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Amisha Temal
Annotated Bibliography Revised
āWhy have societies unanimously developed distinctions in male and female social patterns, where does it stem from, and what is the goal?ā Clearfield, M.W. & Nelson N.M (2006) Sex Differences in Mothers' Speech and Play Behavior with 6-, 9-, and 14-Month-Old Infants, Sex Roles, Vol 54, pgs. 127- The information conveyed in this study is helpful since it was published in October 2023. Hence, the findings are up to date with the current social environment. The research journal used was multidisciplinary and provided many different perspectives on gender roles in society. Out of all my articles, the youngest age samples were used in this article. The authors observed the changes in 14-month-old infants. This article has sufficiently studied the process of developing individual gendered speech. Similar to the findings of Prystawski, B. et. al, researchers Clearfield, M.W. & Nelson N.M. made a connection between the verbal expressions of parents, guardians, and authority figures. Children model a behavior when they see adults whom they consider trustworthy doing it. Infants don't have any innate gender preferences when it comes to speaking, they all learn it through their interactions with others. McAuliffe, S., (1993-1994) Towards understanding one another: Second graderās use of gendered language and story styles, The Reading Teacher, Vol 47, No. 4 In a slightly older sample, McAuliffe, S. found children in the Second grade gravitating toward social characteristics based on their existing gender identity. This article revealed the correlation between classroom learning and gendered speech patterns. It involves the changes in our communication intents throughout the lifespan. Girls go from expressing empathy and genuine interest in socialization with peers. In contrast, adult
women maintain socialization with the main intention of uplifting hierarchical values. Elements of group-organized action, community, and understanding of nature were prevalent in the stories written by the second-grade girl's stories. In contrast, second-grade boys write stories involving physical or social competitions. They write stories with a main protagonist who has heroic traits. Overall, this source is easy to read and has a good flow. McHale, S.M., Crouter, A.C. and Whiteman, S.D. (2003), The Family Contexts of Gender Development in Childhood and Adolescence. Social Development, 12: 125-148. The authors analyzed how family dynamics contribute to the development of gendered speech preferences. They observed how aspects of a group can impact an individual. There was an emphasis placed on group thinking. The authors wanted to see how the complex close-knit family structures influence gender speech, socialization, and identity. The researchers concluded that our close group relationships with our family impact subjective gender development. Researchers pushed this phenomenon by looking into the differences in how parents talk to boys and girls respectively. However, traditional family values donāt account for all changes. It was found that the way parents monitor and attend to their children can have an impact on their developing gender identity. Parents can range from being authoritarian, pessimistic, authoritative, to absent. Prystawski, B., Grant, E., Nematzadeh, A., Spike W.S Lee, Stevenson, S., and Xu, Y (2022) The Emergence of Gender Associations in Child Language Development, Cognitive Science, Vol 46, Issue 6 This article was published considerably recently. Since it was published in 2022, it took place after COVID-19. This is important because the pandemic majorly impacted youth social and academic development. This same group of researchers conducted research in this area twice. They are also all from highly respected institutions. The background literature that motivated researchers relates to concepts my other sources would agree with. Linguistic input and output for both girls and boys during early childhood
Educational Psychology, An International Journal of Experimental Educational Psychology, Volume 40, Issue 10 This source emphasizes the stereotypical notion that boys are less extroverted and prosocial than girls. This perspective pertains to gender-specific characteristics that come into play very early on in an individual's life, notably verbal characteristics. The study states that predetermined and subjective attitudes toward an individual are related to how they express themselves. In this case, this conclusion might reflect the way teachers and educators think more than how students think. Sex and gender are often mistaken as synonyms. Sex refers to innate traits like biology, anatomy, physiology, and hormones. In contrast, gender is a social construct founded on our environment. Positive growth is the chief goal and outcome of children attending school. However, educators can intentionally or unintentionally project subjective gender roles onto highly susceptible students. This may inhibit an individual from acting in a way that seems abnormal. Because of this, the authors observed this phenomenon in a classroom setting. As children grow up, the age at which they attend school is important because it marks a crucial time in their social development. Our personalities begin to shine through when we socialize with same-age friends and classmates. Due Svendson A, (2019), Leviathan: Interdisciplinary Journal in English, The Journal Editors, No. 4, 2446- I appreciate how multiple different perspectives on gendered variations in speech are compared in this source. I will individually reference the work of the authors mentioned in this paper. This source starts by referencing the approach of Robin T. Lakoff(1975) on womenās language and purpose. I like the way Lakoff used introspection in her work. Her work ties into the way female students were described by Bouchard C, Sylvestre A, and Forget-Dubois N in comparison to male students. Women tend to have more distinct speech patterns than men. The way women speak is regarded as tentative language by both Lakoff and fellow researcher Carli(1990). Women are groomed to speak in a way that would place them in submissive roles in society. Women should not be predetermined to be the ideal candidates for submissive
positions, as such a view undermines their potential. This inclination entails that women are unable to be leaders and are less capable than men. Lakoff is compared to Holmes J.(1984), a scholar who takes a similar approach to identifying the social functions of womenās lingual expressions. She explains that women appear to want more validation and reassurance from their interactions with others. This is backed by the heightened use of tag questions in womenās speech. Women are observed to be more progressive in their efforts to facilitate conversation with others. Fisherman P.M(1978) observed the hierarchical dynamic between males and females with 3 pairs of opposite-sex couples. This approach intrigues me and is beneficial since it shows male and female socialization in a traditional household setting.
