性社会化

目的：个体参加体育锻炼会对其性别角色发展产生不同的影响，探讨不同运动项群对男性化特征和女性化特征的影响效果及调节因素，为相关教学人员制定运动处方提供参考。方法：检索Web of Science、Pubmed、Springer、Elsevier、中国知网、万方、维普数据库于2000年1月1日~2023年2月22日发表的相关论文，由两名研究者独立筛选文献、提取资料后，运用Comprehensive Meta analysis 3.3软件进行元分析，并选用Hedge’s g值作为效应量指标。结果：共纳入了6篇文章，22个独立效应量，817名被试。随机效应模型的meta分析表明：体育活动提高男性化特征较大(SMD = 0.870, p 2 = 89.324，表明研究间存在较高的异质性，有必要进行亚组分析。亚组分析的结果表明，性别、年龄和测量工具对男性化特征和女性化特征均不存在显著调节作用，运动项群对男性化特征和女性化特征存在显著调节作用。结论：体育锻炼提高男性化特征较大，提高女性化特征较小。体育锻炼对性别社会化的影响不受性别、年龄、测量工具的调节。难美型项目可以明显提高女性化特征；对抗类、格斗类可以明显提高男性化特征。这些结果肯定了体育锻炼对于性别社会化的作用，促进了性别角色在体育领域的研究。

西方文化下，关于理想的性别角色类型主要存在三种观点：一致性模型、双性化模型、男性化模型。按照一致性模型，具有男性化特质的男性和具有女性化特质的女性是最为理想的；按照双性化模型，在男性化特质和女性化特质两个维度上得分都高的个体社会适应性最强而且心理最健康；按照男性化模型，男性化特质才是心理健康和社会适应的主要决定因素。本研究采用问卷法，从本地各所高校随机抽取188名被试，采用大学生性别角色量表(CSRI-50)和大学生适应性量表(CSAI)进行调查，探讨在中国大学生群体中上述三个模型在性别角色类型和社会适应的关系上的适用性。结果发现：男性化模型得到支持，男性化特质是社会适应的主要决定因素。

儿童性别角色社会化是指儿童为能胜任某种或多种社会角色进行的角色行为模式模仿和学习的过程。同伴交往可以通过促进学前儿童的性别认同，引导学前儿童的性别角色行为和改变学前儿童的性别刻板印象来影响儿童性别角色社会化。但仍存在着家长干预、教师不重视、教师未正确引导等问题，导致同伴交往未能发挥其积极影响。利用同伴交往促进学前儿童性别角色社会化的策略包括教师需重视家园合作，提高自身双性化教育素养，正确引导学前儿童的同伴交往。

男女对性别角色的认知会显著影响女性的工作意愿和职业成就动机，从而影响女性的劳动参与决策，本文利用2020中国家庭追踪调查(CFPS)的项目数据，通过“男女分工”观念、“女人婚姻”观念和“男人家务”观念三个性别角色观念来分析其对女性就业和工作收入的影响。研究发现：在三种性别角色观念中，男女分工观念、女人婚姻观念对女性群体的非农就业率、受雇于他人(固定雇主)、是否签订合同存在着显著的负面影响，而男人家务观念对女性群体的就业影响则不明确。同时男女分工观念和女人的婚姻观念还会对女性的工作收入产生负面的影响，越认同“男人以事业为主，女人以家庭为主”，“女人干得好不如嫁得好”则可能导致女性工作收入水平下降。男女分工观念和女人婚姻观念对城乡女性的工作总收入都会产生影响，但是相对来说对城镇户籍女性产生的影响要比对农村户籍女性的影响大。除了非农就业中城乡女性受到的性别角色观念影响相近，是否受雇于他人(固定雇主)、是否签订合同、是否全职工作三种性别角色观念对女性就业的影响都存在着显著的城乡差异。

性别角色是指社会对男性和女性在行为、角色和责任方面的期望与要求。本研究系统阐述了中国大学生性别角色的发展变化及其与心理健康的关系，并探讨了父母教养方式、父亲在位情况和家庭结构等家庭因素与个体性别角色的关系。研究发现，近二十年以来，国内大学群体中双性化和未分化的比例增多，单性别人数相对减少。在性别角色与心理健康的关系上，双性化群体的心理健康水平最高，未分化群体最差。在家庭教养方式上，民主型家庭教养方式有助于双性化角色的发展，而专制型和溺爱型教养方式则可能导致未分化的性别角色。在父亲在位上，父亲对子女成长和心理教育参与水平越高，其子女形成双性化性别角色类型的概率越高。家庭结构对子女的性别角色形成也有显著影响，单亲家庭中的子女更多地表现出性别角色异性化，而非单亲家庭的子女更容易形成未分化的性别角色类型。关于独生家庭对子女性别角色的影响尚未有统一结论，有待进一步研究。最后，文章讨论了中国大学生性别角色比例发展变化的原因，并从性别角色类型与心理健康相关关系的作用路径、家庭因素影响个体性别角色的内在机制等方面进行了展望，且就家校共育的角度提出了针对性教育建议。

在校园管理问题中，校园欺凌是备受关注且难以根除的问题，找寻其源头以及解决途径是社会、学校以及教师各级各层的主要任务和重要职责。本文基于社会性别理论视角，发现性别相关理念在校园欺凌事件中的实际体现和重要作用。审视社会性别理论视角下校园欺凌事件的形成机理以及性别观念对其的影响，进而从社会环境、学校管理、课程设置、教师发展、教材编写等层面提出相关应对策略，确保青少年身心健康发展。

性别角色的获得和形成对儿童日后的心理发展、人际交往等具有非常重要的意义。儿童在性别角色发展过程中会受到来自教师、家庭以及媒体等多种教育的共同影响。儿童性别角色灵活性有助于缩小性别差异，避免群体内的偏爱待遇，减少个体对外群体的贬低和同质化，提高儿童的人际适应水平。未来对儿童性别角色的干预应通过多方努力。幼儿园应尽量减少性别化教学活动、媒体要传播正确的性别观念，同时家长应当摆脱刻板性别印象，树立科学的性别教养态度，通过多方共同努力提高儿童的性别角色灵活性，培养孩子的双性化人格。

为了探讨大学生主观幸福感现状与性别角色的关系，我们采用《大学生性别角色量表》和《幸福感指数》量表对1141名大学生进行测试。调查结果表明：1) 大一年级男、女生中不同性别角色类型分布均无显著差异。随着年级的升高，女生中女性化性别角色的比例显著增加，男性化性别角色的比例显著减少；而男生的性别角色比例在不同年级之间没有显著差异。2) 男、女大学生总体上在主观幸福感上没有差异，大一年级的学生相对大二、大三年级学生有更高的主观幸福感；3) 双性化大学生的主观幸福感显著高于男性化大学生的主观幸福感，且两者均显著高于女性化和未分化个体大学生的主观幸福感。结论是：双性化和男性化性别角色类型的大学生的主观幸福感更好，且不受性别本身影响。

目的：探讨大学生性别角色与职业性别刻板印象的关系。方法：采用性别角色量表对四川某高校大学生进行测量，并在完成问卷的被试中选取自愿参加内隐联想测验(Implicit Association Test, IAT)实验者，剔除无效数据后最终获得169名有效被试。结果：大学生四种性别角色类型分布由高到低依次为双性化(38.5%)、未分化(23.6%)、女性化(20.1%)、男性化(17.8%)；大学生普遍存在显著的职业性别刻板印象(t = 11.324, p F = 1.369, p > 0.05)。结论：大学生群体中双性化性别角色类型占比最高，且大学生普遍存在职业性别刻板印象，即倾向于认为男性更适合从事专业技术类职业，女性更适合从事服务类职业，但不同的性别角色类型的大学生的职业性别刻板印象无显著差异。

性别刻板印象在当今社会中广泛存在，对女生数学学习产生深远影响。本论文旨在探讨性别刻板印象如何影响女生在数学学习中的自我认知、动机和学习表现。研究发现，性别刻板印象可能导致女生对自身数学能力的怀疑，减少对数学的兴趣，并在数学测试中表现不佳。为解构性别刻板印象，教育者可以采用鼓励性的语言，提供积极反馈，强调女性在数学领域的成功案例；家庭和社会应消除性别角色限制，传递正面信息，支持女性角色建模。此外，提供平等的学习机会与资源、推广性别平等政策也是关键。未来的研究应聚焦于长期干预效果、多学科研究、策略效果比较等方向，以实现更公平、鼓励女性参与数学学习的目标。

性别角色是一种社会性规范信念，而性别刻板印象是一种描述性信念，两者同属性别信念系统。在运动领域，性别信念在解释运动性别差异方面的研究已经取得一定进展。一方面，从性别社会化的视角来研究性别信念的自我内化如何影响个体的运动参与和运动表现，包括性别图式理论和期望–价值理论。另一方面，已经开始有研究从情境理论的视角来探索运动表现的性别差异，包括刻板印象威胁理论和性别图式可及性相关理论。在未来的研究中，为了更清晰的了解性别信念对运动参与和表现的影响机制，需要考虑各种可能调节因素的影响，并据此设计相应的干预方案来缓解性别信念的不良影响。

本文使用《大学生性别角色量表》为测量工具，统计问卷结果发现：双性化在男女被试群体中所占的比例均为最高，而单纯的男性化比例最低。男性男性化比例高于女性男性化的比例，同样女性女性化比例远高于男性女性化的比例，反映出社会文化与传统性别期待对当代大学生的重大影响，未分化学生群体占有较大比例应予以注意与警惕。

近年来，性别刻板印象引起了研究者的普遍关注，前人研究多关注由性别刻板印象导致的成年男性和女性在职业、社会交往、家庭生活和个性等方面的差异，对学前期儿童的研究相对较少。而学前期是性别刻板印象形成的重要阶段，并且一旦形成性别刻板印象，就很难再改变，这是会对个体生理、心理、认知以及未来发展产生深刻影响的。由此可见，对儿童的性别刻板印象的研究就变得尤为重要。

目的：了解大学生对性别角色的自我评价、他人评价和反思评价之间的关系。方法：采用问卷调查法，让727名大学生完成对性别角色的自我评价问卷、他人评价问卷和反思评价问卷。结果：(1) 男大学生对性别角色的他人评价得分显著低于自我评价和反思评价得分(F(2,996) = 61.39, P 0.05)；反思评价能够预测自我评价48%的变异量；(3) 女大学生对性别角色的自我评价、他人评价、反思评价之间两两显著相关(r = 0.30~0.66, P < 0.01)；反思评价在自我评价和他人评价之间有调节作用(β = 0.09, t = 2.11, P = 0.035 < 0.01)。结论：男大学生性别角色的评价不受女大学生评价的影响；女大学生性别角色的评价受男大学生评价的影响，但其影响程度受女大学生自身反思能力的调节。要结合男女大学生性别角色评价的特点引导其性别角色健康发展。

目的：调查大学生生涯适应力的现状及其相关因素，验证生涯适应力的性别角色“双性化模型”，探究基于生涯适应力六维理论的团体辅导对大学生的生涯适应力的干预效果。方法：1119名大学生参与问卷调查，34名大学生参与干预研究，实验组和对照组各17名，实验组开展8次团体干预，对照组不干预。结果：不同性别在生涯适应力总体水平上不存在显著差异，不同的性别角色类型在生涯适应力总体水平上存在显著差异，且双性化类型被试的生涯适应力总分显著高于其余所有类型被试得分；干预后，实验组后测的得分显著高于前测，对照组前测后测无显著性差异，实验组前后测生涯适应力总分差量显著高于对照组差量。结论：影响大学生生涯适应力的是性别角色，而不是性别，且双性化类型大学生的生涯适应力水平最高；基于生涯适应力六维理论的团体辅导能够提高非双性化类型大学生的生涯适应力。

本研究探讨了情感忽视、性别角色认同与青少年心理弹性的关系。方法：通过情感忽视量表、性别角色认同量表、青少年心理韧性量表对重庆某中学300名初中生进行调查，然后基于269份有效问卷的调查结果，进行了独立样本t检验、配对样本t检验、描述性统计、相关分析等统计分析，并通过校正偏差的Bootstrap法，考察了女生性别角色认同成分中的女性化及男生性别角色认同成分中的男性化在情感忽视与心理弹性关系中的中介作用。结果：1) 男生与女生所受情感忽视不存在显著差异；2) 男生的女性化显著高于男性化，女生的女性化显著高于男性化；3) 男生与女生的心理弹性不存在显著差异；4) 情感忽视可负向预测青少年的心理弹性；5) 男性化在男生情感忽视与心理弹性之间起到中介作用，女性化在女生情感忽视与心理弹性之间起到中介作用，且男生男性化的中介效应量大于女生女性化的中介效应量。

为了解师范院校大学生在性别角色，人际关系两方面的基本情况，并进一步分析性别角色与人际关系之间的相关性，从而在此基础上为指引大学生的生活提供建议。本课题主要通过问卷调查法从三所高校分文科、理科、体育三个专业抽取241名被试学生进行调查。调查性别角色状况采用的是Bem编制的《贝姆性别角色量表》，调查人际关系状况采用的是郑日昌等人编制的《人际关系综合诊断量表》。结果表明师范院校大学生的性别角色类型分布不均衡.呈现出明显的男性化、女性化、双性化和未分化四种类型；目前大学生人际关系状况总体良好；四种性别角色在人际关系各维度上的表现存在显著差异，双性化个体的表现明显优于女性化个体和未分化个体，双性化是较佳的人格模式。我们鼓励大学生发挥自身性别角色类型的优势，培养双性化人格，提高人际交往能力，建立和谐的人际关系。

