Mwasiti: Wanawake Tuwekeze Kwenye Ardhi Siyo Nywel

MSANII wa muziki wa Zouk, Mwasiti Almasi, amewaasa wanawake waachane na matumizi mabaya ya fedha kwa kununua nywele, vipodozi na nguo za gharama, badala yake watumie fedha hizo kuwekeza katika ardhi.

Mwasiti anawaasa wanawake wenzake kuelekea maadhimisho ya siku ya mwanamke duniani inayoadhimishwa kesho ambapo msanii huyo na wenzake watatu watatumbuiza katika tamasha maalumu litakalofanyika mkoani Mtwara.

Mkali huyo wa wimbo wa ‘Sema Nae’, alisema umefika wakati mabinti kuamka na kuona thamani yao kwa kuandaa maisha yao ya baadaye badala ya kuwategemea wanaume kwa kila kitu.

Alisema ikiwa mabinti wataelimika kwa kuanza kuwekeza katika ardhi na vitega uchumi mbalimbali, itakuwa ni nafasi nzuri ya kujiepusha na unyanyasaji wa kijinsia, kuliko kununua vito vya gharama kubwa.

Pia Mwasiti aliwataka wananchi wa mkoa huo wa Mtwara wajitokeze kwa wingi katika maadhimisho hayo, kwa kuwa pia shindano linaloendeshwa na Shirika la Kimataifa la Oxfam Tanzania la Mama Shujaa wa Chakula kwa mwaka 2016 litazinduliwa.

Kwa upande wa msanii wa nyimbo za asili, Vitali Maemba, anasema anachukizwa na tabia ya baadhi ya wanaume wanaowabeza wanawake wakati ni nguzo ya familia katika malezi ya watoto, usalama wa familia na pia wanahakikisha usalama wa chakula unapatikana.

Naye mwanamuziki wa muziki wa dansi nchini, King Dodo la Buche, alisema ufanikishaji wa uzinduzi huo utaleta changamoto chanya kwa wazawa na kulifanya Taifa kupiga hatua zaidi kimaendeleo.

Oxfam imekuwa ikifanya kazi kwa karibu na Serikali kupitia Wizara za Kilimo, Mifugo na Uvuvi, pamoja na Wizara ya Ardhi, Nyumba na Makazi kupitia mradi wa Mama Shujaa wa Chakula na pia kufanya kazi mbalimbali, ikiwemo ugawaji hati miliki za kimila katika vijiji vya mikoa ya Morogoro na Simiyu.

Tatizo la kiutamaduni ndiyo kikwazo kwa wanawake kumiliki ardhi - Bi. Mghwira

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Subi Nukta

3/03/2016 06:49:00 PM

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Mwenyekiti wa Chama cha ACT Wazalendo Anna Mghwira 

Mwenyekiti wa Chama cha ACT Wazalendo Anna Mghwira amesema umiliki wa ardhi kwa wanawake hapa nchini bado unasuasua kutokana na mfumo dume uliopandikizwa tokea miaka ya nyuma.

Bi Mghwira ambaye alikuwa mwanamke pekee aliyegombea Urais wa Jamhuri ya Muungano wa Tanzania mwaka 2015 kupitia ACT Wazalendo, ameyasema hayo alipokuwa akizungumza na Blogs za Mikoa kuhusu sababu za wanawake wengi nchini kutomiliki raslimali muhimu ya ardhi.

Kwa mujibu wa Sensa ya mwaka 2012 idadi ya wanawake hapa nchini ni asilimia 51% lakini wanaomiliki ardhi ni asilimia 19% tuu jambo ambalo linaonyesha wazi kuwa wanawake wengi bado hawamiliki ardhi ukilinganisha na wanaume.

''Tatizo lililopo hapa nchini ni tatizo la kitamaduni, ilikuwa kazi ya mwanamke akishazaliwa ni alelewe na baadaye akiolewa anaendeleza kizazi huko alikoolewa lakini kumiliki ardhi ni mfumo mpya ambao unatoa fursa sawa katika kumiliki raslimali hiyo muhimu kwa ajili ya kuitumia katika shughuli za kiuchumi,' aAmesema Mghwira.

Bi Mghwira ameenda mbali zaidi na kuona tatizo la umiliki wa ardhi pia lipo kwa upande wa wanaume hasa inapotokea suala la makubaliano na mwekezaji ndiyo maana kuna kesi nyingi kuhusiana na wawekezaji na wananchi katika maeneo mbalimbali hapa nchini.

Katika jitihada za kuunga mkono Serikali katika jitihada mbalimbali za kutatua kero kwa wananchi Bi Mghwira amesema kwamba mara kwa mara amekuwa akielimisha wanawake hapa nchini katika kutambua haki zao na kujikwamua na umasikini.

