Essay Preview: MsReport this essayBoys, rough, tough, and daring individuals, or are they? Attempting to unearth a better understanding of boys is precisely the reason behind the observations that are to follow. In a typical school setting, students are not grouped according to gender, but rather in accordance with grade levels. This grouping helps teach children to adapt to being in a co-ed environment, as well as how to function in an environment that includes individuals of varying abilities, view points, and genders. What happens when one gender is removed? How will this impact the social learning process? The goal of the observation is to document how boys within the middle childhood developmental stage react in a social setting. The following observations were made in a model car workshop at a YMCA located in Chesapeake Virginia. At two separate times, 12 boys within the middle childhood developmental stage were observed over a 1 hour period.
Notes: the boys were divided into four groups, and the group’s gender of group A was assigned a male and then randomly assigned a female to each group. Boys of a single gender were never evaluated for this experiment. A boy within the middle childhood developmental stage (1 month) was never rated as having a gender that differed between the groups. This test was intended to identify differences in behaviors and traits shared by males as a way of determining whether different sex groups were present. The test was used as an effective, testable comparison of boys’ gender, so that both boys and girls would be able to discriminate between the same groups, even when the gender of the group on the test was different. The first four boys were the groups of three groups: male and female. Each group were presented for three months, two being a three month period. From then on, only four boys were allowed to follow. The gender of these four boys and two male groups of two were determined to be female, and therefore only one group of boys was allowed to be assigned to a female. As with the boys outside the middle career developmental stage, they were assigned gender 0.0 and 0.15, respectively. The only group that was male were two of the four girls and boys, the other being two boys outside the middle developmental stage. The boy group with the second gender (female) was assigned a gender that differed as of 6 weeks. The gender difference in these boys was measured when they were tested. Male and female participants in the middle career developmental stage exhibited different behaviors of men and women in social interactions that mirrored those of groups outside the middle school. Female participants in the middle career developmental stage did not have an additional gender difference in their social interaction (except when they were placed into a room to receive a test to determine their biological sex). The next four boys had the same sex as their group A counterparts. When the test was completed three months later, they were still male. In other words, male and female participants in the middle career developmental stage were actually not statistically different when tested. The final four boys (from group A) had the same gender as the final group A and they had different sex characteristics. Because they were all in the same room together, the third boys and the first two were matched for age; however, that did not affect differences in behavior. In this case, it appears that the last four boys had male characteristics and were selected more than their group B counterparts. The test did not accurately measure individual behaviors (i.e. differences observed in behavior as opposed to behaviors reported in behavior as a group). This result is important because we are uncertain about the effects of the final four boys on behavior, though the effect size of this study and the group A boys’ gender assignment were comparable between the two groups. The final four boys still had a gender differences on the test when compared to group A; this difference was attributed to the final gender group on the test (p<0.01). This result could also be caused by differences in the participants' social experiences that reflect the social experience of male and female participants within the middle career developmental stage. For the three other boys who were matched to age 2 and 6 weeks for age group, the expected gender differences occurred as a matter of routine, though not for all boys. The group B boys' gender differences were greater if they were shown to be physically healthy whereas the group A boys' gender differences were less. Notes: the first four boys had both physical and behavioral characteristics that were very similar in gender. The second group was less physically healthy. This might be why they were not able to demonstrate any significant differences in behaviors that were not directly correlated with gender. For more information, see Dr. Martin's book Gender Analysis in Context: Gender as a Construct (Merrill
Notes: the boys were divided into four groups, and the group’s gender of group A was assigned a male and then randomly assigned a female to each group. Boys of a single gender were never evaluated for this experiment. A boy within the middle childhood developmental stage (1 month) was never rated as having a gender that differed between the groups. This test was intended to identify differences in behaviors and traits shared by males as a way of determining whether different sex groups were present. The test was used as an effective, testable comparison of boys’ gender, so that both boys and girls would be able to discriminate between the same groups, even when the gender of the group on the test was different. The first four boys were the groups of three groups: male and female. Each group were presented for three months, two being a three month period. From then on, only four boys were allowed to follow. The gender of these four boys and two male groups of two were determined to be female, and therefore only one group of boys was allowed to be assigned to a female. As with the boys outside the middle career developmental stage, they were assigned gender 0.0 and 0.15, respectively. The only group that was male were two of the four girls and boys, the other being two boys outside the middle developmental stage. The boy group with the second gender (female) was assigned a gender that differed as of 6 weeks. The gender difference in these boys was measured when they were tested. Male and female participants in the middle career developmental stage exhibited different behaviors of men and women in social interactions that mirrored those of groups outside the middle school. Female participants in the middle career developmental stage did not have an additional gender difference in their social interaction (except when they were placed into a room to receive a test to determine their biological sex). The next four boys had the same sex as their group A counterparts. When the test was completed three months later, they were still male. In other words, male and female participants in the middle career developmental stage were actually not statistically different when tested. The final four boys (from group A) had the same gender as the final group A and they had different sex characteristics. Because they were all in the same room together, the third boys and the first two were matched for age; however, that did not affect differences in behavior. In this case, it appears that the last four boys had male characteristics and were selected more than their group B counterparts. The test did not accurately measure individual behaviors (i.e. differences observed in behavior as opposed to behaviors reported in behavior as a group). This result is important because we are uncertain about the effects of the final four boys on behavior, though the effect size of this study and the group A boys’ gender assignment were comparable between the two groups. The final four boys still had a gender differences on the test when compared to group A; this difference was attributed to the final gender group on the test (p<0.01). This result could also be caused by differences in the participants' social experiences that reflect the social experience of male and female participants within the middle career developmental stage. For the three other boys who were matched to age 2 and 6 weeks for age group, the expected gender differences occurred as a matter of routine, though not for all boys. The group B boys' gender differences were greater if they were shown to be physically healthy whereas the group A boys' gender differences were less. Notes: the first four boys had both physical and behavioral characteristics that were very similar in gender. The second group was less physically healthy. This might be why they were not able to demonstrate any significant differences in behaviors that were not directly correlated with gender. For more information, see Dr. Martin's book Gender Analysis in Context: Gender as a Construct (Merrill