在科学、技术、工程、数学领域，女性的代表性不足。孩子社会化的过程中，父母和教师对于孩子职业选择发挥着重要作用。首先，父母和教师都持有传统STEM性别刻板印象，他们对STEM性别刻板印象存在不同的表现。其次他们的性别刻板印象对于孩子选择STEM产生了影响，使得女生在自我概念、自我效能感、对STEM的兴趣和动机方面等下降。最后，提出将在家庭、学校两方面给予有效干预，比如提供榜样、加强父母和教师的支持等。从而使得STEM领域的发展更加平衡。

研究基于苏彦捷、卢勤在中国文化背景下于2003年修订后的BEM性别角色量表，甄别出双性化、未分化、女性化、男性化研究对象。在此基础上，对个案进行深度访谈，以探究影响职业女性性别角色形成的主要因素，并比较了双性化和未分化的构成原因。结果表明，养育者成就期待较高、养育者显现出双性化的心理特征、养育者提供的情感支持较多；上级管理风格为“高关系”类型(不论“低任务”、“高任务”)、职业激情为和谐激情；高自尊和自我成就期待较高的个体容易发展成双性化的性别角色。反之，养育者成就期待较低或者过高、养育者显现出未分化的心理特征、养育者缺乏情感支持；上级管理风格为“低关系”类型(不论“低任务”、“高任务”)、职业激情为强迫激情甚至缺乏激情；中低自尊和自我成就期待不高的个体容易发展成未分化的性别角色。

目的：探讨青少年性别角色冲突对羞怯的影响机制，并检验自我表露的中介作用，为提升青少年心理健康水平提供依据。方法：采用分层整群抽样，选取河南洛阳多所中学1052名学生，采用性别角色冲突量表、自我表露量表、羞怯量表收集数据，借助SPSS 23.0进行统计分析。结果：(1) 男生性别角色冲突水平高于女生，女生自我表露水平高于男生，男女生羞怯程度相当且均处于较高水平；高中生性别角色冲突水平高于初中生，初、高中生自我表露和羞怯程度无显著差异。(2) 性别角色冲突与羞怯正相关，与自我表露负相关，自我表露与羞怯负相关。(3) 自我表露在性别角色冲突与羞怯间起部分中介作用。结论：性别角色冲突直接影响羞怯，还通过抑制自我表露间接影响羞怯。本研究为青少年心理健康教育提供理论依据，建议重视性别角色教育，关注自我表露，以缓解性别角色冲突，降低羞怯水平。

女性主义后期提出性别教育的目标是“在尊重性别差异中求平等，在平等中彰显个性的社会性别公平化教育”。这一观点，启示我们在教育中要关注性别差异，发展学生个性，来推动实现我国为了人的全面发展的教育目标。本研究通过女性主义视域下性别教育的三大要素——教材内容、教材内容呈现方式、教材与性别内容相关的数量，分析我国教育部统一编写版本的小学语文教材内容。发现当前版本的小学语文教材内容与形式上存在男性女性主人公出现频率极不平衡、性别教育内容缺乏、性别教育形象塑造刻板、单一的问题。为解决当前教材内容在性别教育中存在的问题，语文教材应该从性别教育内容选择、性别角色的数量选择、发挥教材中的积极性别教育作用三方面改进，以此来促进语文教学中的教育公正，帮助小学生形成正确的性别角色认识、性别平等意识、形成积极的性别关系认知。

：以田野考察为方法，实地考察农村小学高段学校场域中的性别角色教育。学校教育对性别角色教育的忽视，评价体系的阴柔化倾向，制度规约下无性别差异的教育，教师学生的性别刻板印象及传统文化理念的消解与断裂等对学生的性别角色发展产生了巨大影响，造成了“男生弱势”、性别歧视、无性别化、中性化等性别教育问题。应在“位育”思想下重建学校性别角色教育文化，关注学生性别角色的差异性发展，促进教师性别差异理念的教育实践，通过实行双性化教育、因性施教等来实践教育性别平等，达致“安所遂生”。

论文旨在探讨“男性更擅长数学”这一性别刻板印象对女生专业选择的影响机制及干预策略。研究表明，该刻板印象并非源于先天能力差异，而是由社会文化观念、性别角色期待以及家庭与学校教育等多重因素共同建构而成。在新高考政策背景下，刻板印象通过内化认知降低女生的数学自我效能感、削弱其STEM领域归属感，并引发刻板印象威胁导致的焦虑情绪，进而影响其选科与专业方向，最终加剧STEM领域的性别隔离。为解决此问题，文章提出家庭、学校与社会三方协同的干预路径，包括引导家庭教养方式、优化课堂教学实践、营造包容性文化环境等具体策略，以促进学生基于个人兴趣与能力而非性别刻板印象做出理性选择。

当前在STEM (科学、技术、工程、数学)领域，男女人数存在较大的差距，女性代表性不足。随着新高考改革，学生在高中阶段面临选择未来的专业和方向的问题。而学生所持有的性别刻板印象会对他们选择STEM这些专业的动机产生影响。文章总结以往研究，发现性别刻板印象会通过能力认知(自我概念、自我效能感)、兴趣来影响学生选择STEM专业和学习这些领域知识的动机。

男女平等是我国的一项基本国策，高校大学生思想政治理论课是弘扬先进理念的思想阵地，将男女平等理念嵌入大学生思想政治理论课，既是助推男女平等的创新路径，也是充分发挥思政课宣传阵地效能的现实体现。完成这项工作，不仅有助于培养大学生的良好道德品德、塑造其完整人格，也有助于推动教学内容的丰富与创新，更有助于营造两性和谐发展的社会环境。做好这项工作，需要坚持守正创新的方法论，一方面，需要持续深挖男女平等之深刻意涵；另一方面，需要创新课堂教学制度之设计与安排，在充分发挥思政教师队伍能动性和创造性的基础上，力求将多位一体教学模式贯穿于教学全过程。

折桂布克奖的著作《长日留痕》自发行以来便受到广泛关注，但鲜少有人注意到，在六日驱车旅行拜访故人和回忆叙事交织的情节的背后隐藏着另一股叙事暗流，在这一隐性进程中，石黑一雄暗自将史蒂文斯和肯顿小姐的社会性别进行对换，由此与情节形成互补的双重叙事进程，此举丰富了故事主题，塑造了更加浑圆的人物形象并增加审美趣味，为文章增添了解读的新意。

近些年来，性别逐渐成为备受关注的热点话题。人们越来越重视性别角色对于个体身心健康发展的影响。为自我认同的一部分，性别角色对个体的认知、情感、行为产生了深远的影响。本文以双性化理论作为框架，综述了性别角色与心理健康关系的实证研究，从自尊水平、生活满意度、情绪情感三个维度探讨了性别角色对心理健康的影响。并且讨论了性别角色与抑郁、焦虑等心理问题之间的潜在联系，提供了通过塑造积极的性别角色来干预心理健康的参考思路。

研究旨在探讨矛盾性别偏见(敌意与善意)对女性职业发展的跨阶段影响，通过系统综述揭示其作用机制。研究表明，敌意性别偏见通过直接阻碍女性进入男性主导领域、降低晋升机会及加剧职场歧视显著限制职业发展；善意性别偏见则隐蔽强化传统性别角色，导致女性自我设限、资源分配不公及领导效能低估。二者在职业选择、职场表现与领导层困境中呈现累积效应。

自我沉默是指女性为了避免冲突和维护关系，而有意抑制自己想法和感受的行为。Jack于1991年首次提出自我沉默理论，认为这是一种关系策略，女性通过不表达真实想法来保障关系和谐。随着研究的深入，自我沉默被理解为一种关系过程，涉及个体在关系中的自我牺牲和需求压抑。女性自我沉默的形成与社会文化、家庭环境和个体心理紧密相关，反映了性别规范和文化期待对女性行为模式的塑造。这种被动的、压抑的人际交往模式对关系的保持产生负面影响，也不利于个体心理健康。本研究针对自我沉默的成因及其影响的相关研究进行梳理，为未来研究进一步探讨自我沉默的性别差异，深化理论解释模型，以及在东亚文化下自我沉默是否存在独特的效应等方面奠定基础。

清代小说中存在大量“性别易位”现象，且这些现象在民间发展过程中，在一定程度上违背了封建礼教以及规范制度。本文以《红楼梦》为例，对“性别易位”现象进行探析，择取作者在《红楼梦》中对这一现象的主要写作内容展开论述，主要研究小说中男性人物在打扮偏好、名号称呼、行为举止、内在性格等方面与传统男性的性别定位与特征相背离，且具有女性特征倾向或与女性无异的“性别易位”现象；以及女性角色偏离或背叛以上所列任何一个方面，并且具有男性特征倾向或与男性无异的“性别易位”现象，由此结合时代背景和作者人生经历，揭示小说“性别易位”现象的成因，以及对当今时代性别平等化、个人性别发展多样化的进步启示。

近年来女性校园欺凌事件频发，不同于人们通常认为的男性校园欺凌事件，女性群体有其特定的性别特性，在这些性别特性的影响之下，校园欺凌所产生的原因、特点以及相应的防治措施有待研究者的进一步解析。本研究特选取性别视角中的社会性别视角，分析得出其校园欺凌特点主要为以精神、心理伤害为主要目的、以间接欺凌为主要形式、以关系欺凌和社会欺凌为主要手段。造成女性校园欺凌多发及其形式特点的原因包括家庭性别教育的影响、社会传统女性文化影响、社会女性文化变迁的影响等。所以，我们更应该注意家庭教育的女性培养倾向与“双性化”教育、学校教育中适当的女性教育。

本文旨在通过分析《麦克白》中麦克白夫人的语言、行动与内心独白，探讨其主体性的生成与瓦解过程。文章采用文本细读的方法，从建构、矛盾到崩溃三个阶段梳理麦克白夫人主体性的演变。研究发现，麦克白夫人最初凭借语言的操控与对权力的渴望，短暂地建构了依附于丈夫的主体性；然而，这种主体性并非自主创造的结果，而是父权结构下的幻象。当她试图突破性别束缚时，反而遭遇规范的反噬与权力体系的排斥，最终被罪恶感撕裂，丧失了自我。莎士比亚通过她由强势到幻灭的转折，揭示了文艺复兴时期女性主体性的困境：她们既无法安于客体位置，又难以真正实现独立主体化。

威廉·福克纳在他的经典短篇小说《献给艾米丽的一朵玫瑰花》中，描绘了格里尔生家最后一位贵族小姐艾米丽的悲剧命运。南方传统社会中对女性的压迫与规训，尤其是父权制和清教妇道观的深远影响，构成了这一悲剧的根本原因。在朱迪丝·巴特勒的性别操演理论视角下，女主角艾米丽在社会规训中“自觉”地重复并内化了传统女性身份的操演，被塑造成南方文化中的“丰碑”式符号。然而，她的行为同时也隐含着对既定性别角色的反抗与超越，展现出一位在父权结构与社会期待中挣扎求生、试图突破束缚的女性形象。最终，福克纳以同情与钦佩之情，为艾米丽献上一朵玫瑰，以彰显她在挑战南方社会权力结构时展现出的勇气与反抗精神。

Internalization of culturally dominant masculine gender role norms can have harmful impacts on the physical and emotional health of men and boys. Although parents play an important role in influencing gender-related beliefs in their children, limited research has examined how contemporary parents conceptualize masculinity and their role in gender socialization. The current study conducted 13 focus groups with Black, Latino, and White parents (N = 83) of school-age boys from rural and urban areas in a large southeastern state in the US. Parent beliefs about masculinity existed across a spectrum from "rigid" (representing narrow, culturally dominant masculine norms) to "flexible" (defining a broader set of behaviors and attitudes as masculine). In general, more flexible beliefs were expressed by mothers than fathers, and by White than Black and Latino parents. Most parents reacted positively to messages about potential harms associated with restrictive masculinity norms; however, many saw these issues primarily as parenting challenges (e.g., teaching boys to resist negative peer influences) rather than related to gender socialization. Some unique themes also emerged within racial/ethnic groups, with Black parents noting the impact of racial discrimination on societal expectations for Black men and fathers, and Latino parents describing generational shifts towards more equitable gender role attitudes and parenting practices. These findings highlight the need for more complex and nuanced messages about masculinity norms and their relationship to health and well-being and can help inform the development of interventions to promote healthy masculine gender socialization, increase health equity, and prevent injury and violence.

The aim of this article is to understand the significance of the gender socialisation of adolescents and its impact on sexuality. This socio-anthropological study is based on qualitative surveys conducted as part of two action-research programmes implemented between 2018 and 2022 in Togo. The empirical data comes from individual semi-directed interviews, group interviews and life stories relating to the themes of sexuality, early pregnancy and gender-based violence. The results show that in these patriarchal societies, the socialisation of adolescents is structured around gender relations. The social construction of masculinity is based on a position of decision-making power for young boys, while that of femininity inculcates submissive behaviour in young girls. In these contexts, many young girls, even if they do attend school, find it difficult to express their opinions on matters of love and sex.

From birth to adulthood, individuals are socialised into a particular gender and this paper explores how gender socialisation influences educational choices and analyses the roles of the family, school and society. It is found that family, school and society play an important role in shaping an individual’s gender socialisation, and that families can break down gender bias by changing their own traditional behaviours, breaking down gender stereotypes, not interfering with their children’s interests, and encouraging and allowing their children to make free choices about their education. Teachers in schools can avoid the impact of gender socialisation on educational choices by providing equal and inclusive educational opportunities and learning resources, and teachers should guide their students in shaping a value system that is free from gender bias and offer more diverse curricula. Gender equality should be promoted on social media to break down traditional gender stereotypes and minimise the impact of gender socialisation on educational choices.

