Unveiling the Effects: Marginalization, Stereotyping, and Child Development - Exploring Gender, Social Class, and Poverty

 

Impact of marginalisation and stereotyping on Child Development with special reference to Gender, Social Class, and Poverty

* MARGINALIZED CHILDREN: ISSUES AND CONCERNS * 

* Introduction *

Marginality is an experience that affects millions of people throughout the world. People who are marginalized have relatively little control over their lives, and the resources available to them. This results in making them handicapped in delving contribution to society. A vicious circle is set up whereby their lack of positive and supportive relationships means that they are prevented from participating in local life, which in turn leads to further isolation. This has a tremendous impact on development of human beings, as well as on society at large. As the objective of development is to create an enabling environment for people to enjoy a productive, healthy, and creative life, it is important to address the issue of marginalization. Development is always broadly conceived in terms of mass participation. Marginalization deprives a large majority of people across the globe from participating in the development. It is a complex problem, and there are many factors that cause marginalization. This complex and serious problem need to be addressed at the policy level. This project deals with the problems associated with the groups suffering from marginalization and the ways to reduce them.

* Meaning *

A marginalized child is a group of children that’s confined to the lower or peripheral edge of the society. Such a group is denied involvement in mainstream economic, political, cultural and social activities.

* Concept *

The process whereby something or someone is pushed to the edge of a group and accorded lesser importance. This is predominantly a social phenomenon by which a minority or sub-group is excluded, and their needs or desires ignored.

In general, the term ‘marginalization’ describes the overt actions or tendencies of human societies, where people who they perceive to undesirable or without useful function, are excluded, i.e., marginalized. These people, who are marginalized, from a group or community for their protection and integration and are known as ‘marginalized groups’. This limits their opportunities and means for survival. Peter Leonard defines marginality as, being outside the mainstream of productive activity and/or social reproductive activity”.

* Characteristics of marginalized groups *: 

Usually a minority group has the following characteristics:

1) It suffers from discrimination and subordination.

2) They have physical and/or cultural traits that set them apart, and which are disapproved of, by a dominant group.

3) They share a sense of collective identity and common burdens.

4) They have shared social rules about who belongs, and who does not.

5) They have a tendency to marry within the group.

* CHILDREN LIVING IN URBAN SLUM *:

* Issues of children living in urban slum *:

1. Children were defined more by their behaviour than by their age

2. Aside from poverty or health problems, the top rated harms to children were:

• being out of school
• sexual exploitation and abuse
• drug and alcohol abuse
• early pregnancy

Drug and alcohol abuse were rated as a much more serious forms of harm to children in one slum than in the other. Also, socio-economic status influenced the relative rankings.

3. Primary causes of children being out of school were:

• inability to pay school fees
• family demands that children work
• parental neglect
• pregnancy
• discrimination against non-biological children within the household
• negative peer influences
• beatings by teachers

4. Sexual abuse and exploitation of children was reportedly rampant in both slums, and the perpetrators frequently included people in positions of power and authority, such as teachers and elders. Teenage girls were more likely than any other sub-group to rate this as the top harm to children. Women frequently used their daughters to attract male customers, who became drunk and abused the girls. Sexual abuse also occurred frequently at funerals, disco dances, and video halls. Men frequently gave fried potatoes to girls as young as six years of age as a means of enticing them to have sex. Pre-teenage and teenage girls were sexually active; many traded sex for desired objects or benefits.

5. Early pregnancy was widespread; significant numbers of girls reportedly became pregnant in their early teens. Contributing factors were children regularly watching their parents have sex and then imitating them, parental neglect, and alcohol and drug use. Whatever the causes, early pregnancy served as a gateway to sexual exploitation.

6. Alcohol and drug use were pervasive. Adults attributed the use of alcohol and drugs to children’s disobedience, bad behavior, and bad peer group influences, while teenagers attributed the problems mostly to the stresses of living in the slums.

7. Children aged 5–12 years frequently had different views from teenagers and adults of the main kinds of harm they face. Younger children did not like getting hit, seeing parents fight, or seeing people who had been burned, stabbed, or killed.

