How contemporary toys enforce gender and stereotypes in the UK

How contemporary toys enforce gender and stereotypes in the UK How contemporary toys enforce gender and stereotypes in the UK?: A study on perceptions of school-going children (age 4 to 9) on gender appropriate toys and the impact of parental beliefs about â€Å"genderized† behaviors on childrenAdvertising We will write a custom research paper sample on How contemporary toys enforce gender and stereotypes in the UK? specifically for you for only $16.05 $11/page Learn More Introduction Background Young children create their understanding of gender during their school and pre-school years (Freeman 201). Studies have shown that children in their early ages apply some common gender stereotypes to their playthings, which is observable by the time such children reach the age of three. In addition, it has been shown that children at this stage have the potential to readily predict the opinions of their parents in regards to a gender-typical as well as cross-gender play. Working with children, studies have attempted to d escribe the enforcement of gender and stereotypes by toys with an aim of describing how and why children recognize and differentiate â€Å"girl toys or plays† from â€Å"boy toys and plays† in their early age (Bryjak and Soraka 214). In general, toy manufactures try to follow this paradigm, making products dependent on the targeted gender. In the modern world, toy manufacturers and retail stores divide a wide range of toys, children games and children movies into two main categories, namely, those meant for girls and those meant for boys (O’Brien and Huston 824). In fact, a simple observation of UK toy shops highlights the fact that the toys which UK children play with have an important and critical social impact as they tend to pass down stereotypes of the divided gender roles, a fact that is deeply rooted in British traditions. According to Maccoby (6), toy manufacturers put up gender-biased products, which have an impact on teaching boys some â€Å"warrior-l ike† roles, while girls are taught some â€Å"nurturing and caring† roles. According to Campenni (122), girls’ toys emphasize the physical appearance, beauty and decency, while those meant for boys stereotypically represent a focus on physical abilities. Moreover, Campenni (124) has shown that gender socialization with toys has an impact on teaching and reinforcing stereotypic gender roles on the children. It is worth noting that in the United Kingdom, the culture of toys and emphasis on their use both at home and at school, is an important social phenomenon, which families normally apply throughout the country to teach and entertain their children. In fact, toy business is an important economic and social sector, contributing to the growth and development of the national economy. However, it is important to emphasize the social and psychological aspects and contributions of toys and toy culture on the British society.Advertising Looking for research pape r on gender studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More The increased usage of toys especially among children as playing instruments has facilitated the enforceability of varied behavior and gender stereotyping since toys are instruments that have been instrumental in shaping peoples behavior, their character or life status from the ancient days. They tend to influence social and cultural engagement capacities of individuals since their designs are based on gender ideals. In the ancient times, children used to play with toys that reinforced their gender identity and behavior. The toys helped in inculcating strong gender ideals, pertaining to their roles that they are expected to perform in a society. For instance, the distinction between the types of toys that boys and girls were playing with was replicated in their behavior as they grew up. This enabled girls to identify themselves with feminine activities, while boys resorted to executing hard task activities that they are typically expected to perform. Most scholars assert that, behavior is built in the childhood and nurtured through to adulthood by means of systematic approaches. This is why change in human beings that is dependent on various factors starts from childhood through cognitive approaches. Evidently, individual’s behavior can be influenced by various factors that include the information they always receive, the kind of games they engage in and the kind of playing materials that they use. These aspects influence how one is able to reason, execute activities and how to manage various issues that may affect their development. Notably, girls in the ancient days used to play with toys that portray them as loving, caring and welcoming personalities. These toys contributed significantly to enforcing such behavior and attributes nowadays since women are still known those who do household chores in the house (Ballantine and Roberts 201). How ever, boys have been playing with toys that assert their prowess in diverse fields of operation, which helped to steer their success since they have developed the belief that they are the head but not the tail. It is imperative to note that, gender stereotyping is still bound to exist in the foreseeable future due to the use of the contemporary toys as toys are still being made with distinct features that help in enforcing feminine and male roles in the society (Ballantine and Keith 61). Girls and boys in the modern society also like toys that they can identify themselves with, depicting their behavior. For instance, girls