Fróðskaparrit - 01.01.2006, Qupperneq 91

SAMLEIKAGERÐ í NÝTSLUMENTANINIHJÁ BØRNUM
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This means that it is important for prac-
titioners to create an atmosphere/ethos of un-
derstanding and break down stereo-types.
The institutional influences on constructing
gender identity should not be underesti-
niated as gendered spaces are frequently cre-
ated by adults. For instance spaces such as
home comers” (as in SN) may contribute
to constructing boundaries between genders.
Furthermore, the influence of toy manufac-
turers and the mass media have long been
hlamed for promoting excessive gender
stereotypes (Martin et. al., 1999; Skelton
a°d Hall, 2001). Yet, it is important not to
sunply blame manufacturers-children, par-
e°ts, staff are all complicit in reinforcing
gender stereo-types. Importantly though,
children themselves do not always act in
stereo-typical ways. The data demonstrated
that their behaviour changes in different con-
texts e.g. play behaviour was more gender
stereotyped in schools than in neighbour-
hood social groups. This suggests that there
's something peculiar to schools and child-
Care institutions that needs to be addressed
*f stereo-types are to be countered.
Performance
^e'ng as they are, less robust, identities re-
lating to performance change to some extent
hetween age groups and vaiy in importance
hetween contexts. By the time tliey were
°lder (i.e. reached P6) the children were
111 L|ch more aware of their strengths/weak-
nesses or likes/dislikes and therefore,
l,tilised these in constructing identities. The
st'Uctural influence of schools and the fam-
’ly entail that children leam about desirable
achievements such as performing well aca-
demically or in sports. Evans and Eder
(1993) too found academic achievement to
be related to social inclusion. However, the
children from the present study did not in-
ternalise this passively as they e.g. ques-
tioned the professions parents suggested
were worth striving for.
Importantly, for some younger children
(P2/P3) but especially for the P6 group, con-
stmcting a “sporty” identity did not neces-
sarily entail performing well in sports.
Sports clothing, bags and other equipment
came to represent a lifestyle or image where
the children enjoyed identifying with sport
in general or sport celebrities in particular.
Appearance
Not unexpectedly, it emerged from the data
that clothes, bags and grooming items were
key consumer products in the mainte-
nance/creation ofappearance. Furthermore,
there are clear links between appearance and
gender since “...how we look is an ex-
tremely prominent cue for gender defíni-
tion...” (Kacen, 2000). Therefore, appear-
ance is iinportant for children to communi-
cate a range of meanings as well as assist-
ing in constructing other identities such as
gender, performance and so on. The reason
is that appearance is highly visual which
children carry with them at all times.
The most important finding pertaining to
appearance is the insight this study provides
into young boys and the emphasis they place
on appearance. Much research on appear-
ance or related topics tends to suggest that
girls in particular are concerned with how
they look. However, this study presented
findings with young boys (P6) talking freely