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Comparing Gender Messages in Girl Scout and Boy Scout Handbooks
Comparing Gender Messages in Girl Scout and Boy Scout Handbooks
By Kathleen E. Denny, University of Maryland, College Park
Youth organizations, Boy Scouts and Girl Scouts, play a significant role in teaching children the appropriate gender role and behavior. Gender messages are often conveyed in the Boy Scout and Girl Scout handbooks. The activities planned aim to develop the skills and build up the characters of children to ensure that they fulfill the societal standards of masculinity and femininity.
The context, content and the approach to the handbook activities contain powerful gender messages which aim to shape boys and girls in ways which the society deems to be desirable. The context of the handbook activities is gendered. Boys are always involved in individual projects, showing that boys are more independent and capable. On the contrary, girls are always involved in group projects, portraying girls to be more vulnerable and are always in need of the company of others.
The content of activities also communicates messages about gender. Boys and girls are often restricted to certain types of activities due to stereotypical view that they have different ability in different areas. As such, it is common to see that boys are offered activities involving science projects whereas girls are offered activities involving arts project. Furthermore, it is seen that the badge titles of the activities often teach boys and girls about their expected role in the society. Badge titles such as ‘Caring for children badge’ and ‘Sew simple badge’ teach girls about the ideal motherhood whereas titles such as ‘Geologist badge’ and ‘leader ship badge’ are more career-oriented and teach boys about being a leader and a provider. This reflects that children’s future paths have already been set up for them and it is unlikely that they will be provided with alternative options.
Lastly, the approach to the handbook activities is also stereotypically gendered. Girl scouts handbook tend to develop the ‘I’ll try ‘attitude. This may send a message to them that they are not born with the ability to achieve and it is alright if they do not do well. On the other hand, boy scouts handbook conveys the ‘I am’ attitude. This may inform them that they have the capability to complete the task and hence they have to live up to the expectation and do well. The messages sent to them will influence and shape the way they view themselves. They may then accept that as a fact and do not see the need to change.
I feel that the judgments made about the capability of boys and girls may be unfair. Skills of boys and girls are often evaluated differently based on their gender. The messages in the Boy scout and Girl scout handbooks tend to define the different ability that they possess without giving them the opportunity to try and prove the otherwise. Boys are assumed to be more independent and potentially capable in science whereas girls are seen to be more inclined in arts. As such, boys are offered individual activities with scientific context and girls are often pushed into group activities with artistic context. They are denied the opportunities to try other activities. I think that children should be given equal opportunities to try different activities before conclusion is made about their ability and appropriate role.
Fortunately, it is seen that children may not be easily influenced by the gender messages conveyed despite the constant exposure to the stereotypical messages. Besides Boy scouts and Girl scouts, children interaction with other factors such as family and peers are also important in shaping and teaching them about their role and behavior. Thus, children may receive, interpret and respond to the gender messages differently.
By Kathleen E. Denny, University of Maryland, College Park
Youth organizations, Boy Scouts and Girl Scouts, play a significant role in teaching children the appropriate gender role and behavior. Gender messages are often conveyed in the Boy Scout and Girl Scout handbooks. The activities planned aim to develop the skills and build up the characters of children to ensure that they fulfill the societal standards of masculinity and femininity.
The context, content and the approach to the handbook activities contain powerful gender messages which aim to shape boys and girls in ways which the society deems to be desirable. The context of the handbook activities is gendered. Boys are always involved in individual projects, showing that boys are more independent and capable. On the contrary, girls are always involved in group projects, portraying girls to be more vulnerable and are always in need of the company of others.
The content of activities also communicates messages about gender. Boys and girls are often restricted to certain types of activities due to stereotypical view that they have different ability in different areas. As such, it is common to see that boys are offered activities involving science projects whereas girls are offered activities involving arts project. Furthermore, it is seen that the badge titles of the activities often teach boys and girls about their expected role in the society. Badge titles such as ‘Caring for children badge’ and ‘Sew simple badge’ teach girls about the ideal motherhood whereas titles such as ‘Geologist badge’ and ‘leader ship badge’ are more career-oriented and teach boys about being a leader and a provider. This reflects that children’s future paths have already been set up for them and it is unlikely that they will be provided with alternative options.
Lastly, the approach to the handbook activities is also stereotypically gendered. Girl scouts handbook tend to develop the ‘I’ll try ‘attitude. This may send a message to them that they are not born with the ability to achieve and it is alright if they do not do well. On the other hand, boy scouts handbook conveys the ‘I am’ attitude. This may inform them that they have the capability to complete the task and hence they have to live up to the expectation and do well. The messages sent to them will influence and shape the way they view themselves. They may then accept that as a fact and do not see the need to change.
I feel that the judgments made about the capability of boys and girls may be unfair. Skills of boys and girls are often evaluated differently based on their gender. The messages in the Boy scout and Girl scout handbooks tend to define the different ability that they possess without giving them the opportunity to try and prove the otherwise. Boys are assumed to be more independent and potentially capable in science whereas girls are seen to be more inclined in arts. As such, boys are offered individual activities with scientific context and girls are often pushed into group activities with artistic context. They are denied the opportunities to try other activities. I think that children should be given equal opportunities to try different activities before conclusion is made about their ability and appropriate role.
Fortunately, it is seen that children may not be easily influenced by the gender messages conveyed despite the constant exposure to the stereotypical messages. Besides Boy scouts and Girl scouts, children interaction with other factors such as family and peers are also important in shaping and teaching them about their role and behavior. Thus, children may receive, interpret and respond to the gender messages differently.
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