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ABSTRACT Research shows that families engage in gender and race specific parenting, guided by societal expectations around gender roles and the persistent racialized hierarchy. What is missing is an analysis of how racialized gender socialization impacts the preparation of Black girls for womanhood. Here we utilized in depth interviewing to uncover messages Black millennial women (N = 9) received about Black womanhood. Our results showed three key themes, Black parents ignored topics of race when sharing messages of socialization and preparation for adulthood for Black girls; Black parents focused largely on educational and vocational achievement to invalidate racist stereotypes placed on Black girls; and Black parents focused on providing guidance to protect Black girls from potential harmful relationships. These findings highlight key ascribed attributes to womanhood for Black women, which can guide mental health practice and illuminates the need for future research on racialized gender socialization that accounts for generation, race, and gender.

The article considers the main problems of gender socialization in modern soci-ety and also justifies the necessity and main directions of gender-role educa-tion of youth, defines its main directions.

PurposeThis study aims to examine how paternal socialization in sports fandom extends beyond initial exposure, shaping fan motivations and behaviors differently for males and females. Grounded in gendered socialization theory, it seeks to clarify the unique role fathers play in influencing long-term sport fan engagement patterns.Design/methodology/approachA total of 612 sports fans participated in an online survey measuring perceived paternal influence, motivations for consuming sports and fan behavior outcomes. Data were analyzed using MANOVA to assess main and interaction effects of gender and paternal influence.FindingsResults indicate that paternal influence significantly affects fan motivations and behaviors, exhibiting distinct gender-specific patterns. Fathers’ influence showed stronger positive associations with certain motivations and behaviors for males, while among females, increased paternal influence correlated with decreases in some behavioral outcomes such as purchasing team-related merchandise and watching games on TV. These findings demonstrate that paternal socialization processes reinforce or constrain fan engagement differently depending on gender.Originality/valueThis study advances theoretical understanding by applying gendered socialization theory to paternal influence in sports fandom beyond initial exposure. Unlike previous work that emphasizes early introduction, the results highlight fathers’ ongoing role in shaping differentiated motivational and behavioral outcomes. Such insights encourage sport marketers and organizations to develop more inclusive, gender-sensitive strategies that acknowledge the pivotal, long-term influence of fathers on a fan’s lifelong journey of fandom.

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The scope of this article is to identify intersections between gender socialization and intimate partner violence against women. It involves qualitative research in the mold of the topical life story. The study included 16 women who filed a police report in a Police Station for the Defense of Women in a city in the interior of São Paulo. For the interviews a semi-structured script that examined women from their childhood memories, family dynamics, relationship/marriage and post-marriage/marriage family dynamics was used. The patriarchal system as a societal order underpinned the socialization of these women who, because of the father's domination relations (patriarchy) and guided by the mother's model of submission, sought freedom in marriage/early unions with partners who repeated paternal behavior. Such family contexts may have influenced them in choosing potential aggressors. The results revealed that gender socialization reinforces gender inequalities and influences the behavior of men and women, thus pointing out the importance of highlighting this problem in different areas, especially in primary health care services, as a way to prevent intimate partner violence against women.

In the process of gender socialization, women and men learn traditional patterns of behavior, attitudes, norms, and values, as well as gender stereotypes. Philosophers, psychologists, and sociologists consider the problems of socialization and gender socialization in their theoretical paradigms, and they consider the process of socialization as “entry of the individual into the social sphere”, “social influence of the individual” and “acquisition of social roles”. In traditional societies, symbolic birth ceremonies are held depending on the sex of the child being born. Further, the child's clothes, cradle, and toys are determined by gender. There is no doubt that many ideas and thoughts in the cultural heritage have indeed become universal values. However, when the question of the social equality of men and women is raised, many contradictions arise in people who live by these values.

This article explores how economic socialization serves as a bridge between individual economic behaviors and the broader social and cultural contexts that shape them. Drawing on a post-functionalist approach to socialization, the study examines the ultra-Orthodox Jewish (Haredi) community in Israel, where distinct gender roles, cultural norms and patterns of economic participation create a unique context for investigating divergent economic socialization pathways. Comparing four groups within the Haredi community—average/below-average and high-income women, men with work experience, and men who study at religious seminaries (Yeshiva/Kollel)—analysis of an original survey study reveals how differential exposure to economic life leads to significant variations in financial risk-taking, loss-aversion, financial literacy and competitiveness. The findings problematize explanations attributing economic gender gaps to innate differences, instead highlighting the profound impact of the cultural framing of gender roles vis-à-vis economic integration. By foregrounding economic socialization as a sociological phenomenon, the study contributes to discourses on culture’s role in economic behavior and opens new avenues for examining how individuals acquire economic dispositions through socialization pathways shaped by structural constraints and power relations.

Objective: This study examines the portrayals of mothers and fathers in children’s picture books read by millions of parents and children in their formative years. We investigate the extent to which these books present rigid parental stereotypes that misrepresent the potential of family leaders. Method: We performed a content analysis of 203 prominent children’s picture books from recent years to assess the appearances, activities, and emotions of mothers and fathers. Results: Rather than transcending narrow gender stereotypes, fathers in the most-read books continue to be underrepresented, relatively hands-off parents. Mothers are generally portrayed as emotional parents who complete traditional chores and nurture children. Conclusion: The gender socialization of children and parents via children’s books contributes to the notion that mothers and fathers cannot perform as equals in homes or workplaces. Representations of mothers and fathers differ substantially, with fathers playing a secondary role in parenting if they appear at all.

The “Man Box” refers to a rigid set of expectations, perceptions, and behaviors that are considered “manly” and/or a “real man's” behavior, imposed on men by the society, such as superiority, cruelty, emotional suppression, lack of physical intimacy with other men, and expectations of socially aggressive and/or dominant behavior. Gender-based types of aggression and violence are central in the production of dominant heterosexual masculinities and male superiority that impose the dominating and violating behavior on men, and make these behaviors acceptable and naturalized. Therefore, adherence to the Man Box is one of the causes of violence against women, and to the creation and reinforcement of social environments conducive to domestic violence. This study shows how Jordanian males internalize and agree with “Man Box” beliefs and how these meanings affect their lives and behavioral patterns. Perceptions of Jordanian women on these issues were also included in the data collected through a survey distributed to 1,029 participants (525 men and 504 women) who live in Amman, Jordan. The results show that Man Box beliefs still prevail in Jordanian culture, promoted by parents, partners, and acquaintances. A total of 49.9% of the respondents show agreement with Man Box ideas. Jordanian men believe that society imposes rigid masculine gender roles, views on heterosexuality and homophobia, and expectations of aggression and control. Their personal attitudes, however, rejected the dictates of solving their own personal problems without help and fighting back when they were threatened. Most Jordanian women reported personal agreement with Man Box ideals for men, particularly in the areas of self-sufficiency, acting tough, and control, all of which can prevent men from breaking out of the Man Box. Our results also show that life inside the Man Box can impede men's formation of emotionally connected friendships and encourage them to show transgressive emotional behaviors. Furthermore, some men were more probable to violate the Man Box rules, such as being likely to talk to friends about something deeply emotional and feeling comfortable crying in front of them, or continuing to rely primarily on their mothers and romantic partners for emotional support. Additionally, inside the Man Box, men are more likely to experience physical and online bullying and perpetrate verbal and physical bullying; however, they are also more likely to attempt to intervene to stop violence.

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Previous work has shown the robust nature of gender bias in both children and adults. However, much less attention has been paid toward understanding what factors shape these biases. The current preregistered study used parent surveys and child interviews to test whether parents' conversations with their children about and modeling of gender intergroup relations and/or children's self-guided interests about gender (self-socialization) contribute to the formation of gender attitudes, status perceptions, and gender intergroup behaviors among young 4- to 6-year-old children. Our participant sample also allowed us to explore variation by child gender, ethnicity (Asian-, Black-, Latiné-, and White-American), and U.S. geographical region (Northeast, Pacific Northwest, West, Southeast, and Hawaii). Data suggest that children whose parents reported they were especially active in seeking information about gender tended to allocate more resources to same-gender versus other-gender children and expressed less positive evaluations of other-gender children in comparison to children who were less active. By contrast, we found that parents' conversations with their children about gender intergroup relations and about gender-play stereotypes showed few connections with children's gender attitudes. In terms of demographic differences, boys raised in households with more unequal versus equal division of labor perceived that men had higher status than women, but few differences by ethnicity or geographic region emerged. In sum, our study suggests that both self- and parent socialization processes are at play in shaping early gender attitudes, status perceptions, and gender intergroup behavior, although self-socialization seemed to play a larger role. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

ABSTRACT Though social scientists have researched sexual-minority parenting practices regarding the gender socialization of children, to date this research has focused exclusively on sexual-minority parents in same-gender relationships, and almost exclusively on the experiences of gay and lesbian parents. This article addresses the gender socialization parenting practices of 25 nonmonosexual sexual-minority women who are in different-gender relationships through analysis of qualitative in-depth interviews that took place over the course of 1 year. Our findings indicate that the experiences of these participants differ from both those reported in previous literature on sexual-minority parents in same-gender relationships, as well as heterosexual parents in different-gender relationships. Specifically, participants do not report sexual identity stigma as restricting the degree of cross-gender socialization in which they engage, nor do they report a gender normative influence from their male partners. Findings are discussed in the context of a socioecological framework.

ABSTRACT Previous research exploring gender role conceptualization within the United States has predominantly centred white, middle-class individuals’ experiences. These analyses are therefore limited based on their lack of attention to ethnic, legal/political, and cultural differences within the United States, especially in regard to Indigenous populations. Building on previous exploring the family as a site of gender role development, and resilience, Tribal Critical Race Theory is used in this article to contextualize our findings with particular attention to how colonization has reinforced patriarchy and served to elevate European American thought and experiences. In semi-structured life-history interviews, participants described shifting gender norms in attempts to resist assimilation ideals and a perception of motherhood as holding capacity for challenging settler culture and reclaiming power. Prominent themes for participants included: (a) the role of strong women within the community; (b) the continuum of patriarchal to egalitarian gender norms and beliefs; (c) the roles of mothers and impact of motherhood; (d) norms surrounding early childbearing and marriage; and (e) gendered caretaking. This research finds that tribal women, as primary sources of socialization for children and community, are resisting patriarchal and colonial gender-related expectations and messages and forging a path of strength and resiliency.

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Gender inequalities are still persistent despite the growing policy efforts to combat them. Sexism, which is an evaluative tendency leading to different treatment of people based on their sex and to denigration (hostile sexism) or enhancement (benevolent sexism) of certain dispositions as gendered attributes, plays a significant role in strengthening these social inequalities. As it happens with many other attitudes, sexism is mainly transmitted by influencing parental styles and socialization practices. This study focused on the association between parents' hostile and benevolent sexism toward women and their socialization values (specifically, conservation and self-transcendence), that are the values parents would like their children to endorse. We took both parents' and children's sex into account in the analyses. One-hundred-sixty-five Italian parental couples with young adult children participated in the study. Parents, both the mother and the father, individually filled in a self-report questionnaire composed of the Ambivalent Sexism Inventory and the Portrait Values Questionnaire. Findings showed that mothers' benevolent sexism was positively related to their desire to transmit conservation values to their sons and daughters. This result was also found for fathers, but with a moderation effect of children's sex. Indeed, the positive relationship between fathers' benevolent sexism and conservation was stronger in the case of sons than of daughters. Moreover, fathers' benevolent sexism was positively associated with self-transcendence values. Finally, fathers' hostile sexism was positively associated with conservation and negatively with self-transcendence. Limitations of the study, future research developments, and practical implications of the results are discussed.

This research examined ethnic and gender variations in early adolescents’ reports of parental socialization goals among the majority Han and two Muslim ethnic minority groups (Hui and Kazakhs) in China. 1584 adolescents (mean age = 13.49; 54.6% girls) listed and ranked the five most important goals from parents. Achievement outcomes were emphasized the most across ethnicities. According to adolescents, Han (vs. Kazakh) parents emphasized relatively more on self-maximization and psychological well-being, and less on extrafamilial relationships, morality, and social contribution, with the Hui appearing to be midway between the two groups. Gender differences in perceived parental goals were mostly consistent with traditional gender roles across ethnicities. This research painted a more nuanced picture of adolescents’ perceptions of parental socialization in China. Results pointed to the significance of traditional values and economic development in understanding the socialization goals of Chinese parents of different ethnicities.

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Modern societies increasingly show more egalitarian attitudes related to sexism and gender equality. However, there is still an important gender gap in wages and professions as well as in expectations surrounding male and female characteristics. Developmental studies carried out from an ecological perspective confirm that these influences come from the closest environments (mainly family and school) but also from more distant systems such as media or cultural values. As children are socialized in these norms and values, they increasingly internalize those schemes and use them to judge others, to choose friends and playmates, and to construct expectations of them. On this basis, the aim of this study was to examine the degree of gender bias internalization in a group of Spanish children. Two tasks were applied to a group of 149 public school boys and girls (aged 4–9 years). Results showed that, already from an early age, the participants had internalized traditional gender roles, especially when asked to assign masculine attributes. Moreover, group differences were found given that boys seemed to be more aware of expectations surrounding masculinity and girls assigned the attributes associated with femininity to women more often than boys. Furthermore, a developmental pattern similar to one obtained in previous studies was observed. Younger children already apply gender roles as part of their increasing acquisition of knowledge in the social field, but there is a big increase in the strength of this bias as they grow older. Psychological and educational implications of these findings are discussed, especially considering that the male gender role seems to be more rigid and less malleable. In this regard, developmental and environmental studies should be considered when designing early intervention programs to reduce sexism and to promote equity in schools and families. As research has already shown what type of environments affect children’s acquisition of traditional gender roles, society must make an effort to promote more egalitarian environments that will serve as protective factors in their future psychological, social and professional development.

