Gender and development

Gender and development is an interdisciplinary field of research and applied study that implements a feminist approach to understanding and addressing the disparate impact that economic development and globalization have on people based upon their location, gender, class background, and other socio-political identities. A strictly economic approach to development views a country's development in quantitative terms such as job creation, inflation control, and high employment – all of which aim to improve the ‘economic wellbeing’ of a country and the subsequent quality of life for its people.^[1] In terms of economic development, quality of life is defined as access to necessary rights and resources including but not limited to quality education, medical facilities, affordable housing, clean environments, and low crime rate.^[1] Gender and development considers many of these same factors; however, gender and development emphasizes efforts towards understanding how multifaceted these issues are in the entangled context of culture, government, and globalization. Accounting for this need, gender and development implements ethnographic research, research that studies a specific culture or group of people by physically immersing the researcher into the environment and daily routine of those being studied,^[2] in order to comprehensively understand how development policy and practices affect the everyday life of targeted groups or areas.

The history of this field dates back to the 1950s, when studies of economic development first brought women into its discourse,^[3][4] focusing on women only as subjects of welfare policies – notably those centered on food aid and family planning.^[5] The focus of women in development increased throughout the decade, and by 1962, the United Nations General Assembly called for the Commission on the Status of Women to collaborate with the Secretary General and a number of other UN sectors to develop a longstanding program dedicated to women's advancement in developing countries.^[6] A decade later, feminist economist Ester Boserup’s pioneering book Women’s Role in Economic Development (1970) was published, radically shifting perspectives of development and contributing to the birth of what eventually became the gender and development field.^[4]

Since Boserup's consider that development affects men and women differently, the study of gender's relation to development has gathered major interest amongst scholars and international policymakers. The field has undergone major theoretical shifts, beginning with Women in Development (WID), shifting to Women and Development (WAD), and finally becoming the contemporary Gender and Development (GAD). Each of these frameworks emerged as an evolution of its predecessor, aiming to encompass a broader range of topics and social science perspectives.^[4] In addition to these frameworks, international financial institutions such as the World Bank and the International Monetary Fund (IMF) have implemented policies, programs, and research regarding gender and development, contributing a neoliberal and smart economics approach to the study. Examples of these policies and programs include Structural Adjustment Programs (SAPs), microfinance, outsourcing, and privatizing public enterprises,^[4] all of which direct focus towards economic growth and suggest that advancement towards gender equality will follow. These approaches have been challenged by alternative perspectives such as Marxism and ecofeminism, which respectively reject international capitalism^[7] and the gendered exploitation of the environment via science, technology, and capitalist production.^[8] Marxist perspectives of development advocate for the redistribution of wealth and power in efforts to reduce global labor exploitation and class inequalities,^[4] while ecofeminist perspectives confront industrial practices that accompany development, including deforestation, pollution, environmental degradation, and ecosystem destruction.^[9]

Gender Roles in Childhood Development

Introduction

Gender identity formation in early childhood is an important aspect of child development, shaping how individuals see themselves and others in terms of gender (Martin & Ruble, 2010).^[10] It encompasses the understanding and internalization of societal norms, roles, and expectations associated with a specific gender. As time progresses, there becomes more outlets for these gender roles to be influenced due to the increase outlets of new media. This developmental process begins early and is influenced by various factors, including socialization, cultural norms, and individual experiences. Understanding and addressing gender roles in childhood is essential for promoting healthy identity development and fostering gender equity (Martin & Ruble, 2010).^[10]

Observations of Gender Identity Formation

Educators have made abundant observations regarding children's expression of gender identity. From a earlier age, children absorb information about gender from various sources, including family, peers, media, and societal norms (Halim, Ruble, Tamis-LeMonda, & Shrout, 2010^[11]). These influences shape their perceptions and behaviors related to gender, leading them to either conform to or challenge gender stereotypes. An example could be when children may exhibit preferences for certain toys, activities, or clothing based on societal expectations associated with their perceived gender because that is what was handed to them or what was made okay from an authority figure, establishing a baseline.

Teacher Research

Teacher research plays a crucial role in understanding gender roles in childhood development. Educators often are able to see similarities in children's behavior that reflect societal gender norms, such as boys moving towards rough play or girls engaging in nurturing activities (Solomon, 2016^[12]). These observations prompt more investigation into the factors contributing to these behaviors, including the classroom materials, teacher expectations, and social interactions by examining these factors, educators can gain insights into how gender stereotypes are perpetuated and explore strategies to promote gender equity in the classroom. Since teachers have the educational background of learning about and seeing these developments, it allows them to be great researchers in this subject category.

Influence of Materials and Teacher Expectations

The materials provided in the classroom and the requirements established by teachers can influence children's behavior and interactions (Solomon, 2016).^[12] For instance, offering a diverse range of toys, books, and activities can help encourage these children to explore interests outside of traditional gender roles that are trying to be established by external sources (Martin & Ruble, 2013).^[10] Also, creating an environment where all children feel valued regardless of gender can help challenge stereotypes and promote ideal socialization experiences. By being aware of the materials and messages conveyed in the classroom, educators can create an environment that fosters gender diversity and empowers children to express themselves authentically (Solomon 2016^[12]).

Children's Desire and Search for Power

Children actively seek/express power in interactions with others, often coming upon their understanding of gender idealistic. For example, they may use knowledge of gender norms to assert authority or control over others, such as excluding others from being able to participate in a game because of a gender stereotype like girls cannot play sports game or games that include rough play. These behaviors show children's attempts to sift through social hierarchies and establish identities within the context of expectations. By recognizing and addressing these dynamics, educators can promote more inclusive and equitable interactions among children.

Early Acquisition of Gender Roles

Children begin to internalize gender roles from a young age, often as early as infancy. By preschool age, many children have developed some form of understanding on gender stereotypes and expectations (King, 2021^[13]). These stereotypes are established through various sources, including family, friends, media outlets, and cultural ideals, shaping children's understanding and behaviors related to gender. Education systems, parental influence, and media and store influence can contribute as many of these influences associated different colors with different genders, different influential figures, as well as different toys that are supposed to cater to a specific gender.

Expressions and Behavior Reflecting Gender Development

Children's expressions provide insights into their changing understanding of gender roles and relationships. However, it is necessary to be able to demonstrate processes of emotional regulation in situations where the individual needs an adjustment of the emotional response of larger intensity (Sanchis et. al 2020^[14]). Some children can develop stern understandings about gender stereotypes, showing a bias or discrimination towards those who do not conform to these norms. Educators play a role in counteracting these beliefs by providing opportunities for reflection and promoting empathy and respect for diverse gender identities (Martin & Ruble, 2010^[10]).

Educational Strategies

In conclusion, promoting gender equity and challenging traditional gender roles in early childhood takes additional intentional educational strategies. This includes implementing multi-gendered activities, giving examples diverse role models, and offering open-ended materials for activity that encourage creativity (Martin & Ruble, 2010^[10]). By creating inclusive learning environments that affirm and celebrate gender diversity, researchers and individuals can support children in developing healthy and positive identities that transcend narrow stereotypes and promote social justice.