Hata hivyo ameitaka serikali kutizama upya sheria ya ardhi na pia kutoa elimu kwa wananchi kuhusiana na umiliki wa ardhi ili kuwezesha wananchi kutambua kuwa umiliki wa ardhi ni wa haki kwa pande zote kwa upande wa wanaume na wanawake.

Baadhi ya wanaume waliopo katika mmoja ya Kijiji Wilayani Lushoto Mkoani Tanga wakiongea na kutoa maoni yao ya namna ambavyo walikuwa hawakubaliani na wanawake kumiliki Ardhi

Haki za kumiliki kwa wanaume na wanawake !!

Fahamu sheria inasema nini kuhusu haki ya kumiliki mali kwa wanaume na wanawake, hali ya kimataifa iko vip pamoja ma maazimio ya kimataifa, uhusiano baina ya haki ya kumiliki na haki za binadamu, yote haya kupitia Mywage Tanzania

Ni upi umiliki wa ardhi, nyumba na kampuni?

Umiliki wa mali yoyote inayo hamishika au isiyo hamishika unaelezewa katika haki za kumiliki. Haki za kumiliki ni  pamoja na haki za kumiliki mali, kujipatia ( kupitia kununua, zawadi au mirathi), kusimamia, kufuruhia na kuuza mali zinazoshikika na zisizoshikika pamoja na ardhi, nyumba, pesa, akaunti ya benki na mali nyingine kama mifugo na mazao.

Kwa nini haki za wanawake kumiliki mali ni muhimu? 
Kwa nchi kuendelea ni muhimu kwa wanawake kupewa haki za kumiliki. Haki za kumiliki mali kwa wanawake zinaboresha usawa wa kijinsia ambao unapelekea maendeleo. Ukosefu wa haki hizi hupelekea kutokuendelea kwa wanawake na kuzidi kuwadidimiza. Kutokana na Shirika la Kimataifa la makazi, kwa kila nchi 1 katika 4 zinazoendelea kuna sheria zinazo wakandamiza wanawake kumiliki mali. Kama ilivyoelezwa na Benki ya Dunia, nchi zenye sheria zisizo na usawa katika mirathi pia hazina haki  na usawa katika kumiliki mali.
Hivyo haki ya kumiliki mali kwa wanawake ni muhimu kwani ndiyo inayompa mwanamke ulinzi wa kiuchumi, hadhi ya kijamii na kisheria na hivyo kuweza kudumu. Umiliki wa mali na ardhi unawawezesha wanawake na kuwasaidia kupata kipato na ulinzi wa kiuchumi. Bila ya haki za kumiliki, wanawake wanakosa usemi katika maamuzi ya nyumbani, na wanakosa haki zao katika kipindi cha matatizo kama vile talaka au kifo cha mume au hali yoyote yenye utata. Ukosefu wa haki za kumiliki pia unapelekea migogoro ya kifamilia na kijamii.

Ni zipi haki za wanawake kumiliki mali?

Chini ya sheria za kimataifa, wanawake kama ilivyo kwa wanume, wana haki sawa za kumiliki mali. Haki hizi ni kwa mali zinazohamishika na zisizohamishika ( au zinazoshikika na zisizoshikika). Ijapokua katika nchi nyingi za dunia, haki za kumiliki mali kwa wanawake zinazuiwa na mila, desturi, dini, tamaduni, tabia za kijamii na sheria.

Ni masuala gani yanahusishwa na haki za wanawake kumiliki mali?

Kama yalivyo masuala mengine ya haki za binadamu, haki za wanawake kumiliki mali zinahusishwa na matendo ya unyanyapaaji katika mirathi, kilimo, uongozaji wa kijinsia katika rasilimali za kiuchumi, haki ya kufanya kazi na migogoro ya kifamilia au unyanyasaji wa wanawake.
Kuwapatia wananawake haki sawa za kumiliki mali kuna maanisha kupunguza vitisho vya unyanyapaaji, migogoro ya kifamilia na kijamii na ukiukwaji mwingine wa haki za binadamu. Pia ina mchango chanya katika kuhusisha wanawake katika siasa na kuwawezesha wanawake kwa ujumla.

Ni zipi kanuni za kimataifa juu ya wanawake kumiliki mali?

Sheria za kimataifa za haki za binadamu zinashurutisha ulinzi sawa katika haki ya kumiliki mali kwa wanaume na wanawake. Haki za kumiliki ni haki za binadamu. Haki za wanawake kumiliki mali ikiwa ni pamoja na ardhi ni haki za binadamu zisizowezwa kukiukwa na pia zinahusishwa na kiwango cha maisha chenye kujitosheleza, haki ya kupata makazi na uhuru wa kutokufukuzwa katika makazi. Haki hizi zinasimamiwa na vyombo vifuatavyo vya kimataifa.

