User:Fiktpihfystl29/sandbox

Formatting Practice
bold bold bold"Paragraph: This helps you set the style of the text. For example, a header, or plain paragraph text. You can also use it to offset block quotes."A : Highlight your text, then click here to format it with bold, italics, etc. The "More" options allows you to underline, add code snippets, and change language keyboards.

Links: The chain button allows you to link your text. Highlight the word, and push the button. VisualEditor will automatically suggest related Wikipedia articles for that word or phrase. This is a great way to connect your article to more Wikipedia content. You only have to link important words once, usually during the first time they appear. If you want to link to pages outside of Wikipedia (for an "external links" section, for example) click on the "External link" tab.

Cite: The citation tool in VisualEditor helps format your citations. You can simply paste a DOI or URL, and the VisualEditor will try to sort out all of the fields you need. Be sure to review it, however, and apply missing fields manually (if you know them). You can also add books, journals, news, and websites manually. That opens up a quick guide for inputting your citations. Finally, you can click the "re-use" tab if you've already added a source and just want to cite it again.
 * Bullets: To add bullet points or a numbered list, click here.

Insert: This tab lets you add media, images, or tables.
Ω The final tab allows you to add special characters, such as those found in non-English words, scientific notation, and a handful of language extensions.§≠←

Being bold is important on Wikipedia. https://en.wikipedia.org/wiki/Wikipedia:Be_bold

Commas and Clarity in "Stereotypes in the Media"
Hello! I am a student in a Women and Gender Studies course and I am interested in editing this article for a class assignment. I made a few minor changes to the "Stereotypes in the Media" section. Most of these changes consisted of adding some commas where necessary. I did remove the words "without question" in the section in order to make the sentence sound less argumentative and more neutral.Fiktpihfystl29 (talk)

Articles I am Interested in Working On

 * "Sociology of Gender"
 * "Gender roles in young children"
 * "Gender roles in childhood"

Response to Class Session (September 21st)
One source that seems like it will be very useful in my research to demonstrate various statistics regarding ages where gender bias can become present is the source entitled "Parental Influence on Children's Socialization to Gender Roles". I found this source in the sociology database.

Basis information used to create manual citation: Parental influence on children's socialization to gender roles. By: Witt, Susan D., Adolescence, 00018449, Summer97, Vol. 32, Issue 126

Articles I am Interested in Working On

 * "Sociology of Gender"
 * "Gender roles in young children"
 * Gender roles in childhood"

Response to Class Session (September 21st)
One source that seems like it will be very useful in my research to demonstrate various statistics regarding ages where gender bias can become present is the source entitled "Parental Influence on Children's Socialization to Gender Roles". I found this source in the sociology database.

Article Selection
This semester, I will be editing the "Sociology of Gender" article with a focus on developing the "Family" section, which currently has no content other than a link to another article.

Practice Formatting My Edit for 9/26 Class- Sociology of Gender Article
Parents and family can influence the way that a child develops their view of gender. These types of influences can include parental attitudes and difference of treatment regarding male and female children, as well as exposing children to gender- specific toys, colors, and names from the time they are born. Studies show that parental attitudes about gender can differ from male to female children and that these attitudes develop quickly after a child's birth.

Witt, Susan D. "Parental influence on children's socialization to gender roles." Adolescence, vol. 32, no. 126, Summer 1997, pp. 253-259.
In the journal article, “Parental Influence on Children’s Socialization to Gender Roles”, author Susan D. Witt discusses the many effects that parents can have on their children’s views of their own gender, as well as gender roles in general. Witt asserts that other factors that surround children during their impressionable years also influence children’s view of gender; however, she claims that these forces outside of the family tend to reinforce what is taught about gender within the home. Witt's evidence base consists of a culmination of peer reviewed sources from the 1970s to the 1990s. While these sources are a bit dated, the information and psychological trends that Witt references are still relevant to today's world; however, since the source is a bit dated, I plan on using it alongside more modern studies and articles that corroborate the claims made in the source. This source will be helpful in my work on Wikipedia because it provides a lot of information regarding the way that parental attitudes manifest in the way that children are raised and are therefore socialized. Dr. Susan Witt works at the University of Akron in the School of Family and Consumer Sciences as a professor of child development. She has expertise in the topics of child psychology, child development, and family studies.

