Chapter ll

Review of related literature

This chapter presents the conceptual literature , research literature and

synthesis that are considered to be vital in the pursuance of the research
study.

The review of related literature is an essential aspect of investigation. This

helps the researcher to gather up to date information about what has been
done in the particular area on which he intends to study.

Review of related studies further avoids duplication of effort that has already
been done and if helps the investigator to go further deep into the problem in
hand.If also helps to study the different facts of the problem.It provides the
opportunity of giving an insight into the methods measures and various other
parameters adopted by other,which would lead to the improvement of the
research design significantly.It is a valuable guide in defining the problem
recognizing its significance suggesting the promising data gathering devices
appropriate study design and source of data.

CONCEPTUAL LITERATURE

Environment According to Anuradiha sharma,2017 School life and its

environment is an integral part of the student’s life. It is not just a visiting place
for a child but it is a place where the child spends most of his precious time.
Therefore, it is important that a place where an individual spends his
childhood and approximately reaches his adolescence should be charged with
creativeness. In the process of once schooling he or she undergoes different
types of physical, mental, emotional and educational changes hence it
becomes essential that the entire school environment and the various small or
big factors related to it should be designed in such a way that the learner gets
influenced. Further, Classroom can be defined or taken as a small
psychological laboratory where learner of any level can be taken as sample
and observed. However, the most important reason of phrasing Classroom
environment as a psychological laboratory is that teachers gets enough
opportunity to study, observe and draw direct experiences of the different
aspects of students development such as (physical, mental, psychological
and educational).Classroom environment inside the class is not only a
creative place for the students – cum – learners but also for the educators
who teach them. Thus, transforming the class environment into positive and
healthy one is beneficial and fruitful both for the teachers & students. Thus, it
can be said that classroom environment and its various aspects plays a vital
role in making school one of the major agent of social change. This review
paper comprises of [vii] sections in total which are as follows [I]
INTRODUCTION [II] DEFINITIONS OF CLASSROOM ENVIRONMENT [III]
MAIN DIMENSIONS OF THE SCHOOL ENVIRONMENT [IV] REVIEW OF
RELATED LITERATURE [V] KEY POINTS [VI] KNOWLEDGE GAP [VII]
CONCLUSION.

Family According to Gender relates to a set of cultural expectations according

to which men and women behave (Kruger, 1997). Each culture assigns
certain roles and standardized patterns of behavior to its members that allow
them to organize their lives in a consistent and predictable way. In normative
order, cultures and societies prescribe normative role behavior and ease-
down interaction of individuals (Lindsey, 2010). Normative role behavior is
collectivistic that delimits individual freedom and tie them to predetermined
rights and duties as well as expectations. The socially constructed and
culturally defined realities are closely associated with the development of
stereotypes that are predetermined notions or images, which define various
spheres of activities including gender.Stereotyping is the act of judging
someone on the basis of one’s perception of the group to which that person
belongs. In other words, it is “the unconscious or conscious application of
(accurate or inaccurate) knowledge of a
group in judging a member of the group” (Agars, 2004,
p. 104). A stereotype is a view that is held by one or more
individuals about a group to make overgeneralization of the
characteristics of that group (Bell, 2007). Through stereotyping, people are
categorized according to the characteristics they have in common, including
gender, age, race, ethnicity, language, religion, and so on. In sociological
discourse, stereotyping is closely associated with prejudicial judgment
characterized by rigid and irrational generalization about an entire community
of people. More specifically, gender stereotypes are deep-rooted perceptions
of the characteristics of male and female, which support the continuity of
specific gender roles (Suter, 2006).

Peers According to salvy et al(2012)Regular physical activity and active play

during childhood and adolescence are associated with several physical and
psychological benefits, such as increased musculoskeletal and cardiovascular
fitness, decreased stress, and greater self-confidence (12). Unfortunately,
studies consistently have found that many youth, especially those that are
overweight and obese, are less physically active, perceive physical activity
more negatively (23), and find sedentary activities more reinforcing than
physical activities when compared with normal-weight youth (5). These
findings are worrisome because the lack of physical activity and choice of
sedentary behaviors along with overeating/unhealthy eating in children and
adolescents comprise the “big two” contributors to the obesity epidemic (2).
For these reasons, there have been considerable recent efforts to better
understand the factors promoting or deterring overweight youth from engaging
in physical activity.

It has been well established that significant others serve as primary socializing
agents in physical activity contexts (28). Yet, most research on social
influence on youth sport and physical activity has focused on the role of adults
in governing youth psychosocial and behavioral outcomes (e.g., coaches,
teachers, and parents). In recent years, however, there has been growing
empirical attention paid to the role that peers and friends may play. For
instance, there has been increased interest in both positive (e.g., friendships)
and negative peer experiences (e.g., peer rejection, peer victimization) as
contributing factors that are either promoting or detracting youth from
involvement in physically active leisure (1,6,22,24,30). Initial evidence
indicates that positive experiences with peers and friends can provide
opportunities for youth to be physically active but that overweight/obese youth
often are lacking such social networks. Given this new focus in research and
emerging evidence, there is a clear need for a review of the existing literature
on peers and physical activity. The lack of a review of the literature impedes
our ability to ascertain clearly from the extant literature: (a) why and under
what circumstances peers are strong contributors to physical (in)activity, and
(b) how to most effectively translate this knowledge to inform effective
prevention and treatment approaches.