8. For the most part, the pathways of response to these and other problems were through the extended family and community groups, such as religious groups, women’s groups, and youth groups.

9. Chiefs, elders, police and others were connectors who linked communities with the formal system. The formal child protection system was used in situations such as the rape of a child by someone from outside the child’s family. Such an offence was sometimes reported to the police, who arrested the perpetrator, took the child for medical treatment, and conducted an investigation. Nearly two-thirds of the participants said people were unwilling to report such offences to the authorities.

10. Aside from the family, religion emerged as one of the most important preventive factors. For both Christians and Muslims, religion was seen as fundamental in moral education and teaching children good values. Also, Muslim and Christian organizations helped to keep children in school by raising funds to pay school fees. Youth groups were particularly important preventive factors in regard to the use of drugs.

* Effects of Stereotypes on Personal Development *

* Definition of stereotypes *

Stereotypes are characteristics that society instinctively attributes to groups of people to classify them according to age, weight, occupation, skin colour, gender, etc. Sexual stereotyping involves associating girls and boys with separate and, at times, opposing sets of characteristics.

Everybody subscribes to some stereotypes because identifying types is the method the brain uses to sort information. Stereotypes are, in fact, “short cuts” taken unconsciously to help people make decisions more easily and quickly, hence the tendency to unthinkingly accept them.

Stereotypes are preconceived ideas and simplistic images that have a negative influence on the way we see people, interact with them and treat them. In other words, stereotypes impose limitations on the people they target, assign them roles that are not necessarily suited to them and make it harder for them to be their true selves.

* Development of identity *

Children learn by observing and imitating those around them. Their immediate family, relatives, friends, games, toys and school influence their development, as do the media and society. The process by which children learn to assimilate values and norms, to live in society and to acquire knowledge is called socialization. This is decisive for them and their future since it is how they construct their identity.

The three life environments that are key to children’s personal development are:

1. the family
2. the daycare
3. the school

For example, it is in daycare that children develop their relationship to space, their bodies and objects. Daycare is also where they create social and emotional bonds with adults and other children. Early childhood educators therefore play a central role in the social development of children, since these educators teach children life skills and knowledge in addition to establishing rules for living.

* Education based on gender *

When boys and girls are educated differently, there is a good chance that they will not develop in the same way. Many parents attribute great importance to their children’s gender, even before birth, and expect that their offspring will exhibit specific gender based characteristics. This, in turn, shapes the ways in which parents interact with their young children.

Moreover, girls and boys are often encouraged to engage in different kinds of activities and games. For example, girls are channeled more toward artistic activities, like music, while boys are steered toward sports. This phenomenon is called “differential socialization.” It is the tendency to behave differently depending on a person’s gender. Children are categorized as “girls” or “boys” instead of being simply thought of as “children.”

Where do these behaviours originate? They are the result of gender stereotypes that are deeply ingrained in our culture. In fact, stereotypical social roles continue to be passed down from generation to generation through differential socialization, especially traditional roles such as “mother and housewife” for women, and “father and provider” for men. Most of the time, adults are not even aware of these stereotypes as they educate their children.

* Examples of stereotypes *

Here are some examples of stereotypes to help you become more aware of them in your day-to-day life, and to avoid them.

Comparison of stereotypes of girls and boys

Girls	Boys
Girls are more docile and want to please others.	Boys are not as good at listening to instructions and are less attentive.
Girls will sometimes sulk too long over next to nothing.	Conflicts between boys are easier to resolve and less dramatic.
Girls only like role playing, dolls and taking care of young children.	Boys are only interested in playing with cars and trucks and building things.
Girls can do crafts and play at being a teacher all day.	Boys find it very hard to stay indoors all day when it rains.
Girls are quieter and more patient.	Boys take up more room and are constantly moving.
Girls are more persistent.	Boys want to understand everything and are creative.
Girls are more manipulative. They toy with people’s feelings. They are more prideful than boys.	Interactions between boys are more direct and violent.
Girls are more fragile.	Boys don’t cry.
Girls are interested in fashion, the arts and boys.	Boys like video games and sports.
Girls are more perfectionist and better at housework.	Boys are more disorderly and less meticulous in doing household.
Girls are good with language.	Boys are good at math.
Girls do better in school.	School is not suited to boys.

