The Experts below are selected from a list of 17196 Experts worldwide ranked by ideXlab platform
Susan M. Mchale - One of the best experts on this subject based on the ideXlab platform.
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links between family Gender Socialization experiences in childhood and Gendered occupational attainment in young adulthood
Journal of Vocational Behavior, 2015Co-Authors: Katie M Lawson, Ann C Crouter, Susan M. MchaleAbstract:Gendered occupational segregation remains prevalent across the world. Although research has examined factors contributing to the low number of women in male-typed occupations - namely science, technology, engineering, and math - little longitudinal research has examined the role of childhood experiences in both young women's and men's later Gendered occupational attainment. This study addressed this gap in the literature by examining family Gender Socialization experiences in middle childhood - namely parents' attitudes and work and family life - as contributors to the Gender typicality of occupational attainment in young adulthood. Using data collected from mothers, fathers, and children over approximately 15 years, the results revealed that the associations between childhood Socialization experiences (∼10 years old) and occupational attainment (∼26 years old) depended on the sex of the child. For sons but not daughters, mothers' more traditional attitudes towards women's roles predicted attaining more Gender-typed occupations. In addition, spending more time with fathers in childhood predicted daughters attaining less and sons acquiring more Gender-typed occupations in young adulthood. Overall, evidence supports the idea that childhood Socialization experiences help to shape individuals' career attainment and thus contribute to Gender segregation in the labor market.
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Handbook of Adolescent Psychology - Gender Development in Adolescence
Handbook of Adolescent Psychology, 2009Co-Authors: Nancy L Galambos, Sheri A. Berenbaum, Susan M. MchaleAbstract:Gender Development in Adolescence Age-Related Trends in Gender Differentiation Across Adolescence The Content of Gender Development: Values Regarding Gender Influences on Gender Development Cognitive Influences Socialization Influences Influences on Gender Development: Summary Summary and Integration Understanding Gender Development in Adolescence Keywords: Gender development; Gender differences; Gender intensification; Gender Socialization; Gender-typing
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the family contexts of Gender development in childhood and adolescence
Social Development, 2003Co-Authors: Susan M. Mchale, Anne C. Crouter, Shawn D WhitemanAbstract:We review research on the family's role in Gender development during childhood and adolescence. Our discussion highlights children's dyadic family relationship experiences with their parents and siblings; additionally, we describe ways in which the larger system of family relationships, including Gendered dynamics in the marriage and the differential family experiences of sisters versus brothers may have implications for Gender development. We also emphasize the significance of contextual factors—ranging from situational demands and affordances to forces emanating from the larger social ecology—in family Gender Socialization. We conclude that family experiences may have a more important impact on Gender development than has previously been believed, and we highlight directions for future study. These include: (1) applying more complex models of parent Socialization and family dynamics to the study of the family's role in Gender development; (2) expanding on research directed at the Socialization of sex differences to study how family dynamics are linked to individual differences in girls’ and boys’ Gendered qualities and behaviors; and (3) further exploring how contextual factors exert an impact on Gender Socialization in the family.
Rebecka Lundgren - One of the best experts on this subject based on the ideXlab platform.
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Learning to Be Gendered: Gender Socialization in Early Adolescence Among Urban Poor in Delhi, India, and Shanghai, China.
Journal of Adolescent Health, 2017Co-Authors: Sharmistha Basu, Xiayun Zuo, Chaohua Lou, Rajib Acharya, Rebecka LundgrenAbstract:Abstract Purpose The purpose of the study is to understand the Gender Socialization process in early adolescence. Methods The study was located in two disadvantaged urban communities in Delhi, India and Shanghai, China and was part of the multicountry (15) Global Early Adolescent Study. Qualitative methodologies were used with boys and girls aged 11–13 years, including 16 group-based timeline exercises and 65 narrative interviews. In addition, 58 parents of participating adolescents were interviewed. Interviews were recorded, transcribed, translated, and uploaded into Atlas.ti for coding and thematic analysis. Results Boys and girls growing up in the same community were directed onto different pathways during their transition from early to late adolescence. Adolescents and parents in both sites identified mothers as the primary actor, socializing adolescents into how to dress and behave and what Gender roles to play, although fathers were also mentioned as influential. Opposite-sex interactions were restricted, and violations enforced by physical violence. In Delhi, Gender roles and mobility were more strictly enforced for girls than boys. Restrictions on opposite-sex interactions were rigid for both boys and girls in Delhi and Shanghai. Sanctions, including beating, for violating norms about boy-girl relationships were more punitive than those related to dress and demeanor, especially in Delhi. Education and career expectations were notably more equitable in Shanghai. Conclusions Parents teach their children to adhere to inequitable Gender norms in both Delhi and Shanghai. However, education and career expectations for boys and girls in the two sites differed. Although Gender norms varied by site according to the particular cultural and historical context, similar patterns of Gender inequity reflect the underlying patriarchal system in both settings. The tendency of parents to pass on the norms they grew up with is evident, yet these results illustrate the social construction of Gender through children's interaction with the social ecology, including evolving political and economic systems. Efforts to bend Gender norms toward greater equality can build on these results by empowering children and parents to reflect critically on inequitable Gender norms and roles and by mobilizing economic and social support at key turning points in adolescents' lives.