Yelland, Nicola and Susan Grieshaber. "Constructing the Gendered Infant." Gender in Early Childhood, 1998, pp. 15-35.
In the book, Gender in Early Childhood by Nicola Yelland, there is a chapter entitled “Constructing the Gendered Infant”, written by Susan Grieshaber. In this chapter, Grieshaber discusses the findings of a study of twenty sets of parents and how their attitudes regarding the gender of their unborn child shaped the environment that the child was inevitably born into. Grieshaber cites a lot of literature to back her introductory claims about gender socialization. The study itself consisted of twenty families, most of which were first time parents. Each family was interviewed regarding attitudes before the child was born, dreams and expectations for their children, and changes that occurred in the household after the child was born. She asserts that, although there are multiple perspectives and views of each gender, hegemonic ideas about gender tend to be the ones that are incorporated into the lives of children, as early as during a mother’s pregnancy. This source will be useful in my editing process because it gives evidence to support the few research papers that I have found on prenatal socialization, most of which include personal anecdote and journaling throughout a woman’s pregnancy. I feel that this source would be more in line with Wikipedia’s neutrality standards and has information that would be useful to include in the “Family” section of the article. Susan Grieshaber is a researcher at Monash University and a focuses on early childhood issues such as curriculum, play, and family studies.

==== Tidwell, Jada Annette. “Gender Development in Children with Atypical Parental Socialization: An Example of Lesbian Feminist Mothers.” Georgia State University, US: ProQuest Information & Learning, 2002. ==== This dissertation by Jada Tidwell analyses the way that gender is taught in “atypical” households where lesbian mothers raise children. The study analyzes the way that these mothers view their own attitudes of gender and their desire to challenge stereotypical gender roles. The study consists of interviews and studies of children playing with and without the mothers. If I am able to access this source, I think that it will be an asset to my Wikipedia editing by giving voice to the experiences of children who are not raised by cisgender, heterosexual parents and the way that this effects their own perspectives on gender and their role within society. Dr. Jada Tidwell's credentials include her PhD in Counseling Psychology from Georgia State University as well as her Master of Arts in Women's Studies at the University of Alabama.

==== McHale, Susan M., et al. “Sibling Influences on Gender Development in Middle Childhood and Early Adolescence: A Longitudinal Study.” Developmental Psychology, vol. 37, no. 1, 2001, pp. 115–125.PsycINFO [EBSCO], doi:10.1037//0012-1649.37.1.115. ==== In this academic journal, authors McHale, Updegraff, Helms- Erikson, and Crouter study the possible effect that the gender roles and attitudes of older siblings can have on younger children. In addition, the study included the influences that parents can have on their younger children’s development of gender identity. Ultimately, the study (consisting of interviews of both parents and older siblings from households with multiple children) found that parental attitudes are a more prevalent influence to younger sibling’s gender role development, however sibling influence can also be observed. This article would be helpful in my editing research because sibling influence is a possible contributor to gender role development that has not been mentioned in the previous articles that I have studied in my research. This idea would be a notable one to add to the culmination of the various family factors that can influence the way that a child is socialized regarding their gender. Susan McHale works at Penn State as a professor of human development and family studies. Other authors, such as Kimberly Updegraff works at Arizona State University in the Department of Family Resources and Human Development.

Cunningham, Mick. “Parental Influences on the Gendered Division of Housework.” American Sociological Review, vol. 66, no. 2, Apr. 2001, pp. 184-203. PsycINFO [EBSCO], doi:10.2307/2657414.
In this article by Mick Cunningham, the author asserts that children observe their familial environment and internalize the messages that are conveyed through the division of household work between the parents. Other circumstantial factors, such as who in the family works, are noted as possible contributing factors as to why certain households choose to divide labor the way that they do. The author aims to determine if/ how these divisions of labor influences the child’s attitudes towards gender and if these same patterns will be implemented in their own adult life. Cunningham's research base consists of many sources regarding gender socialization. He uses this in order to set up the background of the gendered division of housework and why it is relevant to gender studies in children. Furthermore, Cunningham studied a panel of around thirty white mothers and their children. This panel gave him insight on the attitudes of both parents and children regarding who should do the housework as well as how this manifests in the way that household labor is completed. Cunningham also studied the way that the parent's own childhood could play a part in how they later decide to structure their own household. Dr. Cunningham works in the Department of Sociology at Western Washington University. His focus is studying the roles of men and women in the family setting. This study will be valuable to me in my research because it addresses tangible long term effects that might come about as a result of the way that children are raised and the environment they grow up observing. Furthermore, Cunningham cites many sources that hold additional supplemental information to the claims that he makes. These cited sources may also be useful in further research regarding gender roles and division of labor in the household.

