Boys-Brilliant Hypothesis

Boys are usually strong or athletic, they like sports, cars, and fighting. In the early Gender stereotyping begins in an early age as children accept “the rigid formulation of what is acceptable for men and women. “ (Brannon, 2004). Children start believing that these roles assigned to women and man are something that is real, and they apply those roles in their adolescence and even adult life. Boys and girls tend to have psychological problems if they do not fit in the role that media prescribes them.

Study on gender role stereotypes has shown that there are several negative effects of stereotyping. The study on how gender role stereotyping effects children is not as prevalent because most believe that it doesn’t matter, since children are just forming their stereotype so children do not care. However, some psychologists have done some research on it, and from their research found out that children used a mixture of moral and social conventional reasoning

In the present century, women are thought to be smarter than men. They are seen as better students and harder workers. According to David Brooks, author of “Mind over Muscle,” this idea of women is made because of the gap in passing classes and reading between females and males (576).

academic gender stereotypes, girls believed they are academically superior to boys F (1,203) = 41.50, p < .001. Furthermore, results show that boys favor the idea that girls are academically superior as they advance through school F (4, 203) = 12.86, p < .001. In academic gender meta-stereotypes results were analyze by using between- subjects ANOVA. Results for the second DV provided insight on girls belief of academic gender meta-stereotypes did not increase as they advance through school F (4, 203) = 0.52, p = .719 whereas boys believe that adults seeing girls as academically superior did increase as they advance through school F (4, 203) = 12.24, p < .001. Findings in the current study suggest that boys believe that girls are academically superior to them, but they also believe that adults share the same belief as they do (Hartley & Sutton, 2013).

From the moment they are born, children are exposed to myriad of rigid gender stereotypes. Even as newborns, children are carried out of the hospital in a pink blanket if they are female or a blue blanket if they are male. As children grow older, gender roles are reinforced by family members, the media, and other children and adults in the child’s life. As toddlers, girls often are given dolls and books about princess and boys are often given trucks and books about heroes. If a girl tracks mud across the floor she would probably get scolded by a parent, but if her brother did the same thing he would probably get a laugh or a “boys will be boys.”

Rivers, Caryl, and Rosalind Barnett. "The Truth About Girls and Boys." (2013). Print. analyses of women, men, and society. They tackle a new, troubling trends in the idea of gender: learning styles, brain development, motivation, and "natural" inclinations of girls and boys being so different.

They tie in closely with stereotypes, and though they are deeply ingrained in us, they can be unlearned (“Understanding Implicit Bias”). In implicit bias tests conducted relating to gender sciences, “more than 70 percent of test takers more readily associated ‘male’ with science and ‘female’ with arts than the reverse,” despite many claiming they do not believe in this association (Hill, Catherine). Test score data taken from K-12 schools shows no indication that male students perform better in math and science classes; though they are three times more likely to take engineering courses than their female classmates (“Statistics”). This unfounded bias serves to reinforce the stereotype that men reign superior in math and science, thus discouraging many girls and women from pursuing careers in such

WRITER’S POSITION: 1ST POINT: TOPIC SENTENCE: Parents, teachers etc. with children in the early ages often are teaching their perception of gender stereotypes very subtly in everyday concepts. EVIDENCE SUBPOINT 1 These concepts are often learned by children and continued throughout their adulthood. Girls especially are affected because they have more thoughtful ideas about these gender stereotypes which affect their feelings.

Do gender stereotypes impact boys? In the articles: “How ‘Man Up’ And Other Stereotypical Sayings Hurt Boys,” “Avoiding Gender Stereotypes,” “‘Men are stuck’ in gender roles, data suggest,” “Girls Start Believing Men Are Smarter Than Women as Early as 6 Years Old,” and “Boys Think They're Smarter Than Girls As Early As Grade 4,” They all state many things on how boys can be affected by stereotypes and that it is not just a problem for girls. It can affect guys in negative ways by showing who is boss and what they can and can’t do unless the action shows toughness and masculinity. Gender stereotypes impact boys/men more because of these three reasons: boys can’t cry, boys can’t do what girls can, and boys have to be smarter than girls.