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Learning to Be Gendered: Gender Socialization in Early Adolescence Among Urban Poor in Delhi, India, and Shanghai, China.
The Journal of adolescent health : official publication of the Society for Adolescent Medicine, 2017Co-Authors: Sharmistha Basu, Xiayun Zuo, Chaohua Lou, Rajib Acharya, Rebecka LundgrenAbstract:The purpose of the study is to understand the Gender Socialization process in early adolescence. The study was located in two disadvantaged urban communities in Delhi, India and Shanghai, China and was part of the multicountry (15) Global Early Adolescent Study. Qualitative methodologies were used with boys and girls aged 11-13 years, including 16 group-based timeline exercises and 65 narrative interviews. In addition, 58 parents of participating adolescents were interviewed. Interviews were recorded, transcribed, translated, and uploaded into Atlas.ti for coding and thematic analysis. Boys and girls growing up in the same community were directed onto different pathways during their transition from early to late adolescence. Adolescents and parents in both sites identified mothers as the primary actor, socializing adolescents into how to dress and behave and what Gender roles to play, although fathers were also mentioned as influential. Opposite-sex interactions were restricted, and violations enforced by physical violence. In Delhi, Gender roles and mobility were more strictly enforced for girls than boys. Restrictions on opposite-sex interactions were rigid for both boys and girls in Delhi and Shanghai. Sanctions, including beating, for violating norms about boy-girl relationships were more punitive than those related to dress and demeanor, especially in Delhi. Education and career expectations were notably more equitable in Shanghai. Parents teach their children to adhere to inequitable Gender norms in both Delhi and Shanghai. However, education and career expectations for boys and girls in the two sites differed. Although Gender norms varied by site according to the particular cultural and historical context, similar patterns of Gender inequity reflect the underlying patriarchal system in both settings. The tendency of parents to pass on the norms they grew up with is evident, yet these results illustrate the social construction of Gender through children's interaction with the social ecology, including evolving political and economic systems. Efforts to bend Gender norms toward greater equality can build on these results by empowering children and parents to reflect critically on inequitable Gender norms and roles and by mobilizing economic and social support at key turning points in adolescents' lives. Copyright © 2017 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.
Sharmistha Basu - One of the best experts on this subject based on the ideXlab platform.
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Learning to Be Gendered: Gender Socialization in Early Adolescence Among Urban Poor in Delhi, India, and Shanghai, China.
Journal of Adolescent Health, 2017Co-Authors: Sharmistha Basu, Xiayun Zuo, Chaohua Lou, Rajib Acharya, Rebecka LundgrenAbstract:Abstract Purpose The purpose of the study is to understand the Gender Socialization process in early adolescence. Methods The study was located in two disadvantaged urban communities in Delhi, India and Shanghai, China and was part of the multicountry (15) Global Early Adolescent Study. Qualitative methodologies were used with boys and girls aged 11–13 years, including 16 group-based timeline exercises and 65 narrative interviews. In addition, 58 parents of participating adolescents were interviewed. Interviews were recorded, transcribed, translated, and uploaded into Atlas.ti for coding and thematic analysis. Results Boys and girls growing up in the same community were directed onto different pathways during their transition from early to late adolescence. Adolescents and parents in both sites identified mothers as the primary actor, socializing adolescents into how to dress and behave and what Gender roles to play, although fathers were also mentioned as influential. Opposite-sex interactions were restricted, and violations enforced by physical violence. In Delhi, Gender roles and mobility were more strictly enforced for girls than boys. Restrictions on opposite-sex interactions were rigid for both boys and girls in Delhi and Shanghai. Sanctions, including beating, for violating norms about boy-girl relationships were more punitive than those related to dress and demeanor, especially in Delhi. Education and career expectations were notably more equitable in Shanghai. Conclusions Parents teach their children to adhere to inequitable Gender norms in both Delhi and Shanghai. However, education and career expectations for boys and girls in the two sites differed. Although Gender norms varied by site according to the particular cultural and historical context, similar patterns of Gender inequity reflect the underlying patriarchal system in both settings. The tendency of parents to pass on the norms they grew up with is evident, yet these results illustrate the social construction of Gender through children's interaction with the social ecology, including evolving political and economic systems. Efforts to bend Gender norms toward greater equality can build on these results by empowering children and parents to reflect critically on inequitable Gender norms and roles and by mobilizing economic and social support at key turning points in adolescents' lives.