International Instruments/Convention	Relevant Article	Article Text
Azimio la pamoja juu ya haki za binadamu	17	Kila mtu ana haki ya kumiliki mali mwenyewe ama kwa pamoja na wengine. Si sawa kwa mtu yeyote kunyang’anywa mali yake
Maazimio ya kuondoa aina zote za ubaguzi dhidi ya wanawake	13-16	Serikali kuhakikisha kua wanawake na wanaume wanapata haki sawa katika mafao ya familia, kupitia upya masuala ya ardhi ikiwa ni pamoja na kuhamisha makazi, wanafurahia  kiwango cha maisha chenye kujitosheleza hususani yenye kuendana na makazi, kua na haki sawa katika kusaini mikataba na kusimamia mali, kua na haki sawa kwa wanandoa katika kumiliki, kujipatia/kutafuta, kusimamia, kufurahia na kuuza au kugawa mali bure ama kwa kuzingatia thamani fulani
Maazimio yote ya kimataifa juu ya haki za kiuchumi, kijamii na kiutamaduni na yale ya haki za kiraia na kisiasa yanashurutisha kutokuepo kwa ubaguzi wowote katika misingi ya kumiliki mali.

Jukwaa la makubaliano kwa vitendo la Beijing ( lililotangazwa mwaka 1995) limeshurutisha kwamba haki za wanawake kurithi na kumiliki ardhi na mali  zitambulike na serikali iweke sheria na kupitia mikakati mipya ili kuondoa utofauti. Haki za wanawake kumiliki mali pia zimeongelewa katika Malengo ya maendeleo ya Milenia, hasahasa goli la 11 linalozungumzia kuondoa umasikini uliokithiri na goli la 3 linalozungumzia usawa wa kijinsia. Kufikia malengo haya kunategemeana sana na uzingatiaji wa  haki za wanawake kumiliki mali.

Ni vitu gani vinapelekea kuvunjika kwa haki za wanawake kumiliki mali?

Sababu kuu hasa zinazopeleka haya ni kuwapo na sheria za kibaguzi, mila na desturi mbovu, mtizamo hasi juu ya haki ya wanawake kumiliki mali, utofauti wa mamlaka na mfumo mbovu wa mahakama. Wanawake wanaopigania haki zao huitwa wenye tamaa.

Ni yepi matokeo ya ukiukwaji wa haki za wanawake kumiliki mali?
Ukiukwaji wa haki hizi hupelekea wanawake kua wategemezi kwa wanaume. Wanawake hubakia masikini na hukosa fursa sawa na wanaume. Hali hii huwafanya waishi maisha duni na kila mara katika hatari ya kunyanyaswa na wazazi na mashemeji. Matokeo ya vitendo hivi ni nchi kushindwa kuendelea.

Ni zipi faida za haki za wanawake kumiliki mali? 
Haki za kumiliki zinajumuisha faida nyingi kwa wanawake na familia zao kwa kuongeza uwezo wao wa kujadiliana juu ya bei au malipo,ulinzi wa kijamii na kujitawala kiuchumi. Haki za wanawake kumiliki mali zinaongeza uwezo wao katika majadiliano ndani na nje ya nyumba na kuonekana viongozi.

Katika nchi zinazoendelea wazazi hutegemea watoto wao. Watoto huwajali wazazi wao kama wazazi wataendelea kua na nguvu na mali zao zinazozalisha na wanafurahia haki za kumiliki. Haki za kumiliki huwapa wanawake uwezo wa kiuchumi ikiwa wanaishi na wazazi wao au waume zao. Kama watakosa haki hizi, wanawake watabaki wategemezi na kazi zao za nyumbani na kazi nyingine hazitoonekana na wala kusahauliwa.

Maazimio yote ya kimataifa juu ya haki za kiuchumi, kijamii na kiutamaduni na yale ya haki za kiraia na kisiasa yanashurutisha kutokuepo kwa ubaguzi wowote katika misingi ya kumiliki mali kwa mtu.

VOLUNTEER (SOCIAL WORKERS) POSITION

http://www.zoomtanzania.com/socialwork-community-jobs/volunteer-social-workers-238077?utm_source=transactional&utm_medium=email&utm_campaign=contact-seller

KIPINDU PINDU KINAZUILIKA, TUFUATE NJIA BORA ZA KUJIKINGA NA KIPINDUPINDU !

NI JUKUKUMU LETU SOTE KUWALINDA WATOTO !!!

