Source entry 1 : https://scholarscompass.vcu.edu/etd/2782/
Jasmine Abrams notes, gender roles are a part of our everyday lives and are derived of many factors: “Gender roles are social constructs or labels given to people based on behavior, societal and cultural norms, and expectations (Unger, 1979). Gender role beliefs shape and are shaped by childhood and adult experiences (Blee & Tickamyer, 1995); thus these constructs change over time (Twenge, 1997).” (Abrams 1).
Like in any society; genders have gender roles: societyâs definition of men and women. For example, men are expected to be: masculine, dominant, stoic, in control, and un-feminine. Whereas, women are expected to be: feminine, not âfatâ, understanding, and un-masculine. With these gender roles, a system is created that derives out of toxicity for both masculinity and femininity. Society normally views this concept of gender as if it was written in stone and a person would be crucified like heretics if they would call out these concepts. The concept of gender with its toxic roles is like a bird cage that locks people from reaching their full potential. Gender roles make men, women, and even worse young children, live up toxic standards that are perceived to be ok. No one should be forced to live a certain lifestyle just to be accepted by society. The toxicity of gender roles leaks into American society affecting marriages, education, salaries, and much more(placeholder).
Souce entry 2:
https://www.jstor.org/stable/3593076
The toxicity of gender roles has also affected education by creating a stigma of what career choices men and women partake in. Society places certain standards on genders that creates discrimination in an educational environment. Shelley J. Correll notes that the belief of one (gender) not being good enough for a career field derives all the way from high school:
⌠gender differences in the selection of activities that constrain occupational choices often occur earlier in the life cycle. This is especially evident in the case of professions like engineering, where a college degree in the field is necessary to pursue a career. Due to the sequence of required classes, the decision to pursue a degree in engineering or the physical sciences must usually be made during the first or second year of college (Seymour and Hewitt 1997). Further, those who fail to take advanced-level math classes in high school are highly unlikely to select college majors in science, math, or engineering (McIlwee and Robinson 1992). Since gender differences in the selection of activities relevant to careers in these fields emerge as early as high school, it is important to examine decisions made at this stage in the life cycle. (5).
Thus meaning, due to the discrimination of certain career fields being masculine or feminine women and men are more likely to peruse career fields where they believe their gender is suited for and that shouldnât be the norm. Instead of people perusing career fields that allows them to survive in society; they should choose career fields that they genuinely enjoy.
The toxicity of gender roles also affects children by subconsciously forcing them to like certain interests and or hobbies to be perceived as masculine or feminine. As a kid, playing with toys cars, watching wrestling, and playing video games were the social norm for adolescent boys.