 According to a study conducted in 30 countries, certain adjectives are typically associated with women and men: women are mainly described as sentimental, submissive and superstitious, while men are said to be strong, dominant, energetic, independent and adventurous.

Even though the following behaviours seem normal, they come from our brains, which unconsciously categorize people in terms of gender, under the influence of stereotypes.

Comparison of adults’ behaviour with respect to girls and boys

Girls	Boys
1. Adults make remarks about female babies’   good looks from the day they are born.	1.  Adults comment on male babies’  strength and energy from the day  they are born.
2. Adults are gentler with girls and often greet  them by commenting on their physical appearance and  clothes.	2. Adults tend to interact more  vigorously with boys and often   greet them by lifting them up  in the air, or in other equally  active ways.
3. Play areas are often divided so that, on  one side, girls have access to dolls and    can engage in role play (e.g. cook).	3.  Play areas are sometimes divided  so that boys, on “their” side, have  access to active games  (e.g. playing  with toy cars) and building activities.
4. Girls receive more toys whose appeal  is based on physical appearance.	4. Boys tend to be given educational games that encourage active play.
5. Adults are more likely to question a  young girl if she does  not seem well.	5. Adults try not to embarrass young boys by asking about their feelings.
6. Adults more readily accept the fact that  girls may engage in activities and develop skills generally considered to be  masculine.	6. Boys are often discouraged from  taking an interest in activities that   are said to be for girls.
7. Advertising promotes depictions that  emphasize looks and hyper-sexualization  (Barbie image).	7. Advertising encourages boys to lead  active lives, to seek adventure and to excel (hero image).

* Transmission of stereotypes *

When a child adopts a new behaviour, those around them can either encourage them or react negatively. For example, if a boy receives positive feedback every time he kicks a ball, he will tend to repeat the behaviour. If, on the other hand, he senses that the adults he comes into contact with seem uncomfortable whenever he plays with dolls, he will probably refrain from this activity in the future.

While they are still very young, children adopt gender-based behaviours because stereotypes have been unwittingly transmitted to them by their parents, or by their human or material environment. This includes other adults, their living environment, books, toys and the media.

The media has a huge influence on how people behave, particularly with regard to physical appearance. Children and teenagers, who are busy constructing their identities, are particularly susceptible to this influence. The problem arises when advertising uses stereotypes or images that hypersexualize girls and boys to get a message across. For more information, go to the page entitled Effects of Hypersexualization.

Books and toys for girls generally suggest roles associated with family responsibilities and appearance, while those given to boys usually have to do with conquest, exploration and professional work. Simply by the toys they choose, parents unwittingly steer girls toward household tasks, tidying up and caring for others, while encouraging boys to excel and carve out a place for themselves in society.

In school, girls may come to feel, for example, that the task of cleaning up after a laboratory activity falls to them even if the teacher does not give any instructions to this effect. In other words, some students may have already unconsciously learned to assume certain responsibilities, as if gender were somehow associated with a specific type of competency.

* Effects on child development *

Stereotypes are everywhere and, by virtue of this fact, affect various aspects of children’s lives including:

• academic success
• career choice
• attitude toward sharing family responsibilities
• emotional life and romantic relationships
• body image
• identity expression

Overall, stereotypes have undesirable effects on our personality development and the types of activities we do, as well as the way we live and the careers we choose.

* Tips for countering stereotypes * 

There are a few simple things that you, as an adult, can do to raise children and young people in the same way regardless of gender. Remember that you are a role model for them and that they imitate you. A young person who sees a woman always doing the same household tasks will tend to believe that women are solely responsible for this kind of work.

It is important to distribute tasks fairly among children, who should not be asked to always perform tasks typically associated with their gender, such as taking care of younger children (girls) and moving heavy objects (boys). Make sure that you respect the ways in which family members carry out their tasks (even if their methods differ from your own).

