Role Of Child Gender Research Articles

“Buy him some Tesla stocks for his baptism”: Gender differences among young savers

This paper investigates gender roles in children’s savings, specifically defined as differences pertaining to age, capital invested, financial activity and portfolio composition, using a sample of 58,000 children. We observe gender differences between young female and male account holders. The average age and activity level of boys are significantly higher whereas girls hold more capital in their accounts. We note that activity interacts with both gender, age and capital, and is decisive in explaining financial behaviour, especially that of boys. We conclude that girls have a lower share of saving in direct-owned stock already before the age of one and among teenagers, particularly ages 15–17 years. We discuss our findings applying structuration theory, differentiating between implicit and explicit parental impact prevailing among adolescents, and the definite caring regarding younger children. For policymakers and managers, awareness that gender differences regarding financial behaviour prevail is an important insight.

Effect of Intergenerational Trends on Parental Child-Rearing Gender Role Attitudes (PCGAs) in Single-Parent Families: A Relative Mediation.

Family structures are diverse, with single-parent families being special. Single-parent families have garnered interest regarding their impact on their children's development in relation to gender roles and social adaptation. This study investigated 532 children from single-parent families (mean age = 14.81, SD = 1.62) and their parents. We collected data on the parental child-rearing gender role attitudes (PCGAs) of grandparents and parents, as well as the gender role and social adaptation of the children. The results revealed four intergenerational trends in PCGAs: progression between generations, undesirability in both generations, desirability in both generations, and retrogression between generations. An ANOVA showed that families with intergenerational desirability tended to have children with the highest gender role and social adaptation scores among the four intergenerational trends, while families with intergenerational undesirability had the lowest. A relative mediation analysis showed that compared to intergenerational undesirable PCGAs, intergenerational progress and intergenerational desirable PCGAs are beneficial for children's gender traits, and their social adaptation development is also better. The results confirm the positive effect of children's gender roles on their social adaptation, which suggests that parents should pay attention to children's gender role education, transform their PCGAs, and create a nurturing environment for children's gender role development.

Survey and clinical considerations of gender identity in lower primary school children.

Gender consciousness directly affects the development of gender identity, which is a continuous and lifelong process. Meanwhile, hospitalization is a part of many children's lives and has an impact on their gender development. To investigate the current situation of gender identity in lower primary school children by conducting a survey of 202 hospitalized children in the lower grades and to provide a theoretical basis and foundation for the cultivation of gender identity and medical treatment of children based on the results. This study aims to inspire clinical medical staff to scientifically and reasonably arrange hospital wards for lower primary school children and pay attention to gender protection during the medical treatment process and to help children shape a unified and clear gender identity, which will enable them to better integrate into society and promote their personality development. The gender consciousness scale for elementary and middle school students was used for the survey. Gender identity was already present in lower primary school children. The children's gender roles and gender equality consciousness were strong, exceeding the critical value, but their gender characteristics, gender identity, and gender ideal consciousness were weak. Children aged 6 had the weakest gender identity, and girls had significantly stronger gender identity than boys. Gender identity is already present in lower primary school children, providing a basis and inspiration for the cultivation of gender identity and medical treatment of lower primary school children. Clinical medical staff should be aware of and understand these results and should scientifically and reasonably arrange hospital wards for lower primary school children.

The Intergenerational Transmission of Gender Roles: Evidence From Parents and Children in Single-Parent.

Given the current increases in the divorce rate and the number of single-parent families, the development of gender roles among children from single-parent families has received more and more attention. This study investigated how single parents influenced the formation of their children's gender roles and family-related factors that benefited the development of gender roles in single-parent children. Through in-depth interviews with 24 pairs of parents and children from single-parent families, we investigated single parents' and their children's cognition on gender roles, parents' parenting attitudes and behaviors during their children's gender role development, and communication and interaction between parents and children. Results showed intergenerational consistency in the gender role concepts of parents and their children in single-parent families. However, the children's gender role concepts were not completely and directly inherited from their parents, and could be affected by their subjective initiative. Additionally, single parenting did not necessarily negatively impact children's gender role development, which depends on their parent's parenting style. The study's limitations are discussed, and future directions for in-depth research are suggested.