Elimu bora iwe daraja la kufikia usawa wa kijinsia : Faraja Nyalandu

Faraja Nyalandu, aliyekuwa Miss Tanzania mwaka 2014. Picha ya UNICEF.

Leo ikiwa ni siku 9 zimepita ya wanawake duniani, Balozi mwema wa Shirika la Umoja wa Mataifa la Kuhudumia Watoto UNICEF nchini Tanzania, Faraja Nyalandu amesema ili kufikia uwiano wa hamsini kwa hamsini kati ya wanaume na wanawake, lazima wanawake wapewe fursa ya kupata elimu bora.

Amesema hayo akizungumza na idhaa hii, akiongeza kwamba kupitia elimu bora wanawake watapata fursa ya kuwa nguzo ya ustawi na maendeleo na kunufaisha taifa kwa ujumla.

Bi Nyalandu amesema tayari hatua kadhaa zilichukuliwa ili kuwapatia wanawake nafasi zaidi.

(Sauti ya Bi Nyalandu)

Aidha amesisitiza umuhimu wa kuendelea kuweka nafasi za upendeleo zilizowekwa kwa ajili ya wanawake katika sekta ya elimu na uongozi akisema

Everyday sexism: Laura Bates at TEDxCoventGardenW

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Childhood Gender Roles In Adult Life

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Gender roles: Men and women are not so different after all

An Iowa State professor says we tend to focus on the extremes when looking at differences between genders, but men and women are really quite similar. Image courtesy of digitalart@FreeDigitalPhotos.net

AMES, Iowa – Gender is a large part of our identity that is often defined by our psychological differences as men and women. Not surprisingly, those differences are reflected in many gender stereotypes – men rarely share their feelings, while women are more emotional – but an Iowa State University researcher says in reality men and women are more alike than we may think.

Gender stereotypes can influence beliefs and create the impression that the differences are large, said Zlatan Krizan, an associate professor ofpsychology at ISU. To separate fact from fiction, Krizan and colleagues Ethan Zell, an assistant professor at the University of North Carolina at Greensboro, and Sabrina Teeter, a graduate student at Western Carolina University, conducted a meta-synthesis of more than 100 meta-analyses of gender differences. Combined, the studies they aggregated included more than 12 million people.  

Their report, published in American Psychologist, found an almost 80 percent overlap for more than 75 percent of the psychological characteristics, such as risk taking, occupational stress and morality. Simply put, our differences are not so profound.

“This is important because it suggests that when it comes to most psychological attributes, we are relatively similar to one another as men and women,” Krizan said. “This was true regardless of whether we looked at cognitive domains, such as intelligence; social personality domains, such as personality traits; or at well-being, such as satisfaction with life.”

The similarities were also consistent regardless of age and over time. However, researchers don’t dispute that men and women have their differences. They identified 10 attributes in which there was a significant gap between genders. Some of these characteristics fell in line with stereotypes. For example, men were more aggressive and masculine, while women had a closer attachment to peers and were more sensitive to pain.

If we’re so similar, why do we think we’re different?

The purpose of the meta-synthesis was not to identify why men and women are different, but measure by how much. The results contradict what many people think, and Krizan has a few explanations as to why. One reason is the difference in extremes. The evidence researchers aggregated focuses on a typical range of characteristics, but on the far end of the spectrum the differences are often exaggerated, Krizan said.

“People tend to overestimate the differences because they notice the extremes,” Krizan said.

He used aggression as one example. “If you look at incarceration rates to compare the aggressiveness of men and women, the fact that men constitute the vast majority of the prison population supports the idea that men are extremely more aggressive. However, it’s a misleading estimate of how much typical men and women differ on aggressiveness, if that’s the only thing you look at for comparison,” he said.

Additionally, people notice multiple differences simultaneously, which can give the impression of a larger effect. Researchers looked at the average for each trait individually rather than a combination of differences.

“The difference on any one trait is pretty small,” Krizan said. “When there are several smaller differences, people might think there’s a big difference because the whole configuration has a different flavor. I think they make a mistake assuming that any given trait is very different from typical men to women.”

Researchers also point out that they did not try to determine to what extent these differences reflect real, physical or biological differences between genders. For example, do men tolerate more pain because they believe that is what they should do as a man? Krizan says some behavioral differences may be learned through social roles. Although men may be said to come from Mars and women from Venus, these findings remind us that we all come from Earth after all, he added.

Gender Roles and Gender Differences

In addition to the influence on gender behaviors of biological factors, there are four principle psychological explanations of gender-linked behavior patterns: Freudian theory's process of identification, cognitive social learning theory, gender-schema theory, and Kohlberg's cognitive developmental theory.