like toys that are feminine in nature, such as baby toys with make-up and teddy bears, while boys like toys that are masculine in nature. This shows that there is still an evident gap, pertaining to gender stereotyping that should be eradicated to facilitate social integration.Advertising We will write a custom research paper sample on How contemporary toy s enforce gender and stereotypes in the UK? specifically for you for only $16.05 $11/page Learn More Purpose of study The study gives insightful information, pertaining to how contemporary toys are instrumental in enforcing gender stereotypes in the modern world. It is set purposely to enable various stakeholders to understand how toys, being playing instruments for children, contribute to shaping their behavior and character. It is also set to enable them to understand the role that toys play in children’s life and how they help in transforming their decision making on various issues, such as career choices, for example. This is vital since the use of toys has been regarded as a key factor that influences the behavior of children and a major contributor to gender disparity or stereotyping. Study problem While it is a fact that the United Kingdom is one of the nations in the world where the education process utilizes the use of toys as learning models, the s ocial and psychological implication of these items has scarcely been studied. In fact, few studies have attempted to describe how gender-biased toys enforce biased mentalities among children in the UK. In addition, few studies have attempted to describe how contemporary toys used in the United Kingdom enforce â€Å"genderized†Ã‚  stereotypes among the children and the role that parents beliefs have on the development of â€Å"genderized† behavior of their children. Thus, there is a significant gap in knowledge in this field, especially in a nation where a large number of toys are manufactured and sold, based on modern technology to target certain aspects of child psychology. Therefore, this study will aim at exploring this topic in order to determine important information that will fill this gap in knowledge. Aims of the study Using a quantitative study design, the proposed research aims at addressing the broad question on how contemporary toys in the United Kingdom en force gender stereotypes in children and how parental beliefs about â€Å"genderized† behavior impact their children. The specific aims of the study are: To determine the impact of toys on gender sensitivity and perceptions in children To determine the ability of contemporary toys to enforce gender stereotypes in children To describe children’s perceptions of parental/guardian reactivity to â€Å"genderized† toys for their children To determine the impact of â€Å"genderized† and gender-biased toys on child behavior Study hypothesis The United Kingdom is one of the nations in the modern world where contemporary toys, by means of modern technological prowess, have increasingly enforced gender-biases and stereotypes among the children, a process that is further enhanced by parental perceptions of gender-orientation in toys chosen for their children. In fact, this sociological and psychological aspect affects the behavior of the developing children.Adverti sing Looking for research paper on gender studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Review of literature A good understanding of the impact that modern toys have on the children in the United Kingdom requires an understanding of â€Å"gender socialization†. According to Maccoby (6), the term â€Å"gender† sociologically refers to the dimension or aspect of being either male of female. Secondly, the study will emphasize â€Å"toy-orientation† in relation to the two types of gender, whether a toy is meant for girls or for boys. In this case, a child perspective of belonging to either of these two genders will be critical to the study. Thirdly, the study highlights a parental impact of genderizing the behavior and perceptions of their children. According to various scholars, feminists have a strong belief that gender stereotyping still exists in our society. They affirm that gender stereotyping is to stay due to the evident factors that promote its existence. The factors that include the production of gender specific toys for girls and boys, cultu ral issues, poor attitude and gender discrimination will continue to impede social integration that is significant in eradicating gender stereotyping. In most societies, boys and girls play differently using different toys or playing instruments (Sokoloff and Christina 3). The toys are made in conformity to their gender needs and expectations, which has enabled them to identify themselves with the toys and emulate certain behaviors that the toys possess. For instance, girls like or identify themselves with toys that give a feminine feeling while boys like playing with toys that depict their masculine nature (OBrien and Huston 126). Critically, dolls for girls have been instrumental in reinforcing feministic characteristics and roles in them. The dolls are made in such a way that they give real attributes of a feminine gender. They are made with a makeup; some are made with aprons wearing, while some of them are sold together with mini kitchen for cooking. Makeup influences a mindset of the future women by instilling in them the notion that they should be applying make ups, while maintaining their homes and while cooking (Sokoloff and Christina 3). They tend to copy what they see on the dolls and make decisions based on the interpretations