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I remember when I first learned that I was a boy. It happened around the age of 5 or 6 and it came from my parents, who were both very traditional in their beliefs about gender roles. They were quite clear that boys had certain expectations for behavior and dress which differed from those of girls. Specifically, they told me that I should be brave, strong and independent while also taking initiative to make decisions on my own. As such, they encouraged me to take up traditionally male activities such as playing sports and working with tools in the garage (Lambert et al., 2020).

At this point I was also beginning to learn more about race and ethnicity; although this concept wasn’t discussed as directly as gender roles were. Despite not having an explicit conversation with my parents about my racial identity, I did absorb cues through cultural practices like attending events at our local Chinese temple or watching kung fu movies together (Takata & Wang 2017). These experiences gradually informed how I perceived myself in relation to others around me and helped shape my emerging self-concepts of being Chinese/Asian American as well as a male.

Aside from what was communicated by my family members, another source of information came from peers at school. Although most discussions in class focused on academics rather than identity formation per se; there still tended to be subtle messages ingrained into activities which placed emphasis on boys being strong leaders while girls were expected to be passive followers (Herrman et al., 2019). Consequently, these cues reinforced what had already been said by my parents but ultimately enabled me to recognize myself within a larger social context based upon rigidly defined gender roles.

understudies. Given the expected worth of such figures propelling scholastic achievement and hence impacting results like maintenance, wearing down, and graduation rates, research is justified as it might give understanding into non-mental techniques that could be of possible benefit to this populace (Lamm, 2000) . Part I: INTRODUCTION TO THE STUDY Introduction The country is encountering a basic lack of medical care suppliers, a deficiency that is supposed to increment in the following five years, similarly as the biggest populace in our country’s set of experiences arrives at the age when expanded clinical consideration is essential (Pike, 2002). Staffing of emergency clinics, centers, and nursing homes is more basic than any time in recent memory as the enormous quantities of ‘people born after WW2’s start to understand the requirement for more continuous clinical mediation and long haul care. Interest in turning into a medical caretaker has disappeared as of late, presumably because of the historical bac

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