ABSTRACT
Wiwh a focus on early childhood, gender patterns in development are examined, with attention to the intersection of gender with social class and race that highlight diversity in gender socialization. Social learning, cognitive development, gender schema, and social cognitive theories of socialization are described and critiqued, particularly with reference to why children conform do or do not conform to gender expectations. Family is pivotal in early childhood socialization with parenting differentiated according to the gender of the parent and gender of the child. Toys and clothing are strongly oriented to gender, such as Barbie for girls and complex, mechanical toys for boys. Girls enjoy toys for boys, but boys do not choose toys for girls. Gender neutral toys are often preferred by parents but children prefer toys aligned with gender expectations. Other agents of socialization (peers, school, television) show how activities and gender-driven. Television teaches children about gender in highly stereotyped ways, especially thought commercials (girls shown in domestic settings, boys in activities outside their homes) that market to child consumers. Some parents challenge the gender binary (“let kids be kids”) without resorting to gender markers. Encouraging androgyny (a balance of masculine and feminine traits) is falling out of favor, since it tends to be viewed as more feminine. Innovative parents reject essentialism but, like parents who socialize children to be gender-neutral, they accommodate their children’s traditional gender choices. Parents increasingly recognize, however, that non-overlapping gender roles are not productive for their children or for society.