A study of the mechanism for intergenerational transmission of gender roles in single-parent families

The divorce rate in China is rising yearly, and the concept of marriage is changing, triggering many social topics related to single parents. Among them, gender-awareness education for children in single-parent families is particularly worthy of attention, as there has been insufficient exploration of how parents transfer their gender role concepts to their children. This study conducted in-depth interviews with 58 single parents and children from 29 families in Suzhou and constructed the mechanism for intergenerational transmission of gender roles in single-parent families based on grounded theory. It found that single parents' gender stereotypes, the starting point of the intergenerational transmission mechanism, have been diluted. It affords them a more enlightened attitude towards child-rearing style, and they expect more equality in the gender role of their offspring. However, in some parents' actual parenting process, when the children's sexualization behaviours exceed their acceptance range, they will communicate with children in an authoritative and didactic way to “correct” the children's behaviour. In addition to direct verbal instruction, parents' expectations of their children's gender roles will be implicitly conveyed through various parent-child interactions in daily life to affect the formation of their children's gender roles. In the intergenerational transmission of gender roles, external people (such as grandparents, teachers and peer groups) have horizontal socialisation effects on children to modify or strengthen the results of gender education from their parents. Under the comprehensive influence of the above factors, the children's gender roles are finally determined. These studies expand previous theories and studies and have significant theoretical and practical implications.

Gender Phenomenology: Interaction and Parenting Style for Early Children In The Family

Communication and interaction dynamics are fundamental to creating harmony in the family. This study investigates interaction and communication patterns in the family environment in the rural area of Bengkulu. This research uses a qualitative methods with phenomenology approach. Phenomenological studies use Husserl's theory where what is depicted is the reality of events in the field The research results show differences in interaction and parenting patterns within the family, primarily related to the role of the husband and the dominance of communication between the mother and the child. The following finding is that parenting styles that tend to pamper children or encourage children to be independent result in limited access to gender equality within the family. These findings can trigger various debates, ranging from relevance to social and cultural change, the influence of other factors in shaping children's gender roles, the need for policy interventions, to considerations related to the generalizability of the findings, gender theory, informal education, and cultural change in the context of role research. gender and parenting. This research implies that informal education needs to be transformed to support increasing parental capacity to increase gender-responsive parenting competencies.

Gender Representation in Classic Fairy Tales: A Comparative Study of Snow White and the Seven Dwarfs, Cinderella and Beauty and the Beast

Grimm’s Snow White and the Seven Dwarfs, Cinderella, and De Beaumont’s Beauty and the Beast are three examples of classic fairy tales that have been commonly told to children. The writers focused the study on the portrayal of gender representation reflected in these fairy tales. The writers used the descriptive qualitative method and feminist theory to analyze how these fairy tales portray gender representation. This study was expected that it could contribute to gender role discussion in children's literature and introduce children to equal gender roles to make them able to treat different gender equally. Unlike previous studies, this research focuses on traditional fairy tales and employs a qualitative methodology that involves close reading and content analysis. The writers found out that Grimms’ Snow White and the Seven Dwarfs and Cinderella portray traditional gender stereotypes. Snow White and Cinderella support the domination of masculinity and submissive femininity, while Beauty and the Beast does not portray the traditional gender roles because the tale makes its female protagonist free to determine her life. The writers used a feminist point of view to analyze gender representation in the selected tales. It is expected that this study highlights the importance of critically analyzing gender roles in children's literature and the need for more diverse and complex representations of gender in fairy tales and other literary works.

