ng impact on the sex roles that children acquire. If the sex roles are stereotypical in the home then the children will imitate the behavior that is observed in the home. Simple, parental behaviors such as who drives and who pays for dinner influence the childrens perceptions of sex roles (Seid, 115). This issue has been extensively researched. Howe states " Schools function to reinforce the sexual stereotypes that children have been taught by their parents, friends and the mass culture we live in. It is also perfectly understandable that sexual stereotypes demeaning to women are also perpetuated by women - mothers in the first place, and teachers in the second - as well as by men - fathers, the few male teachers in elementary schools, high school teachers, and many male administrators at the top of the schools hierarchy" (Howe, 2). In literature research, "the boys of childrens books are active and capable, and the girls passive and in trouble" (Howe,2). In a mental health study conducted by Inge K. Broverman at Worcester State Hospital in Massachusetts, it was discovered that the qualities more considered healthy were those that are stereotypically male behaviors. Women exhibiting these socially desirable behaviors were; however, not considered healthy. Socially desirable male behavior Includes: aggression, independence, logic, confidence and ambition. Female behavior was passivity, dependence, cooth and empathy (Howe, 3). It has also been observed that despite any noticeable differences, girls are provided with fewer experiences "even in kindergarten" (Howe, 5). The junior high school and high school programs further accentuate the sex roles. Courses such as shop, metalworking, home economics and typing often have gender requirements (Howe, 6). Another school arena for open sexual discrimination is physical education. The boys are often given priority in terms of equipment, gym availability and funding for a...