How did the author structure their introduction? In the authors’ structure, they started with a strong introduction about their topic. They began with their idea on intelligence and how children think of themselves intellectually. In addition, they also mentioned who were more likely to see themselves as smart people. As they began to ease their way into the topic, they eventually manifested to readers that there is a discrepancy between intelligence and gender. Their predictions were that boys were more likely to express how smart they were than girls. Later on, they begin to include parental perception to have an impact and a strong correlation with self-evaluative intelligence and gender intelligence.

Solken’s (1995) argument links very closely with Watson et al.(2007) who proposed that popular explanations often focus on boys’ ‘biological make-up’. They claim that evidence shows that ‘hegemonic masculinity is central to ... the struggles boys face as literacy learners’ (Watson et al. 2010: 357). Rowan et al (2002) also believes that ‘boys are biologically different to girls and that this biologically difference is the cause of behavioural differences’ (Rowan et al. 2002, cited in Watson et al. 2010:357). He believes that due to these biological differences, boys and girls are defined by inherent masculinity and femininity characteristics and in order for educational success this must be acknowledged and accommodated for. This is an important assertion to consider for

Even though girls’ are eager to achieve academically, they often have less confidence about their abilities. (McDevitt, Ormrod, Cupit, Chandler, Aloa, 2013) Researchers compared girls and boys with the same achievement levels, the results were that girls have a higher level of self-efficacy in the stereotypical ‘girl’ domains and boys have a higher level of self-efficacy in stereotypical ‘boy’ domains (Wigfield, 2006). However, results showed that girls tend to underestimate their competence and boys tend to overestimate their competence Cole, Martin, Peeke, Secroczynski, Fier, 1999). Girls should be able to enjoy whatever subjects they want to, this does not only apply to the girls, but boys as well. Elena, a student and a peer mentor mention that as a child she would take dolls apart to look at what was inside and how they worked and her brothers wouldn’t let her do that because “girls are supposed to play with dolls”. It is said before that parents are the primary influence on gender role development in the early years of one’s life (Macrae, Strangor, Hewstone, 1996). Without even knowing parents often socialize the girls and the boys differently. Parents engage daughters in stereotypically feminine behaviors like playing with dolls and encourage sons to engage in masculine activities such as running around, playing with balls and

Raging from the age of 6-15 years old, so they are not completely changed by gender stereotypes. Split them up randomly by assigning the girls random numbers and the boys random numbers with a random number generator, and put even numbers in one group and odd numbers in the next making sure it is an even split. Then educate one group about biological reasons women and men are suited for stem jobs, and the other group use a control of making a fake article talking about stem jobs but not assigning genders to it. Then survey the children and use a rater similar to the one in the experiment of the article, and see if girls are more deterred without thinking they are equally biologically inclined to work in STEM as men. I think the girls would feel more confident and willing to join a STEM job and not conform to stereotypes if they received this type of education over the girls who did not.

It has been said that girls are more likely to think that women are less likely to be geniuses then boys. This is because scientists have done a study on when sexist stereotypes starts and they have concluded that these stereotypes emerge at an early age. This article is mainly talking about how scientist have found the earliest emergence of sexist attitudes emerge at the early stages of school. As girls grow up around the ages of 6 and 7 they tend to stop thinking that their gender can be “really, really smart” but in boys this overconfidence grows. This article is saying that as kids grow up the stereotype that men are at a higher level intelligence over a women is more likely because of the environment that the children are exposed to. An

According to our results men and women vary in terms of cognitive abilities. Men appear to be better at spatial tasks while females at verbal fluency. This variation is deemed as occuring due to the common battle; nature vs nurture. It is said that the social upbringing plays a big part in understanding the reasons for this variation. When a child is born depending on the gender, parents tend to choose either blue or pink for that child. This stereotype created by society may unwillingly fit young boys and girls into their stereotypical roles. According to, The Economist (2006) it was believed that boys and girls prefer different toys. Where boys prefer cars, trucks and guns, girls prefer dolls and tea sets. However this was disapproved and it was found that girls and boys are already different when they are born due to the hormone, testosterone. When a child is born, it experiences two surges of testosterone- one during gestation and one shortly after birth, (The Economist, 2006). The