Different cultures have different expectations from their boys and girls; some expect the boys to look after parents when they grow up, some expect girls to be “feminine” in their behavior in order to get a better job, husband, or status. Such expectations are reflected in a child’s relation to other children and adults, which may present confusion within the school community. 

Instructions

Create a PowerPoint presentation on cross-cultural gender development concepts suitable for an audience of elementary school educators in a multicultural school district. Choose two hypothetical cultures in this district in addition to your own culture (own culture is African).

Include the following in your presentation:

• Explain the distinction between culture, ethnicity, and religion in relation to gender concepts.
• Evaluate the impact of culture on children’s perception of gender roles.
• Provide concrete examples that illustrate both questions above.

Incorporate appropriate animations, transitions, graphics, and speaker notes for each slide. The speaker notes may be comprised of brief paragraphs or bulleted lists.

Length: This assignment should include 12-15 slides, excluding the title and reference slide.

References: Include a minimum of three scholarly resources. In addition to these specified resources, other appropriate scholarly resources may be included.

The completed assignment should address all assignment requirements, exhibit evidence of concept knowledge, and demonstrate thoughtful consideration of the content presented in the course. The writing should integrate scholarly resources, reflect academic expectations and current APA standards.

References

• Gender social roles: A cross-cultural comparisonNaz, F., de Visser, R. O., & Mushtaq, M. (2022). Gender social roles: A cross-cultural comparison. Journal of Human Behavior in the Social Environment, 32(2), 189–200.
  Compares gender roles across individualistic and collectivist cultures.
• Which girls, which boys? The intersectional risk for depression by race and ethnicity, and gender in the U.S.Patil, P.A., Porche, M.V., Shippen, N.A., Dallenbach, N. T., Fortuna, L. R. (2018). Which girls, which boys? The intersectional risk for depression by race and ethnicity, and gender in the U.S., Clinical Psychology Review, 66, 51-68.
  Provides a direct application of gender identity research to intersectionality and depression in minority adolescents.
• Does Exposure to Counterstereotypical Role Models Influence Girls’ and Women’s Gender Stereotypes and Career Choices? A Review of Social Psychological Research Olsson, M., & Martiny, S. E. (2018). Does exposure to counterstereotypical role models influence girls’ and women’s gender stereotypes and career choices? A review of social psychological research. Frontiers in Psychology, 9, 2264.
  Provides an overview of research-based interventions for girls and women involving observing or interacting with counterstereotypical role models.
• How to remove gender stereotypes from playtimeUNICEF. (n.d.). How to remove gender stereotypes from playtime. Www.unicef.org.
  This website provides tips on inclusive play for all children