Blackstone (2003), gender roles are based on the different expectations that
individuals, groups, and societies have on individuals based on their sex and
based on each society’s values and believes about gender.
Blackstone
(2003) further states that gender roles are the product of the interaction
between individuals and their environments, and they give individual cues about
what sort of behavior is believed to be appropriate for what sex.
Gender
roles also create sex differences in behavior when people adopt them as gender
identities. Masculine and feminine identities guide behavior through
self-regulatory processes. That is, people use their gender identity as a
personal standard by against which to evaluate and guide their behavior (Wendy
and Alice, 2012).
On
average, men’s and women’s behavior corresponds to their gender identities. For
example, Athenstaedt (2003) found that women more than men engaged in feminine
behaviors (e.g. taking care of a friend, telling partners about troubles at
work) and men more than women engaged in masculine behaviors (e.g. fixing the
car, paying for dinner) (Lippa, 2005).
Gender
standards do not, however, always enhance well-being. People may feel that
gender roles standards are imposed by others so that they are pressured to act
in gender-typical ways (Sanchez and crocker, 2005).
Children
also may feel pressured by peers and parents to conform to gender role
expectations (Egan and Perry, 2001). Socialization into masculine and feminine
gender roles and the formation of gender roles identity begin in early
childhood.
Gender-typed
behaviors (e.g. playing with dolls or with cars) first emerge in the family
context and are then reinforces in gender segregated peer groups throughout
childhood and adolescence (Maria and Rainer, 2015).
According
to the Mediterranean institute of gender Studies (2009) gender division of
labour refers to allocation of different jobs or types of work to women and
men. In feminist economic, the institutional rules, norms and practices that
govern the allocation of tasks between women and men (and girls and boys) also
constitute the gender division of labour, which is seen as variable over time
and space and constantly under negotiation.
The
division of labour between men and women makes a major contribution to the
material and social inequalities associated with gender. It has a dual aspect
in that, first, most women still retain the primary responsibility for caring
and domestic work (which is usually unpaid), and second, women (in aggregate)
do not gain the same level of reward from participation in paid employment as
do men (in aggregate) (Rosemary Crompton 2007).
Gender
division of labour is so widespread because traditionally it has an important
purpose. Since many jobs take time and effort to learn to do well, families
could save time by dividing duties and encouraging individuals to specialize.
Little
girls could learn to do the labour expected of women, and little boys the
labour expected of men (Cailin, 2019).
It
is often argued that the gender division of labour is a result of biological
traits; however, if we notice that in some societies women perform tasks and
jobs that in some other societies are traditionally considered as men’s jobs,
and vice versa, we see the division of labour has much to do with what each
society perceives as appropriate for both sexes (GLOPP, 2008).
According
to Tremblay, Boivin, RDeV, and CL (2014) gender socialization is the process
through which children learn about the social expectation, attitudes and
behavior typically associated with boys and girls. As children attain a sense
of their own gender identity (knowing whether they are girl or boy), they pay
great attention to information related to gender especially same gender models.
This
gender awareness, in combination with an early exposure to gender from multiple
sources of socialization such as parents, siblings, and peers, has immediate
consequence on children’s attitude and behaviors towards members of their own
and gender group.
Although
children play an active role in shaping their gender identity development,
their knowledge about gender comes from many sources of socialization, including
parents, peer and teachers.
Tremblay,
Boivin, RDeV and CL (2014) further state that parent provide children with
their first lesson about gender. Although gender egalitarian attitudes have
increased in many cultures over the past decades, parents and especially
fathers typically have different expectations for their sons and daughters with
regard to personality traits, abilities and activities.
Parents
role inside and outside the family also influence children’s conception of
gender roles and parents ascribe different role for their children based on
their gender. Children are often dressed in gender specific clothing.
Parental
disapproval for failing to comply with gender norms (beating a girl child for
climbing on trees or rough playing), and parental approval for successful
compliance with norms (praising a girl child for carrying water in house) can
serve to solidify children’s understanding of gender role.