The overarching goal of the present article is to review the experimental and
correlational research on the effects of peers on physical (in)activity during
childhood and adolescence and to offer a theoretical framework to account for
these effects and, more specifically, the relations between peer experiences
and physical (in)activity in overweight/obese youth. Children and adolescents
are more likely to be active physically when in the presence of peers and
when their peer relationships are positive and rewarding (14). However, we
propose that the peer social context of childhood and adolescent obesity,
characterized by social stigma and peer difficulties, contributes to and
reinforces overweight/obese youths’ lack of physical activity and choice of
sedentary alternatives, which in turn, promotes the maintenance of their
overweight status.
For the sake of conciseness, we opted to focus strictly on nonclinical studies.
However, it should be noted that some clinical research also has investigated
the benefits of team sports for the treatment of youth obesity (29,35), with
similar guiding premises as the ones outlined here.

RESEARCH LITERATURE

According to Tom Jacobs 2019 There are many reasons people fail to act in
environmentally friendly ways. Inertia, for some. Fatalism, for others. Then
there's the difficulty of fully grasping the long-term consequences of our
actions.

New research points to another, more surprising disincentive for going green:
the fear that others might question our sexual orientation.

As a 2016 study confirmed, environmentalism is widely perceived as feminine

behavior. Even today, caring and nurturing behavior is associated with women
—and that includes taking steps to sustain the environment.

But as this new paper points out, specific types of pro-environment behavior
can align with either masculine or feminine stereotypes. It also reports that
engaging in the "wrong" type of environmentalism can lead people to wonder
about your sexuality, and perhaps even avoid socializing with you.

"Behaviors don't just help us accomplish something concrete; they also signal
something about who we are," lead author Janet Swim, a Pennsylvania State
University psychologist, said in announcing the findings. "Line-drying clothes,
or keeping tires at proper pressures, may signal that we care about the
environment, but if those green behaviors are gendered, they may signal
other things as well."

In the journal Sex Roles, Swim and her colleagues describe three studies
about the impressions made by specific types of green behaviors. In the first,
170 participants recruited online were asked to evaluate a fictional character
named either David or Diane, whose daily routine included several
environmentally friendly activities.
These were either actions traditionally associated with women, including
recycling and using a reusable shopping bag; actions traditionally associated
with men, such as caulking windows and doors and donating to a waterfowl
sportsman's group; or gender-neutral actions like paying bills online or turning
off the air conditioner.

Participants then picked the personality traits they felt described this
character, and gave their impression of his or her sexual identity using a 10-
point scale from heterosexual to homosexual.

Across the board, David or Diane was "perceived as being more likely to have
positive feminine than positive masculine traits"—confirmation that certain
green behaviors are not associated with manliness.

Participants who learned that David engaged in behaviors associated with

women did not, on average, view him as gay. Still, they "were uncertain of his
heterosexual identity," the researchers write.

A similarly structured follow-up study confirmed these results. People who

engaged in gender-incongruent green behaviors were "rated as less likely to
be heterosexual," the researchers write, "suggesting that people were
questioning targets' heterosexual identity rather than declaring them to be gay
or lesbian."

A final study suggested these evaluations can have real-world consequences.

After participating in a similar exercise, 303 people were asked who they
would be interested in speaking with about environmental behaviors.

"Gender-bending women were socially avoided by men," the researchers

report. They add that this phenomenon appears to be driven by men's
"discomfort engaging with a woman who is not clearly heterosexual."

Given that meeting potential sex partners is a basic human drive, these
findings have practical implications. Environmental organizations may have
better luck recruiting people if they offer a mix of traditionally masculine and
traditionally feminine projects, and then let volunteers choose their tasks (and,
ideally, mingle afterwards).
Or, as Swim and her colleagues put it: "Activists, policymakers, and
practitioners working to engage in, and promote, pro-environmental behaviors
may wish to take into account pressures to conform to gender roles."

So, guys, the answer to the question, "Does toting around this reusable
shopping bag make me look gay?" is no—but it does raise questions, and
eyebrows.

To counter this, perhaps some smart entrepreneur should come up with a line
of virile satchels adorned with macho-man logos.

According to Muhammad Hussaid (2015) it has also been identified that the
emotionality level of men and women is different where women are viewed as
emotionally passive, whereas men having masculine attributes are
aggressive. In this way, through the process of socialization, gender
stereotypes are developed and inculcated inside family where parents treat
their children with an internalized stereotypic manner to enact their sons with
anger, strong, and agentic, whereas girls with passive, weak, and delicate.
This stereotypic socialization defines and decides different and separated
spheres both for male and female and resultantly provides a ground for
gender role development.

According to Lise M. Youngblade (2009)Developmental research has

chronicled the increasing importance and the increasing complexity of peer
relationships and friendships as children grow (Bierman, 2004). First
friendships generally emerge during the preschool years, evolving as children
master shared pretense and cooperative play. In elementary school, children
begin to become more involved in larger and more structured peer group
interactions, where their friendship skills continue to develop as they learn to
negotiate issues involving competition, conformity, and achievement. During
preadolescence, children often form special “chumships” with same-sex peers
that provide models for the skills involved in sustaining close emotional
relationships, such as intimacy, loyalty, and support. In adolescence, youth
may experiment with different social roles and experience a range of
relationships as a way of helping them to define the person they want to be.
Peer relationships and friendships during adolescence also provide support
as adolescents move from dependence on their parents to autonomous
functioning as adults.

SYNTHESIS
This study of Tom Jacobs 2019 is quite similar to our study but not also
similar because their study aim to 'How gender stereotypes affect pro-
environment behavior while our study aim to the factors that affecting gender
stereotyping the similarities of our study to their study is gender stereotypes
can affects the environment and socialization with you.

This study by Muhammad Hussaid (2015)are also similar to our

study,because there is gender stereotypes in family according to them men
and women is different where women are viewed as emotionally passive,
whereas men having masculine attributes are aggressive.The male and
female are different treat their parents to them.

This study by Lise M. Youngblade 2009 are different to our study because our
study was aim to effects of gender stereotyping while their study was aim to
socialization of two gender