Gendered Socialisation

It has been evident through research of social scientists that early childhood is a critical period for gender socialisation, when children internalise cues about what is expected of them based on their assigned sex. These cues are not delivered through formal instruction or lessons; instead, they are embedded in the small differences in tasks, privileges, and expectations within home and social settings.

One of the earliest layers of this socialisation appears in the symbolism of colours and objects. Historically, colour associations with gender were not always as they are today. In the early 20th century, pink and blue were simply regarded as ‘baby colours’ irrespective of their sex. However, by the mid-20th century, marketing strategies, particularly those targeting expectant parents, began to solidify the association of pink with femininity and blue with masculinity. This shift was not just about colour preferences but about reinforcing societal expectations.

The primary difference can be found in toys. The girls are gifted with pink cooking sets, Barbie dolls with dresses and makeup, while the boys are gifted with toy soldiers. This clearly sets an idea that women are suitable for housework and brighter colours like pink, while the appropriate path for men is linked to physical stamina and intelligence. Although the problem is in the choice of toys itself, society disregards one sex for liking to play with toys assigned to the other sex. This reinforces the stereotypes and continues generations of problematic gendered childhoods. 

Along with sports, movies and media are other factors that are key in reinforcing gender stereotypes in childhood. Animated movies and fairy tales for children, such as Snow White and the Seven Dwarfs, Cinderella, and Sleeping Beauty, help reinforce the idea that males are rescuers, and females are the damsels in distress who can only be fulfilled through romance. This ‘princess culture’ in Hollywood movies safeguards patriarchy; girls are taught to act, behave and think in a certain way before they begin important developmental phases of their lives. 

In fact, a study by Brigham Young University found that preschoolers heavily involved with Disney princess media exhibited significantly more stereotypically feminine behaviours a year later, potentially limiting girls’ interests in “masculine” domains like math or science. This study is a prime example of how gendered childhoods limit equality, gradually setting society back to eras of suppression. The difficulty of changing such stories is depicted by the fact that even contemporary renditions of these stories occasionally find it difficult to overcome these ingrained preconceptions.

In Nepal, traditional gender roles are deeply rooted in cultural practices and societal expectations. However, there is a growing movement challenging these norms. Initiatives promoting girls' education and participation in sports are gaining traction, and more families are encouraging their children to pursue interests beyond traditional gender boundaries. Yet, many children, especially in rural areas, still grow up with a clear understanding of what is deemed appropriate for their gender. The challenge lies in balancing respect for cultural traditions with the need for progress and inclusivity.

In Nepal, tradition and modernity coexist. Although schools and parents question these stereotypes and frameworks, most of our country still has gendered codes deeply embedded in the name of tradition and culture. Change depends not only on policy shifts and implementation at large but also on small, everyday acts such as parents resisting the urge to label a colour as “for girls” or “for boys,” and communities valuing individuality over conformity. Communities must encourage children to test the full range of their abilities and emotions without fear of reprisal.