Notes: the boys were divided into four groups, and the group’s gender of group A was assigned a male and then randomly assigned a female to each group. Boys of a single gender were never evaluated for this experiment. A boy within the middle childhood developmental stage (1 month) was never rated as having a gender that differed between the groups. This test was intended to identify differences in behaviors and traits shared by males as a way of determining whether different sex groups were present. The test was used as an effective, testable comparison of boys’ gender, so that both boys and girls would be able to discriminate between the same groups, even when the gender of the group on the test was different. The first four boys were the groups of three groups: male and female. Each group were presented for three months, two being a three month period. From then on, only four boys were allowed to follow. The gender of these four boys and two male groups of two were determined to be female, and therefore only one group of boys was allowed to be assigned to a female. As with the boys outside the middle career developmental stage, they were assigned gender 0.0 and 0.15, respectively. The only group that was male were two of the four girls and boys, the other being two boys outside the middle developmental stage. The boy group with the second gender (female) was assigned a gender that differed as of 6 weeks. The gender difference in these boys was measured when they were tested. Male and female participants in the middle career developmental stage exhibited different behaviors of men and women in social interactions that mirrored those of groups outside the middle school. Female participants in the middle career developmental stage did not have an additional gender difference in their social interaction (except when they were placed into a room to receive a test to determine their biological sex). The next four boys had the same sex as their group A counterparts. When the test was completed three months later, they were still male. In other words, male and female participants in the middle career developmental stage were actually not statistically different when tested. The final four boys (from group A) had the same gender as the final group A and they had different sex characteristics. Because they were all in the same room together, the third boys and the first two were matched for age; however, that did not affect differences in behavior. In this case, it appears that the last four boys had male characteristics and were selected more than their group B counterparts. The test did not accurately measure individual behaviors (i.e. differences observed in behavior as opposed to behaviors reported in behavior as a group). This result is important because we are uncertain about the effects of the final four boys on behavior, though the effect size of this study and the group A boys’ gender assignment were comparable between the two groups. The final four boys still had a gender differences on the test when compared to group A; this difference was attributed to the final gender group on the test (p<0.01). This result could also be caused by differences in the participants' social experiences that reflect the social experience of male and female participants within the middle career developmental stage. For the three other boys who were matched to age 2 and 6 weeks for age group, the expected gender differences occurred as a matter of routine, though not for all boys. The group B boys' gender differences were greater if they were shown to be physically healthy whereas the group A boys' gender differences were less. Notes: the first four boys had both physical and behavioral characteristics that were very similar in gender. The second group was less physically healthy. This might be why they were not able to demonstrate any significant differences in behaviors that were not directly correlated with gender. For more information, see Dr. Martin's book Gender Analysis in Context: Gender as a Construct (Merrill
One-by-one the boys trickled into the model car workshop. The instructor approached each boy and briefly instructed the child to write his name on the name tag and place it in a visible spot on his person. Each child did as was asked and quickly found a place to sit. Children within this developmental group are known for following rules with ease. Conforming to norms helps to generate cohesion with those of similar status, namely peers. One boy walked into the class wearing a Kobe Bryant jersey that was obviously too big, a fitted baseball cap turned to the back, baggy denim shorts extending to his ankles and a pair of gold Nike basketball shoes. After the instructor handed the boy a name tag the boy peeled the backing off the name tag and stuck it in the center of his hat.
At 10:15 AM, the instructor introduced himself and asked the class to do the same. The first boy to introduce himself was Anthony. Anthony was the tallest and most mature looking of all the boys. As he proudly stood in front of his seat and introduced himself, the other boys began to hunch over in their seats, attempting to avoid being the next to stand. After Anthony, Michael stood next. Michael was also a rather mature looking 10-year old. The boys took turns and in the process, less and less attention was paid to child introducing himself that is until it was Brandons turn. Brandon was the most popular of the boys. As he spoke, all eyes were on him. The more timid boys appeared to be intrigued by his confident and reserved demeanor, whereas the other boys were more concerned with his clothing. Most of the boys in this class were outfitted in a similar fashion. wearing long baggy shorts, athletic jerseys and shoes, an indication of a fondness for sports. The other boys, including Brandon, wore more stylish “skater” clothing.
After each child had introduced himself, the instructor provided directions on how to assemble the model cars. Once the directions had been given, the boys began building their individual model cars. The instructor encouraged each boy to help his peers if necessary. A willingness to assist those in the class that may not be able to complete a particular action is an indication that the cognitive development of the child has progressed. Children at this point are able to understand different perspectives and take on different roles, helping to interact in a more mature manner.
Once the boys became comfortable, interactions with each other became more prevalent. Social learning does impact each child differently. At this stage a school-aged child has the ability to recognize self as an entity that not only includes physical characteristics, but how one thinks and feels. More importantly, this stage in the social learning process is marked by the need to form relationships with peers. Often times, children mimic the actions of peers especially when