The process by which children acquire the values, motives, and behaviors viewed as appropriate for males and females within a culture is called gender typing. Children developgender-based beliefs, largely on the basis of gender stereotypes; the latter are reflected in gender roles. Children adopt a gender identity early in life and developgender-role preferences as well.

GENDER-ROLE STANDARDS AND STEREOTYPES

Both within and across different cultures we find great consistency in standards of desirable gender-role behavior. Males are expected to be independent, assertive, and competitive; females are expected to be more passive, sensitive, and supportive. These beliefs have changed little over the past twenty years within the United States and apparently around the world as well.

There is some variation in cultural gender-role standards both within the United States and across cultures, however. Within the United States, standards vary depending on ethnicity, age, education, and occupation. For example, African American families are less likely to adhere to strict gender-role distinctions when socializing their children, whereas Mexican-American families are more likely to highlight gender differences.

Divergence between cultures is also clearly seen in Margaret Mead's study of differences between three primitive tribes. In two tribes both men and women displayed what the Western world considers to be either feminine or masculine characteristics. In a third tribe the genders reversed the traditional Western roles. However, even within groups, individual differences in the strength of stereotypes often outweigh group characteristics.

GENDER DIFFERENCES IN DEVELOPMENT

Of the many presumed differences between the behaviors of males and females, some are real, some are found only inconsistently, and some are wholly mythical.

Girls are more physically and neurologically advanced at birth. Boys have more mature muscular development but are more vulnerable to disease and hereditary anomalies. Girls excel early in verbal skills, but boys excel in visual-spatial and math skills. Boys' superior mathematic abilities, however, reflect only a better grasp of geometry, which depends on visual-spatial abilities. Boys are more aggressive, and girls more nurturant. Boys have more reading, speech, and emotional problems than girls.

More equivocal are gender differences in activity level, dependency, timidity, exploratory activity, and vulnerability to stress. There are no gender differences in sociability, conformity, achievement, self-esteem, or verbal hostility.

Although differences exist, it is important to remember that the overlap between the distributions is always greater than the differences between them. In addition, noting the existence of the differences does not tell us why they exist. It is clear that girls and boys have many different experiences and opportunities as they develop, which may lead to divergent outcomes or highlight existing differences.

Developmental Patterns of Gender Typing

Children develop gender-typed patterns of behavior and preferences as early as age 15 to 36 months. Girls tend to conform less strictly to gender-role stereotypes than do boys, possibly because there is greater pressure from parents and teachers for boys to adhere to the masculine role. Girls may also imitate the male role because it has greater status and privilege in our culture. Although some boys and girls receive support for cross-gender behavior, most are encouraged to behave according to traditional stereotypes.

Stability of Gender Typing

A longitudinal study found that adult heterosexual behavior could be predicted from gender-typed interests in elementary school. Greater stability was found when a characteristic was related to culturally accepted standards; culturally nontraditional childhood behaviors tended to emerge in divergent forms in adulthood. Thus gender-typed interests tended to remain stable from childhood to maturity.

Research indicates that gender roles fluctuate across the life course as adults change to meet the demands of new situations and circumstances, such as childrearing. Whatever their roles up to this point, women tend to show more expressive characteristics in parenthood and men more instrumental characteristics.

BIOLOGICAL FACTORS IN GENDER DIFFERENCES

Hormones, Social Behavior, and Cognitive Skills

Biological factors that are thought to shape gender differences include hormones and lateralization of brain function. Hormones may organize a biological predisposition to be masculine or feminine during the prenatal period, and the increase in hormones during puberty may activate that predisposition. In addition, social experiences may alter the levels of hormones, such as testosterone.

Brain Lateralization and Gender Differences

Gender differences in the organization of the brain may be reflected in the greater lateralization of brain functioning in males, which may help explain male success at spatial and math skills. It may also explain female tendencies to be more flexible than males and to withstand injury to the brain more effectively.

Biology and Cultural Expectations

Androgenized female fetuses may become girls who behave more like boys and have more traditionally male interests. Such girls are also better at visual-spatial tasks than other girls. However, environmental factors are also influential in boys and girls developing nontraditional gender-based abilities and interests.

COGNITIVE FACTORS IN GENDER DIFFERENCES

Kohlberg's Cognitive Developmental Theory

Cognitive factors in children's understanding of gender and gender stereotypes may contribute to their acquisition of gender roles. Two cognitive approaches to gender typing have looked at when children acquire different types of gender information and how such information modifies their gender-role activities and behaviors. Kohlberg's three-stagecognitive developmental theory of gender typing suggests that children begin by categorizing themselves as male or females, and then feel rewarded by behaving in gender-consistent ways. To do this, they must develop gender identity, gender stability, and gender constancy.

