***************** *** Claim **** ******* *** Hardwired ** ** ********* **** Girls”NameCourse ***** *** ******************* ********************** the Claim **** ‘Boys *** ********* ** Be ********* from *********************** has ****** been * broad ****** that ******** ****** *** *********** that ***** between **** and ***** Some ********* have been *********** **** stipulations that **** *** ********* as ******** ** ***** The **** ****** ** ******* **** ***** *** biological differences **** make * *********** ******* **** *** ***** ***** ** ******** **** ****** influence *** ******** that ** ********* ** **** ******** seeks ** provide ** ******** assessment ** ******* boys *** ********* ** be ********* than ***** ** *** *** social ********** ** boys *** ***** ** under *** ******* of ****** ********* being ******** ** interaction **** *** ****** setting Family peers and *** ******* as * ***** has * *********** ****** ******* ****** definition **** are *** ********* ** ** ********* **** girls *** ********** differences *** not sufficient ** ********* gender ************* **** hardwired ** ** different from ********* nurture-nature ****** is one ** the elements that ******* **** ******** *** highlights **** genetic *********** characterized ****** ***** *** **** arguments **** *** ****** ** **** ** ********** even before they *** **** *** ** is **** ****** **** influences **** **** ****** *** is ****** **** ** * **** or * *** hence ******** *** ******** ** * child *** ***** **** **** *** girls ********* are ******* ** *** ******* that *** ****** **** **** ** being capable **** ***** ** *** ****** setting ****** ** viewed ********* ****** like ************ interests ** well ** personality **** the **** **** **** *** **** the society *** already ******* **** and **** **** are ******** ******* ** the ********* The ****** ** which *********** communities ******** * ******* *** *** ********* **** that ** *** **** Boys were ******** with * tremendous ********** as ******** to ***** *** this identified **** boys **** better ******** to *** ***** A family was ****** to ** incomplete ******* having the welcome ** *** ***** ** a baby *** *** **** ******* the relevance of boys ** *** ******* Boys are viewed ** *********** ****** ** ******** ** the girls as well ** **** they ****** **** ********* ** *** ***** ******* of **** *** is **** ***** *** **** is ************ ********* *** *** their ******* (Online ********** for Chapter ** However **** ********* **** *** provide *** ********* ******* since the ******* has ******* ******* **** the **** *** ******** to ********* Therefore **** *** ********* ** ** ********* as ******** to ************ *** **** ************** ****** ****** **** children *** **** ** blank ****** *** **** it is **** the ********** **** **** *** **** ******* *** **** *** Nature and ******* ******** **** ******* *** development of ****** during ******* *** early childhood ****** ** **** ********* it is ******* that ****** was * ***** *********** ** ****** that ******** * ********** ******* boys and ***** ************* changes can *** ** a *********** of normal rate ** *********** ******** ** **** ** is ********* clear **** nature *** * *********** ****** ** the ********** ** **** *** ***** *** ******* **** get witnessed ***** **** *** girls are ***** ** *** ******* ** the *********** **** they **** gone through ****** their childhood ** ** ********* not *********** ** **** the ************* **** boys *** ********* to ***** ********* ** ******** ** girls ****** identities *** *********** through *********** with *** *********** *** **** ** what ******* ************* *** distinguishes the *** ** **** **** **** are *** ********* ** be ********* **** *********** ** * social construction ***** ***** ** how **** *** ***** ******** *** ******** expectations **** always **** ******* **** **** ******* they are ***** of *** *** of * **** **** ** ** born **** ** *** **** ****** towards ******** *** **** are Cultural ***** *** norms **** ****** a *********** **** ** ******** boys *** ***** ******** ** p257) ***** young people are ******** ** ****** **** the ***** **** *** in ***** ** ****** what **** ****** ** *** ** ******* ****** exists as *** ******* factor ** *** *********** that boys and ***** **** ** ********** ** **** ** **** ** *** ******* The manner in ***** * child is ******* up ***** **** adopt ** identified ********** that ***** **** realize who **** *** *** ******* parents often *** a boys **** ******* than **** ** * **** ** **** * **** **** * ******* **** ** ******* **** **** of a **** it ***** *** realize **** ** ** ********* ************ *** ****** ** which ******** *** ******* ******* who they are In some ** *** ********* **** ** Britain ***** *** ********* ***** for **** *** ***** ******* and having **** ** ********** ** a ***** person *** ** ******** ** ******** out *** *** ** ****** ** **** *********** in **** ****** among ******** Boys *** girls ** *** just ***** **** ** ***** **** ****** ***** ******* *** also their ***** ********* **** * ***** **** ** *** ******* of ****** ********** taking **** ************* that ******* **** ********* **** ** raising children (Department *** education ***** The experience that **** acquire when *********** **** ***** ***** **** **** ** ************* who they *** ** would ********* *** ** correct ** ********* **** **** are ********* ** be ********* from ******** ******* ** *********** ** * ***** ****** towards ************ *** *********** ******* boys and girls “Tweenager” ** the ************ phase **** establishes * ********** ******* childhood and ********* ******* activities for ******* *** *** ******* ** ********** **** ********* to ********* is ********** ** *** ****** *********** in which boys and girls *** ******* ** ** *** ******* ******* **** ******* ******* ******** **** ***** ** *** ****** ***** ***** **** *** attracted ** acquire **** of these products *** ******** *** **** an ****** ***** **** **** makes a step ** ******* **** ***** **** prefer ** this case **** *** *** ********* ** ** different **** ***** ***** ***** *** ***** *** are ******** ** *** **** things **** make ***** ** *** ***** ******** ******* ******* ***** *** appeal ** both ***** *** **** and **** cannot ** **** ** *********** ******* *** *** ****** ******* ******** **** to explicit music videos ** ***** ****** ******* some ** the young boys may ** ********* to watch ******* ***** ******* *** ********* ** ***** ***** *** *** society ** * ***** ** ** * ****** ******* there is ******** ******* **** games **** ******* ** ******** ******* them Therefore boys *** *** ********* ** ** ********* from ************ domain is * ****** where ******** *** ******** by marketable goods **** *** specially **** for **** (Kehley **** p **** These products *** ******* ***** *** **** ***** **** **** *** ***** ******* 2008 * **** ******** ******** *********** with **** where *** ******** can meet ***** ***** *** ******* ** **** case **** *** **** ** *** ********* ** ********** ***** **** toys **** ********* ***** ******** *** guns ***** ***** are ***** ** ***** and ******* ***** ********** *** gone a long way towards ******** * broad ***** ** ******** **** ******** can familiarize themselves **** The ******** *** ********* ** **** they ****** **** ***** *** **** ** **** **** ** *** ******** *** ******* * ***** ** ********** *** *********** *** ******* when ***** girls ****** ****** ******** **** face *** pressure ** ******** ** and ** *** same **** wearing make-up ** ** ** **** **** the need ** ******* to ****** ********** **** *** ***** ** femininity that *** ***** *** attracted ** **** products ********* *** interaction **** the community ******* them ** familiarize ********** with ****** *** *** like **** and **** ******* who **** *** ** this **** ********** differences **** ** place ** ******** boys *** girls *** ** ** *** ****** influences that **** a stakeGender ********** *** acquired ******* *********** **** *** *********** ** is the social *********** that ***** boys *** ***** **** within the ****** ******* that ******* their ********** *** *********** ********* affects * child’s **** **** a ***** *** ******* ********** *** Chapter *** *** ******* **** **** *** ***** *** the experience ** attending ************* ***** is one ** the life ****** that **** ** define *** **** *** *** exposure ******* traditional gendered *********** is ****** ****** the ****** ******* ***** **** *** girls are taught ********* how they ****** behave **** ********* associate themselves with ***** ****** **** *** ******* for **** *** ** **** **** up they *** ** familiarize ********** **** ***** ******* Sexualisation ** **** * process **** *** *********** some ********* to **** girls *** **** *** **** ** ****** a ********** ****** ******* who **** *** *** ******* *** ***** ******* boys *** ***** ******* the ******* ****** For ******* *** education sector *** ********** *********** * *** ** ******** boys *** ***** ********* *** **** course contents ***** ****** **** as ***** ******* ** ******** ** ***** *** ****** ** **** being doctors ********* *** ***** ********* professions *** ********* *** **** *** ***** *** ********* of ******** ****** *** ****** ******* *** **** ***** **** **** *** better in ******* and **** while the ***** are **** **** ** comes to ****** ******************** ******* **** are *** hardwired to ** ********* **** girls Rather *** social ********* ***** * better **** in *** ****** ********** ******* *** ***** be * significant ****** ** ********* *** the *********** between boys and girls *** *********** ***** ***** ***** and **** *** ******* ** ** highly ********* ******* ************ ***** gender ********** *** ********** ********** ** ********* ** **** **** not an adequate ********* **** *** define boys *** compare them **** ***** However **** ** *** ** **** **** ********** differences *** *** ********** ** ************ ****** ********** but ****** *** a ****** ****** ********* *** *********** ******* **** and ***** *** ********* ** ***** ****** ***** ** well ** the ********* as * whole ***** ***** *** boys and ***** ******** **** *** ****** ******* ***** ******** * ********* of **** ** ******** of **** ** ** from *** *********** ******* **** **** *** ** opportunity ** ********** themselves ****** *** ******* who **** ***************************** *** ********* **** ***** ********* ************************* ********* ******* ******* ****** *** ********* tips ** bringing up *************** * nd ******* * ****** *** Nurture ********************************************** * ** ******* ** Gender *** Sexuality e102_reader_e3i1_sup052041_Chapter_12pdfKehily MJ ** 2008 ** introduction to ********* studies *********** Education ********* ******* ******** **** ** ******** music ****** ** ***** ******* ****************

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