Social scientists, educational researchers, postsecondary educators (including student affairs professionals), and others have attempted to understand problematic behavioral trends and developmental outcomes among undergraduate men. Little attention has been devoted to examining the masculine identities and ideals about manhood that these students bring to college contexts, hence the purpose of this study. The sample comprised 68 undergraduate men representing a range of backgrounds and subgroups. Findings indicate that parental influences, interactions with same-sex peers, and involvement in youth sports were socializing factors informing ideas about masculinity that students brought with them to college. Recommendations for supporting the college transitions and gender identity development of undergraduate men are offered.

Women govern differently and offer a distinct voice in the governing process yet remain significantly underrepresented among city managers and chief administrative officers. Despite decades of work to improve gender parity, women hold just 13% of chief local government positions according to the International City/County Managers Association (ICMA). One reason for this may be that women have different experiences and are socialized differently than men, as suggested by differing motivations, identities, and attitudes. Using a mixed-methods approach, we explore differences in the experiences and socialization of women and men that may contribute to the gender disparity in representation among city managers. Our study yields several significant findings that suggest women are mentored differently, develop different political attitudes over time, and develop confidence differently than their male counterparts. Contrary to prior research, we did not find significant differences in public service motivations by gender or year of service.

Police officers may have attitudes that are more traditional than the general public, perhaps impacted by a unique "working personality", but recent evidence suggests that more conservative individuals may be drawn to policing (LeCount, 2017). In this article I draw from the life course perspective to evaluate the degree to which two mechanisms explain police gender attitudes, selection into policing or socialization while on the job. I examine gender attitudes relating to division of labor in the home and women's disadvantage in the labor market, comparing police to non-police using the National Longitudinal Survey of the High School Class of 1972. Following employment patterns for respondents at the start of their policing career (age 18 to age 25), I find more support for occupational socialization than selection. A fixed effects model shows that men who became police officers shifted to become more traditional in their gender attitudes in comparison to other men while the average person in the cohort became less traditional. Women who entered policing in the mid-1970s were less traditional than other women and police status was not significantly related to their attitudes. While attitudes do not necessarily predict behavior, the results suggest that experiences in police work can enhance traditional gender attitudes. Policy recommendations are discussed.

PURPOSE The Global Early Adolescent Study (GEAS) was launched in 2014 with the primary goal of understanding the factors in early adolescence that predispose young people to subsequent sexual risks, and conversely, those that promote healthy sexuality across different cultural contexts. The present article describes the methodology that was used for the first phase of GEAS, which consisted of conducting qualitative research to understand the gendered transitions into adolescence and the role that gender norms play within the key relationships of adolescents. Researchers from each of the sites that had completed data collection were also elicited for their feedback on the key strengths, challenges, and lessons learned from conducting research among 11- to 14-year-old adolescents. The purpose of this article is to present the description of each of the methods that were used in GEAS, as well as the researchers' perspectives of using the methods among early adolescents in their sites. METHODS The GEAS is being implemented through a collaboration of university and nongovernmental institutions from 15 cities: Assiut (Egypt) Baltimore (U.S.), Blantyre (Malawi), Cape Town (South Africa), Cochabomba (Bolivia), Cuenca (Ecuador), Edinburgh (Scotland), Ghent (Belgium), Hanoi (Vietnam), Ile-Ife (Nigeria), Kinshasa (DRC), Nairobi (Kenya), New Delhi (India), Ouagadougou (Burkina Faso), and Shanghai (China). Approximately 30 in-depth interviews among adolescents and 30 in-depth interviews with their parent/guardian were conducted at each site, with adults and adolescents interviewed separately. To build trust and increase engagement among the adolescent participants, we used two different visual research methods: (1) timeline exercise which was small group based and (2) the Venn diagram exercise which was conducted individually and used at the start of the in-depth interview. RESULTS The visual aspects of both the timeline and the Venn diagrams not only helped to produce data for the purposes of the study, but also were a successful way of engaging the adolescent participants across sites. While the narrative interviews produced extremely rich data, researchers did notice that there were a few challenges among the younger adolescents. Challenges were related to the length of the interview, comprehension of questions, as some of the questions were either too abstract or asked adolescents about an experience they had not yet had and therefore could not address or articulate. CONCLUSIONS Conducting the first phase of GEAS revealed important insights for research with participants who are in this developmental phase of early adolescence. Methods that involve greater engagement and those that are visual were shown to work well irrespective of the cultural setting.

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This study explored relations between conformity to masculine norms, gender role conflict, hope, and psychological well-being among a sample of 389 men from a university, with a predominantly White student body, located in the Midwestern United States. Bivariate correlations revealed that men’s conformity to masculine norms and gender role conflict were positively correlated. Bivariate correlations revealed no significant relations between conformity to masculine norms, trait hope, and psychological well-being. Gender role conflict was associated with decreased hope and psychological well-being. Results of path analysis explained relations between conformity to masculine norms, gender role conflict, trait hope, and psychological well-being. This indicates that gender role conflict may contribute to lower trait hope and psychological well-being for college men. Although several aspects of conformity to masculine norms had positive associations with hope, these relations were significant and negative when men experienced gender role conflict. This work fills an important gap in the literature by examining the unique relations of conformity to masculine norms and gender role conflict to men’s positive functioning. Results are discussed within the context of positive psychological theories including Frederickson’s broaden and build theory of positive emotions, hope theory, Ryff’s model of psychological well-being, and self-determination theory. Implications and future directions are discussed.

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This research is motivated by the existence of gender bias practices carried out by students. The main aim of this research is to analyze the role of teachers at SMAN 9 Bandung City when internalizing gender equality values in sociology learning as an effort to minimize gender bias practices and form the character of students who are sensitive and care about gender equality in everyday life.Internalizing the value of gender equality is a process where a person begins to accept and understand the values, norms, principles related to gender and apply them in the community environment. This research was conducted through interviews, observations and documentation studies using a qualitative approach with a strategy in the form of case studies of Sociology Teachers, Guidance and Counseling Teachers and class XI students. Based on this researcht we can know,Sociology teachers strive to implement learning methods that can increase the participation of male and female students equally. On the other hand, sociology teachers try to use interactive learning media such as video shows, images, PowerPoints that reflect gender equality. Then the sociology teacher tries to correlate relevant material with gender equality issues, such as material on social differentiation, social stratification and various social phenomena. By internalizing the value of gender equality, it increases students' ability to understand the meaning of gender equality values, students' understanding of gender equality is also reflected in the character of students who are shown in making decisions based on common interests, mutual respect and support for each other, participation of male students. -men and women become more equal.

Previous studies revealed differences between men and women in value priorities. It has been asserted that men do inherently attribute more importance than women to power and achievement values. Our study brings a sociocultural lens into account employing gender ideology as a moderator of the gender differences in these values. Specifically, we hypothesized that internalization and endorsement of gender role ideology shape gender differences in power and achievement values. We focused on two components of gender ideology as moderators of the gender differences in values: primacy of the breadwinner role, and acceptance of male privilege. We used data from the World Values Survey wave six (89,565 participants from 60 countries). Results indicated that gender ideology moderated the relationship between gender and the endorsement of achievement and power values. Specifically, the relationship between gender and achievement was significantly moderated by acceptance of male privilege, but not of primacy of the breadwinner role. In addition, the association between gender and power was significantly moderated by primacy of the breadwinner role, but not by acceptance of male privilege. In other words, when participants endorse egalitarian gender ideologies, gender differences in power and achievement disappear or even reverse. We contrast previous perspectives assuming inherent gender differences in human values and argue that such differences are related to beliefs in gendered separate spheres.

This study analyzes the film Laapataa Ladies through a feminist approach to uncover the gender inequalities and social critique embedded in its narrative. As a representation of patriarchal Indian society, the film explores various dimensions of gender injustice, including gender-based social expectations, unequal power relations, and restrictive social norms that control women's freedom. Using Judith Butler's theory of gender performativity, this study demonstrates that gender roles in the film are constructed through the repetition of social norms that position women in subordinate roles. The film also reveals how socioeconomic inequality reinforces patriarchal dominance, as women from lower economic classes face economic pressures that limit their life choices. Additionally, the study highlights the role of women in perpetuating patriarchy through the internalization of traditional values, as illustrated in the interactions between mothers-in-law and their daughters-in-law. Through humor and satire, Laapataa Ladies deconstructs dominant patriarchal narratives and highlights spaces for women's resistance against restrictive norms. The main female characters serve as symbols of defiance against an oppressive system, even within a context fraught with risks. This study concludes that Laapataa Ladies not only reflects gender inequality in Indian society but also functions as a social critique that encourages discourse for change toward a more inclusive and equitable society.

This study aims to analyze how adolescent girls form an understanding of gender inequality after watching the film Kartini (2017). This film is positioned as an educational medium that can trigger critical reflection on the social constructs that limit the role of women. The research uses a descriptive qualitative approach with the social construction theories of Peter L. Berger and Thomas Luckmann, which includes three main stages: externalization, objectification, and internalization. The subjects of the study were students in class XII of Social Studies 1 and Social Studies 2 of SMA Negeri 1 Kaway XVI, who were selected purposively. Data collection techniques are carried out through observation, in-depth interviews, and documentation. The results of the study show that Kartini 's film is able to increase gender awareness in adolescent girls. At the externalization stage, female students began to voice their views on the gender role inequality that they experience on a daily basis. The objectification stage showed that their thinking was tested in social interactions, where some received support and some faced resistance from patriarchal culture. Meanwhile, at the internalization stage, social support has proven to be very influential on whether the values of equality can be truly accepted and appreciated.

This paper investigates the role of gender stereotypes in shaping gender identity during early childhood. Early childhood is a pivotal period when sociocultural and family environments significantly influence children’s gender-related self-perceptions and behaviors. Initially, around the ages of two to three, children develop gender awareness, learning to distinguish gender differences in appearance, behaviors, and roles. Between ages three and six, children actively internalize societal gender stereotypes, including expectations related to personality, occupational roles, and social behaviors. Such internalization can constrain children’s cognitive development, behavior patterns, and psychological well-being by narrowing their interests and self-concept. Specifically, gender stereotypes often limit children’s engagement in nontraditional activities and careers, influencing their future aspirations and potentially causing identity conflicts and psychological stress. This paper further explores the interplay between gender awareness and gender stereotypes, emphasizing their reciprocal influence on children’s evolving gender identities. To address these issues, this research suggests targeted educational interventions, including curricular changes and parental strategies, to challenge restrictive gender norms and encourage greater flexibility. Promoting early gender inclusivity and critical awareness among caregivers and educators is essential for supporting children’s balanced development and reducing the harmful impacts of traditional gender stereotypes.

This study examines the entrenched patriarchal system in Shinyanga District, Tanzania, and its profound effects on women’s lives. The research was conducted within a qualitative approach based on an interpretive paradigm. The data collected during 18 focus group discussions with 180 women, carefully selected from 18 different administrative divisions of the district, served as the empirical basis for this study. The participants included women from various social backgrounds: young and older mothers, single and married women, and traditional midwives. Findings highlight the dominant role of fathers in families, the internalization of women's subordination, and the reinforcement of gender inequalities through cultural traditions, family teachings, and early marriages. Moreover, women’s restricted autonomy, fear of abuse, and religious interpretations further entrench patriarchal norms. The study underscores the far-reaching consequences of patriarchy on women’s independence, bodily integrity, and marital choices. To address these challenges, it advocates for community-driven interventions that engage diverse stakeholders, foster safe spaces for women, and involve men and boys in promoting gender equality. These insights contribute to a deeper understanding of the intersection between patriarchy, cultural practices, and gender inequality, informing tailored strategies to empower women in Shinyanga District.

This article discusses the connection between gender and fashion style choices among university students. It highlights the role of socialization, enculturation, and internalization in shaping students' understanding of gender and their fashion preferences. Through a qualitative-phenomenological approach, the study explores the experiences of gender socialization among students and examines the relationship between gender and fashion choices. The findings indicate that there is no direct link between gender and students' fashion style preferences. However, fashion is viewed as a medium for expressing one's gender identity. The study finds that students exhibit flexibility in their fashion choices, adapting them to social contexts, specific events, and personal comfort. Nevertheless, the influence of gender socialization, enculturation, and internalization acquired since childhood is evident in their fashion decisions. Overall, the research emphasizes the complexity and individuality of students' fashion style choices within the broader context of gender.

Contrary to common sense and the heteronormative thought that “man is born a man” and “woman is born a woman”, the construction of a gender/sexual identity can be seen as an intensely dynamic process involving the internalization and externalization of collective and individual meanings, enclosing a crucial importance for the development of subjects. The present article addresses the issue from a dialogical and Semiotic Cultural Psychology approaches, in their relationship with other theoretical discussions concerning the subject of gender/sexual identity processes. Numerous are the debates about gender/sexual identities in present-day sociocultural contexts, but the topic requires a systemic, all-inclusive analysis of sociocultural structures, practices, and the dynamics between micro, meso and macro cultural levels, in interaction with the active role of subjectivity. We then propose a new construct within the framework of a Dialogical Self Theoretical approach designated as Irradiating Self Positioning, to better explain the power of gender/sexual dimensions within the Dialogical Self. Knowledge so constructed may contribute to making sense of developmental issues concerning the subject, and this may support the full acceptance of sexual and gender diversities in our societies.

This study aims to examine the differences in sport values based on gender among eighth-grade students at SMP Negeri 50 Kota Bandung. The research was conducted using a quantitative approach with a descriptive survey method, involving a total population of 330 students, from which 203 students were selected as research samples using proportional sampling techniques. The sample consisted of 85 male students (42%) and 118 female students (58%). Data were collected using a standardized questionnaire instrument consisting of 30 items, adapted from the sport values scale developed by Whitehead, which measures students’ understanding and internalization of values in the context of physical education and sports. The results of the analysis indicate that there are significant differences in the perception and expression of sport values between male and female students at SMPN 50 Kota Bandung. These findings suggest that gender plays a relevant role in shaping students' attitudes, behaviors, and value orientation in sports, thus highlighting the importance of gender-responsive pedagogical strategies in physical education programs. The study contributes to a better understanding of how sport values are interpreted differently across gender lines and offers insights for educators in promoting inclusive and equitable value-based learning through sports.    