Gender-Schema Theory: An Information-Processing Approach

Gender schema theory suggests that children develop naive mental schemas that help them organize their experiences in such a way that they will know what to attend to and how to interpret new information. According to this theory, we should expect individual differences in how gender-schematic children will be.

A Comparison of Cognitive Development and Gender-Schema Theories

According to the cognitive developmental theory, we should not see gender-typed behavior until after gender constancy is reached (around age 6). However, gender-typed toy and activity preferences are seen much earlier and show a preference for same-sex playmates later. These findings suggest that the link between the acquisition of gender concepts and behavior varies depending on gender understanding and kind of behavior.

INFLUENCE OF THE FAMILY ON GENDER TYPING

Parents' Influence on Children's Gender-Typed Choices

Families actively play a role in gender-role socialization by the ways in which they organize the environment for the child. Boys and girls are dressed differently, receive different toys to play with, and sleep in bedrooms that are furnished differently.

Parental Behavior toward Girls and Boys

In addition, girls and boys are viewed and treated differently by their parents, particularly their fathers. Boys are thought to be stronger and are treated more roughly and played with more actively than girls as early as birth. As children get older, girls are protected more and allowed less autonomy than boys, and girls are not expected to achieve as much in the areas of mathematics and careers as are boys.

Modeling Parents' Characteristics

As predicted by cognitive social learning theory, parental characteristics influence gender typing in terms of the role models that are available for the child to imitate. Parental power has a great impact on sex typing in boys, but not in girls; femininity in girls is related to the father's masculinity, his approval of the mother as a role model, and his reinforcement of participation in feminine activities.

Parental Absence or Unavailability

Because the father plays such a critical role in the development of children's gender roles, his absence has been related to disruptions in gender typing in preadolescent boys and to problems in relationships with peers of the opposite sex for adolescent females. Studies show that the effects of a father's absence on his daughter's interactions with men are long-lasting, extending to marital choices.

Gender Roles in Children of Gay and Lesbian Parents

There is no evidence of differences in the gender roles of boys and girls raised in gay or lesbian families. Most children of such families grow up to have heterosexual sexual orientations.

EXTRAFAMILIAL INFLUENCES ON GENDER ROLES

Books and Television

Many extrafamilial influences affect gender-role typing. Male and female roles are portrayed in gender-stereotypic ways in television and many children's books. Males are more likely than females to be portrayed as aggressive, competent, rational, and powerful in the workforce. Females are more often portrayed as involved primarily in housework or caring for children.

Females are less likely to be leading characters on TV, and male characters are over represented in children's books-although some change toward more equal treatment has occurred in recent years. Children who are heavy TV viewers hold more stereotyped views; however, this may be due to their interpretations of what they see based on previously held stereotypes. A few attempts to use television to change gender stereotypes have been successful, but the effects typically have been modest and short-lived.

Peers, Gender Roles, and Self-Esteem

Peers also serve as an important source of gender-role standards. Children who have masculine or androgynous characteristics are likely to have higher self-esteem than those who have traditionally feminine characteristics.

Children are likely to react when other children violate gender-typical behaviors, and boys' cross-gender behaviors are more likely to meet with negative reactions from peers. Reactions from peers typically result in changes in behavior, particularly if the feedback is from a child of the same sex. This pattern of responsiveness may lead to gender segregation, which, in turn, provides opportunities to learn gender-typical roles. In self-socialization, children often spontaneously adopt gender-appropriate behavior.

Schools and Teachers

Teachers also treat girls and boys differently. Due to the emphasis in school on typically feminine characteristics such as quietness, obedience, and passivity, girls tend to like school better and perform better than boys in the early grades. Even in preschool, boys receive more criticism from teachers, who often react to children in gender-stereotypic ways. The implication of young boys' perceptions of school as gender-inappropriate may be lowered motivation and interest in school activities, leading to the higher rate of learning problems found in boys during the early grades.

The kinds of conforming and dependent behaviors encouraged in girls may be detrimental for their later academic success. The lack of public awareness of research findings, such as that in most areas of math girls do as well as boys, may prevent parents and others from encouraging girls to excel in these areas.

ANDROGYNY

Most people are not strictly feminine or masculine but androgynous, that is, they possess both masculine and feminine characteristics. Children who are more androgynousmake less stereotyped play and activity choices.

Research interventions and the experience of nontraditional preschools indicate that children's gender stereotypes can be reduced. Similarly, children of nonconventional parents who place a high value on gender egalitarianism are less gender typed in their beliefs about possible occupations for males and females, although they are no different from other children on play preferences and knowledge of cultural sex typing. In other words, they are multischematic, holding more than one gender schema for responding to the world.