McCabe, Janice, et al. “Gender in Twentieth- Century Children's Books.” Gender and Sociology, vol. 25, no. 2, 2011, pp. 197–226.
This article studies the gap in representation of boys and girls in children's books. This article will be useful in my contribution to the "Sociology of Gender" article because it supports the assertion made in "Parental influence on children's socialization to gender roles" that the hegemonic ideas taught within the home are reinforced outside of the home as well. The study itself takes around 5,000 children's books and analyzes both the title and the main characters, looking for gender discrepancies. The study found that females are represented in these books much less frequently than boys. The article refers to this phenomenon as symbolic annihilation of girls in children's books. This inequality in representation suggests to young boys and girls alike that girls are not as important or valued in society. Furthermore, because males tend to be the "central characters" in children's books, this conveys the message that boys are more important than girls in society. Janice McCabe is a professor in the Department of Sociology at Florida State University. She has specialties in Sociology of Gender, Childhood and Adolescence, and Social Psychology.

Endendijk, Joyce J, et al. “Gender Stereotypes in the Family Context: Mothers, Fathers, and Siblings.” Sex Roles, vol. 68, no. 9-10, 21 Feb. 2013, pp. 577–590.
This article discusses the gender stereotypes of different family members as well as the implicit and explicit gender biases that they may possess. The article supports the statements made in the McHale article on sibling influences in gender development. This article goes further in explaining the differences in maternal and paternal biases towards a child's gender and whether these biases tend to be implicit or explicit. The research base for this article consists of families with a three year old child, one year old child, as well as a mother and father. Various tests were done to examine the biases of each family member. In addition to this study, the authors cite many reputable sources as the basis for their introductory information. I believe that this source will help me in my contribution because it is a relatively recent source that backs the information that is claimed in sources such as the article on sibling influences as well as the "Parental influence on children's socialization to gender roles". Having this source to cite in addition to these more dated (yet still relevant sources) will strengthen my contribution and allow me to cite more recent studies in my edits. Dr. Joyce Endendijk works at Utrecht University and has training in developmental psychology.

==== Goldberg, Abbie E., et al. "Gender-Typed Play Behavior in Early Childhood: Adopted Children with Lesbian, Gay, and Heterosexual Parents." Sex Roles, vol. 67, no. 9-10, Nov. 2012, pp. 503-515. EBSCOhost, doi:10.1007/s11199-012-0198-3. ==== The article "Gender- Typed Play Behavior in Early Childhood: Adopted Children with Lesbian, Gay, and Heterosexual Parents" studies the different types of gendered play that children from different types of households engage in. The article begins with introductory information that is culminated from a variety of cited material and sets up the background information for the study. The study itself consisted of over 100 families ranging in backgrounds. The children whose play was studied ranged in ages from 2-4 years old. The study found that children of same sex households tended to have less gender-stereotyped play than that of children from heterosexual households. The findings of this study are similar to that of the dissertation written by Tidwell. study will be helpful in my contribution to the "Sociology of gender" article on Wikipedia because it addresses the effects that atypical households have on the gender roles and attitudes of children, which manifest in the patterns of children's play. Dr. Goldberg works as an associate professor in the Department of Psychology at Clark University. She has a focus in adoption and gay/ lesbian parenting.

Smith, Kara. “Prebirth Gender Talk: A Case Study in Prenatal Socialization.” Women and Language, vol. 28, 2005, pp. 49–53.
The article, "Prebirth Gender Talk: A Case Study in Prenatal Socialization" includes a preliminary summary of various information regarding the theory of prenatal socialization. The study itself consists of Smith's pregnancy journal, kept throughout her second pregnancy. Smith analyzes the differences in language, thoughts, attitudes, and behaviors after she finds out the sex of her child. This source will be useful in my contribution because it supports the theory of prenatal socialization that would be helpful to include. The Dr. Kara Smith is a researcher with background in Women's Studies.

