{"id":180,"date":"2025-10-14T09:18:02","date_gmt":"2025-10-14T09:18:02","guid":{"rendered":"http:\/\/localhost\/sociologyofeverydaylife\/?post_type=content&p=180"},"modified":"2025-10-15T13:16:33","modified_gmt":"2025-10-15T13:16:33","slug":"chapter-7","status":"publish","type":"content","link":"https:\/\/staging.routledgelearning.com\/sociologyofeverydaylife\/students\/chapter-7\/","title":{"rendered":"Chapter 7 \u2013 Toys"},"content":{"rendered":"\n
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Chapter 7 \u2013 Toys<\/h1>\n\n\n
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Chapter Summary<\/h2>\n\n\n\n

This chapter uses the case of toys to explore socialization: the lifelong process of learning the norms of a particular society. We focus on gender socialization, but also briefly examine how socialization processes relate to other forms of inequality, hierarchy, and social stratification. The bifurcated world of gendered toys allows us to introduce sociological concepts of sex, gender, gender roles, gender identity, doing gender, sexism, and patriarchy. We also consider kids\u2019 desire for toys: Are kids\u2019 consumer desires driven by the quest for group belonging or social distinction (or both)? A toy box can tell us a lot about how childhood is viewed and experienced, and reveal hegemonic ideals of gender and parenting in consumer culture.<\/p>\n<\/div>\n\n\n\n

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Further Reading<\/h2>\n\n\n\n

West, Candance and Don Zimmerman. 1987. \u201cDoing Gender.\u201d Gender & Society<\/em> 1(2):125\u2013151.<\/p>\n\n\n\n

West and Zimmerman\u2019s classic paper presents the argument that gender is not a static trait but an ongoing accomplishment, performed through everyday social interactions. They distinguish between sex, sex categorization, and gender, explaining that gender is enacted and reinforced through behaviors aligned with societal expectations. Individuals are held accountable for their gendered actions, which maintain existing power structures and inequalities. The authors propose that understanding gender as a social process can help challenge these structures and drive social change.<\/p>\n\n\n\n

Discussion questions<\/summary>\n
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  • What does it mean to \u201cdo gender\u201d according to West and Zimmerman? How does this differ from and challenge conventional understandings of gender?<\/li>\n\n\n\n
  • How do the authors distinguish sex, sex categorization, and gender? Why is it important to distinguish these concepts in understanding how gender is performed in everyday life?<\/li>\n\n\n\n
  • How do different institutions (e.g., work, family, school, etc.) contribute to the \u201cnaturalness\u201d of gender roles? Can you think of examples from your own experience?<\/li>\n\n\n\n
  • What do the authors mean by \u201caccountability\u201d? What are the social mechanisms through which individuals are held accountable for their gendered behaviors? How does accountability apply to other social roles?<\/li>\n\n\n\n
  • What are the implications of viewing gender as a social accomplishment for challenging gender inequality?<\/li>\n<\/ul>\n<\/details>\n\n\n\n

    Lareau, Annette. 2002. \u201cInvisible Inequality: Social Class and Childrearing in Black Families and White Families.\u201d American Sociological Review<\/em> 67(5): 747-776.<\/p>\n\n\n\n

    Annette Lareau\u2019s article examines the effects of social class on childrearing strategies. Through an ethnographic study, Lareau identifies two distinct approaches: middle-class parents practice \u201cconcerted cultivation,\u201d fostering their children’s talents through organized activities and reasoning, while working-class and poor parents engage in the \u201caccomplishment of natural growth,\u201d allowing children more unstructured playtime and relying on directives rather than discussion. Social class, rather than race, largely influences these childrearing patterns, which in turn affect how children interact with institutions and adults, shaping their sense of entitlement or constraint. Lareau highlights the long-term implications of these differences, particularly as middle-class children develop skills that advantage them in navigating institutions and social structures.<\/p>\n\n\n\n

    Discussion questions<\/summary>\n
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    • How do economic and social constraints shape the childrearing strategies parents employ? What challenges might working-class and poor families face in adopting a \u201cconcerted cultivation\u201d approach?<\/li>\n\n\n\n
    • How do childrearing strategies influence children’s sense of entitlement or constraint when interacting with dominant institutions (e.g., schools, medical professionals)? What are the broader implications for social mobility and inequality?<\/li>\n\n\n\n
    • What role do institutional settings (like schools and healthcare) play in reinforcing or challenging the effects of class-based childrearing practices?<\/li>\n\n\n\n
    • How might Black families\u2019 experiences with racism and discrimination affect their approach to childrearing, even when they belong to the middle class or practice \u201cconcerted cultivation\u201d?<\/li>\n<\/ul>\n<\/details>\n\n\n\n

      Reich, Stephanie M., Rebecca W. Black, and Tammie Foliaki. 2018. \u201cConstructing Difference: Lego\u00ae Set Narratives Promote Stereotypic Gender Roles and Play.\u201d Sex Roles<\/em> 79 (5\u20136): 285\u201398.<\/p>\n\n\n\n

      This article explores how Lego sets marketed to boys and girls promote gendered narratives around children\u2019s play. The study found that Lego City sets (targeted at boys) emphasize professional roles, heroism, and adventure, while Lego Friends sets (targeted at girls) focus on hobbies, socializing, domestic activities, and beauty. The narratives reinforce traditional gender stereotypes, with boys positioned as active, skilled agents and girls as passive, social caregivers. The authors argue that these gendered messages can influence children\u2019s perceptions of gender roles and future career aspirations.<\/p>\n\n\n\n

      Discussion questions<\/summary>\n
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      • What are the main differences between the narratives and roles promoted in Lego City sets (targeted at boys) and Lego Friends sets (targeted at girls), and how do these differences reflect traditional gender stereotypes?<\/li>\n\n\n\n
      • How might the narratives embedded in Lego products encourage boys and girls to adopt different types of skills, interests, and future goals?<\/li>\n\n\n\n
      • Why do companies like Lego market products in gendered ways?<\/li>\n\n\n\n
      • How might exposure to gender neutral toys affect children\u2019s creativity and imagination compared to playing with gender-stereotyped toys?<\/li>\n<\/ul>\n<\/details>\n<\/div>\n\n\n\n
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        Quizzes<\/h2>\n\n\n\n

        Test your knowledge with the Chapter 7 quizzes!<\/p>\n\n\n\n

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        Quiz<\/h3>\n<\/div>\n\n\n\n