Sarah Alsharqi October 31, 2016 Field Project

Sarah Alsharqi October 31, 2016 Field project for this project I chose to

Sarah Alsharqi October 31, 2016 Field project for this project I chose to study kids. To me, children represent the most basic form of humans; their socialization with the outside world is still limited. I observed children at the Cherry Creek Mall playground on a typical afternoon to understand their behavior, socialization, and gender norms. The observation took place from 2 PM to 4 PM, during which time I noted various points related to children’s appearance, play behavior, and parental interactions.

During the observation, I noticed that children’s clothing choices largely adhered to traditional gender norms. The girls wore dresses, tutus, princess costumes, and little mermaid outfits, while many boys were dressed in superhero costumes emphasizing muscular builds. Notably, some children dressed in non-conforming ways, such as two girls wearing Broncos jerseys—one approximately seven years old and a toddler—and a boy with a gold chain and baggy clothes, which suggested attempts to interpret appearance and gender stereotypes. The reinforcement of gender roles through appearance was evident; for instance, the two girls in Broncos jerseys utilized hair accessories or hair length to establish their gender identity.

Most children were accompanied by their parents, with an equal distribution of mothers and fathers. Parental socialization was observable through the children’s interactions, as parents tended to group themselves by gender—mothers together and fathers together—exchanging conversation within their groups. This segmentation hinted at gendered social groups extending beyond peer interactions into adult socialization.

Privacy and protection behaviors among children also emerged during my observation. A particularly noticeable interaction involved a boy and girl sibling pair. The boy, about 7 or 8, continuously looked out for his younger sister, aged around four or five. When she was scared to descend from a dinosaur sculpture, the boy climbed up, lifted her by the waist, and helped her down. Throughout their play, the brother’s protective behavior persisted, raising questions about gender roles in protection and caregiving. This behavior mirrored stories shared by my mother about my brother protecting me as a child, suggesting a cultural pattern of boys being socialized to take on protector roles.

Another notable situation involved a group of children aged between four and five engaging in rough play that resembled scenes from superhero movies like Batman or Spiderman. Two boys acted aggressively toward each other, with one forcefully pushing the other to the ground while making growling sounds. The two girls watched, giggling and pointing, seemingly encouraging the boys’ rough behavior. This scenario reflected prevalent gender stereotypes: boys engaging in violent, aggressive play, and girls reinforcing this behavior through supportive or approving gestures. It reinforced the idea that boys are socially conditioned to be tough, aggressive, and dominant, while girls often take on a passive role, possibly fostering acceptance of violence and competition in boys.

My observations also prompted me to consider the influence of environmental cues on gender behavior. For example, I wondered how the playground atmosphere might change if the setting favored traditionally feminine aesthetics, such as pink and glitter, rather than dinosaur-themed equipment typically associated with boys. Would boys feel comfortable playing in a pink, glittery environment? I hypothesize that gendered toys and spaces perpetuate stereotypes, but the observed willingness of young girls to participate in traditionally “boy” activities indicated a degree of flexibility and resistance to rigid norms in early childhood.

Furthermore, I noticed that younger children, specifically those aged 2-5, displayed less segregation based on gender. They freely interacted across gender lines, whereas children closer to 8 years old tended toward same-sex social groups. This shift suggests that as children grow older, socialization processes, including exposure to societal gender norms, influence their preferences and interactions. This developmental trend aligns with research indicating that gender stereotyping becomes more prominent with age, influenced by peer pressure, media, and social expectations.

Overall, my observation highlighted the persistent influence of gender norms in early childhood socialization. Children internalize societal expectations through appearance, play, and parental guidance. While younger children showed more gender flexibility, the reinforcement of stereotypes became clear as they aged. These findings underscore the importance of understanding how social and cultural factors shape gender roles, potentially impacting individual identity and behavior patterns into adulthood. Recognizing these influences can inform strategies to promote gender equality and reduce stereotypes from an early age, fostering a more inclusive societal framework.

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