Men
are mostly found in the public sphere because during their childhood days they
were thought how to go out and work, hunt and fish while women were relegated
to the private sphere because they were always at home cooking, cleaning,
washing and doing other household, unpaid and unrecognized jobs in the society.
This
has even promoted segregation equally in choices of educational discipline. Men
who are seen to be strong and brave are always encouraged in disciplines like
maths, chemistry and engineering while women are encourage in subjects like
literature, food and nutrition and biology. This goes a long way to affect even
their jobs lending to gender division of labour.
Men
are found in masculinized jobs while women on feminine jobs reflecting their
gender roles. This is because men have gained the necessary skills needed to be
in well-paid jobs because of what they studied while women are left with no
choice to manage some low paid jobs or open their own small businesses like
hairdressing and restaurant.
This
has made men to be more influential because they are in better positions to
make decisions which automatically will favor them (Farre, 2013).
Honlon
(2008) highlighted the educational sector as one of the sectors greatly
affected by the problems of gender stratification. This is because women chose
subjects that will help them better perform their gender roles.
In
a bit to explain this educational differences, Lee(1998), holds that boys turn
up to choose science subjects such as mathematics and engineering and are
likely to follow a scientific career than girls. Lee blames this on the effects
of gender roles and self-concept and perception of scientist.
It
should be noted however that this segregation of activities according to
Lindsey (1997) leads to problems that affect women in areas such as; education,
marriage, family life which helps them remain in inferior positions. In this
study therefore, we want to examine how gender roles influence or affect boys
and girls choice of educational disciplines.
Despite
the recent increase in women in higher education, men and women are still
concentrated in different educational programs and occupations (Barone 2011).
Such gender segregation results from persisting gender different educational
choices, which lead to different educational opportunities and labour market
prospect (Gerber and cheung 2008).
Meade
(2006), observes that social construct comes as a result of what the society
deems fit to be biologically and culturally appropriate for each gender.
Also
Park insists that the influence of televisions and books, together with peer
pressure and way girls are socialized by school teachers is the main reason why
girls have low esteem to pursue the educational discipline which they so
desire.
Park
(2007) also stated that boys and girls are socialized and prepared for the role
of fathers and mothers respectively. Mothers are expected to be submissive to
their husbands, in charge of cooking, cleaning the house fetching water which
are all unpaid and unrecognized labour and are found in the private sphere of
the society.
Fathers
on the other hand are to provide for the family by working in the society as
carpenters, managers and politicians which are all found in the public sphere.
This has led to public/private division because women will be found more in the
private sector limiting them to good job opportunities while the majority of
men will be in the public sector with a wide range of good job opportunities.
This
gender role socialization has led to segregation in boys and girls choices of
educational discipline because they will want to belong to disciplines that
highly represent their gender role. This segregation has extended even to their
jobs.
Women
are being given feminized jobs and men masculinized jobs. Feminized jobs are
jobs known to be meant only for women like cleaning, teachers, nurses and
secretaries while masculinized jobs are jobs known to be suitable for men like
managers, doctors and engineers.
All
this division is due to their gender role socialization from childhood and
gender stereotypes. This division has greatly affected the status of women
because they are still found in subordinate positions.
1.3 Research questions
1.3.1 Main research
questions
What
are the effects of gender roles on the choices of educational discipline of
boys and girls in Limbe municipality?
1.3.2 Specific research
questions
What
are the various gender roles of boys and girls in Limbe?
What
factors define the choices of educational discipline of boys and girls in Limbe
municipality?
What
are the effects of gender roles on the choices of educational discipline of
boys and girls in Limbe?
1.4 Research objectives
1.4.1 Main research
objectives
- To examine the effect of gender roles on the choices of educational disciplines of boys and girls in Limbe municipality.
1.4.2 Specific Research
Objectives
- To identify the various gender roles of boys and girls in Limbe.
- To examine the factors defining choices of educational discipline of boys and girls in Limbe.
- To identify the effects of gender roles on the choices of educational discipline of boys and girls in Limbe.
Check out: Gender Studies Project Topics with Materials