Violent Discipline in North Kivu, Democratic Republic of Congo: The Role of Child Gender and Disability Status in Cross-sectional Analysis

IntroductionViolence is used to punish or educate children across the world, with detrimental effects on their physical, emotional, and social health that persist into their adulthood. This study aimed to understand the use of violent discipline by caregivers in conflict-affected communities and how it varied by the child’s gender and disability level.MethodsUsing cross-sectional data collected from 394 respondents (196 men and 198 women) in North Kivu, Democratic Republic of Congo, logistic generalized estimating equations stratified by gender assessed the association between past-three-month perpetration of violent discipline, caregiver demographics, conflict experiences, and disability attitudes, as well as child demographics of age, gender, disability level, and the interaction of gender and disability.ResultsCompared to women with boy children with no disability, odds of perpetration of violent discipline were higher among those with girl children with no disability (aOR: 2.24; 95%CI: 1.11–4.51) and boy children with moderate or severe disability (aOR: 2.91; 95%CI: 1.14–7.33), and the interaction of girl children with a moderate or severe disability showed a 7.80 increase in odds of perpetration; however, association with women’s discriminatory disability attitudes was not significant. In contrast, the interaction of child gender and disability level were not significantly associated with perpetration of violent discipline for men, but disability attitudes were significantly associated (aOR: 1.07; 95%CI: 1.00-1.15).DiscussionResults suggest that levels of violence in conflict-affected households in North Kivu, DRC are high, with women reporting higher levels of violent discipline overall, and amplified use of violence against girl children with disabilities. More research and programs with an intersectional lens are needed in conflict settings to better understand and address the use of violent discipline and underlying discriminatory norms around gender and disability.

The Role of Child Gender in the Formation of Parents' Social Networks

The Role of Child Gender in the Formation of Parents' Social Networks

Shyness and School Engagement in Chinese Suburban Preschoolers: A Moderated Mediation Model of Teacher-Child Closeness and Child Gender.

Shyness is associated with poorer preschool engagement, but few studies have evaluated the underlying mechanisms in Chinese preschoolers. This study explored the mediating role of teacher–child closeness and the moderating role of child gender in the association between shyness and school engagement to fill this gap. With the cluster sampling method, a total of 532 young children (240 girls; Mage = 4.29 years, SD = 0.65 years) were recruited from 15 suburban kindergartens in East China. Mothers rated children’s shyness, and teachers evaluated children’s school engagement and teacher–child closeness five months later. The results reveal the following: (1) Shyness was related to higher cooperative participation and lower school avoidance; (2) Teacher–child closeness mediated the relationships between shyness and school engagement. Specifically, shyness negatively predicted teacher–child closeness, and teacher–child closeness positively predicted cooperative and independent participations and school liking, and negatively predicted school avoidance; (3) Child gender moderated the relationship between shyness and school engagement, and specifically, for boys but not girls, shyness was significantly linked with lower school avoidance; for girls but not boys, shyness was significantly related to higher cooperative participation and lower independent participation. These findings have implications for the school engagement of preschoolers.

Comparison of intergenerational transmission of gender roles between single-parent families and two-parent families: The influence of parental child-rearing gender-role attitudes

The characteristics of parents' gender roles directly impact the children's gender roles, thus forming intergenerational transmission of gender roles (ITGR). Based on the bioecological theory, this study conducted a paired survey of adolescents (generation 2 [G2]) and their parents (generation 1 [G1]), and explored the ITGR in different family structures, examining the influence mechanism of various factors in the family microsystem on ITGR. Results: Both in single-parent families and two-parent families, the distribution of gender-role types of G2 is similar to that of G1, and the distribution of undifferentiated and androgyny in the two generations is bipolar. In single-parent families, the proportion of undifferentiated is the highest in both G1 and G2, and is significantly higher than that in two-parent families. In two-parent families, the proportion of androgyny is the highest in both G1 and G2, which is significantly higher than that of single-parent families. Family socioeconomic status, family structure, and parental child-rearing gender-role attitudes as three family environment factors, as well as the gender and age of children as two individual factors, significantly influence ITGR. The mediating analysis shows parental child-rearing gender-role attitude plays a mediating role in the influence of family structure on ITGR.

