Class 7 Social Science Notes Chapter 4 (Growing up as Boys and Girls) – Social and Political Life Book

Alright class, let's get straight into Chapter 4, 'Growing up as Boys and Girls'. This chapter is crucial for understanding how society shapes our identities based on gender, which often forms the basis for questions on social structures and equality in government exams.

Chapter 4: Growing up as Boys and Girls - Detailed Notes

1. Introduction: Sex vs. Gender

• Sex: Refers to the biological differences between males and females.
• Gender: Refers to the socially constructed roles, behaviours, activities, and attributes that a given society considers appropriate for men and women. It's about expectations society places on us because we are born male or female.
• Identity: Our sense of self. Society often influences how we see ourselves as boys or girls.
• Stereotypes: Fixed, oversimplified ideas about what someone or something is like. Gender stereotypes assign specific traits or roles purely based on being male or female (e.g., "Boys are tough," "Girls are nurturing"). These stereotypes limit opportunities and potential.

2. Growing Up Different: Societal Variations

The chapter highlights that the way children grow up varies significantly across different societies and even within the same society at different times. This proves that gender roles are learned, not purely biological.

• Example 1: Samoa in the 1920s

  • Research by Margaret Mead showed a different pattern of childhood.
  • Children did not go to school. They learned essential life skills like childcare and housework from older children and adults.
  • Fishing was a significant activity learned at different stages by boys.
  • Young children (around 5-6 years old) were primarily responsible for looking after younger siblings.
  • Once boys were around 9, they joined older boys for outdoor tasks like fishing and planting coconuts.
  • Girls continued looking after younger children or doing errands for adults until their teenage years.
  • Teenage girls enjoyed considerable freedom, managing tasks like planting, weaving baskets, and looking after babies, often organising these tasks themselves. After the age of 14 or so, they also went on fishing trips.
  • Key takeaway: Responsibilities were shared, older children played a significant role in raising younger ones, and there were distinct phases of learning practical skills.

• Example 2: Madhya Pradesh (India) in the 1960s

  • Illustrates gender segregation from a young age within the Indian context.
  • Schools: Boys' and girls' schools were often designed differently.
    • Girls' schools sometimes had a central courtyard for playing, ensuring seclusion and safety within the school premises.
    • Boys' schools often lacked such courtyards, having playgrounds attached but open.
  • After School: Different patterns emerged.
    • Girls tended to walk home in groups, perhaps out of fear or social expectation. Their movement was often restricted to the path home.
    • Boys used the streets for various activities – playing, idling, cycling, etc. The street was seen more as their space.
  • Key takeaway: Clear distinction in freedom, space utilisation, and expected behaviour for boys and girls, reflecting societal norms about safety, roles, and public vs. private spaces.

3. Valuing Housework

• The Invisibility of Housework: The chapter strongly emphasizes that the work women primarily do within the home (cooking, cleaning, washing, childcare, eldercare) is often not recognised as 'work'.
  • It is considered something that comes naturally to women or is their inherent duty.
  • It is largely unpaid.
  • It is time-consuming and often physically demanding (e.g., fetching water, grinding spices, washing clothes by hand).
• Devaluation: Because it's unpaid and often invisible, housework and caregiving are devalued compared to paid employment outside the home.
• Impact on Women's Lives:
  • Double Burden: Many women work both outside the home (paid work) and inside the home (unpaid housework), leading to longer working hours and less leisure time compared to men.
  • Limited Opportunities: The assumption that caregiving is solely a woman's responsibility can limit their educational and career opportunities.
• Caregiving: Includes not just childcare but also looking after the sick, elderly, and persons with disabilities. This is physically and emotionally draining work, predominantly done by women and girls, often without recognition or support.