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Studies that apply gender role congruity theory (GRCT) have focused on resource providers’ biased evaluations and women entrepreneurs’ internalization of gender stereotypes as primary mechanisms explaining the gender gap in venture performance. We provide an institutional foundation for GRCT and argue that informal political–cultural institutions—namely, government interference in market-based competition and cultural beliefs regarding gender inequality—differentially shape male versus female entrepreneurs’ venture performance through their influences on entrepreneurs’ industry selection and participation in after-work social activities. Our study of 7,626 Chinese entrepreneurial firms provides strong support for our arguments and contributes to women’s entrepreneurship theory and practice.

The discourse on gender is an interesting issue. Education has an important role in minimizing gender disparities. Internalization of gender-fair values can be carried out through designing a gender inclusive curriculum. This study aims to uncover how to designing gender inclusive curriculum in Higher Education. This research is a qualitative research with a survey method conducted in 16 universities in Indonesia. The samples were taken by using a random sampling technique. The data were obtained from questionnaires and interviews. To analyze, it used descriptive and gender analysis techniques. The result show, in the preparation of a gender inclusive curriculum in higher education, there are two design; (1) Integration model (use the Additive Approach through Hidden Curriculum); and (2) Separated model (use the Contributions Approach through Overt Curriculum). There are 3 factors that determine the implementation of a gender inclusive curriculum; (1) training on gender, lecturers' viewpoint on gender and culture.

Like many fantasy works, Robin Hobb’s Liveship Traders trilogy is set in a patriarchal society, and the author, among other topics, portrays a variety of women characters and different ways they deal with it. There is limited research on Hobb’s literary opus and feminist readings of the Liveship Traders trilogy are confined to student theses. Therefore, this paper aims to expand and add to the existing corpus of feminist and feminist disability readings by focusing on a character whose portrayal serves as a critique of the patriarchal system and the subordination of women through the intersectionality of gender and disability. The paper portrays how Mother’s disability and gender role intersect to create specific conditions of othering and subordination that lead to her internalization of the role and attempts at rebellion against imposed constraints. Firstly, based on the research of Nancy J. Chodorow, Andrea O’Reilly, Catherine Rottenberg, and Rosemarie Garland-Thomson, a short overview of feminist approaches to motherhood and feminist disability theory is provided. The paper then examines the role of violence, trauma, and naming as elements of identity construction. The chapter dealing with the mother–son relationship shows how Kennit others Mother, and the final chapter talks about Mother’s internalization of motherhood and rebellion against Kennit. The paper concludes that Mother is othered by Kennit due to his perception of her failure as a mother and her disability that allows him to ascertain his power over her and serves as a cautionary tale of the effects patriarchal motherhood and disability can have on women.

Family resilience has become a crucial issue in contemporary society as families face rapid transformations in social values, structures, and interaction patterns. This study examines family resilience as a psychosocial and adaptive process shaped by changes in social values and family structures. The findings indicate that psychosocial dynamics, including emotional bonds, communication quality, and internal support systems, play a significant role in strengthening family resilience. The transformation of social values, particularly related to digitalization, gender roles, and economic structures, has reshaped family authority, role distribution, and value internalization processes. Family resilience emerges not as a static condition, but as an adaptive strategy that enables families to negotiate change while maintaining relational stability and core values. Families that demonstrate flexibility, reflective communication, and balanced role negotiation tend to show stronger resilience in responding to social pressures. The study highlights that family resilience functions as a strategic social resource that supports individual well-being and social sustainability. Understanding family resilience from a psychosocial and structural perspective provides a comprehensive framework for strengthening families amid ongoing social transformation

Based on data from BP2MI (2024), Indonesian Migrant Workers (PMI) are predominantly women, comprising 68% of the total. This gender composition has led to a shift in traditional family structures, particularly through the exchange of roles, where wives work abroad while husbands take on domestic responsibilities. This creates a new dynamic in the household with dual and reversed gender roles.This study focuses on husbands of Indonesian migrant workers who have assumed the role of economic educators and financial managers in the family, especially concerning their children's welfare. The research was conducted in Sumbermanjing Wetan District, Malang Regency, with a qualitative method using a phenomenological approach.The study explores several key areas: the family's economic condition, the internalization of economic education in daily life, the husband’s financial management practices, and the perceived impact of this education on children. Findings show that the families' economic conditions are generally unstable and heavily reliant on remittances from the wives. Economic education internalized within the household includes lessons on saving, managing pocket money independently, and practicing wise and frugal consumption—positively influencing the children’s behavior. However, the study reveals that financial management lacks a structured foundation. There is little evidence of proper financial planning, control, utilization, or evaluation. As a result, despite the positive efforts in informal financial education, the overall family financial system remains vulnerable and unsustainable in the long term.

In contemporary society, the underestimation of female leaderships within organizations and the concerning gender inequality gap in workplaces remain as significant issues. This study delves into the intricate web of factors leading to the underestimation of female leadership, examining both external factors, including the Role Congruity Theory, the Glass Cliff phenomenon and the “Think crisis – Think Female” Model, and internal factors including internalization of gender stereotypes by females. The research methodology used is primarily analyzing existing articles and literature. This study offers valuable suggestions for addressing these challenges, suggesting actions by multiple stakeholders including companies, women workers, and society as a whole. In conclusion, the research has illuminated that there are three crucial theoretical factors interplaying and ultimately contributing to the underestimation of female leadership, including external influences like the Role Congruity Theory, the Glass Cliff phenomenon and the “Think crisis – Think Female” Model, as well as internal factors such as gender stereotype internalization.

Dating violence constitutes a serious social and health problem. This study aims to increase knowledge on dating violence in emerging adulthood by analysing the relevance of gender and of having or not having a current partner in the victimization and perpetration of such violence. It also analyses the association between dating violence and mental health, as well as the relevance of traditional gender role attitudes and the internalization of feminine/expressive and masculine/instrumental traits in the victimization and perpetration of such types of violence. The participants were 930 Spanish emerging adults who were assessed by six self-report questionnaires and scales. Men reported more psychological and physical violence victimization and physical violence perpetration than women, and women and men without a current partner reported more psychological and sexual violence than women and men with a current partner. Dating violence victimization was associated with more mental symptomatology, less life satisfaction, and lower self-esteem in men with a current partner and in women without a current partner. The main predictor of dating violence victimization was dating violence perpetration, and the main predictor of dating violence perpetration was victimization by such violence. More traditional gender role attitudes also predicted greater victimization and perpetration of dating violence, except among women without a current partner.

Women from countries with conflicting views on cosmesis may avoid these procedures for the fear of being rejected by the community. Understanding the motives that drive patients from these countries to seek cosmetic procedures helps discern possible causes of postoperative dissatisfaction, which can be prevented by careful selection of patients and individualizing their management protocols. This study helps identify the factors that affect Egyptian Muslim women’s attitude toward cosmetic procedures. The main factors tested were female gender role stress (FGRS), body dysmorphic disorder (BDD), and religious attitude. The secondary factors investigated were health evaluation, life satisfaction, self-satisfaction, social media use, TV exposure, spouse/friends/family influence, and internalization of beauty standards. Women willing to undergo cosmetic procedures were compared with those who were not. A survey exploring demographics and the different motives were posted for the public online. Among 502 participants, 288 were willing to undergo cosmetic procedures and 214 were not. Our findings showed a statistically significant difference for the degree of BDD, FGRS, and religiousness between willing and unwilling groups. Moreover, greater pressure from partner to change appearance, influence of friends and family on opinion regarding beauty of oneself, internalization of beauty standards, and lower ratings of life and self-satisfaction showed statistically significant association with willingness to undergo cosmetic treatment. BDD, FGRS, and religious attitude are among the highest predictors of the willingness of women to undergo cosmetic procedures together with many other factors. This study is the first of its kind to evaluate several unexplored motives and opens the door for future research. This journal requires that authors assign a level of evidence to each article. For a full description of these Evidence-Based Medicine ratings, please refer to the Table of Contents or the online Instructions to Authors www.springer.com/00266.

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Why do some college-educated mothers of minor children prefer to stay at home to care for the family and the house, while others prefer to work outside the house in addition to caring for the children? The Social Role Theory suggests that mothers’ preference for the homemaking role is influenced by their endorsement of traditional gender-role attitudes. We propose that mothers’ personality traits are also associated with their preference for the homemaking role. The aim of this study is to test this proposition by examining the relations between mothers’ Big Five personality traits and their preference for being a stay-at-home mother, controlling for their endorsement of traditional gender-role attitudes. For this purpose, four hundred and nine college-educated mothers of minor children in Lebanon were recruited through social media platforms to fill an online survey about their personality traits, traditional gender-role attitudes, preference for the homemaking role, and demographics. Data was analyzed using hierarchical regression. It was found that preference to be a stay-at-home mother was positively predicted by mothers’ neuroticism, and negatively predicted by mothers’ openness to experience above and beyond their internalized traditional gender-role attitudes. The findings suggest that both personality and cultural factors should be considered when understanding mothers’ employment status preferences. They also call employers and policy makers to continue working on creating more mother-friendly work environments to retain women of all personalities in the workforce.

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Gender socialization is a lifelong process through which individuals learn the norms, behaviors, roles, and expectations associated with their gender in a given society. It begins at birth and is shaped by various agents, including family, schools, peers, media, and cultural institutions. This process perpetuates traditional gender norms, often reinforcing stereotypes that limit individuals' potential and contribute to systemic inequalities. In the home, children are often socialized through explicit and implicit messages about "appropriate" behaviors, toys, and responsibilities for boys and girls. These early lessons are carried into the school environment, where teachers, administrators, and peers play significant roles in reinforcing or challenging these norms. Schools, as microcosms of society, often mirror cultural biases, with gendered expectations evident in classroom interactions, curricular content, and extracurricular opportunities. Addressing the challenges of gender socialization requires focused interventions. Teachers can promote inclusivity by using gender-neutral language, incorporating diverse role models in teaching materials, and encouraging equitable participation. School leaders can implement policies that challenge stereotypes, create safe and inclusive spaces, and provide gender-sensitivity training for staff. Collaborative efforts among parents, educators, and communities are vital to dismantling stereotypes and fostering environments where individuals can thrive irrespective of gender. These abstract highlights the importance of recognizing and addressing gender socialization to promote equality, broaden opportunities, and empower individuals to transcend societal limitations imposed by traditional gender norms. Keywords: Gender Socialization, Gender Roles, Gender Stereotypes, Social Norms, Family Influence, School Environment, Teachers' Role, Gender Equality, Inclusive Education, Cultural Expectations, Peer Influence, Curriculum Design, Gender Bias, Equity in Education, Interventions for Gender Equity

The article is about the most important social institution in the life of a child of primary school age – the family. In the publication, the family and the closest environment of the child are presented as an environment in which feelings of sexual belonging, gender identity and primary socialization are formed. The author of the study stated that the patterns of relationshipsin the family depend on the following important factors: the presence or absence of a gendera ppropriate division of labor, the rules of behavior of family members, duties and rights between spouses, the dichotomy (or lack thereof) of male and female, the level of involvement of each parent in raising children, moral principles and traditions in the family, material support and cultural androcentrism of the family. The attitude of parents towards children, as well as relationships with older or younger brothers and sisters, are important for successful socialization.

This research explores the critical role of family communication in shaping gender roles and socialization in children within the context of a digital world. The increasing prevalence of digital media has significantly transformed how children perceive and internalize gender norms, offering exposure to diverse representations of gender, including non-binary and fluid identities. This paper investigates the ways in which family communication spanning parent child interactions, sibling influences, and extended family dynamics shapes children's gender identity development and socialization. Drawing on key theoretical frameworks such as Social Learning Theory, Cognitive Development Theory, and Gender Schema Theory, the paper examines how children learn gender roles through family interactions and digital media. It also addresses the challenges families face in navigating the generational divide between parents raised in a pre digital age and children as digital natives, highlighting the tensions between traditional family values and progressive digital portrayals of gender. The implications for parenting, policy, and education are discussed, offering recommendations for parents to engage in open communication and media literacy, as well as for schools and policymakers to support families in fostering inclusive gender development. This review emphasizes the need for further empirical research, particularly longitudinal studies, to better understand the long term effects of digital media on children's gender socialization. Ultimately, this paper also underscores the importance of family communication as a foundational element in shaping children’s gender identity in the digital era.

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The article examines the factors that influence the process of shaping an individual as a representative of a particular gender and that determine the behaviours of individuals as men or women. It explores approaches by foreign and domestic scholars in defining the terms “genderrole socialization” and “gender socialization” , as well as related concepts of “sex” and “gender.” The primary stages of the gender-role, or gender socialization process, are described, including primary socialization, which begins at birth and ends at adulthood, and secondary gender socialization, which begins during social maturity and continues throughout life. The factors affecting a child’s personality development are characterized. The most significant agent of a child’s gender socialization is the family, as children consciously and subconsciously model their behaviour after their parents, internalizing gender roles and aspects of inter-gender relationships. Another factor influencing gender-role socialization is the presence of older or younger siblings and whether the child is raised in a complete or single parent family. Peer groups, school environments, and mass media also affect the internalization of social values, as specific norms and behaviour patterns and the acquisition of formal and informal knowledge regarding theories and practices of gender behaviour stereotypes.

