section_path: Gender
section_name: Gender
paragraph_text: Gender
  
  Certain toys, such as Barbie dolls and toy soldiers, are often perceived as being more acceptable for one gender than the other. The turning point for the addition of gender to toys came about in the 1960s and 1970s. Before 1975, only about two percent of toys were labeled by gender, whereas today on the Disney store's website, considered a dominating global force for toys by researcher Claire Miller, all toys are labeled by gender. The journal Sex Roles began publishing research on this topic in 1975, focusing on the effects of gender in youth. Too, many psychological textbooks began to address this new issue. Along with these publications, researchers also started to challenge the ideas of male and female as being opposites, even going as far as to claim toys which have characteristics of both genders are preferable.
  
  A milestone for research on gender is the use of meta-analysis, which provides a way to assess patterns in a systematic way, especially relevant for a topic such as gender, which can be difficult to quantify. Nature and nurture have historically been analyzed when looking at gender in play, as well as reinforcement by peers and parents of typical gender roles and consequently, gender play. Toy companies have often promoted the segregation by gender in toys because it enables them to customize the same toy for each gender, which ultimately doubles their revenue. For example, Legos added more colors to certain sets of toys in the 1990s, including colors commonly attributed to girls such as lavender.
  
  It has been noted by researchers that, "Children as young as 18 months display sex-stereotyped toy choices". When eye movement is tracked in young infants, infant girls show a visual preference for a doll over a toy truck (d > 1.0). Boys showed no preference for the truck over the doll. However, they did fixate on the truck more than the girls (d =.78). This small study suggests that even before any self-awareness of gender identity has emerged, children already prefer sex-typical toys. These differences in toy choice are well established within the child by the age of three.
  
  Another study done by Jeffrey Trawick-Smith took 60 different children ages three to four and observed them playing with nine different toys deemed best for development. They were allowed to play with the toys in a typical environment, a preschool classroom, which allowed for the results to be more authentic compared to research done in a lab. The researchers then quantified play quality of the children with each toy based on factors such as learning, problem solving, curiosity, creativity, imagination, and peer interaction. The results revealed that boys generally received higher scores for overall play quality than girls, and the toys with the best play quality were those identified as the most gender neutral, such as building blocks and bricks along with pieces modeling people. Trawick-Smith then concluded that the study encourages a focus on toys which are beneficial to both genders in order to create a better balance.
  
  While some parents promote gender neutral play, many parents encourage their children to participate in sex-typed activities, including doll-playing and engaging in housekeeping activities for girls and playing with trucks and engaging in sports activities for boys. Researcher Susan Witt said that parents are the primary influencer on the gender roles of their children. Parents, siblings, peers, and even teachers have been shown to react more positively to children engaging in sex-typical behavior and playing with sex-typical toys. This is often done through encouragement or discouragement, as well as suggestions and imitation. Additionally, sons are more likely to be reinforced for sex-typical play and discouraged from atypical play. However, it is generally not as looked down upon for girls to play with toys designed "for boys", an activity which has also become more common in recent years. Fathers are also more likely to reinforce typical play and discourage atypical play than mothers are. A study done by researcher Susan Witt suggests that stereotypes are oftentimes only strengthened by the environment, which perpetuates them to linger in older life.
  
  This stereotypical attribution of sex-typical toys for girls and boys is gradually changing, with toys companies creating more gender neutral toys, as the benefits associated with allowing children to play with toys that appeal to them far outweighs controlling their individual preferences. For example, many stores are beginning to change their gender labels on children's play items. Target removed all identification related to gender from their toy aisles and Disney did the same for their costumes. The Disney store is an especially prevalent example of gender in play because they are a global identity in the toy world. A study done regarding their website found that though they have removed gender labels from their costumes, the toys online reflect more stereotypical gender identities. For example, toys depicting males were associated with physicality and females were associated with beauty, housing, and caring. Though Disney promotes their toys as being for both genders, there is no gender neutral section on their website. Those which are generally deemed for both genders more closely resemble what many would label "boy toys," as they relate closer to the stereotype of masculinity within play.
  
  Traditions within various cultures promote the passing down of certain toys to their children based on the child's gender. In Indigenous South American communities, boys receive a toy bow and arrow from their father while young girls receive a toy basket from their mother. In North African and Saharan cultural communities, gender plays a role in the creation of self-made dolls. While female dolls are used to represent brides, mothers, and wives, male dolls are used to represent horsemen and warriors. This contrast stems from the various roles of men and women within the Saharan and North African communities. There are differences in the toys that are intended for girls and boys within various cultures, which is reflective of the differing roles of men and women within a specific cultural community.
  
  Research on the repercussions of gender in toys suggests that desegregation of the genders can be achieved by encouraging more gender-neutral play. Researchers Carol Auster and Claire Mansbach have argued that allowing children to play with toys which more closely fit their talents would help them to better develop their skills. In terms of parental influence, a study found that parents who demonstrated some androgynous behavior have higher scores in support, warmth, and self-worth in regards to the treatment of their children. Even as this debate is evolving and children are becoming more inclined to cross barriers in terms of gender with their toys, girls are typically more encouraged to do so than boys because of the societal value of masculinity.