Gender Roles

As we grow, we learn how to behave from those around us. In this socialization process, children are introduced to certain roles that are typically linked to their biological sex. The term "gender role" refers to society's concept of how men and women are expected to act and behave. Gender roles are based on norms, or standards, created by society. In American culture, masculine roles have traditionally been associated with strength, aggression, and dominance, while feminine roles have traditionally been associated with passivity, nurturing, and subordination.

Gender roles

The term "gender role" refers to society's concept of how men and women are expected to act.

Gender Socialization

The socialization process in which children learn these gender roles begins at birth. Today, our society is quick to outfit male infants in blue and girls in pink, even applying these color-coded gender labels while a baby is in the womb. It is interesting to note that these color associations with gender have not always been what they are today. Up until the beginning of the 20th century, pink was actually more associated with boys, while blue was more associated with girls—illustrating how socially constructed these associations really are. 

Gender socialization occurs through four major agents: family, education, peer groups, and mass media. Each agent reinforces gender roles by creating and maintaining normative expectations for gender-specific behavior. Exposure also occurs through secondary agents, such as religion and the workplace. Repeated exposure to these agents over time leads people into a false sense that they are acting naturally based on their gender, rather than following a socially constructed role.

Children learn at a young age that there are distinct expectations for them based on their assigned gender. Cross-cultural studies reveal that children are aware of gender roles by age two or three; at four or five, most children are firmly entrenched in culturally appropriate gender roles (Kane, 1996). Parents often supply male children with trucks, toy guns, and superhero paraphernalia, which are active toys that promote motor skills, aggression, and solitary play. Female children are often given dolls and dress-up apparel that foster nurturing, social proximity, and role play. Studies have shown that children will most likely choose to play with "gender appropriate" toys even when cross-gender toys are available, because parents give children positive feedback (in the form of praise, involvement, and physical closeness) for gender-normative behavior (Caldera, Huston, and O'Brien, 1998).

The drive to adhere to masculine and feminine gender roles continues later in life. Men tend to outnumber women in professions such as law enforcement, the military, and politics; women tend to outnumber men in care-related occupations such as childcare, healthcare, and social work. These occupational roles are examples of typical American male and female behavior, derived not from biology or genetics but from our culture's traditions. Adherence to these roles demonstrates fulfillment of social expectations but not necessarily personal preference (Diamond, 2002).

Sexism and Gender-Role Enforcement

The attitudes and expectations surrounding gender roles are not typically based on any inherent or natural gender differences, but on gender stereotypes, or oversimplified notions about the attitudes, traits, and behavior patterns of males and females. Gender stereotypes form the basis of sexism, or the prejudiced beliefs that value males over females. Common forms of sexism in modern society include gender-role expectations, such as expecting women to be the caretakers of the household. Sexism also includes people’s expectations of how members of a gender group should behave. For example, women are expected to be friendly, passive, and nurturing; when a woman behaves in an unfriendly or assertive manner, she may be disliked or perceived as aggressive because she has violated a gender role (Rudman, 1998). In contrast, a man behaving in a similarly unfriendly or assertive way might be perceived as strong or even gain respect in some circumstances. 

Sexism can exist on a societal level such as in hiring, employment opportunities, and education. In the United States, women are less likely to be hired or promoted in male-dominated professions such as engineering, aviation, and construction (Blau, Ferber, & Winkler, 2010; Ceci & Williams, 2011). In many areas of the world, young girls are not given the same access to nutrition, healthcare, and education as boys. 

Gender stereotypes

Every time we see someone riding a motorcycle and assume, without looking closely, that they are male, we are engaging in gender stereotyping. This particular gender stereotype assumes that women are too timid or weak to ride a motorcycle.

Gender roles shape individual behavior not only by dictating how people of each gender should behave, but also by giving rise to penalties for people who don't conform to the norms. While it is somewhat acceptable for women to take on a narrow range of masculine characteristics without repercussions (such as dressing in traditionally male clothing), men are rarely able to take on more feminine characteristics (such as wearing skirts) without the risk of harassment or violence. This threat of punishment for stepping outside of gender norms is especially true for those who do not identify as male or female. Transgender, genderqueer, and other gender-nonconforming people face discrimination, oppression, and violence for not adhering to society's traditional gender roles. People who identify as gay, lesbian, bisexual, or queer are also ostracized for breaking the traditional gender norm of who a person of a given sex "should" be attracted to. Even people who identify as cisgender (identifying with the sex they were assigned at birth) and straight (attracted to the opposite sex) face repercussions if they step outside of their gender role in an obvious way.