This study investigates how gender role socialization serves as a mediating factor in shaping the impact of cultural background on the educational motivation of Generation Z women in China and the United States. Drawing on a systematic literature review and the Expectancy-Value Theory (EVT), a theoretical framework is proposed in which cultural background—collectivist versus individualist—does not directly dictate educational motivation. Instead, it influences the formation of gender role expectations through socialization channels such as family, school, media, and peers, which in turn affect whether women perceive education primarily as an intrinsic value or as an instrumental one. Under collectivist cultural norms, Chinese Generation Z women are more likely to emphasize the practical benefits of education, including economic security and familial responsibilities, whereas American Generation Z women, shaped by individualist cultural values, tend to prioritize the intrinsic aspects of education, such as self-actualization and personal expression.

This study expanded on research examining families' roles in youth gender development that has investigated boys' versus girls' family experiences by using a within-family design to study the gender socialization of brothers versus sisters from the same families. We drew from archival data collected in 2001-2002 from an ethnic homogeneous sample of Black American mother-father families (N = 128) who were raising at least one son and one daughter; the majority of youth were adolescents (range 2-31 years). In separate home interviews, mothers and fathers described whether and how they socialized their sons versus daughters about education, their futures, and racism and discrimination. Across these three domains, most parents reported that they did not socialize their sons and daughters differently. Nonetheless, several themes emerged that illuminated race and race-gender intersectionality in parents' socialization, both resistance and accommodation to traditional gender norms, and the role of children's personal characteristics in parents' socialization, with similar themes evident among parents who did and who did not report socializing sons and daughters differently. This study advances understanding of parents' gender socialization and has implications for family-focused interventions aimed at promoting the well-being and achievement of Black American boys and girls. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

This article critically investigates the nuanced interplay between childhood gender socialization and its long-term implications for self-empowerment in single mothers. It dissects the pervasive influence of societal gender norms, entrenched through early education, media portrayals, and formative family interactions, and how these norms shape the empowerment narrative of single mothers navigating the complexities of solo parenthood. Central to this examination is the role of gender-specific expectations established in childhood that potentially delineate and limit the scope of personal agency and autonomy later in life. By integrating qualitative anecdotes with quantitative data, this study elucidates the challenges and resilience inherent to single motherhood, underpinned by the gendered experiences ingrained from childhood. This article aims to highlight the transformative potential of redefining traditional gender roles, advocating for systemic support, and fostering inclusive communities that enhance the self-sufficiency and empowerment of single mothers across diverse socio-economic backgrounds. Through this lens, we offer insights into the potential for policy interventions, educational reforms, and supportive social structures to mitigate the restrictive impacts of gendered upbringing, thereby contributing to the broader discourse on gender equality and empowerment.

The article describes the essence of gender identification in the process of socialization of adolescents. The social transformations taking place in modern society are changing the established ways of life, social norms, and ideological structures that define them, as well as attitudes toward them. These transformations have a significant impact on the formation of the individual, his or her status and position in society, professional development, and family roles. The purpose of the article is to substantiate the conditions for the formation of gender identification in the process of socialization of adolescents based on a gender approach, which is implemented in the family, school, and society. The concepts of gender and gender culture are highlighted. Attention is focused on the rapid increase in the percentage of so-called civil marriages, which lead to an increase in the number of single mothers and disorientation of sex education of children in the family. In these marriages, young people are not responsible for an “artificial” family, do not strive to have and raise children, and live together to satisfy their sexual needs. Relationships formed in this way are perceived and evaluated differently by boys and girls. Thus, among the 40 adolescent males surveyed, 70% were in favor of civil marriage, while 30% were against it. Among female adolescents, 31.5% approve of civil marriages, and 68.5% are against them. The results show that boys are more loyal to free, unencumbered relationships, but girls also perceive them quite favorably, not fully realizing that it is the woman who is socially and personally more vulnerable in such a situation. It has been found that adolescents show a high awareness of their personal identity through various aspects, such as gender perceptions, social roles, moral values, and interests. They are actively rethinking their place in society and their own views, which indicates their developed self-awareness and readiness to interact with the world around them. It is concluded that the rapid development of technology, diverse cultural influences, and new forms of communication create a unique environment in which gender norms and stereotypes are constantly being revised and evolved. This process is of particular importance for adolescents, as they are actively in the phase of self-determination and personal development. Understanding the gender aspects of social interaction among this group will help to identify and address the problems of inequality and discrimination at the initial stages of their occurrence. Prospects for further research of the problem are seen in the study of the influence of gender factors of adolescents on self-determination in modern society. Keywords: gender, identity, society, socialization, construct, personality, adolescents

This study examines how gender socialization affects youth development in India and, more specifically, it explores its impact on mental health, education and career. Narrow social roles for each gender exist within India due to culture, family, and religion-connected expectations: men are expected to be the breadwinners while women are seen as homemakers. While urban areas are redefining these roles, they still define the experiences of young people in rural communities. This paper explores the role of family, peers and media as major agents of socialization who promote gender stereotypes and expectations. The research, which used a mixed-methods approach of surveys and case studies, shows that there are significant pressures by gender impacting mental health in the area of body image concerns, anxiety and depression. In order to promote the well-being and potential of future generations in India, the paper concludes with ideas for advancing gender equality by media reform, involvement of families, and education. It highlights the necessity of creating a more inclusive, gender-neutral environment.

This paper explores gender socialization using the social construction of gender theory and integrates it with intersectionality theory, focusing on the existing positioning of Tarai Muslim girls. The study internalizes the existing heterogeneity among Muslims of Nepal and focuses on the Tarai Muslims with its research site in Kalaiya, Bara. The qualitative study employs in-depth interviews, key-informant interviews (KIIs), and focus-group discussions (FGDs). By using purposive sampling, participants were selected, and an in-depth interview of 20 parents (10 males and 10 females) was carried out, which was followed by two FGDs: five male parents in the first round of FGD and five female parents in the second round of FGD. This also involved conducting KII with five participants from each group of religious scholars and Muslim girls enrolled in government schools. The research findings suggest that gender socialization results from social factors prevailing within the family, influenced by religious, local, and national contexts. The social norms contributing to gender socialization involve widely held beliefs within the family that perceive the daughter as ijjat of the family and consider them as ‘other house property.’ Similarly, existing practices where females are nurtured to be inherently reliant on males and the beliefs of allocating binary roles to males and females contribute to gender socialization. Moreover, the contradiction of the religious values of Muslims with the local context influenced by the Nepali state is another factor supporting the gender socialization of Muslim girls.

The actions and behaviors exhibited by parents play a significant role in shaping the development of gender identity in their children. Several previous studies about gender identity formation in the family context have been published (Bandura & Bussey, 1999; Berenbaum et al., 2006; Boe & Woods, 2018; Friedman et al., 2007; Huston, 1983; Leaper, 2002; Martin & Ruble, 1998; McHale et al., 2003). However, though this study maintains this emphasis, it also broadens it in significant ways using an ecological perspective that focuses on the interaction between individual characteristics and ecological surroundings (Bronfenbrenner & Morris, 1998). Moreover, this topic's application to literary works appears to be uncommon. There have yet to be any comprehensive investigations into the same subject. The objective of the current study is to examine the impact of parental influence and its consequences on the development of gender identity in a fictional child protagonist named Claude as depicted in Laurie Frankel's literary work titled This Is How It Always Is. The present investigation involves the analysis of data obtained from the novel to examine the topics of family socialization influences and its consequences of societal exclusion and marginalization through the lens of a sociocultural perspective in psychology. The analytical frameworks employed in this study are the Cognitive-developmental theory developed by Martin et al. (2002), and the Gender schema theory proposed by Bem (1981). Additionally, the study examines Claude's social failure to fit.

The paper discusses holistic integration of gender concepts at tender ages. This study aimed toinvestigate parents’ participation in socializing children to gender equality and assess the effect of lack of parental socialization of children to gender equality. Three hundred and fifty (350) respondents were purposively selected from Kicukiro, Bugesera, Musanze, Nyanza and Nyamasheke. Data were collected through questionnaire, interviews and focus group discussion and qualitatively analyzed using content analysis. Findings revealed that there is lack of parental gender socialization of children as it is negatively perceived in Rwandan families. Gender equality is perceived by 75 % of respondents to be the cause of family conflicts and violence. Furthermore, 69% of all respondents accuse the theory of gender equality to divert females from their responsibilities which results in family dysfunctionality. In addition, 42% of respondents consider gender equality as a way of western people to disorganize developing countries. Lack of parental gender socialization of children at family level affects children's adulthood. It presents enormous and long-lasting consequences to both females and males. Respondents confirmed that there is a considerable number of females who did not attend school because fees were reserved to boys. On the other hand, male respondents confirmed that being overpowered in childhood negatively affects adulthood relationship with their wives. Socializing children to gender equality at family level from their tender ages would be one of the best strategies to eradicate Gender-Based Violence (GBV) and discrimination.

In this paper, we explore the gender socialization of adolescent boys in soccer clubs, and ask whether there are opportunities for integrating gender transformative elements into that socialization. This qualitative study involved 11 in-depth interviews and informal conversations with male soccer coaches from Gugulethu township and Mthatha town in the Western Cape and Eastern Cape provinces of South Africa, respectively. Data were analyzed using a thematic analysis approach. We found that the coaches felt that the adolescent boys in their soccer clubs faced serious social and emotional challenges, with the boys’ poor socio-economic backgrounds and fragmented family structures being major contributors to these challenges. Most coaches also gave themselves the responsibility to try to address some of the challenges faced by their club members. To do this, they employed specific strategies, including creating an alliance with parents and professionals. In the process, the coaches engaged the boys on topics around respect, sexual and reproductive health, and avoiding alcohol, drugs, and involvement in criminal gangs. Some coaches also played a social fathering role to club members as a way of helping them to think differently about their lives, redirect risky practices, and reduce the chance for poor health outcomes. These findings highlight the role of soccer clubs and coaches as potential avenues for health- and equity-promoting gender socialization of adolescent boys.

With the advancement of globalisation, the exchange of cultures between China and the West, along with cross-culture families, has become the norm.  Families with diverse cultural origins from China and the West are steadily growing.  However, cultural differences frequently cause disputes, significantly influencing children's gender knowledge and self-identity. It is worth noting that pre-school age is significant as they develop self-identity and socialization. Therefore, the study aims to reveal how parental parenting style affects the development of gender awareness in preschool children in different cultures of China and the West. The study conducted semi-structured interviews with 8 participants: 2 Chinese parents, 2 Western parents, 2 Cross-cultural parents and 2 Teachers. The research identified unique patterns of gender role socialization among cultural groups. The unique role of grandparents was also identified among Chinese families. Results also point to the important role of grandparents in the reinforcement of traditional gender roles, as well as the role of schools in reinforcing or subverting gender norms. Despite the practical implication, the study was limited due to a small sample and recruitment method. Therefore, there is a future scope to increase diverse cultural contexts.

This study analyzes the influence of family dynamics and perceived affection on gender identity and emotional well-being among Mexican university students. A total of 19,151 undergraduate students participated through the application of the REVIVA 2022 instrument, which showed high consistency (Cronbach’s α = .909). Statistical analyses revealed significant associations between family coexistence, perceived love, and gender identity. LGBTIQ+ students reported less favorable family environments and lower levels of appreciation, underscoring emotional vulnerabilities and disparities in support systems. These findings highlight the role of the family as a primary agent of gender socialization and emphasize the need for inclusive policies and support programs that address gender diversity within educational and familial contexts.

The gender gap in job burnout research indicates that women score higher on job burnout. However, this gender difference has rarely been studied from developmental perspectives. Moreover, the underlying gender differences in job resources—driven by gendered socialization in early career years—have been under-investigated. The present study examined the trajectory of early career job burnout, gender differences in job burnout development, and gendered job resources. Results from latent growth curve modeling (N = 619, 65.3% women, ages 26–34), using the longitudinal data from three time points (2013–2020), showed that the trajectory of job burnout was decreasing in early career years, and this pattern did not vary between genders. As expected, women scored higher in job burnout. Gender differences in job resources were found: parenthood status only prevented job burnout for women, whereas income and partner support only prevented job burnout for men. Belongingness to the workplace prevented job burnout for both genders. Findings suggest that young adults make use of job resources from their socialization in early career years and experience a decreasing pattern of job burnout. The current gender gap in job burnout may be explained by gender differences in socialization and roles in early career transitions.

Gender identity development in pre-school children is a complex process influenced by individual, familial, and societal factors. This research investigates the role of the family in shaping children's understanding and expression of gender, drawing on a mixed-methods approach that combines qualitative interviews, observations, and quantitative surveys. The study examines parental socialization practices, attitudes, and beliefs regarding gender, as well as the influence of sibling and peer interactions, cultural norms, and socioeconomic factors within the family context. Findings highlight the central role of parents as primary socialization agents, transmitting cultural norms and values related to gender through everyday interactions and practices. Sibling and peer influences further shape children's understanding of gender, while cultural and societal factors intersect with family dynamics to influence perceptions of gender roles and expectations. Practical implications for parents, educators, and policymakers are discussed, emphasizing the importance of fostering awareness, reflection, and action to create supportive environments that empower children to explore and embrace their gender identity authentically and affirmatively. Overall, this research contributes to a deeper understanding of the processes underlying gender identity formation in early childhood and informs interventions and policies aimed at promoting healthy gender development in pre-school children.