«Гендерная дидактика»: голос автора в советской школьной повести 1960-х–1980-х гг.

The article deals with the representation of ideas about gender norms and gender roles in children’s literature on the material of a Soviet school story of the 1960s-1980s. The author refers to the element of narrative structure — the text in the voice of the author-narrator analyzes the main artistic techniques (direct reference, commentary, remark, delegation of the statement to the characters) by means of which the writer broadcasts his ideas about the gender picture of the world. It is argued that the position of the text written in the voice of the narrator in relation to the child reader is more authoritative than the direct speech of the characters or their internal monologues. The article substantiates the legitimacy of combining into a single subject of study the texts of the school story written in the last decades of the Soviet era, examines the works of the classics of Soviet children’s literature (Vladislav Krapivin), and also both famous and little-known writers (Maria Prilezhaeva, Lev Davydychev, Simon Soloveychik, Sergey Ivanov, Ivan Zyuzukin, German Matveev, Natalia Loiko, Nikolay Nikonov), reveals a certain gender asymmetry proposed by school authors as a norm of gender socialization and notes that this asymmetry appears to be more pronounced in the depiction of adult characters.

KAJIAN TEORI ANDROGINI TERHADAP JENIS PERMAINAN DALAM PEMAHAMAN KARAKTER GENDER ANAK

His paper is a literature review to explain the Androgyny theory of types of games in shaping the understanding of children's gender roles. The androgyny theory is expected to be able to change people's views about people's understanding of gender and gender which is very influential in the selection of games for young children so that it is considered very important to understand the difference between sex and gender.

The Long-Term Socialization Goals of Chinese and Korean Immigrant Mothers in the United States.

The socialization goals of immigrant parents in the United States for their children reflect the childrearing priorities of both their culture of origin and the mainstream culture. These goals, which guide parenting, likely have shared and unique characteristics with other immigrant groups from the same geographical region of origin. The current study aimed to explore and compare the socialization goals of Chinese and Korean immigrant mothers in the United States; the role of child gender in mothers' socialization goals was also investigated. Ninety-six Chinese (M age = 37.60) and 97 Korean immigrant mothers (M age = 35.87) with preschool-age children living in the United States were interviewed regarding their socialization goals. The qualitative interview transcripts were coded by trained research assistants. The interviews revealed seven socialization goals (Self-maximization, Lovingness,Personal Integrity, Proper Demeanor, Religious Values, Self-control, and No High Expectations) across both groups. Findings demonstrated that Chinese and Korean immigrant mothers were similar on their endorsement of five socialization goals. However, group differences were found for goals of Religious Values and No High Expectations, which further differed across child gender. These findings highlighted the common socialization priorities of Chinese and Korean immigrant mothers of young children in urban contexts, but also the need to examine sub -ethnic groups separately to understand their shared and unique parenting experiences. These findings have meaningful implications for clinicians and other professionals towards providing more effective services to Asian immigrant families in the U.S.

Positive peer interaction as a protective factor in the pathway between early maternal depression and later externalizing problem behavior: The role of child gender

Positive peer interaction as a protective factor in the pathway between early maternal depression and later externalizing problem behavior: The role of child gender

The Importance of Parents' Community Connections for Adolescent Well-being: An Examination of Military Families.

Drawing from the Social Organization Theory of Action and Change (SOAC), this analysis of 223 military families, including active duty (AD) military and civilian partners, examines how parents' sense of community and community engagement (two elements of community connections) are associated with their own resilient coping, and ultimately with important outcomes capturing their adolescent offspring's individual well-being (depression, anxiety, and self-efficacy) and family well-being (family functioning and parenting quality). The rolesof child gender and military context were also examined.Parents with stronger community connections, including greater sense of community and community engagement,reported more resilient coping when faced with adversity.The resilient coping of mothers, in turn, was particularly significant for more positive youth outcomes, when compared to that of fathers. While gender and military context were associated with individual and family well-being, analyses of model invariance indicated that the model fit similarly for male and female adolescents and those experiencing high and low levels ofmilitary transitions. Indirect effects were also examined. These findings illuminate malleable dimensions of both community life and family life, primarily showing thatcommunity contexts matter for multiple family members.