Likewise, suggest diverse activities, experiences, reading material and toys for boys and girls, making no distinctions as to what might be appropriate for either gender. This will enable young people to develop the full range of their competencies and abilities. For example, a girl whose friends and family always steer her toward quiet or artistic activities will be unlikely to develop sports skills, just as boys who are always told to be strong and brave will find it very hard to express their emotions.

Offering an education free of stereotypes does not mean, however, taking away all “boys’ toys” and “girls’ toys,” such as dolls or firetrucks. Rather, it means actively encouraging children to make choices usually associated with the other gender.

You also need to help young people achieve their educational, vocational and social goals, so that they know that all options are open to them and everything is possible, regardless of gender. Introduce them to different role models: truck driver, nurse, mechanic, secretary, etc. Encourage them to choose a non-traditional occupation based on their own interests, not on gender stereotypes.

Also provide reading material featuring a diverse range of personalities that do not exemplify conformist behaviour. At the same time, show children (ages 4 to 5) certain books that convey gender stereotypes so that they can hone their critical sense.

Finally, do not hesitate to act if you witness stereotypical or sexist situations or comments. For example, do not simply sit idly by if you heard a child say, “Brooms are for girls!” Rather, ask questions likely to make the child think, such as:

Are all girls interested in that? 

Do you believe that all boys are like that?  

Why do girls do most of the housework?

* Effects of stereotyping on gender equality *

In Québec, there are still inequalities between women and men. Even though they have the same rights, the reality is that women:

• continue to be paid less for work of equal value
• account for the vast majority of victims of domestic violence
• are less likely to hold positions of power in politics or the work sector
• are restricted to a smaller range of trades and professions
• are under more pressure with regard to physical appearance
• devote more time to family responsibilities

Such inequalities persist because of stereotypes that impose different responsibilities and roles based on gender. For example, women are often expected to perform household and childcare tasks including:

• cooking
• doing the laundry
• taking children to medical appointments
• shopping for clothing
• helping children with homework
• managing activities and the family schedule

According to the Institut de la statistique du Québec, in 2015, women devoted one hour more per day to unpaid work, compared with men (e.g. taking care of household tasks, errands, lunches and other meals).

In 2019, the number of hours women were absent from work due to personal or familial obligations was four times higher than that for men.

Even at work, tasks are often distributed in a stereotypical manner. For example, there is a tendency to believe that women are better equipped to manage sensitive situations involving colleagues, or that they are better at taking notes.

Among men, the simplistic image of the “good provider” who earns money to support his family is still deeply ingrained, as are ideas about men’s positions of power in politics and management. At home, men do occasionally perform other tasks, such as mowing the grass or shoveling snow. They play their social roles mostly outside the family environment, unlike women.

The uneven sharing of responsibilities can have serious consequences, particularly for women: stress, burnout, health problems, heavy psychological burdens, etc. Women often feel as if they are working at two jobs at the same time.

In the long term, this results in a wage gap between women and men. Since it is most often women who take time off work for personal or family reasons, they work fewer paid hours. They may have few possibilities for career advancement, leading to lower retirement incomes.

Children must be taught that tasks are not gendered so that, when they become adults, they distribute work more equitably and work toward equal treatment for women.

**KEEP VISITING THE BLOG FOR UPDATE ON FOLLOWING

Child development and marginalization

Stereotyping effects on child development

Gender bias in child development

Social class impact on childhood development

Poverty and child development outcomes

Marginalization and early childhood development

Stereotypes in childhood education

Gender roles and child upbringing

Social class disparities in childhood experiences

Poverty's influence on child well-being

Marginalized children and educational attainment

Stereotypes in parenting practices

Gender-sensitive parenting approaches

Socioeconomic status and child development outcomes

Poverty alleviation strategies for child welfare

Gender stereotypes and child development

Impact of marginalization on child psychology

Social class effects on childhood development

Poverty and child cognitive development

Exploring stereotypes in child education

Gender roles and early childhood development

Socioeconomic factors in child behavior

Effects of marginalization on children's mental health

Poverty's influence on early childhood learning

Stereotyping and its impact on child self-esteem

**FREQUENTLY ASKED QUESTIONS AND THEIR ANSWERS ON Marginalization, Stereotyping, and Child Development

Q.1. *What is marginalization, and how does it impact child development?*

A.1. Marginalization refers to the social process through which individuals or groups are pushed to the fringes of society, often resulting in exclusion, discrimination, and limited access to resources and opportunities. This can have profound effects on child development, influencing aspects such as self-esteem, academic achievement, and mental health.

