Gender and Child Behavior Problems in Rural Nepal: Differential Expectations and Responses
Gender and Child Behavior Problems in Rural Nepal: Differential Expectations and Responses
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DOI：
10.1038/s41598-019-43972-3
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发表时间：
2019-05-21
影响因子：
4.6
通讯作者：
Burkey, Matthew D.
中科院分区：
文献类型：
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作者：
Langer, Julia A.;Ramos, Julia V.;Burkey, Matthew D.
尽管流行病学研究一致确定男孩和女孩的问题行为的不同比率和类型，但很少有研究探讨儿童行为问题中这些性别差异发展的生态文化背景，特别是在非西方环境中。这项在尼泊尔农村进行的定性研究探讨了基于性别角色，性别歧视，不平等以及基于性别认同对待儿童的行为期望如何不同。我们进行了半结构化的采访，共有14名家长，学校工作人员，和社区领导人从尼泊尔农村的一个村庄。访谈记录由两位作者使用预定和紧急代码进行编码，以确定预期，行为问题和行为问题的反应，按性别分层。然后，作者根据紧急主题将代码分类。在访谈中确定了四个主要主题：（1）自我报告的性别无偏见;（2）不同的角色期望;（3）性别，“善良”，和问题行为的差异阈值;（4）男孩和女孩需要不同的不良行为的反应。我们在尼泊尔的研究结果反映了几乎普遍的性别行为差异模型。在南亚尤其重要的是，父系婚姻习俗被用来框定期望中的性别差异。为了保护女孩未来结婚的可能性，当地的文化习俗为女孩提供了比男孩更少的机会和更少的文化空间，使她们能够以破坏性的方式行事。更好地了解不同的期望和反应的破坏性行为的性别将是重要的文化适当的公平规划儿童发展。
Whereas epidemiologic studies consistently identify different rates and types of problematic behavior in boys and girls, there has been little research examining the ecocultural context in which these gender differences in child behavior problems develop, especially in non-Western settings. This qualitative study in rural Nepal explored how behavioral expectations differed based on gender role, gender discrimination, inequity, and treatment of children based on their gender identity. We conducted semi-structured interviews with a total of 14 parents, school workers, and community leaders from a village in rural Nepal. Interview transcripts were coded by two authors using predetermined and emergent codes to identify expectations, behavior problems, and responses to behavior problems, stratified by gender. Authors then arranged codes into categories based on emergent themes. Four major themes in the interviews were identified: (1) self-reported gender non-bias; (2) differentiated role expectations; (3) gender, "goodness", and differential thresholds for problem behaviors; and (4) boys and girls require different responses for misbehavior. Results from our study in Nepal reflect nearly universal models of gender differences in behavior. Of particular importance in South Asia, patrilocal marital practices were used to frame gender differences in expectations. To protect girls' future potential to marry, local cultural practices provide girls with lesser opportunities and less cultural space to conduct themselves in a disruptive manner than boys. Greater understanding of differential expectations and responses to disruptive behaviors by gender will be important for culturally-appropriate equitable programming in child development.