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Learning to Be Gendered: Gender Socialization in Early Adolescence Among Urban Poor in Delhi, India, and Shanghai, China.
The Journal of adolescent health : official publication of the Society for Adolescent Medicine, 2017Co-Authors: Sharmistha Basu, Xiayun Zuo, Chaohua Lou, Rajib Acharya, Rebecka LundgrenAbstract:The purpose of the study is to understand the Gender Socialization process in early adolescence. The study was located in two disadvantaged urban communities in Delhi, India and Shanghai, China and was part of the multicountry (15) Global Early Adolescent Study. Qualitative methodologies were used with boys and girls aged 11-13 years, including 16 group-based timeline exercises and 65 narrative interviews. In addition, 58 parents of participating adolescents were interviewed. Interviews were recorded, transcribed, translated, and uploaded into Atlas.ti for coding and thematic analysis. Boys and girls growing up in the same community were directed onto different pathways during their transition from early to late adolescence. Adolescents and parents in both sites identified mothers as the primary actor, socializing adolescents into how to dress and behave and what Gender roles to play, although fathers were also mentioned as influential. Opposite-sex interactions were restricted, and violations enforced by physical violence. In Delhi, Gender roles and mobility were more strictly enforced for girls than boys. Restrictions on opposite-sex interactions were rigid for both boys and girls in Delhi and Shanghai. Sanctions, including beating, for violating norms about boy-girl relationships were more punitive than those related to dress and demeanor, especially in Delhi. Education and career expectations were notably more equitable in Shanghai. Parents teach their children to adhere to inequitable Gender norms in both Delhi and Shanghai. However, education and career expectations for boys and girls in the two sites differed. Although Gender norms varied by site according to the particular cultural and historical context, similar patterns of Gender inequity reflect the underlying patriarchal system in both settings. The tendency of parents to pass on the norms they grew up with is evident, yet these results illustrate the social construction of Gender through children's interaction with the social ecology, including evolving political and economic systems. Efforts to bend Gender norms toward greater equality can build on these results by empowering children and parents to reflect critically on inequitable Gender norms and roles and by mobilizing economic and social support at key turning points in adolescents' lives. Copyright © 2017 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.
John F. Peters - One of the best experts on this subject based on the ideXlab platform.
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Gender Socialization of adolescents in the home : research and discussion
Adolescence, 1994Co-Authors: John F. PetersAbstract:While Gender Socialization and practice have been investigated in education, work, and children within the family, there has been minimal research on adolescents and parents. The present research focused on male and female adolescents' perceptions of their mothers' and fathers' behavior in six common family routines: allowances, gifts, use of the family car, curfew, and chores inside and outside the home. Data were gathered from 448 senior high school students, Gender-equal behavior toward sons and daughters was clearly evident in the parental practice of allowances and gift giving, and less evident in permission to use the family car. Traditional behavior was strongly evident in sons' performing outside chores and, to a lesser degree, in daughters' keeping an earlier curfew and doing more inside chores. Fathers were more traditional than mothers in allowance and gift giving to sons, and less traditional than mothers in giving sons permission to use the car. It is evident from the perspective of the teenager, that stereotypical Gender roles are being perpetuated in North American home life.
Rajib Acharya - One of the best experts on this subject based on the ideXlab platform.
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Learning to Be Gendered: Gender Socialization in Early Adolescence Among Urban Poor in Delhi, India, and Shanghai, China.