Q.2. *How do stereotypes affect children from different backgrounds?*

A.2. Stereotypes are oversimplified beliefs or assumptions about certain groups of people. When children are exposed to stereotypes based on their gender, social class, or economic status, it can shape their self-perception, aspirations, and interactions with others. For example, stereotypes suggesting that girls are not as capable in math and science can discourage young girls from pursuing STEM fields.

Q.3. *What role does gender play in child development?*

A.3. Gender influences various aspects of child development, including identity formation, socialization, and behavior. From a young age, children are exposed to societal norms and expectations regarding gender roles, which can impact their sense of self and opportunities for growth. Addressing gender stereotypes and promoting gender equality are crucial for supporting healthy development in children.

Q.4. *How does social class impact children's experiences and opportunities?*

A.4. Social class can significantly influence children's access to resources, education, and opportunities for advancement. Children from lower socioeconomic backgrounds may face challenges such as limited access to quality education, healthcare disparities, and higher rates of poverty-related stressors. Recognizing and addressing these inequalities is essential for promoting equitable outcomes for all children.

Q.5. *What are some strategies for mitigating the effects of marginalization and stereotypes on child development?*

A.5. Educators, parents, and policymakers can play vital roles in mitigating the effects of marginalization and stereotypes on child development. This includes promoting inclusive environments, challenging stereotypes through education and media representation, providing access to resources and opportunities regardless of socioeconomic status, and fostering empathy and understanding among children from diverse backgrounds.

Q.6. *How can we support children who experience marginalization or discrimination?*

A.6. It's essential to create safe and supportive environments where children feel valued, respected, and empowered to express themselves authentically. This may involve implementing anti-bullying policies, offering counseling services, providing mentorship and support networks, and promoting diversity and inclusion in curriculum and programming. Additionally, advocating for systemic changes to address root causes of marginalization and discrimination is crucial for creating a more equitable society for all children.

Q.7. * How does gender stereotyping affect the career decisions of a female?

A.7. Gender-based career stereotyping hinders the ability for young girls to make career choices or take contrary career decisions in opposition to the will of their parents.

Q.8. *What are the challenges faced by marginalized groups in education?*

A.8. Marginalized groups are frequently left behind, depriving children from their right to education. Discrimination fosters an unwelcoming environment, which can lead to absenteeism and eventually the children's refusal to attend school.

Q.9. *What is marginalization of childhood?*

A.9. A child who is marginalized is often exposed to constant social exclusion, neglectful environment, and multiple stigmas of being different. They have poor access to resources like education and other social resources resulting into poor mental health.

Q.10. *What is the difference between gender equity, gender equality and women’s empowerment?*

A.10. Gender equity is the process of being fair to women and men. To ensure fairness, strategies and measures must often be available to compensate for women’s historical and social disadvantages that prevent women and men from otherwise operating on a level playing field. Equity leads to equality. Gender equality requires equal enjoyment by women and men of socially-valued goods, opportunities, resources and rewards. Where gender inequality exists, it is generally women who are excluded or disadvantaged in relation to decision-making and access to economic and social resources. Therefore a critical aspect of promoting gender equality is the empowerment of women, with a focus on identifying and redressing power imbalances and giving women more autonomy to manage their own lives. Gender equality does not mean that men and women become the same; only that access to opportunities and life changes is neither dependent on, nor constrained by, their sex. Achieving gender equality requires women’s empowerment to ensure that decision-making at private and public levels, and access to resources are no longer weighted in men’s favour, so that both women and men can fully participate as equal partners in productive and reproductive life.