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Gender whether male or female is constructed through social and cultural conventions as compared to innate biological drivers or genetics. According to Ferguson (2001, 118), gender predicament and the societal perception of both boys and girls are projected onto them by a complex web of languages, signs, and meaning that are reinforced by dominating ideological positions. Usually, this begins from a young stage of a young person’s life. For instance, certain colors are traditionally associated with a baby girl such as pink and blue for boys. While gender socialization begins at birth, adolescence is a vital stage in the intensification of personal gender attitudes. It is at this shape that young people reshapes self-perception and social expectation from others including family members and peers. However, these traditional roles are imposed by the expectation of how each gender should behave as they mature into adulthood which shapes how young people understand themselves and their relation to others as well as their schooling. Still the paper will discuss how Gender stereotype, expectation that boys are trouble makers and hegemonic myth affects how young people understand themselves, their relationships, and/or their schooling.
The expectation that boys are trouble makers acts not only as a site of regulation but also stigmatization. The gender expectation acts as a powerful occasion for identification and recognition especially for boys. Particularly, black males are seen different, highly charged with racial and gender discrimination apart from being trouble makers. Teachers are more likely to label black children as troublemakers. According to Ferguson (2001, 3) racial difference in schools are common and black students are more than five times likely to be labelled as trouble makers than their white pears. Ferguson (2001, 10), notes that “As African American males, Schoolboys were always on the brink of being redefined into the Troublemaker category by the school.” Thus, black children are disproportionally disciplined in class which has an effect on not only themselves but the choices they make. For instance, Ferguson (2001, 13) notes that “Boys who were already marked as troublesome were often anxious to present themselves in as positive a light as possible.” It shows that this gender expectation has affected them psychologically and they were willing to show that they know what was right and wrong.
Gender stereotype is the beliefs people have on the characteristics of male and female. It is the viewpoint that society has on the attributes of a group of young people and how they should behave. Stereotype is ingrained in society and varies from culture and over time. Often, the expectation relate to the role of the sexes fulfil in the culture which makes it easy for children to internalize these ideas. Gender stereotype goes hand in hand with the development of gender identity in both male and female. Gender stereotype are powerful and affects young people through influencing their choices. The societal beliefs influence the type of carer a young person see themselves in and ultimate chooses in school. For instance, society associates ability in maths and science with men and boys and also the notion of being brilliants. However, according to Harris (2017, 147), young girls are finding ways around these stereotype to produce a messier, but more authentic picture of a modern child that is clever and conflicted. For instance the Asian girls are now perceived to be clever naturally. Harris (2017, 161) notes that “Most commonly, the “smart Asian” stereotype assumes that Asian students are good at school, hardworking, and especially gifted at math and science.” These shows a shift in perception and stereotype in society as Asian girls are now perceive as smart. The stereotype affects the choices the young girl makes in schooling.
The global gender expectation that reinforce the hegemonic myth that girls are more vulnerable than boys who are more independent also affects perceptive of young people. According to Harris (2017, 213 ) hegemonic masculinity is the power, hostility and physical strength associated with gender difference. It treats boys as having the same interests thus reproducing a hegemonic masculinity that perceives boys in a certain manner. The hegemonic culture in society perceives males as being different from females in the meaning of their acts (Ferguson, 2017, 85). He notes the “The hegemonic, cultural image of the essential “nature” of males is that they are different from females in the meaning of their acts.” Therefore, there is a notion that boys are mischievous and like get into trouble but can stand up for themselves. Even in sited where parents accept the vulnerability of their sons, most of them focus on protecting their daughters. Girls are well behaved and when they get into trouble in most cases is unable to defend themselves. The gender expectation provides a sense of self by body practices in endorsement of power. Thus, this affects how the two genders relate within society.
To conclude, gender expectations such as gender stereotype, expectation that boys are trouble makers and hegemonic myth affects how young people understand themselves, their relationships, and/or their schooling. Expectation that boys are trouble makers affects males and contributes to a psychological process in their minds that create a want to prove they are doing the right thing. Consequently, this affects their schooling as they are strive to prove their innocence as cumbered to their pears who do not have to prove anything. Gender stereotype and beliefs affects how young people by influencing their choices towards certain believe associated with the gender. Hegemonic myth contribute to the mischief of males while makes girls appear weak due to the overall societal expectation. It also affect how male and female adolescents associate with each other.