Journal of Adolescent Health, 2017Co-Authors: Sharmistha Basu, Xiayun Zuo, Chaohua Lou, Rajib Acharya, Rebecka LundgrenAbstract:Abstract Purpose The purpose of the study is to understand the Gender Socialization process in early adolescence. Methods The study was located in two disadvantaged urban communities in Delhi, India and Shanghai, China and was part of the multicountry (15) Global Early Adolescent Study. Qualitative methodologies were used with boys and girls aged 11–13 years, including 16 group-based timeline exercises and 65 narrative interviews. In addition, 58 parents of participating adolescents were interviewed. Interviews were recorded, transcribed, translated, and uploaded into Atlas.ti for coding and thematic analysis. Results Boys and girls growing up in the same community were directed onto different pathways during their transition from early to late adolescence. Adolescents and parents in both sites identified mothers as the primary actor, socializing adolescents into how to dress and behave and what Gender roles to play, although fathers were also mentioned as influential. Opposite-sex interactions were restricted, and violations enforced by physical violence. In Delhi, Gender roles and mobility were more strictly enforced for girls than boys. Restrictions on opposite-sex interactions were rigid for both boys and girls in Delhi and Shanghai. Sanctions, including beating, for violating norms about boy-girl relationships were more punitive than those related to dress and demeanor, especially in Delhi. Education and career expectations were notably more equitable in Shanghai. Conclusions Parents teach their children to adhere to inequitable Gender norms in both Delhi and Shanghai. However, education and career expectations for boys and girls in the two sites differed. Although Gender norms varied by site according to the particular cultural and historical context, similar patterns of Gender inequity reflect the underlying patriarchal system in both settings. The tendency of parents to pass on the norms they grew up with is evident, yet these results illustrate the social construction of Gender through children's interaction with the social ecology, including evolving political and economic systems. Efforts to bend Gender norms toward greater equality can build on these results by empowering children and parents to reflect critically on inequitable Gender norms and roles and by mobilizing economic and social support at key turning points in adolescents' lives.
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Learning to Be Gendered: Gender Socialization in Early Adolescence Among Urban Poor in Delhi, India, and Shanghai, China.
The Journal of adolescent health : official publication of the Society for Adolescent Medicine, 2017Co-Authors: Sharmistha Basu, Xiayun Zuo, Chaohua Lou, Rajib Acharya, Rebecka LundgrenAbstract:The purpose of the study is to understand the Gender Socialization process in early adolescence. The study was located in two disadvantaged urban communities in Delhi, India and Shanghai, China and was part of the multicountry (15) Global Early Adolescent Study. Qualitative methodologies were used with boys and girls aged 11-13 years, including 16 group-based timeline exercises and 65 narrative interviews. In addition, 58 parents of participating adolescents were interviewed. Interviews were recorded, transcribed, translated, and uploaded into Atlas.ti for coding and thematic analysis. Boys and girls growing up in the same community were directed onto different pathways during their transition from early to late adolescence. Adolescents and parents in both sites identified mothers as the primary actor, socializing adolescents into how to dress and behave and what Gender roles to play, although fathers were also mentioned as influential. Opposite-sex interactions were restricted, and violations enforced by physical violence. In Delhi, Gender roles and mobility were more strictly enforced for girls than boys. Restrictions on opposite-sex interactions were rigid for both boys and girls in Delhi and Shanghai. Sanctions, including beating, for violating norms about boy-girl relationships were more punitive than those related to dress and demeanor, especially in Delhi. Education and career expectations were notably more equitable in Shanghai. Parents teach their children to adhere to inequitable Gender norms in both Delhi and Shanghai. However, education and career expectations for boys and girls in the two sites differed. Although Gender norms varied by site according to the particular cultural and historical context, similar patterns of Gender inequity reflect the underlying patriarchal system in both settings. The tendency of parents to pass on the norms they grew up with is evident, yet these results illustrate the social construction of Gender through children's interaction with the social ecology, including evolving political and economic systems. Efforts to bend Gender norms toward greater equality can build on these results by empowering children and parents to reflect critically on inequitable Gender norms and roles and by mobilizing economic and social support at key turning points in adolescents' lives. Copyright © 2017 Society for Adolescent Health and Medicine. Published by Elsevier Inc. All rights reserved.