they make. Clearly, boys in the contemporary society are always given constructional toys. The toys help in inculcating the maintaining that they are great people who can execute demanding tasks. The toys help them to develop mathematical and scientific concepts that enhance their chances of working. The kind of toys that they play with has been the reason why they have been stereotyping girls negatively. Research Methodology, Choice of Variables and Controls The research adopted a purposive research technique that gives effective incentives that drive studies. The technique enabled the researcher to identify and select the right number of respondents that could facilitate the realization of the objectives of the study (Chili sa 2). It also enabled the researcher to select appropriate data gathering techniques and sampling procedures. Consequently, the technique provided the researcher with pertinent incentives that enabled him to administer data gathering process and analysis effectively. This led to the realization of factual findings. Data collection technique and analysis Data gathering technique is the process by means of which the researcher is set to obtain the relevant information from the respondents (Bhattacharya 2). This study adopted two types of information gathering techniques that include the use of surveys where 10 respondents were selected, based on their appropriateness in regards to providing relevant information and electronic resources. The techniques facilitate the realization of reliable and factual information that has been fundamental in enhancing decision making. The researcher for consistency and relevance first administered data collected. This was followed by the data analysi s process that was undertaken using relevant software set ups that include Ms Word and excel (Krondorfer 95). Sampling and procedures The study adopted probability sampling technique due to its purposive nature. The techniques gave all the probable respondents an equal chance of participation in the study through a systematic procedure (Bhattacharya 5). This technique enabled the researcher to perform a random selection of the respondents to serve the questionnaires in order to ensure that quality information is obtained with limited discrimination (Chilisa 5). Findings of the survey and data analysis This section gives the research findings and analysis of the information gathered from the respondents and electronic resources. Indeed, the research findings depict how well the study was conducted despite the evident limitations that the researcher faced. The findings show the professionalism with which various activities were conducted from the initial stages to the end. As noted, t en respondents were selected to aid the study; five were children, while five were adults who included two sociologists. The response was encouraging since 80% of the respondents comprising five adults and three children handed back their survey questionnaires as shown in the table below. Table: 1: Response rate Particulars Response rate % response Adults 5 100% Children 3 60% Total 8 80% From the table and the diagram, it is clear that adults recorded a100% participation that was attributable to their high knowledge capacity while children recorded 60% participation. The participation of children was dismal since some of them lost the survey questions while some did not see the need for participation at all. Table 2: Gender type Gender % response Male 60% Female 40% According to the findings, 60% of the respondents were female of between 5 to 29 years, while 40% of the respondents were male of between 5 to 35 years. The respondents told about their experiences and how the use of toys impacted their behavior and decision making. Children also affirmed that toys have been shaping their behavior and how they communicate with others. Table 3: Have you used toys as playing instruments Response Response % response Yes 8 100% No 0 0% Total 8 100% Concerning this question 100% of respondents cited that they have used toys as playing instruments in their life as shown above. Adults stated that they used various dolls, such as cars, diggers, babies and others that were available as playing instruments during their childhood. The toys facilitated their happiness since they enabled them to spend their leisure time with fun. Consequently, children who responded to the questions also stated that they normally use toys as they play. They cited that toys are nowadays becoming necessity in their life since they had fun playing with toys. It is evident based on the number of toys that suppliers or toy dealers are able to sell on a daily basis, especially in the current environment (Ballantine and Keith 69). The children sounded funny when they said that toys were becoming their best friends. How the use toys changed the lives of the respondents Indeed, the respondents stated that toys helped in shaping their lives and behavior in general. They were instrumental in inculcating some noble life ideals and perceptions that have had significant impact on their decision making on various issues. Adults stated that toys contributed to transforming their lives since they enabled them to develop new insights about their personalities. In particular, dolls, such as guns and lions have been instrumental in shaping the lifestyle of boys in most settings. Boys tend to emulate and portray themselves as lions who are kings of the jungle. They develop the perception that they are strong and have the capacity of executing hard tasks like the lion (English 39). Response on how respondents think about the enforcement gender stereotyping 80 % of the respondents noted that contemporary toys have been facilitating the enforcement of gender stereotyping. However, 20% of the respondents who included mainly adults indicated that gender stereotyping has already begun from the ancient days. In other words, gender stereotyping began long ago since the dolls were introduced to children. Their reasoning consisted in the fact that toys started to influence individuals perception towards each other from the ancient days as well. Hence, it cannot be said that these are the contemporary toys that are spreading the vice. The respondents, who asserted that contemporary toys help in advancing gender parity and stereotyping, indicated that some of the currently made toys are not ethically decent. The toys, for example, babies are being produced with absolute feminine features that inculcate feministic behaviors in girls. Consequently, toys that are designed for boys also focus on portraying the ability of men and their distinct nature w ith girls. This contributes to building a negative perception against each other (Macoby 3). How do contemporary toys enforce gender stereotyping The information obtained from the respondents and electronic sources indicated that toys enforce gender stereotyping in various ways. Firstly, they indicated that contemporary toys promoted gender stereotyping since they hold features that are distinct to suit the needs of boys and girls. Secondly, the distinctive nature of the toys also facilitates gender stereotyping, since they help in asserting the mythical perceptions that exist between girls and boys. The respondents also asserted that the production of gender specific toys also facilitates the evident stereotypes that exist between boys and girls. This is apparent since boys and girls in the modern society have become very selective in their choices (Bryjal 220) They only chose gender specific toys with neglect to others due to inferior perception that they have against each other. Indeed, boys as young as twelve months are able to identify toys that suit their needs. They feel that they have no business looking or using toys that are feminine in nature. Toy ads also contribute to advancing gender stereotyping in most settings. This is evident since toy ads battle, power, steak and weapons when toys for boys are advertised (Scott 407). However, nurturing words, such as love, magic, babies and fun are used when advertising girls toys. The information contained in the ads contributes to creating differences between boys and girls. Therefore, key stakeholders should adopt viable modalities to help in eradicating this trend with an aim of promoting social cohesion. What impact do the contemporary toys have on shaping the children’s behavior? From the findings, it is clear that contemporary toys are the reason to shape the behavior of children, either negatively or positively. They affirm that toys, such as balls have enabled children to develop interest in games that is noble for physical development. However, toys like guns have enabled some to become more arrogant and violent (Scott 413). Consequently, toys have contributed to nurturing young girls to be good mothers in their future. They have been instrumental in inculcating the virtue of love, care and joy in most girls that help them in building strong families. Conclusion Indeed, toys enforce gender stereotyping since they give unjustified impression about boys and girls capability. This is evident since toys for girls are made in such a way that depict them as being a weaker sex gender that can only excel in executing activities that are not demanding. However, toys for boys give an impression that boys are really masculine in nature and they are intelligent. This has resulted into huge inequality between girls and boys whereby girls are denied participation in various activities. They are also denied the chance of exploring some opportunities especially those that are related to office work since they are stereotyped as house workers. Ballantine, Jeanne, and Keith A. Roberts.  Our Social World: Condensed Version. Los Angeles, Calif: SAGE/Pine Forge Press, 2010. Print. Bhattacharya, Dipak.  Research Methodology. New Delhi: Excel Books, 2006. Print. Borger, Gloria.   Barbies Newest Values.   US News and World Report 1 Dec. 1997, 40. Print Bryjal, George J and Michael Soraka.   Sociology: Cultural Diversity in a Changing World.   Ed. Karen Hanson.   CITY: Allyn Bacon, 1997.   209-245. Print Campenni, C. Estelle.   Gender Stereotyping of Childrens Toys: A Comparison of Parents and Nonparents.   Sex Roles.   40.2 (1999): 121-138. Print Chilisa, Bagele.  Indigenous Research Methodologies. Thousand Oaks, Calif: SAGE Publications, 2012. Print. English, Holly.  Gender on Trial: Sexual Stereotypes and Work/life Balance in the Legal Workplace. New York, N.Y: ALM Pub, 2003. Print. Krondorfer, Björn.  Men and Masculinities in Christi anity and Judaism: A Critical Reader. London: SCM Press, 2009. Print. Macoby, Dave. Gender. Developmental PSychology.   4.8 (1996): 6. Print OBrien M and Charles Huston.   Development of Sex Typed Play Behavior in Toddlers.   Developmental Psychology.   21 (1985): 866-871). Print Scott, Sharon.  Toys and American Culture: An Encyclopedia. Santa Barbara, Calif: Greenwood, 2010. Print. Sokoloff, Natalie, and Christina, Pratt.  Domestic Violence at the Margins: Readings on Race, Class, Gender, and Culture. New Brunswick, N.J: Rutgers University Press, 2005. Print.

