Sexism
Sexism, as defined by Roets et al. (22), refers to different forms of gender-based discrimination. Even though much of the attention is given to women, other people including men, the transgender, as well as the bisexuals also get affected. Currently, understanding sexism has become a complex and contentious topic since it has far more reaching impacts in the societies. Besides discrimination, the term also takes into account various attitudes and cultural ties that support actions perceived to be discriminative. For instance, individuals tend to stereotype sex roles between men and women while cultural affiliations as having been observed create fear, hatred, and fight where individuals need to prove the superior gender, particularly in the workplaces. In order to shade more light on sexism, this paper delves into the three patterns of development.
Understanding and Using Gender
According to Martin, Lynn, and Ruble (33), sexism in aspects of prejudice and discrimination commences as early as at the preschool age among children. Through examining the actual behaviors of preschool children, it is noted that they respond negatively to the contraventions of gender practices and tend to favor same-sex members whenever they have to interact in games or plays. Inferences from behavioral, experimental, and hypothetical situations show that children exhibit sexism in the form of same-sex liking preferences. The authors further inform that children develop an understanding of stereotype in sexism by noting the differences connected with the possessions of their parents who in most cases are the primary caregivers. For instance, they are cable of telling the differences between a shirt and a tie and would often ask questions why only the father puts on the tie or rather why only the mother wears a skirt. On other occasions, observations of children behavior reveal that they develop stereotypic and discriminative attitudes through being informed of the differences in the physical appearances, parental roles, the types of toys bought for them, and the activities they are allowed to take part in.
Consequently, at about ages four and a half years, girls are observed to exhibit more relational-aggression compared to boys. It is nonetheless, an interesting observation between boys and girls in grades four and five that there is the pattern of girls tending to be nicer, play with female dolls, and prefer putting on dresses, whereas boys are observed to portray rough characteristics, be involved in rough games such as soccer and keep short hair as opposed to girls who keep their hair long.
Developing Stereotype and Discriminative Behaviors
Growing older, the children get more exposed to the social norms that surround them. The stereotype perceptions regarding gender roles, particular sports, occupations and allowed tasks in schools widens and their nature of associations in terms of forming relationships change and become more sophisticated. Martin, Lynn, and Ruble (55) noted that children who are six years old and above are aware of the differences in status as applied to men and women. Children of the aforementioned age already have the idea that greater power and respected are accorded to the male compared to females. They understand that more jobs opportunities are likely to be occupied by men while most women would be expected to stay at home and perform house chores. Comparatively, children of age eleven years and above are not only able to note the status differences in the society but also can directly tell that there are inequality and the certain form of discrimination.
Dunham, Yarrow, Scott Baron, and Banaji (77), through integrating different research results reports that children being informed of the differential status of sex and gender biases come at a later stage. This is based on the level of exposure and access to information. The author explains while looking into the report that young children are able to show awareness when there are explicit demonstrations of biases. Their ability to make such observations is noted to be based on contextual cues of the social activities that tend to make discrimination apparent. In contrast, more subtle forms of inequities might be noted by the children later after elementary school. Despite the slow development, children, in the end, get to recognize that there are status and power differences as well as discrimination in different sectors of the society, which they observe in their homes, schools, and parent's workplaces.
Exhibiting Prejudice and Discrimination
The society that shapes up the children through character and attitude reaps back its efforts. The children after being aware of the prejudice and discrimination between men and women demonstrate their share of understanding. As noted that it is not only women who get affected by the effects of sexism but also men and other gender groups, both the sexes would exploit prejudice and discrimination to their advantage. For instance, it was observed in preschool and elementary school that children show preferential treatments to their fellow sexes. However, it might not be to the extreme until late in the development stages where either the girl or the boy need to prove which gender or sex is superior to the other.
On other instances, sexism becomes eminent among children in their play choices. There is a pattern of sex segregation system that is obviously reflected in the society from one generation to the next ( Roets et al., 22). It is clear that children after being exposed to the different forms of sexism have the propensity to sort themselves during play. The assortment is pervasive that there has been segregated interaction between girls and boys who despite growing up in a society of the same culture, have the distinct personality of forever being in a competition. Any attempt for a female to succeed in any men's dominated activity is seen contrary to the cultural norms and would face the very opposing forces, discrimination, and attitudes that ensure it does not see the light.
Conclusion
In summary, sexism remains a contentious debatable issue in the society as it affects the majority of the societal members. It effects are apparent in the international platform that some countries like the users have developed laws and regulations and organizations made to ensure that sexism is not witnessed in the workplace. From such an understanding, it is imperative that individuals understand the different development patterns leading to the wariness and exposure to sexism among children. In understanding certain patterns comprising how children understand and use gender, development of stereotype and discriminative behaviors as well as the manners in which the children portray prejudice and discrimination, parents, teachers and social workers would be able to change the children's contrived perceptions of gender. Changing cultural norms as well as beliefs on gender to only embrace those that bring the children together would create a society that offers equity and equality to both men and women, thereby eliminating sexism and its effects in the society.
Work Cited
Dunham, Yarrow, Andrew Scott Baron, and Mahzarin R. Banaji. "The development of implicit gender attitudes." Developmental Science 19.5 (2016): 781-789.
Martin, Carol Lynn, and Diane N. Ruble. "Patterns of gender development." Annual review of psychology 61 (2010): 353-381.
Roets, Arne, Alain Van Hiel, and Kristof Dhont. "Is sexism a gender issue? A motivated social cognition perspective on men's and women's sexist attitudes toward own and other gender." European Journal of Personality 26.3 (2012): 350-359.
