But our children are immersed in a heavily gendered world.
The brain is a blank canvas when it is created.
The idea that differences between boys and girls are biological and cannot be changed has been discredited.2
Instead, it should be acknowledged that the relationship between the brain and its world is a constant two-way flow of traffic and we need to pay as much attention to what is going on outside our heads as well as inside.3
1. Rippon, G. (2019). The Gendered Brain, Bodley Head: London.
2. Fine, C. (2011). Delusions of Gender: the real science behind sex differences, Icon Books: London.
3. Ibid (n 1).
But our children are immersed in a heavily gendered world.
1. Eliot, L. (2009). Pink Brain, Blue Brain: How small differences grow into troublesome gaps - and what we can do about it. Houghton Mifflin Harcourt: New York.
3. The Institute of Engineering and Technology (2016). https://www.theiet.org/media/press-releases/press-releases-2016/06-december-2016-parents-retailers-and-search-engines-urged-to-re-think-the-pink-next-christmas/
4. Let Toys be Toys (2017). http://lettoysbetoys.org.uk/wp-content/uploads/2012/12/LetToysBeToys-Catalogues-report-Dec17.pdf
From the clothes that they wear to the toys that they play with, this can limit children for the rest of their lives.
1. Eliot, L. (2018) ‘Impact of gender-typed toys on children’s neurological development’ in Weisgram, E. & Dinella, L. [eds] Gender typing of children’s toys: How early play experiences impact development. Washington, DC, US: American Psychological Association, pp 167-187.
2. Hannah N., et al., (2012) 'The effect of school uniform on incidental physical activity among 10-year-old children', Asia-Pacific Journal of Health, Sport and Physical Education, 3:1, 51-63.
As they grow, brains pick up on social rules and learn what is “expected” of their gender.
1. Kane, E. W. (2006). “No Way My Boys Are Going to Be Like That!”: Parents’ Responses to Children’s Gender Nonconformity. Gender & Society, 20(2), 149–176.
2. Bian, L., et al., (2017). ‘Gender stereotypes about intellectual ability emerge early and influence children’s interests’, Science 355(6323), pp 389-391.
3. Chambers, N., et al., (2018). Drawing the Future survey. Education for Employers.
The effects can be harmful on their wellbeing and limit future opportunities.
1. The Children’s Society (2018).¸The Good Childhood Report 2018, Children’s Society: London.
2. Muntoni, F., et al., (2020) ‘Beware of Stereotypes: Are Classmates’ Stereotypes Associated With Students’ Reading Outcomes?’, Child Development.
3. Archer, L., et al., (2013) ASPIRES Young People’s Science and Career Aspirations, Age 10-14, King's College London, UK.
4. Reyes, H., et al., (2016) ‘Gender role attitudes and male adolescent dating violence perpetration: Normative beliefs as moderators’, Journal of Youth and Adolescence, 45(2).
5. Koenig A. M., (2018) 'Comparing Prescriptive and Descriptive Gender Stereotypes About Children, Adults, and the Elderly', Frontiers in psychology, 9, 1086.
But there's good news! The brain is malleable, and this effect can be reversed.
"We now know that, even in adulthood, our brains are continually being changed, not just by the education we receive, but also by the jobs that we do, the hobbies we have, the sports we play. The brain of a working London taxi driver will be different from that of a trainee and from that of a retired taxi driver." -Gina Rippon, The Gendered Brain
1. Spinner L, et al., (2018) Peer Toy Play as a Gateway to Children’s Gender Flexibility: The Effect of (Counter)Stereotypic Portrayals of Peers in Children’s Magazines. Sex Roles, 79(5), pp 314-328.
2. Nhundu, T.J., (2007) Mitigating Gender-typed Occupational Preferences of Zimbabwean Primary School Children: The Use of Biographical Sketches and Portrayals of Female Role Models. Sex Roles 56, pp 639–649.
3. Van Loo, K. J., et al., (2013) On the Experience of Feeling Powerful: Perceived Power Moderates the Effect of Stereotype Threat on Women's Math Performance. Personality & Social Psychology Bulletin, 39, pp 387-400.
4. Klein, K. J. K., & Hodges, S. D., (2001) Gender Differences, Motivation, and Empathic Accuracy: When it Pays to Understand. Personality and Social Psychology Bulletin, 27(6), pp 720–730.
Imagine if children could be whatever they wanted to be without stereotypes...
Created in partnership by:
and Mitra Abrahams
instagram.com/data_mitra
not only pink and blue is an online marketplace celebrating children being children and challenging the harmful stereotypes that can limit their aspirations and wellbeing. That's why you'll be able to search for children's clothes, books and toys by activity and attitude on not only pink and blue, and we also meet every Partner who we work with.
Mitra Abrahams is a freelance data analyst and visualiser. I aim to translate technical data into emotive and simple visualisations that everyone can digest. You can find more of my work on Instagram.