Parental Education Paradigms and The Reproduction of Children's Gender Roles Within The Family

Abstract

This study aims to analyze parents’ educational paradigms in shaping the gender roles of boys and girls, as well as their implications for the social reproduction of gender. Family education is the primary arena in the process of children’s gender socialization. Parents act as primary agents who instill values, norms, and practices related to gender roles through daily interactions within the family environment. This study uses a qualitative method with a descriptive-exploratory design. Data were collected through in-depth interviews, observations, and documentation involving parents who have school-aged boys and/or girls. Interviews were also conducted with children and community figures. The results of the study show that there are three patterns of parental education in shaping children’s gender roles, namely the traditional pattern, which tends to reproduce gender stereotypes. This study also emphasizes that parental education plays a strategic role in shaping children’s gender identity and contributes to the reproduction or transformation of gender norms in society. These patterns indicate that parental education is not homogeneous, but is influenced by social and cultural contexts, as well as parents’ knowledge of gender issues. As a recommendation, parents are encouraged to adopt parenting styles that do not differentiate children’s roles based on gender and to provide equal opportunities for both boys and girls in education, household activities, and personal development. Educational institutions are expected to support family education by strengthening gender equality values in the learning process and school activities. The government, particularly the Office of Religious Affairs, is expected to provide education for prospective couples about the importance of gender equality and justice within the household.