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Page 10/What She Wants/October, 1981

Sex Stereotyping (continued from page 5)

are supposed to do, is adult-oriented, and so forth.

"Again, these are behaviors which may be learned and probably are taught by parents before the children arrive at school. What teachers do, in many cases, is to maintain these dependent behaviors in girls, whereas with boys they are actively encouraging them to develop more independent interests and styles of relating to other children.

"What we find is that if a girl is seated immediately next to the teacher or working right near the teacher, she'll get more comments from the teacher, have more interaction with the teacher, than if she's working or playing even slightly further away. Now what this means is, for a little girl, if she wants to be the center of attention she kind of has to hang around, and that's a powerful encouragement for her to do so.

"Now we find a very interesting difference for boys, though. For boys, it really doesn't make too much difference where they're working as long as they're somewhere within eye and voice contact with the teacher. The teacher is still likely to notice where they are and what they're doing. There's no particular incentive for that child to hang around where the teacher is, as there is for the girls.

"I think there is a kind of hidden curriculum involving differential treatment of boys and girls which goes right through school. It's quite consistent with what we see at the preschool level, and we see it in the elementary and the high school. I think teachers have different expectations for boys and girls, and because of that they tend to interact with them quite differently."

Dr. Jeanne Block and her husband Jack, of the Berkeley Department of Psychology, studied the personality development of 130 boys and girls from a wide range of family backgrounds for eleven years. The contrasts in the personality and behavior of boys and girls suggest that even this young generation is being raised with the expectation that boys will be breadwinners and girls will be mothers. Block's conclusions are as follows:

"Based on a careful evaluation of the results of research by others and the results of the study that we are currently involved in, I've come to the conclusion that there are sex differences in seven major areas. The first is in aggression. Males and females differ in the amount of aggression. They differ from an early age, even as young as four, and this seems to be one of the most well-documented sex differences. The differences are expressed in more rough-and-tumble play, in more physical fighting, in the preference, for `example, of more adventurous and aggressive television films, in terms of greater competition and, at an older age, males becoming involved in more antisocial behaviors of an aggressive, violent kind.

"There are sex differences related to activity. Boys play outside more. They play more actively. They change the nature of their activities more. They find it more difficult to sit still.

"Related to activity is a sex difference in curiosity and exploratory behaviors. Boys are more curious, they want to know how things work, and they seem to engage in more exploratory behaviors than girls. "There are sex differences in impulsivity, where males are found to be more impulsive than females.

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When we define impulsivity to mean difficulty to resist temptation, distractability, or becoming involved in situations that can be dangerous, males are found to be more impulsive than females....Males have a higher, percentage of accidents at each age level from early childhood into adulthood...,

"There are sex differences in anxiety, with females being more fearful and anxious than males. When asked what kinds of things they are afraid of, the list for females is much longer. The anxiety is also shown in the fact that females are more compliant. They're. more obedient. They're more concerned with social desirability or wanting to do the right thing. All of these are facets or manifestations of anxiety.

"There are sex differences in. the importance of social relationships. Females appear to be more nurturant and from a very early age express an interest, a. greater interest, in playing with dolls than boys do, in an interest in babies, and enact in their play nurturing behaviors.

"In general, females show a pattern of being concerned with the welfare of the group in terms of their social relatioships so that they cooperate, they compromise, more than do males. Females are more empathic. Males have a more extensive network of friends; however, these friends tend not to be as intimate as the friends of females. For females, interpersonal relationships appear to be more salient, more important, than they are for males. So females have fewer friends but more intimate intense friendships with those friends. They share their anxieties, their hopes, their despair more with their friends than is true of males.

"There are sex differences in the quality of the self concept held by males and females. Males appear to view themselves as more powerful and as having more control over events that happen in the world, that they can make a difference. Females do not appear to share that feeling. Males seem to view themselves as more instrumental, more effective, more ambitious, and as more assertive and able to make things happen. This is not a perception that females, for the most part, hold.

"There are differences in achievement-related behaviors. Males expect to do better than females' and set higher levels of aspiration for themselves in achievement-related situations. Females are less confident and actually underestimate their performances even when they do well. If they have failed or have not done well, females tend to blame the failure on themselves, the I-wasn't-smart-enough syndrome. In the same situation, however, males tend to blame their failures on external circumstances. The test was too difficult or the questions were tricky. So we see clear sex differences in achievement-related behaviors for males and females starting in the elementary school."

-Excerpted and reprinted courtesy of WGBH from the transcript of NOVA No. 709, "The Pinks and the Blues," a television documentary originally broadcast on PBS in September 1980.. The film was written and produced by Veronica L. Young. Copyright 1980 WGBH Educational Foundation, Boston, Massachusetts. Complete transcripts are available from WGBH Transcripts, Box 1000, Boston, MA 02118, for $3 each.

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