Gender and Socialization Contribution
I am planning to contribute to the '"Gender and socialization" section of this article. I would also like to relocate the "Family" section, seeing as this type of information is included in the "Gender and socialization" section as well as the "Gender and psychoanalysis" section. My plan is to add some general information about gender socialization in childhood from more modern studies than those cited in "Gender and socialization", including analysis of parental and sibling influence on gender roles. I also intend to add information from modern studies on atypical households and the effects that these environments can have on a child's view of gender. There are also relevant studies on children's media and how these outlets reinforce normative gender ideas that are often taught within the home.

If anyone has any suggestions, comments, or concerns regarding this contribution, please let me know.

Contribution Draft
"Socialization Theory paragraph (citations 13 and 14)

Parents and family can influence the way that a child develops their view of gender. These types of influences can include parental attitudes and difference of treatment regarding male and female children. Researcher Susan Witt claims that parents also expose children to gender from the time they are born via specific toys, colors, and names associated with genders in the binary. Witt suggests that parental attitudes about gender can differ from male to female children and that these attitudes develop quickly after a child's birth

Author Susan Grieshaber, in "Constructing the Gendered Infant" suggests that attitudes regarding pregnancy change after parents find out the sex of their child, subsequently changing parental attitudes towards the unborn child. According to Grieshaber's theory, once parents determine the sex of their unborn child, they assume a gender while planning for the child's arrival. Because of this, infants are born into a gendered world where they never know anything other than the gender traits that are assumed due to their sex. Dr. Kara Smith utilizes similar theory throughout the analysis of her pregnancy journals kept throughout her second pregnancy. Smith concluded that her attitude towards her child changed after learning that her child’s sex was male. Smith's claim is reflected in changes in tone of voice when talking to the unborn child as well as differences in physical touch of her stomach throughout the rest of her pregnancy. Another theory of gender socialization, discussed by Susan McHale, is that the gender roles and attitudes of older siblings can impact the gender roles adopted by younger children. Throughout the findings of McHale's study, it is maintained that parents still have the most familial influence on childhood socialization.

"By the time children reach..." paragraph (citations 11 and 12)

"Furthermore, adults respond..." paragraph (citation 15)

The norms that are taught throughout childhood are powerful in an individual's life because the ideas about gender that are typically taught by parents in early years are reinforced outside of the home. Studies show that the normative behaviors and attitudes that children observe can influence the way that these children grow up to structure their own households in adulthood. Normative gender roles can be reinforced outside of the household, adding power to these hegemonic ideas about gender. Studies on children’s books suggest that this particular avenue of children’s media symbolically annihilates females, representing them about half as often as that of males. Underrepresentation such as this can affect children and their views of gender.

Atypical Household Influence on Gender Socialization

Some children are raised in atypical households that challenge normative gender roles. Studies show that this kind of socialization can affect children’s lives and ideas, giving them a different perspective of gender than those of children raised in heterosexual, two parent households. In the families studied by Jada Tidwell, children reported ideas that both endorsed and challenged stereotypical gender roles at times. Other studies of toddlers from various types of households suggest that children whose parents are of the same gender tend to play in ways that are less adherent to stereotypical gender roles than children from heterosexual households. Susan Witt, in her article “Parental Influence on Children’s Socialization to Gender Roles’, advocates for androgynous gender roles in parenting, arguing that environments are more open minded about gender and encouraging to both their sons and daughters.

Gender and socialization
Socialization theory offers a straightforward account of the acquisition of gendered identities. Infants are seen as blank slates, waiting to be written down on by their environment. Through their interactions with people close to them and exposure to the values of their society, infants learn what sex is attributed to them and what roles they are expected to learn. Reinforcement (through rewarding gender-appropriate behavior and punishing what may seem as deviant behavior) socializes children into their genders. Parents, for example, are far more likely to engage with their sons in rough physical play than they are with their daughters, and it has been argued that long-term consequences may follow (in this case, a head start for boys in the development of physical violence and aggressiveness.)

