Mum may no longer stay at home while Dad goes off to work but cultural assumptions still prevail. Boys are often still expected to be strong, unemotional, and tough, possibly leading to domestic violence or irresponsible paternity later in life.

Traditional perceptions of masculinity are changing, however. The global economy

and rising long-term male unemployment has changed men’s roles and their identity as breadwinners. Parallel changes in women’s roles - increasing participation in the public arena, greater international concern with girls’ rights - are also challenging traditional gender roles and divisions of labour.

In the UK girls and boys are now growing up in a society with very different gender roles and attitudes to twenty years ago. Save the Children interviewed a cross-section of children in the UK - sixty-two five to eight years olds split fifty-fifty between the sexes, to find out how children view their male and female role models.

Children’s perceptions have moved on from traditional notions of what masculinity and femininity mean but are still receiving mixed messages about what men and women actually do. Further findings suggest that children:

• initially see anatomy as the main difference between men and women but then focus on behaviour
• see many jobs and roles as equally appropriate for men and women

The children’s perceptions of roles outside the family seemed to be more developed than roles within the home. The most consistent stereotypes were brought up when they were asked, ‘what do the men you know like to do most?’, they responded: play sport, watch videos, play computer games, drive cars and that men try to avoid housework in order to do what they enjoy most.

Cultural norms are changing and are reflected in attitudes towards gender, as well as other differences. Boys and girls perceive these differences and need to discuss and reflect on issues of identity and equality from a young age, and in particular see the male role more broadly. Children are curious about gender and the differences between what men and women do but are often inhibited by adults’ reluctance to talk about gender issues. Suggestions for policy change include:

• raising gender issues in a variety of ways in the school curriculum and in play activities from an early age
• providing children with opportunities, from an early age, to discuss what it means to be a boy or a girl, to reflect on gender and equality issues, to explore their observations, and identify their own strengths and abilities
• increasing the proportion of men in infant and primary education (as teachers, male parents or outside speakers and helpers) would help boys feel more comfortable and more able to learn.

Source(s):
Perceptions of Men - young children talking, Save the Children Equality Learning Centre and Working with Men, London (1999)
Reading for the Future: boys’ and fathers’ views on reading, Save the Children and Working with Men, National Year of Reading, London by Trefor Lloyd (1999)

Funded by: Save the Children, UK

id21 Research Highlight: 8 January 2001

Further Information:
Marilyn Thomson
Save the Children
17 Grove Lane
London SE5 8RD, UK

Tel: +44 (0)20 7703 5400
Fax: +44 (0)20 7793 7630
Contact the contributor: m.thomson@scfuk.org.uk

Save the Children, UK

Other related links:
Read the UNICEF report 'The Role of Men in the Lives of Children'

UNICEF's report 'Men in Families' expands on the role of males and fathers in achieving gender equality

FatherNet produces information on the importance of fathers, fathering and how fathers can be good parents and parent educators

More information from the International Youth Foundation

Literacy Online provides research for a more literate world

UNESCO provides further details on child education

Refer to GenderNet for further information