4. Women's Work and Equality

• Constitutional Provision: The Indian Constitution guarantees equality between men and women. However, reality often differs due to ingrained social attitudes and discrimination.
• Discrimination: Starts early with different expectations for boys and girls, continues in access to education, health, and employment, and is reflected in the devaluation of women's work (both paid and unpaid).
• Government Efforts: The government recognizes the burden of childcare and housework on women.
  • Anganwadis/Childcare Centres: Set up in several villages to help women manage childcare, enabling them to potentially take up outside employment.
  • Crèche Facilities: Laws mandate that establishments with more than 30 women employees must provide crèche facilities, acknowledging the need for childcare support for working women.
• Need for Change: Achieving true equality requires changing societal mindsets about gender roles, valuing housework and caregiving, and ensuring equal opportunities for girls and women in all spheres of life.

Key Concepts for Exam Prep:

• Gender vs. Sex: Understand the difference.
• Socialization: The process of learning social norms and expectations.
• Stereotypes: How they are formed and their negative impact.
• Invisible Work: The nature of unpaid domestic labour.
• Devaluation: Why housework isn't valued economically or socially.
• Double Burden: The dual responsibility of paid and unpaid work faced by many women.
• Equality: Constitutional provisions vs. social reality.

Multiple Choice Questions (MCQs)

1. According to the chapter, 'Gender' primarily refers to:
   a) Biological differences between males and females.
   b) Socially constructed roles and expectations for males and females.
   c) The physical strength of individuals.
   d) The age at which children start school.

2. In the Samoan islands during the 1920s, children primarily learned life skills from:
   a) Formal schools.
   b) Their parents only.
   c) Older children and adults through observation and participation.
   d) Specialised training centres.

3. What was a key difference observed in the upbringing of boys and girls in Madhya Pradesh in the 1960s, as described in the chapter?
   a) Only boys were allowed to go fishing.
   b) Girls had more freedom to play on the streets after school.
   c) Boys and girls often attended schools with different physical designs reflecting societal expectations.
   d) Girls were primarily responsible for planting coconuts.

4. The term 'invisible work' in the context of the chapter refers mainly to:
   a) Work done secretly at night.
   b) Work that requires high technical skill but is not understood by many.
   c) Unpaid domestic labour like cooking, cleaning, and caregiving, predominantly done by women.
   d) Government espionage activities.

5. Why is housework often 'devalued' in society?
   a) Because it is considered easy and requires no skill.
   b) Because it is mainly performed by women and is unpaid.
   c) Because it does not contribute to the national economy.
   d) Because men refuse to participate in it.

6. The research in the Samoan islands in the 1920s highlighted that:
   a) Gender roles are universal and biologically determined.
   b) Childhood experiences and gender roles can vary significantly across cultures.
   c) Formal education is essential for learning basic life skills.
   d) Boys and girls had identical tasks throughout their childhood.

7. What does the concept of the 'double burden' refer to for many women?
   a) The difficulty of choosing between career and family.
   b) The responsibility of managing both paid work outside the home and unpaid housework inside the home.
   c) The physical strain of carrying heavy loads like water or firewood.
   d) The emotional toll of dealing with societal stereotypes.

8. Gender stereotypes are harmful because they:
   a) Are based on scientific facts.
   b) Help maintain social order.
   c) Limit individuals' potential and opportunities based on preconceived notions.
   d) Encourage diversity in society.

9. Government initiatives like setting up Anganwadis and mandating crèches aim to:
   a) Reduce the burden of childcare on women, potentially enabling employment.
   b) Provide employment only for women as caregivers.
   c) Ensure all children receive formal education from infancy.
   d) Promote traditional gender roles.

10. The experiences described in Samoa (1920s) and Madhya Pradesh (1960s) primarily demonstrate that:
    a) Boys are naturally more suited to outdoor tasks.
    b) Society plays a significant role in shaping what is expected from boys and girls.
    c) Girls universally prefer playing in enclosed spaces.
    d) Access to technology has drastically changed gender roles.

Answer Key for MCQs:

1. b
2. c
3. c
4. c
5. b
6. b
7. b
8. c
9. a
10. b

Make sure you understand the reasoning behind each answer. Focus on the specific examples and concepts discussed in the chapter. Good luck with your preparation!