Gender and Children’s Wellbeing: Four Mediterranean Countries in Perspective

In this paper, we discuss gender disparities in children’s wellbeing using the Integrated Fuzzy and Relative (IFR) methodology adapted to the framework of the Capability Approach. The aim is to obtain insights into the multidimensional nature of children’s wellbeing by considering seven children’s capabilities. The study is conducted using cross-sectional data from the 2009 European Survey on Income and Living Conditions (EU-SILC) referring to four Southern European countries: Portugal, Italy, Greece and Spain. The role of gender in children’s wellbeing is investigated by using two different perspectives at the household level: the gender of single parents and the gender of the children. The results indicate that there is a gender effect from both the investigated perspectives. Thus, our findings suggest that dimension-specific and gendered policies are needed to improve children’s wellbeing.

The model of children's social adjustment under the gender-roles absence in single-parent families.

This study aimed to evaluate the effects of the gender-role types and child-rearing gender-role attitude of the single-parents, as well as their children's gender role traits and family socio-economic status, on social adjustment. We recruited 458 pairs of single parents and their children aged 8-18 by purposive sampling. The research tools included the Family Socio-economic Status Questionnaire, Sex Role Scales, Parental Child-rearing Gender-role Attitude Scale and Social Adjustment Scale. The results indicated: (a) single mothers' and their daughters' feminine traits were both higher than their masculine traits, and sons' masculine traits were higher than their feminine traits; the majority gender-role type of single parents and their children was androgyny; significant differences were found between children's gender-role types depending on different raiser, the proportion of girls' masculine traits raised by single fathers was significantly higher than those who were raised by single mothers; (b) family socio-economic status and single parents' gender-role types positively influenced parental child-rearing gender-role attitude, which in turn, influenced the children's gender traits, and further affected children's social adjustment.

Role of Gender in Children’s Cognitive Learning from Television

This research examines the gender differences among children in cognitive learning from television with a special focus on vocabulary and perception building. 60 female and 60 male children aged between 7 to 12 years from different schools of Karachi were selected through random sampling. 10 sequential experiments were conducted in those schools’ laboratories. Selected animated cartoon episodes were shown to children in each session. After which, children’s responses were evaluated by means of questionnaires measuring vocabulary and perception tests. Results showed that female participants performed slightly better than male participants in both tasks. However, this association might have occurred due to chance.

Parental Gender Expectations by Socioeconomic Status and Nativity: Implications for Contraceptive Use.

Parental gender expectations, which may be egalitarian or not, may vary by nativity and socioeconomic status. Parental gender expectations provide a model for children's gender role attitudes and could also have effects on reproductive health over the life course, including women's contraceptive choices. Yet, parental gender expectations are not often studied quantitatively. Using the National Longitudinal Study of Adolescent to Adult Health, we examine how parental gender expectations in the United States vary by immigrant generation and socioeconomic status, whether parental gender expectations in adolescence are associated with young women's contraceptive use, and if nativity moderates that relationship. Results show that parental gender expectations vary significantly by immigrant generation and parental socioeconomic status. Both first and second generation women are significantly less likely to have lived in households with equal gender expectations compared to the third generation. Higher socioeconomic status is associated with equal gender expectations. Among participants from households with equal gender expectations, the second generation is more likely than the third generation is to use a male-controlled contraceptive method versus no method. Using a nationally representative sample, our study demonstrates that parental gender expectations vary by nativity and by the socioeconomic context of the family in which they are embedded as well as have a unique effect on the contraceptive behavior of second generation women.