Qu preguntan en la entrevista de visa de novios (K-1)

Qu preguntan en la entrevista de visa de novios (K-1) La entrevista para la visa de novios K-1 es un paso fundamental que en buena parte determina su aprobacià ³n negacià ³n de este tipo de visa. La entrevista tiene lugar en una embajada o consulado de los Estados Unidos y es un requisito obligatorio para el novio o la prometida de un ciudadano estadounidense para el que se pide la visa K-1. Solo despuà ©s podr ver estampado su pasaporte con la visa que le autoriza a ingresar a los Estados Unidos. Una vez en el paà ­s deber casarse con el ciudadano que le patrocinà ³ en el plazo mximo de 90 dà ­as e iniciar un proceso de ajuste de estatus, para asà ­ completar la tramitacià ³n de la tarjeta de residencia, tambià ©n conocida como green card. Este artà ­culo contiene informacià ³n sobre preguntas que generalmente los oficiales consulares realizan a los prometidos de ciudadanos. No tienen por quà © ser iguales, pero son de ese tipo y buscan lo mismo: asegurarse de que la relacià ³n entre los novios es verdadera y no se trata de un fraude para ingresar asà ­ a los Estados Unidos y obtener los papeles.   Asimismo, se aclaran los requisitos de entrevista para los nià ±os para los que se solicita una visa K-2. Ejemplos de preguntas para la visa de novios K-1 Los dos novios tiene que presentarse, el dà ­a y a la hora que se les cite, en el consulado al que corresponda tramitar este tipo de documentos en el lugar en el que vive el prometido o prometida extranjero. Entre las preguntas que puede es comà ºn que se realicen destacan: Preguntas sobre la relacià ³n Cà ³mo se conocieron, cundo y dà ³nde.Por quà © desean contraer matrimonio y que el novio/a extranjero/a se mude a Estados Unidos y cules son los planes una vez se encuentre allà ­.Si quieren tener hijos.Quà © aficiones, hobbies, tienen en comà ºn y que disfrutan de hacer conjuntamente.Cà ³mo solucionan las peleas de novios.Quà © es lo que ms gusta del novio/a ¿Cà ³mo fue la proposicià ³n de matrimonio? ¿Hubo fiesta de compromiso o pedida formal de mano?Preguntas sobre el novio/a americano del tipo de cundo es su cumpleaà ±os, dà ³nde ha vivido, dà ³nde nacià ³, en quà © consiste su trabajo, etc. ¿Se ha estado previamente en Estados Unidos? Si la respuesta es afirmativa, se puede preguntar por cunto tiempo y con quà © tipo de visa.Si los prometidos no comparten la misma religià ³n, es posible que se pregunte sobre cà ³mo se resolverà ­an las diferencias ocasionadas por las diferentes creencias.Preguntas sobre la familia del novio/a americano del tipo:  ¿cun tos hermanos tiene?  ¿Dà ³nde viven sus padres?Si no se comunican fluidamente en el mismo idioma, esto tambià ©n ser probablemente objeto de preguntas. Cundo fue la à ºltima vez que se vieron los novios en persona. Preguntas sobre los planes de boda  ¿Se ha reservado ya el lugar del banquete? ¿Cundo se va a celebrar? ¿Quià ©nes son los invitados? ¿Puedo ver alguna tarjeta de invitacià ³n a la boda o alguna prueba de los planes que se estn haciendo para la celebracià ³n del matrimonio? Y es que es muy importante insistir en que la boda tiene que celebrarse antes de que transcurran 90 dà ­as a contar desde el momento de ingreso a Estados Unidos con una visa K-1. Si no hay matrimonio con la persona que patrocinà ³ la visa, la persona extranjera tiene que salir de los Estados Unidos. Ninguna pregunta es particularmente extraà ±a. Siempre y cuando se trate de dos novios de verdad generalmente no hay mayores problemas para responder a las preguntas del oficial consular que conduce la entrevista. Reglas para la entrevista para los solicitantes de una visa K-2 Los K-2 son los hijos solteros menores de 21 aà ±os de una persona para la que se pide la K-1 de prometido.   