Parents and family can influence the way that a child develops their view of gender. These types of influences can include parental attitudes and difference of treatment regarding male and female children. Researcher Susan Witt claims that parents also expose children to gender from the time they are born via specific toys, colors, and names associated with genders in the binary. Witt suggests that parental attitudes about gender can differ from male to female children and that these attitudes develop quickly after a child's birth

Author Susan Grieshaber, in "Constructing the Gendered Infant", suggests that attitudes regarding pregnancy change after parents find out the sex of their child, subsequently changing parental attitudes towards the unborn child. According to Grieshaber's theory, once parents determine the sex of their unborn child, they assume a gender while planning for the child's arrival. Because of this, Grieshaber claims that infants are born into a gendered world where they never know anything other than the gender traits that are assumed due to their sex. Dr. Kara Smith utilizes similar theory throughout the analysis of her pregnancy journals kept throughout her second pregnancy. Smith concluded that her attitude towards her child changed after learning that her child’s sex was male. Smith's claim is reflected in changes in tone of voice when talking to the unborn child as well as differences in physical touch of her stomach throughout the rest of her pregnancy. Another theory of gender socialization, discussed by Susan McHale, is that the gender roles and attitudes of older siblings can impact the gender roles adopted by younger children. Throughout the findings of McHale's study, it is maintained that parents still have the most familial influence on childhood socialization. By the time children reach the age of three, many will have acquired a firm sense of themselves as male or female, a gender identity that remains throughout life. In addition, many pre-schoolers develop a firm awareness of gender stereotypes, insisting that certain activities or items of clothing are not for girls and others not for boys. Yet gender identity does not automatically follow from biological sex.

Furthermore, adults respond differently to communicative efforts of boys and girls. A study of infants aged 13 months found that when boys demand attention - by behaving aggressively, or crying, whining or screaming - they tended to get it. By contrast, adults tended to respond to girls only when they used language, gestures, or gentle touches; girls who used attention-seeking techniques were likely ignored. There was little difference in the communicative patterns at the start of the study, but by the age of two, the girls have become more talkative and boys more assertive in their communicative techniques.

The norms that are taught throughout childhood are infleuntial in an individual's life because the ideas about gender that are typically taught by parents in early years are reinforced outside of the home.

A study done by Dr. Mick Cunningham states that the normative behaviors and attitudes that children observe can influence the way that these children grow up to structure their own households in adulthood. Normative gender roles can be reinforced outside of the household, adding power to these hegemonic ideas about gender. An analysis of children’s books in the twenty-first century, by Janice McCabe, suggests that this particular avenue of children’s media symbolically annihilates females, representing them about half as often as that of males. Underrepresentation such as this can affect children and their views of gender. Children’s TV networks, such as Disney, Nickelodeon, and Cartoon Network have demonstrated a disproportional representation of males and females on their respective shows in a study done by Beth Hentges and Kim Case. According to Hentges and Case, there are less female characters across all three children’s networks; however, there is more propagation of stereotypical gendered behavior on Cartoon Network and Nickelodeon than that of Disney.

Atypical Household Influence on Gender Socialization
Some children are raised in atypical households that challenge normative gender roles. In Jada Tidwell's study, she observes the play of children who come from households with lesbian feminist mothers (both single mothers and couples). Tidwell's observations consisted of both individual play as well as play integrated with the mothers. As a result of these observations, Tidwell asserts that atypical environments can affect children’s lives and ideas. According to Tidwell, households that challenge hegemonic cultural ideas ultimately give children a different perspective of gender than those of children raised in heterosexual, two parent households. In the families studied by Jada Tidwell, children reported ideas that both endorsed and challenged stereotypical gender roles at times. In a different study, Abbie Goldberg observed toddlers from various types of households and how these children engaged in play. Goldberg's findings suggest that children whose parents are of the same gender tend to play in ways that are less adherent to stereotypical gender roles than children from heterosexual households. Susan Witt, in her article “Parental Influence on Children’s Socialization to Gender Roles’, advocates for androgynous gender roles in parenting, arguing that environments are more open minded about gender and encouraging to both their sons and daughters.