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The article deals with the causes and problems of masculine socialization and the transformation of gender roles in the society. These processes are analyzed in the interaction of men and women. The authors point out that the gender culture of the society is also being changed. They emphasize the necessity of gender analysis of family, education, employment, political institutions, and the identification of changes in the gender order in the country. This analysis is determined by new trends in the system of life strategies and value orientations of women

Objective: The current study explores how African-American men are socialized about marriage. Background: The literature on African-American men and marriage largely focuses on attitudes toward and motivation to marry, paying little attention to how they come to form their attitudes that drive their motivation. It is important to understand how African-American men are socialized on the topic of marriage to provide a point of intervention and prevention for service providers and policy makers. Method: Focus groups were conducted with 17 African-American men between the ages of 24 and 35 years. They were asked semistructured questions that inquired about how, from whom, and what messages they learned about marriage. Results: Thematic analysis revealed that the men learned about marriage via implicit and explicit messages from their kinship network and media. Three themes emerged regarding messages about marriage: (a) Adherence to traditional gender roles, (b) Basing marriage on religion and spirituality, and (c) Importance of maintaining the family unit at all costs. Conclusion: The findings elucidate competing messages between western norms and Afrocentric norms of marriage and manhood, specific to the definition and operationalization of the provider role of men in marriage. Implications: The findings provide specific points of intervention and inquiry for clinicians and scholars whose work is with African-American men on the issues of marriage, gender roles, and masculine identity development.

This study examines the socio-cultural factors that influence gender identity formation in schools. By analyzing data from academic studies, government reports, and personal narratives across various countries, the research explores the impact of school environments, personal experiences, and societal influences on gender identity development. Findings suggest that inclusive school policies, teacher roles, and curriculum representation are crucial in supporting students’ gender identity formation. The study also highlights the challenges faced by gender-diverse students in navigating societal norms and media portrayals of gender. Recommendations are provided for schools to adopt more inclusive, culturally responsive practices to foster healthy gender identity development for all students.

This study was conducted in Pinang Sebatang Barat Village, Tualang District, Siak Regency. This study aims to identify how single mothers and fathers shape the gender identity of children aged 3-7 years through their roles as caregivers, educators, and breadwinners. This study involved 6 subjects, consisting of 5 single mothers and 1 single father, selected using purposive sampling techniques. The theory used in this study is Albert Bandura's social learning theory, which looks at the process of forming children's gender identity through observation, imitation, and behavioral reinforcement. This study uses a qualitative method with a descriptive approach, as well as a case study research type. Data collection techniques are carried out through in-depth interviews, observation, and documentation. To ensure data validity, researchers also use triangulation methods to compare results from different methods and sources. The results of this study indicate that single mothers and fathers have challenges in shaping children's gender identity, especially in modeling masculine or feminine gender roles. Limited time and economic resources are often obstacles for single parents in carrying out parenting and education functions, so that some children are cared for more by other family members, such as siblings or grandparents. Nevertheless, the role of single mothers in providing positive reinforcement for children's behavior still seems important in the social learning process. Based on these findings, researchers suggest that single parents need social and economic support to help them shape their children's gender identity in the most effective way.

This paper aims to describe how female military personnel of the Armed Forces of Ukraine perceive the military uniform in terms of its significance for their gender and organizational identities. The research was part of a pilot project in the form of an interview study. Thematic content analysis was used to analyze the results. The data was structured into codes, then categorized and grouped to form general themes. The analysis of the servicewomen’s reflections on the military uniform has shown how important it is for them, especially in developing their identity. Servicewomen’s attitudes toward military uniforms and their psychological well-being levels may be correlated with their organizational and gender identities. Organizational identity becomes a catalyst for positive attitudes toward uniforms when: 1) servicewomen see the uniform as a framework of organizational identity, a guiding principle and a directive that programs the wearer for ethical behaviour and teamwork; 2) the main factors that influence organizational identity are the conceptual constructs of `idealism` and `military professionalism`. The collectivism, patriotism, and philanthropic values on which idealism is based on the perception of the self as a defender of one’s people and country. Military professionalism correlates with the effect of expecting to go to war and satisfaction with fighting; 3) among the identification criteria, which manifest the patterns, regularities and features of the military organizational identity, the parameter `gender equality` is included. When organizational identity dominates, the main risk factors that lead to negative attitudes toward uniform are 1) excessive identification with the organization, in which servicewomen may internalize the goals and objectives of the armed forces to the point that their personal identification may suffer; 2) the formation of an organizational identity that does not include the identifying marker of `gender equality`. This threatens psychological well-being through an unhealthy dependence on the approval of others. In cases where gender identity is central to the personality, attitudes toward the military uniform depend on succeeding in forming a balanced military identity. Based on Culver’s Gender Identity Development of Women in the Military (GIDWM) 4-phase matrix, it can be argued that servicewomen’s position in identity development stages, such as `donning the mask` and `wearing the mask`, likely predicts their negative attitudes toward military uniforms. Wearing a uniform begins to evoke positive emotions only in the fourth stage of `taking off the mask` when servicewomen overcome the masculine ethics of military culture and stereotypical identity expectations. The main reason for the “uniform conflict” can be found in forming gender and organizational identities of servicewomen. Efforts to solve the “uniform problem” in the armed forces should be aimed at introducing standards for servicewomen’s military uniforms and providing psychological assistance to servicewomen in forming a balanced military identity, which is seen as a harmonious combination of organizational and gender identities. In developing mechanisms to ensure gender equality, it is crucial to remember that the identities of military women are not homogeneous. Therefore, no single strategy exists for integrating a gender perspective into the armed forces. The formation and evolution of gender culture in the military can be slowed by ignoring the nuances and intersections of military women’s organizational and gender identities.

Although the concept of intersectionality has gained widespread attention in psychological research, there remains a significant gap related to the impact of intersectionality on identity formation for persons negotiating multiple minority statuses. This gap is especially pronounced among sexual and gender expansive women of Latinx and African American descent—two groups that face disparate personal and public health risks but are largely ignored in the research literature. In response to this gap, we carried out a qualitative study using constructivist grounded theory with 20 Latinx and African American sexual minority, gender expansive women to understand participants’ experiences of forming an intersectional social identity. Following an exploration of identity formation related to the specific domains of race, gender identity, and sexual orientation, we prompted participants to consider how each of the specified identity domains impacted the formation and experience of an overall intersectional identity (e.g., how racial position impacted gender identity and/or sexual identity formation). Findings revealed four major themes that were critical in identity formation: (a) family and cultural expectations, (b) freedom to explore identity, (c) the constant negotiation of insider/outsider status, and (d) identity integration as an act of resistance. Implications for future research and psychological services are discussed.

This paper examines the intersection of gender role, silence, and the quest for belonging in the identity formation of homosexual individuals within Indian families. Drawing on qualitative data from in-depth case studies, the research explores how gay men and lesbian women construct and express their sexual identity amidst cultural stigma, gendered expectations, and emotional isolation. The study uses Goffman’s theory of stigma, Cass and D’Augelli’s identity development models, and Maslow’s hierarchy of needs to analyze how individuals manage identity disclosure, perform gender roles strategically, and navigate familial rejection or silence. The findings suggest that family often becomes a contradictory space: emotionally central yet socially suppressive. Through the lived narratives of homosexual individuals, the paper highlights how silence becomes a survival strategy, and how gender role performance is manipulated to maintain social harmony. The research calls for a deeper sociological engagement with sexuality and family, urging inclusive policies and awareness that reflect the realities of queer lives in India.

Today, the boundaries between the sexes are largely blurred, and even external signs have ceased to be an unambiguous criterion for understanding who is in front of us - a man or a woman. Different cultural discourses show different influence of socio-cultural factors on the formation of gender identity. This sometimes leads to the phenomenon of gender dysphoria - a condition in which a person experiences the inability or unwillingness to accept their gender status. The blurring of gender boundaries is indeed manifested in the growing number of factors that influence the self-determination of an individual as a representative of one gender or another. A modern person, being at the junction of femininity and masculinity, increases the level of psychological androgyny, and also contributes to the emergence of new phenomena that consolidate this process. Thus, the change in the socio-demographic roles of men and women and the blurring of traditional gender boundaries leads, on the one hand, to the masculinization of women and the feminization of men, and on the other hand, gives rise to new problems (including demographic ones associated with a decrease in the birth rate). These trends make the research topic especially relevant and new in its perspective.

Drag performance is a dynamic form of self-expression that challenges traditional gender expectations and allows individuals to explore identity beyond conventional norms. Using a qualitative descriptive approach, this study explored how drag served as a space for gender expression and identity formation among local drag performers in the Philippines. Guided by Judith Butler’s Gender Performativity Theory, it examined how identities were constructed and negotiated through repeated acts of drag performance. The study employed a semi-structured interview guide, conducted virtually with five (5) local drag performers selected through purposeful sampling. The collected data were analyzed using Colaizzi’s method of thematic analysis, which revealed five (5) interconnected stages that illustrate how performers navigated their evolving sense of gender and self: (1) using drag as a space for self-discovery; (2) exploring gender through fluid expression; (3) gaining confidence through a drag persona; (4) adapting creatively to social and economic challenges; and (5) building solidarity amid marginalization. These findings showed that drag performance becomes a transformative process that supports fluid gender expression and affirms self-defined identities both on and off stage.

Global education gender studies have formed a systematic framework, focusing on the reconstruction of hegemonic masculinity (hegemonic masculinity) and the criticism of heteronormativity by globalization. International scholars generally point out that although new-style cross-border business masculinity (such as individualism and rationalization) breaks through traditional gender boundaries, it still intensifies class and cultural power inequality (Elias & Beasley, 2009). However, most of the existing studies are based on the Western context and pay insufficient attention to the localization practices in non-Western societies. In China, although the Education Law clearly stipulates the principle of anti-discrimination, school practices are still deeply trapped in the traditional gender binary framework - heterosexual norms in the classroom are institutionally strengthened, and LGBTQ+ issues are limited to disease risk narratives in health education (Ferfolja & Ullman, 2017). There is a systemic exclusion of gender-diverse groups in the campus environment (Ullman, 2017). International gender inclusion theories (such as cross-disciplinary leadership) are not adapted to the educational ecosystem in China. Schools often simplify anti-discrimination policies to superficial measures such as "adding LGBTQ+ books" (Ferfolja & Ullman, 2020). 

Given the controversy surrounding the issue of gender equality, interest in gender stereotypes in advertising is currently very relevant. The purpose of the study is to analyse the vocabulary in advertising texts to identify gendered words, phrases or stylistic devices. Methods - content analysis was conducted on the basis of a sample of advertising materials on media boards, on the Internet, and in advertisements. To analyse the frequency of use and context, lexical items were coded based on their gender marking (masculine, feminine, gender-neutral). The results of the study revealed the communicative and stylistic features of Kazakh advertising. It has been determined that the main function of advertising is to influence users, forming a holistic image of society and uniting them with a single ideology. The linguistic features of Kazakh advertising texts have pragmatic, psychological and purely linguistic aspects. The general picture of the use of gender-oriented vocabulary in advertising is as follows: almost a quarter of advertisements are gender imbalanced, and about ten per cent spread gender stereotypes. In particular, women are often portrayed as housewives and men are presented as successful professionals or leaders. Conclusions - Given the country's aspirations for globalisation, the use of statements and images in advertising that emphasise the superiority of one gender over the other or reinforce stereotypical roles for men and women should be reconsidered in the future.

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Nowadays, society is undergoing a shift in its perception of individuals within a changing world. Accelerating globalization, the transformation of social institutions and the increasing importance of non-traditional values in Western society are becoming not only a matter of personal perception, but also a topic of public discourse. In these conditions, the formation of gender identity is not merely a biological process but also significantly influenced by societal understanding, as the definition of gender roles in society undergoes shifts. The phenomenon of gender dysphoria emerges, characterized by a contradiction between personal perception of gender identity and societal perceptions. The study is devoted to identifying the role of this phenomenon in modern discourse, considering an analysis of its interpretation. The author concludes that the phenomenon of gender dysphoria in the formation of gender identity is associated with understanding gender as a sociocultural category. By recognizing gender as a complex interplay of biology, culture, and personal identity, society can move towards more inclusive and understanding frameworks for gender expression.

The article is devoted to the study of the formation of gender identity in the context of the nationalist discourse of the regime of F. Franco. The proposed analysis is relevant given the incomplete scientific problem of the influence of ideology and political doctrines on the construction of gender identities and the dynamics of gender relations. To study the problems of nationalism in its various aspects joined Eu. Kamenka, H. Kasianov, E. Gellner, Anthony D. Smith. Study of M. Bohachevska-Khomiak, J. Nigel and N. Yuval-Davies were at the intersection of gender studies and feminist discourse, used to establish relationships between nationalism, gender, and gender inequality. M. Garcia Peña and T. M. Ortega Lopez explored the intellectual basis of illiberal political movements in Spain in the first half of the 20th century and their rhetoric regarding gender relations and identities. The theme of the origins of the ideology of Francoism, the merger of its heterogeneous elements into a single political doctrine is widely represented in scientific research. At the same time, it is necessary to study in more detail the influence of nationalist discourse on the formation of gender identity, ideology and socio-political practices of the Francoist regime. The purpose of the study is to characterize the formation of gender identity in the context of nationalist discourse on the example of the regime of F. Franco. The analysis gives grounds for such conclusions. Nationalist discourse under the regime of F. Franco was marked by a significant influence of ideological currents of conservatism and traditionalism. Gender identities formed in this political-ideological plane reproduced traditional gender-role models. The Francoist regime stigmatized gender identities that did not conform to dominant ideals. A high level of control over behavioral patterns, gender identity and its manifestations in private and public life allowed the authorities to control the social behavior of citizens. This, in turn, reduced the likelihood of social and political instability.

This study came to emphasize the necessity of researching the major role of parenting approaches that challenge traditional gender norms. It also aims to explain and explain the role and major impact they have on raising children and improving and building their personalities. This is built through research and research into existing literary reviews and theoretical frameworks that preceded and discussed this title before. Thus, through careful research and analysis, this study aims to discern approaches that support previous research, identify conclusions drawn, and reveal the multifaceted impact of parenting practices in the context of broader social norms and norms. By critically examining these aspects, this study aims to contribute to a nuanced understanding of how parenting practices that challenge gender norms shape children’s socialization processes and contribute to their identity formation journeys. Additionally, by highlighting the complex interplay between parenting practices and social expectations, this research aims to illuminate pathways to promoting inclusive and equitable environments where children can thrive without the influence of gender stereotypes.