No hay reglas fijas que regulen la entrevista. Y asà ­, depende de las normas internas de cada consulado decidir si se entrevista a los nià ±os o no. Por regla general puede decirse que los mayores son entrevistados y los ms pequeà ±os no. Si hay entrevista las preguntas ms comunes tratan de averiguar si el nià ±o conoce al ciudadano americano que se va a convertir en su madrastra o padrastro y cules fueron las circunstancias y preguntas semejantes. La visa K-2 se pide para hijos biolà ³gicos, adoptivos o hijastros de personas para las que se solicita la visa K-1. Pero es imprescindible que la persona que es la K-1 tenga custodia legal de esos nià ±os y, si la comparte, tenga el permiso del otro progenitor para sacar los nià ±os del paà ­s de su paà ­s de residencia y llevrselos a vivir a los Estados Unidos.   Quià ©n toma la decisià ³n de conceder o rechazar la visa K-1 y K-2 El oficial del consulado que tramita la visa tiene la palabra final sobre la aprobacià ³n del mismo. Puede negarla por mà ºltiples razones. Por ejemplo, si cree que la relacià ³n es fraudulenta y su à ºnico fin es obtener los papeles. Otra causa es que el ciudadano patrocinador no tiene ingresos suficientes para mantener a su novio. Y otra razà ³n puede ser que la persona para la que se piden los papeles sea inadmisible. Es decir, que no pueda obtener la tarjeta de residencia. Quià ©n puede solicitar la visa de novios Recordar que esta visa, tambià ©n conocida como de prometido, sà ³lo la pueden solicitar los ciudadanos americanos para sus parejas para que à ©stas puedan viajar a Estados Unidos con la finalidad de contraer matrimonio en los 90 dà ­as siguientes a su ingreso al paà ­s.   Es decir, los residentes permanentes legales no pueden pedir a sus novios, ya que las categorà ­as de personas para las que pueden pedir los papeles es mucho ms limitada que la que existe para los ciudadanos. Recordar que dentro del tà ©rmino ciudadanos de los Estados Unidos est incluida la categorà ­a de puertorriqueà ±os. Adems, resaltar que esta visa la pueden solicitar los estadounidenses para sus parejas de otro sexo, es decir, las heterosexuales, pero que tambià ©n pueden pedirlas gays, lesbianas, bisexuales y transexuales para contraer matrimonio con una persona de su mismo sexo. Consejo y alternativas a la visa K-1 No hay porquà © estar nervioso ante la entrevista. Si la relacià ³n es verdadera lo ms probable es que los novios sepan quà © contestar a cada una de las preguntas. En todo caso, puede ser aconsejable repasar conjuntamente las respuestas a las preguntas ms comunes. En cuanto a las alternativas a la K-1 la que se le ocurre a mayor nà ºmero de personas es la de ingresar a Estados Unidos con visa de turista y despuà ©s casarse. Esto no est prohibido pero puede dar lugar a muchos problemas migratorios si la intencià ³n es quedarse en el paà ­s y arreglar los papeles. Por otro lado, si la pareja est ya casada legalmente, aunque el matrimonio se hubiera celebrado fuera de Estados Unidos, los ciudadanos siempre pueden realizar una peticià ³n de residencia por matrimonio o, en casos ms excepcionales, solicitar una visa K-3 para su cà ³nyuge. Finalmente, tener en cuenta los problemas que pueden surgir si el ciudadano que quiere una green card su pareja no ha residido recientemente en los Estados Unidos.