Gender is a fundamental social construct that is produced and reproduced through everyday interactions and institutional practices. While parents play an important role in forming children's gender identities through clothing, toys, and behavioral expectations, schools reinforce and normalize gender norms through bodily discipline and routines. Martin's research of preschools shows how institutions make gender stereotypes seem like the standard, while Kane's study of parental influence points out the challenges of defying these norms. These two studies together demonstrate how both home and educational institutions are influential in early gender development, making gender norms seem inevitable. Despite the seeming inevitability of gender norms, these studies show that there are cases of rebellion that question their strict implementation.

Martin's (1998) research on preschools reveals that there's a hidden curriculum influencing how children move, stand, and behave according to their gender. Teachers often guide boys and girls toward different behaviors without even realizing it. For instance, girls are instructed to maintain a straight posture, keep their bodies contained, and exhibit formal behaviors, while boys are allowed greater freedom to move around, make noise, and occupy space (Martin, 1998, p. 498). Subtle but constant reinforcements like these add to the idea that gender differences in behavior are natural rather than produced by society. But Martin does point out examples when students defy expectations, including when boys dress up in feminine clothes and girls attempt to occupy space in ways that are often reserved for boys (Martin, 1998, p. 500). These acts of defiance demonstrate that gender roles are not always strict, even if they are frequently received with criticism from classmates or teachers.

Similarly, Kane (2006) looks at how parents influence gender reproduction while simultaneously attempting to question traditional standards, particularly when raising males. Kane discusses several parenting styles, including "naturalizers" who think gender is determined by biology, and "resisters" who intentionally challenge conventional gender norms (Kane, 2006, p. 15). Many parents encourage their daughters to participate in sports and other male-related activities, but they are far less willing to let their sons participate in activities that are more closely linked to femininity, such as playing with dolls (Kane, 2006, p. 20). This hesitancy comes from societal expectations that link masculinity to dominance and heterosexuality. Kane does, however, identify parents who purposefully defy these rules by allowing their children more freedom in gender expression. These parents demonstrate how it is possible to defy gender norms, even in the face of possible social backlash.

When looking at both Martin and Kane’s studies, it is clear that gender norms are really deeply rooted in family and institutional settings, influencing how children experience the world around them in significant ways. However, they also show that gender norms can be challenged—both parents and children sometimes push back, question, and negotiate their roles. In preschools, kids sometimes challenge bodily discipline, and at home, some parents resist traditional gender roles. These instances of resistance, even though they are often limited by social pressures, show that gender norms are not set in stone but are instead formed by constant reinforcement. Noticing these moments of resistance is critically important for understanding how change is possible in gender socialization.

Overall, the production and reproduction of gender are influenced by both parental influence and institutional practices. Martin's research shows how schools impose gendered bodily discipline, and Kane's study identifies the challenges parents encounter when dealing with gender norms. Even though these structures often make gender differences seem inevitable, instances of resistance in both studies show that gender norms can be challenged. It is crucial to recognize these processes in order to challenge and eventually change the strict gender norms that influence early childhood experiences.