Source: Boundless. “Gender and Sociology.” Boundless Psychology. Boundless, 08 Jan. 2016. Retrieved 14 Mar. 2016 from https://www.boundless.com/psychology/textbooks/boundless-psychology-textbook/gender-and-sexuality-15/gender-414/gender-and-sociology-296-12831/

Men May Like The Idea Of A Smart Woman, But They Don't Want To Date One

New research suggests that dating as a woman is, in fact, the worst.

 10/21/2015 04:26 pm ET | Updated Oct 23, 2015

• Rebecca Adams

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Academic studies can be fascinating... and totally confusing. So we decided to strip away all of the scientific jargon and break them down for you. 

The Background

In general, most people like the idea of "dating up." Isn't it better to find someone more attractive, more successful and more intelligent than your (already wonderful) self? That depends. For men, the idea of dating someone more intelligent than themselves may actually be a turn-off.

Research has found that analytical ability is considered a stereotypically masculine quality, and being competent and competitive are qualities that are particularly important to men, so female intelligence might be threatening for heterosexual men sizing up a prospective partner. A 2006 study found that men in a speed-dating environment found intelligence appealing unless they perceived their female date to be smarter than they. It's hard to tell how generalizable these findings are, but they do make one wonder: Even if a man says he wants a smart woman, is he actually attracted to one when she's in front of him? 

Researchers from the University at Buffalo, California Lutheran University and the University of Texas at Austin explored this question in their new study. During their preliminary survey, 86 percent of men reported that they would feel comfortable dating someone smarter than they. In a series of six experiments, the researchers put these claims to the test.

The Setup

In the first version of the study, the researchers had 105 undergraduate men read a hypothetical scenario about a woman who scored better than them on a test, and then asked them to rate how romantically desirable that woman seemed. In the second, they had 151 undergraduate men take an intelligence test and then asked them if they'd like to meet the woman down the hall, who either scored better or worse than them on the test. Both of these studies found that when men imagined a hypothetical woman who was smarter than they, or only knew of the woman in an abstract sense, they were interested in meeting her and even dating her.

In the next two versions of the study, men interacted with a woman (who was in cahoots with the researchers) who either performed better or worse on an intelligence test than they did. After the participants met the woman, took the test while seated next to her and heard both of their scores read aloud, male participants were asked to move their chair across from the woman's chair. They were then told to take a survey about their first impressions of the other -- specifically, how attractive and desirable they found each other. The researchers looked at the distance between the two chairs as a measure of how attracted the man was to the woman.

Men who were partnered with a woman who scored higher on the intelligence test felt the need to physically distance themselves from her when moving their chairs. They also tended to rate her as less attractive and desirable to date than men who interacted with a woman who scored worse than they had.

The last two experiments got even more nuanced by looking at the way men rated their own masculinity. In the fifth version, men were either told there was a woman in the room next door, or they were seated face-to-face with a woman (again, in cahoots with the researchers). Participants and the woman shared basic information, like name, relationship status, age and year in school. They then took an intelligence test side-by-side and were told their scores aloud. The men were told that the woman either scored higher or lower than them on the test no matter how well they did. Finally, participants filled out a survey measuring how much they related to various stereotypically masculine qualities and how interested they were in the woman romantically.

The sixth and last version of the study repeated the procedure of the fifth, but the men in the study saw the woman for a few minutes in person at the beginning of the study (though they didn't interact with her). 

The Findings

The last two versions of the study found that men were less interested in dating and interacting with a smarter woman when she was face-to-face with them. However, in the fifth study, when she was "psychologically distant" (supposedly in the next room), there was no difference in men's desire to date or interact with her no matter how well she scored on the test compared to them. In fact, the men who never saw the woman showed a "marginal tendency" to want to interact with a woman who was hypothetically smarter.

Overall, men were into hanging out with a smarter woman when they had yet to meet her, but they weren't so excited to hang out with a living, breathing intelligent woman staring them in the face.

Men also felt less masculine when they were faced with a smarter woman sitting next to them than when they never saw said smarter woman. 

The Takeaway

This study sheds light on one reason dating is so complicated: We don't always know what we want, even if we think we do. This just happens to be a particularly depressing example. 

It seems that, even if men say they want a smarter woman, when push comes to shove, they're not so into women who threaten their own intelligence. As the researchers put it, their findings suggest that there are "conditions under which self-protective concerns may trump qualities of partners that seem desirable at a distance." Translation: Men who blow off intelligent women might just be protecting their fragile masculine egos. 

Of course, these findings don't mean that all or even most men are threatened by smart women. This study just adds to decades of literature on gender dynamicswhich suggests that, as a whole, there are a lot of icky complications around confidence and power wrapped up in heterosexual attraction. More research needs to be done until there are any practical implications.

In the meantime, it's probably not a bad idea for threatened men to do a little soul-searching and think about why they might be intimidated by smart women

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