By Christina Hoff Sommers

The logistical and ethical problems with trying to make toys gender-neutral

Top-Toy

Is it discriminatory and degrading for toy catalogs to show girls playing with tea sets and boys with Nerf guns? A Swedish regulatory group says yes. The Reklamombudsmannen (RO) has reprimanded Top-Toy, a licensee of Toys”R”Us and one of the largest toy companies in Northern Europe, for its “outdated” advertisements and has pressured it to mend its “narrow-minded” ways. After receiving “training and guidance” from RO equity experts, Top-Toy introduced gender neutrality in its 2012 Christmas catalogue. The catalog shows little boys playing with a Barbie Dream House and girls with guns and gory action figures. As its marketing director explains, “For several years, we have found that the gender debate has grown so strong in the Swedish market that we have had to adjust.”

Swedes can be remarkably thorough in their pursuit of gender parity. A few years ago, a feminist political party proposed a law requiring men to sit while urinating—less messy and more equal. In 2004, the leader of the Sweden’s Left Party Feminist Council, Gudrun Schyman,proposed a “man tax”—a special tariff to be levied on men to pay for all the violence and mayhem wrought by their sex. In April 2012, following the celebration of International Women’s Day, the Swedes formally introduced the genderless pronoun “hen” to be used in place of he and she (han and hon).

Egalia, a new state-sponsored pre-school in Stockholm, is dedicated to the total obliteration of the male and female distinction. There are no boys and girls at Egalia—just “friends” and “buddies.” Classic fairy tales like Cinderellaand Snow White have been replaced by tales of two male giraffes who parent abandoned crocodile eggs. The Swedish Green Party would like Egalia to be the norm: It has suggested placing gender watchdogs in all of the nation’s preschools. “Egalia gives [children] a fantastic opportunity to be whoever they want to be,” says one excited teacher. (It is probably necessary to add that this is not an Orwellian satire or a right-wing fantasy: This school actually exists.)

The problem with Egalia and gender-neutral toy catalogs is that boys and girls, on average, do not have identical interests, propensities, or needs. Twenty years ago, Hasbro, a major American toy manufacturing company, tested a playhouse it hoped to market to both boys and girls. It soon emerged that girls and boys did not interact with the structure in the same way. The girls dressed the dolls, kissed them, and played house. The boys catapulted the toy baby carriage from the roof. A Hasbro manager came up with a novel explanation: “Boys and girls are different.”

They are different, and nothing short of radical and sustained behavior modification could significantly change their elemental play preferences. Children, with few exceptions, are powerfully drawn to sex-stereotyped play. David Geary, a developmental psychologist at the University of Missouri, told me in an email this week, “One of the largest and most persistent differences between the sexes are children’s play preferences.” The female preference for nurturing play and the male propensity for rough-and-tumble hold cross-culturally and even cross-species (with a few exceptions—female spotted hyenas seem to be at least as aggressive as males). Among our close relatives such as vervet and rhesus monkeys, researchers have found that females play with dolls far more than their brothers, who prefer balls and toy cars. It seems unlikely that the monkeys were indoctrinated by stereotypes in a Top-Toy catalog. Something else is going on.

Biology appears to play a role. Several animal studies have shown that hormonal manipulation can reverse sex-typed behavior. When researchers exposed female rhesus monkeys to male hormones prenatally, these females later displayed male-like levels of rough-and-tumble play. Similar results are found in human beings. Congenital adrenal hyperplasia (CAH) is a genetic condition that results when the female fetus is subjected to unusually large quantities of male hormones—adrenal androgens. Girls with CAH tend to prefer trucks, cars, and construction sets over dolls and play tea sets. As psychologist Doreen Kimura reported in Scientific American, “These findings suggest that these preferences were actually altered in some way by the early hormonal environment.” They also cast doubt on the view that gender-specific play is primarily shaped by socialization.

Professor Geary does not have much hope for the new gender-blind toy catalogue: “The catalog will almost certainly disappear in a few years, once parents who buy from it realize their kids don’t want these toys.” Most little girls don’t want to play with dump trucks, as almost any parent can attest. Including me: When my granddaughter Eliza was given a toy train, she placed it in a baby carriage and covered it with a blanket so it could get some sleep.

Androgyny advocates like our Swedish friends have heard such stories many times, and they have an answer. They acknowledge that sex differences have at least some foundation in biology, but they insist that culture can intensify or diminish their power and effect. Even if Eliza is prompted by nature to interact with a train in a stereotypical female way, that is no reason for her parents not to energetically correct her. Hunter College psychologist Virginia Valian, a strong proponent of Swedish-style re-genderization, wrote in the book Why So Slow? The Advancement of Women, “We do not accept biology as destiny … We vaccinate, we inoculate, we medicate… I propose we adopt the same attitude toward biological sex differences.”