Previous studies have found that trans people claim to have consistent gender identities over their lifetimes. As a result, scholars know little about processes through which individuals come to identify differently from their gender assignment. In this article, I analyze how gender minorities in the United States come to identify with new labels, theorizing gender-identity formation as a social process. Despite pressure to present oneself as “trans enough” and despite many individuals’ claims to “always have been” the ways they are, most research participants’ stories illustrate a process of gender-identity change—what I term coming into identity. Coming into identity is the process whereby individuals come to understand themselves in new ways despite living in epistemological systems and constructed realities where such ways of understanding oneself are not widely acknowledged. I find that participants’ coming-into-identity experiences involved self-reflection in relation to (1) exposure to new gender conceptualizations and models, (2) gender experimentation, (3) difficult experiences, and/or (4) conversations with others. This research contributes to our understanding of gender-minority identity formation and the relationships among discourse, narrative, story, social interaction, identity, and agency. I argue that in accounting for coming into their identities, individuals exercise agency, mobilizing and building new narratives and discourses.

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The advancements in science and technology today have introduced various methods to fulfil human satisfaction, even if they contradict Islamic values and local cultural norms. Discussions about gender identity and gender, which are becoming increasingly widespread, reveal many individuals advocating for and recognizing their status in society, especially transgender individuals. Therefore, this study will discuss the factors contributing to the development of Gender Identity Disorder within them and its implications for Islamic law. To achieve this objective, this study adopts a qualitative approach, applying content analysis methods to past studies, and utilizes thematic analysis methods. The study results indicate four factors that contribute to the development of Gender Identity Disorder in an individual: life experiences, parental desires, peer influences, and the influence of new media. Consequently, various stigmas and discrimination are imposed upon them. Islam clearly prohibits acts that contradict and alter Allah's creation. Thus, positive support and assistance from society are necessary to prevent these individuals from feeling marginalized. They need the best recovery treatment to restore them to their fitrah.

Traditional circumcision is considered an important rite of passage that marks the transition from boyhood to manhood. It is often seen as a way to initiate young males into adult society and convey societal expectations of masculinity. Based on the Ubuntu philosophy, the study employed a qualitative exploratory design and semi-structured interviews that were analyzed using thematic decomposition analysis. The study purposively sampled 30 respondents from Bukusu (Kenya), Aembu (Kenya) and Lemba (Zimbabwe). Data was collected through in-depth interviews and analyzed thematically. Findings revealed that traditional circumcision of men served as a mechanism for imparting societal values, beliefs, and responsibilities to young boys, reinforcing cultural norms and expectations of masculinity. Through this process, boys were educated about their roles and responsibilities within their specific community, which may include aspects such as being a provider for their families, protecting their communities, and upholding cultural traditions. This study recommends engagement in respectful dialogue and collaboration between western perspectives and African communities for a better understanding of the cultural significance of circumcision while addressing health and safety concerns.

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This study contributes to trans identity affirmation research by exploring transgender and gender nonconforming (GNC) identity formation, negotiation, and affirmation involving self-verification (recognition by others of one’s gender identity and presentation) and validation (accordant treatment by others) in interpersonal relationships and social interactions. Classic symbolic interactionism and social identity theory, with a focus on the self-verification and identity negotiation processes that lie therein, provide the bases for viewing gender-expansive identity within social and interpersonal negotiations. Eighteen interviews were conducted with transgender and GNC participants. Using a grounded theory approach, four key themes emerged: the importance of personal agency in achieving internal and external identity accord, the value of revealing gender histories in interpersonal relationships, the recognition of extant hurdles in navigating intersectional identities, and the constrictive effects of cisgender privilege and binaried views of gender on the gender-expansive individual. In the discussion we address strategies to enhance gender negotiations, and suggest modifications to current views of gender roles and relationships that recognize the value of transgender and GNC individuals as enablers of change within and between gender groups.

Filipino society is often regarded as being pervasively conservative and a stickler for heteronormativity, putting young people identifying within the queer umbrella under significant pressure to conform to traditional gender and sexual norms. This environment fosters a dual performative identity, where closeted individuals present a “cisnormative” front in the face of traditionally restrictive spaces while exploring and expressing a more authentic identity within supportive communities. Queer theory, which challenges binary conceptions of gender and sexuality, frames this exploration by validating the fluidity of non-traditional labels as tools for self-expression, even if only within specific contexts. Feminist theory adds further depth by acknowledging the compounded constraints faced by queer individuals at the intersection of gender, sexuality, and cultural expectations in the Philippine context. Butler’s concept of gender performativity provides an explanation for the usage of labels to “do” gender in a way that enables the balance between maintaining social security and self-expression. This act of labeling, however, is a complex process. At the same time, labels offer a sense of belonging and visibility; they can also confine individuals, as external expectations often “freeze” identity in a way that hinders the ongoing process of identity formation. This study provides a critical analysis of these dynamics, offering insights into how emergent labels serve as both vehicles for self-individuation and as the framework in which closeted Filipino youth navigate their identities.

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Children's gender perceptions are actively formed in preschool age and are an integral component of person's gender identity. The formation of sexual identity of a child continues from 2 to 7 years, and the formation of his/her imagination occurs in the process of socialization through: identification, imitation, following, modeling, direction, self-determination, encouragement, self-acceptance, self-reflection, cognitive dissonance. Child masters the social norms, patterns of behavior and cultural values of his/her nation. The gender approach to the upbringing of the preschool children should be focused on the formation and establishment of equal, gender-independent opportunities for self-realization of the individual. However as practical experience shows, the gender component and its methodological data are insufficient in terms of the content of preschool education. In preschool institutions, gender education takes place spontaneously, educators use the traditional approach to forming child's self-esteem and his stereotypes of self-perception only on the basis of gender, so it is important today to pay more attention to gender education and socialization. Experimentally it has been investigated the peculiarities of gender and age identification of the preschoolers of the preschool institution of a combined type #9 of the city of Chernivtsi. According to the research, the greater part of children of 5-6 years old are aware of their belonging to the male or female sex, having the already formed gender identity. Gender perceptions of preschool children are gender-appropriate: girls’ - feminine, and boys’ – masculine. In addition, they are stereotypical: boys have instrumental role, girls-expressive.

This study examines how avatar gender transitions in the metaverse influence user identity and gender perception, focusing on the cultural and social implications of these experiences. Conducted on the ZEPETO platform, the research involved female participants adopting male avatars to explore the effects on identity confirmation and self-identification. The study analyzes how metaverse elements, such as avatar representation, embodiment perception, and avatar-space interaction, contribute to identity formation and challenge traditional gender norms. Results indicate that transitioning to male avatars enhances avatar identification and identity confirmation, with these effects extending to users’ real-world gender identities. These findings highlight the metaverse’s potential as a transformative space for exploring and reshaping gender identities, emphasizing the need for further research into the cultural and spatial dynamics of virtual environments.

Women entrepreneurs in Saudi Arabia face significant challenges: legal, regulatory, social, and others related to the traditional family norms. Despite these constraints, many women succeed. Using a social constructionist feminist lens, we analyze the experiences of 27 women entrepreneurs in Saudi Arabia, focusing on their ethnic/tribal origin and related religious ideology to answer the question: How do Saudi women from tribal origin develop an entrepreneurial identity? Through a qualitative‐interpretivist approach, we explore the narratives of women from tribal origins who start businesses and examine how their tribal and gender identities shape their entrepreneurial identity. Using the metatheoretical framework of liminality, we identify three phases of entrepreneurial identity formation for tribal women: separation, transition, and incorporation. We discuss the conditions prompting separation from their tribal and gender identity, the dynamics of identity work during the transition phase, and the issues faced in the incorporation phase. Our findings offer new insights into identity work in entrepreneurship by analyzing the interplay between gender and tribalism, we show that women from tribal backgrounds encounter great barriers and engage in identity work to incorporate their entrepreneurial identity.

Abstract With the increasing influence of social media on identity formation, especially among youth, understanding its impact on psychosocial development is essential. This study investigated how social media mediates gender identity and psychosocial values among 437 youths (mean age = 21.9), comprising 27.1% males, 69.4% females, 2.9% non-binary/others, and 0.6% undisclosed. Participants completed a Likert-scale questionnaire, and data were analyzed using IBM SPSS 22 and AMOS 26.0. Structural equation modeling supported the study’s hypotheses, with four fit indices rated as good and one as fair. Although some indices (chi-square, significance probability, RMSEA) did not meet ideal benchmarks, the overall model fit was acceptable. All psychosocial variables; peer influence, self-esteem, social anxiety, and social support; were positively and significantly associated with gender identity. Peer influence emerged as the strongest predictor, followed by social media use, self-esteem, and social support. Social media also showed a significant moderating effect, enhancing the influence of these psychosocial variables on gender identity. These findings suggest that social media plays a powerful role in shaping gender identity, either amplifying or moderating other influences. The study calls for attention from educators, mental health professionals, and policymakers, and recommends further research using longitudinal and culturally diverse data.

During the identity formation stage of adolescents, the social world is described as extremely complex. The stakes are even higher for those who develop non-normative sexual and gender identities. The study sought to investigate the identity developmental experiences of LGBTI+ adolescents in African communities. Through a qualitative inquiry, adopting a life histories approach as a data collection method, this study used in-depth interviews and focus groups to collect data in Zimbabwe. Data was analysed thematically through the lens of Bronfenbrenner’s ecological systems theory. We found that the participants did not experience conventional or ordinary homophobia during their adolescence. However, they suffered from the cumulative effect of long-established, deep-rooted and engrained heterosexism and cisheteropatriarchy, and strived for a positive personal and collective identity to the exclusion of their LGBTI+ identity and with the attendant psychosocial consequences. Therefore, it is vital to create awareness about the diversities of sexual and gender identities in social environments where individuals’ identities develop.

This article examines the construction of gender identity among African American female bloggers in China, focusing on Rose, an African American blogger on the Xiaohongshu platform. Despite the growing relationship between China and Africa and the increasing number of African immigrants, African women in China still face marginalization on race and gender. The content of these bloggers aligns with China's mainstream policies, such as "Rural Revitalization" and "Belt and Road," but reinforces gender roles under patriarchy, binds women's value to domestic domains, and defaults them to unpaid labor and emotional service roles. In user comments, there are both affirmations of these bloggers' personal traits and attention to their skin color and racial identity. This phenomenon reflects the differences between relevant policy orientations and existing cognitive tendencies among some groups. Despite the formation of certain practical norms at the platform level and the bloggers' active efforts to secure development space, African female bloggers still face dual challenges related to gender and race in their actual development. The process of their identity construction is consistently influenced by multiple external factors such as observation, evaluation, and regulation, and they exist within this complex interactive structure.

The migration of female migrant workers (TKW) has had complex implications for family structure, caregiving systems, and the identity of left-behind children. This study explores the dual role of TKW as both breadwinners and educators of their children, as well as its impact on children's identity formation. Using the Systematic Literature Review (SLR) method, this research analyzes previous studies on female migrant workers and long-distance caregiving strategies. The findings reveal that children from migrant families experience changes in intergenerational family relationships and face challenges in developing their social, cultural, and emotional identities. Although left-behind children exhibit higher resilience levels than those from non-migrant households, they often experience a caregiving deficit and a decline in psychological well-being. Additionally, gender-based caregiving patterns have undergone transformation due to mothers assuming the primary breadwinner role. This study highlights the importance of incorporating children's perspectives into migration policies and family welfare programs to create a more sustainable migration strategy. Keywords: Female Migrant Workers, Long-Distance Caregiving, Child Identity, Dual Roles, Transnational Families.

This case study explored the influence of dance practice taught with a holistic and feminist pedagogy on adolescent identity construction. An inductive approach to data analysis informed by grounded theory was employed. The meanings eight alumni made of their dance experiences and the opportunities they provided to explore their personal identities, including their behaviors, choices, beliefs about themselves, their place in the world, and their approach to life, were examined through 70 surveys and 16 interviews. Participants’ ages spanned 20 years of the dance program in a Title 1 secondary school and represent a range of race, gender, ability, and interest. Findings suggested the following influenced their identity development: holistic and feminist pedagogy, a supportive educator and learning culture, inclusivity and diversity, and opportunities to challenge their abilities and stretch their comfort zones physically, emotionally, socially, and intellectually. Participants experienced increased confidence, expressivity, well-being, and body awareness. Notable was the positive impact dance had on students who struggled with anxiety and depression. Implications for this research include the value of dance education informed by holistic and feministic frameworks to wellbeing and positive identity construction.

As a haven for the LGBTQIA+ community, Thailand has become a niche for EFL teachers from around the world, particularly Filipino transwomen. Despite gender discrimination in academia and being non-native English educators, they hold pivotal roles in connecting Thai students to the inner circle. This case study delves into the perceived and negotiated teacher and gender identities of a Filipino transwoman EFL teacher in Thailand, examining how these identities impact her teaching practices. Through a semi-structured interview, the participant’s experiences in a primary school were meticulously explored. Her narratives were captured through recordings and analyzed using Stake’s (1995) four-phase analysis framework: description, categorical aggregation, establishing patterns, and naturalistic generalizations. Results revealed predominantly positive perceived identities, such as possessing a neutral accent, versatility, and relatability, significantly influencing her EFL teaching practices. However, challenges included the absence of ELT credentials due to Thailand's lenient recruitment practices. The participant negotiated her gender identity as a woman in interactions with students and colleagues, highlighting the complex intersection of gender and professional roles. Future research should include comparative studies with Thai transwomen teachers and explore the impact of English proficiency and nationality on identity formation, offering valuable insights into fostering inclusivity in Thailand's EFL teaching community.