Bergren forum explores troubling gender-role stereotypes

Gender-role stereotypes can alter how we view and react to nearly identical behavior based simply upon the sex of the individual, Dr. Jeonghee Choi explained to the Nevins Theater audience.

“Troubling Gender-Role Stereotypes” was the title of Choi’s lecture to the Bergren forum on March 19, 2009.

Choi is an assistant professor of education here at AU. Choi is a literacy specialist with particular expertise in an understanding of socio-cultural perspectives on how students’ literacy development is shaped by their home, community and cultural values.

Choi began by referencing her favorite children’s book: “William’s Doll.” In the story, a young child named William only wants a doll to play with. He faces continual criticism for this; his brother calls him “creepy,” his neighbor calls him “sissy,” and his father refuses to buy him a doll while getting him a basketball and an electric train instead. Finally, William’s grandmother visits and after listening to her grandson gives him a doll. The grandmother explains to Will’s father that having a doll will prepare him for future fatherhood.

“William’s Doll” presents the typical gender-role stereotyping that can occur due to the emphasis of sex on a child’s upbringing, Choi displayed.

“Gender is a fantasy, a set of internalized images,” Dr. Choi explained.

Choi noted these understandings of gender form Judith Butler’s book “Gender Trouble” (1990). Choi highlighted the need to differentiate between sex and gender: sex is biological, while gender is a psychological construct.

Choi’s research, which involved the observation of a teacher, a male student and a female student in a third grade class, allowed for clear evidence of stereotyping children by sex.

The female student in this research was enrolled in a gifted program, was assertive, and showed leadership qualities. This student was seen as “bossy,” aggressive and even to some as “an overachiever,” Choi said.

The male student in this research was enrolled in a resource room, was sensitive, and openly crossed gender boundaries with other students. This student was seen as “difficult,” Choi said.

Choi explained how she felt each student challenged gender-role stereotypes: the female refusing to be silent in a male dominated discourse and the male challenging stereotypical masculine images by being sensitive.

Choi’s research attempted to display how a person’s sex and actions could draw adverse effects on the student from classmates and the instructor if they break free of gender-role stereotypes.

Choi explained that when educating, teachers must challenge texts that present male and females in stereotypical manners, pay attention to non-traditional gender representations and provide space where students feel safe to talk and discuss free of ridicule.

The implications of these gender-role stereotypes on our lives are more frequent than we may realize, Choi added. An example of these differences can be seen in how we complement boys and girls differently.

The clothing of a woman in American politics, whether a pantsuit or skirt suit, is also an example of how individuals make judgments about a person based upon these preconceived notions.

Choi left the audience with the knowledge that gender-role stereotyping is incredibly pervasive, and that recognizing it is part of our job as educated human beings-- especially when we are educating the younger generations.