Valian is absolutely right that we do not have to accept biology as destiny. But the analogy is ludicrous: We vaccinate, inoculate, and medicate children against disease. Is being a gender-typical little boy or girl a pathology in need of a cure? Failure to protect children from small pox, diphtheria, or measles places them in harm’s way. I don’t believe there is any such harm in allowing male/female differences to flourish in early childhood. As one Swedish mother, Tanja Bergkvist,told the Associated Press, “Different gender roles aren’t problematic as long as they are equally valued.” Gender neutrality is not a necessary condition for equality. Men and women can be different—but equal. And for most human beings, the differences are a vital source for meaning and happiness. Since when is uniformity a democratic ideal?

Few would deny that parents and teachers should expose children to a wide range of toys and play activities. But what the Swedes are now doing in some of their classrooms goes far beyond encouraging children to experiment with different toys and play styles—they are requiring it. And toy companies who resist the gender neutrality mandate face official censure. Is this kind of social engineering worth it? Is it even ethical?

To succeed, the Swedish parents, teachers and authorities are going to have to police—incessantly—boys’ powerful attraction to large-group rough-and-tumble play and girls’ affinity for intimate theatrical play. As Geary says, “You can change some of these behaviors with reinforcement and monitoring, but they bounce back once this stops.” But this constant monitoring can also undermine children’s healthy development.

Anthony Pellegrini, a professor of early childhood education at the University of Minnesota, defines the kind of rough-and-tumble play that boys favor as a behavior that includes “laughing, running, smiling, jumping, open-hand beating, wrestling, play fighting, chasing and fleeing.” This kind of play is often mistakenly regarded as aggression, but according to Pellegrini, it is the very opposite. In cases of schoolyard aggression, the participants are unhappy, they part as enemies, and there are often tears and injuries. Rough-and-tumble play brings boys together, makes them happy, and is a critical party of their social development.

Researchers Mary Ellin Logue (University of Maine) and Hattie Harvey (University of Denver ) agree, and they have documented the benefits of boys’ “bad guy” superhero action narratives. Teachers tend not to like such play, say Logue and Harvey, but it improves boys’ conversation, creative writing skills, and moral imagination. Swedish boys, like American boys, are languishing far behind girls in school. In a 2009 study Logue and Harvey ask an important question the Swedes should consider: “If boys, due to their choices of dramatic play themes, are discouraged from dramatic play, how will this affect their early language and literacy development and their engagement in school?”

What about the girls? Nearly 30 years ago, Vivian Gussin Paley, a beloved kindergarten teacher at the Chicago Laboratory Schools and winner of a MacArthur “genius” award, published a classic book on children’s play entitled Boys & Girls: Superheroes in the Doll Corner. Paley wondered if girls are missing out by not partaking in boys’ superhero play, but her observations of the “doll corner” allayed her doubts. Girls, she learned, are interested in their own kind of domination. Boys’ imaginative play involves a lot of conflict and imaginary violence; girls’ play, on the other hand, seems to be much gentler and more peaceful. But as Paley looked more carefully, she noticed that the girls’ fantasies were just as exciting and intense as the boys—though different. There were full of conflict, pesky characters and imaginary power struggles. “Mothers and princesses are as powerful as any superheroes the boys can devise.” Paley appreciated the benefits of gendered play for both sexes, and she had no illusions about the prospects for its elimination: “Kindergarten is a triumph of sexual self-stereotyping. No amount of adult subterfuge or propaganda deflects the five-year-old’s passion for segregation by sex.”

But subterfuge and propaganda appear to be the order of the day in Sweden. In their efforts to free children from the constraints of gender, the Swedish reformers are imposing their own set of inviolate rules, standards, and taboos. Here is how Slate author Nathalie Rothchild describes a gender-neutral classroom:

One Swedish school got rid of its toy cars because boys “gender-coded” them and ascribed the cars higher status than other toys. Another preschool removed “free playtime” from its schedule because, as a pedagogue at the school put it, when children play freely ‘stereotypical gender patterns are born and cemented. In free play there is hierarchy, exclusion, and the seed to bullying.’ And so every detail of children’s interactions gets micromanaged by concerned adults, who end up problematizing minute aspects of children’s lives, from how they form friendships to what games they play and what songs they sing.

The Swedes are treating gender-conforming children the way we once treated gender-variant children. Formerly called “tomboy girls” and “sissy boys” in the medical literature, these kids are persistently attracted to the toys of the opposite sex. They will often remain fixated on the “wrong” toys despite relentless, often cruel pressure from parents, doctors, and peers. Their total immersion in sex-stereotyped culture—a non-stop Toys”R”Us indoctrination—seems to have little effect on their passion for the toys of the opposite sex. There was a time when a boy who displayed a persistent aversion to trucks and rough play and a fixation on frilly dolls or princess paraphernalia would have been considered a candidate for behavior modification therapy. Today, most experts encourage tolerance, understanding, and acceptance: just leave him alone and let him play as he wants. The Swedes should extend the same tolerant understanding to the gender identity and preferences of the vast majority of children.