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1.
Gender Labels and Play Styles: Their Relative Contribution to Children's Selection of Playmates 总被引：2，自引：0，他引：2
The relative contribution of gender labels and play styles (masculine or feminine) in playmate selection was evaluated in 60 children between the ages of 4 and 8 years using a novel interview measure. In the interview, when targets' gender labels and targets' play styles were presented as independent dimensions, children showed predicted sex differences in preferences for gender labels and for play styles (including toys, rough-and-tumble play, and activity level). However, when targets' gender labels and targets' play styles were presented as competing dimensions, boys of all ages chose female targets with masculine play styles over male targets with feminine play styles. In contrast, younger girls (4–5-year-olds) chose female targets with masculine play styles, whereas older girls (6–8-year-olds) chose male targets with feminine play styles. This suggests possible sex differences in the contribution of gender labels and of play styles in the development of children's preferences for same-sexed playmates. 相似文献
2.
A large literature has shown that children's beliefs and aspirations about occupations reflect cultural gender stereotypes. One channel that may create or sustain occupational stereotypes is language. Two studies were designed to examine whether children interpret occupational titles as gender specific or gender neutral. In Study 1, children (6- to 11-year-olds, N = 64) were asked directly if various job titles could be used for both men and women doing the job. In Study 2, children (6- to 10-year-olds, N = 51) were shown pictures of men and women engaged in job activities and asked which one(s) showed someone who could be called a(n)__. Titles were linguistically unmarked for gender (e.g., doctor), strongly marked (e.g., policeman), or weakly marked (e.g., postmaster). Marked titles were given in masculine and feminine forms. Findings reinforced past work showing that marked titles are exclusionary, revealed that some children harbor confusions about even unmarked titles, and demonstrated the mediating role of individual differences in attitudes. Implications for the changing lexicon and for educational programs are discussed. 相似文献
3.
Children's Gender-Based Reasoning about Toys 总被引：2，自引：0，他引：2
The goal of these studies was to investigate how preschool children use gender-based reasoning in making judgments about toy preferences for themselves and for others. In Studies 1 and 2, children ( n = 22, n = 71) were shown unfamiliar, non-sex-typed toys and asked to rate how much they, other girls, and other boys would like each toy. As expected, children made gender-based inferences: "What I like, children of my sex will also like, and children of the other sex will not like." Study 3 was designed to assess how children use gender-based reasoning to make decisions about attractive and unattractive toys when they are given gender labels. Children ( n = 91) were shown unfamiliar toys varying in attractiveness that were given explicit gender labels (e.g., "this is a toy girls really like") or no label. With a different experimenter (to avoid demand characteristics), children rated their own and others' liking of the toys. Children used gender labels to guide their own preferences and their expectations for others. Even with very attractive toys, children liked toys less if they were labeled as being for the other sex, and expected other girls and boys to do the same. The role of gender-based reasoning in cognitive theories of gender and on children's play preferences is discussed. 相似文献
4.
Social interactions and play patterns of parents and toddlers with feminine, masculine, and neutral toys 总被引：3，自引：0，他引：3
Children as young as 18 months display sex-stereotyped toy choices. The present study was designed to determine whether parents encourage involvement with sex-stereotyped toys or avoidance of cross-sex-stereotyped toys and to determine whether masculine and feminine toys lead to different patterns of parent-child interaction, regardless of gender. 40 parent-toddler dyads were videotaped while playing with 6 different sets of sex-stereotyped toys. Equal numbers of boys and girls were observed with mothers and fathers. The children showed greater involvement when playing with same-sex-typed toys than with cross-sex toys even when statistically controlling for parents' behaviors. Parents' verbal behaviors, involvement, and proximity to the child differed across toy groups, regardless of the parent's or child's gender. Parents' initial nonverbal responses to the toys, however, were more positive when the toys were stereotyped for the child's and parent's gender than when they were not. 相似文献
5.
Nancy K. Freeman 《Early Childhood Education Journal》2007,34(5):357-366
Young children construct understandings of gender during the preschool years. They accurately apply common gender stereotypes
to toys by the time they are three and readily predict their parents’ opinions about gender-typical and cross-gender play.
This study involved 3- and 5-year-old children in identifying “girl toys” and “boy toys”. It also asked them to predict their
parents’ reactions to their choices of gender-specific toys. These children’s parents were surveyed in an effort to describe
their preferences about gender-specific toys and behaviors. Responses indicated that, in spite of evidence that many of these
parents reject common gender stereotypes, their children predicted parents would consistently apply these stereotypes as reflected
by their approval or disapproval of children’s choices to play with gender stereotyped or cross-gender toys. The mis-match
between parents’ self-described beliefs and children’s perceptions of the messages they have received about genderized play
are discussed.
相似文献
| Nancy K. FreemanEmail: |
6.
Developmental intergroup theory would predict that children develop fewer or weaker stereotypes about toys that have less distinguishable gender attributes than those that are clearly associated with a gender. The purpose of this study was to investigate the role of neutral and ambiguous toys in 31 three‐ to five‐year‐old children’s play behaviour and understanding about gender. Overall, children did not categorise more perceptually salient (ambiguous) toys than less distinguishable (neutral) toys to their own gender. Colour was the most frequently used reason for the toys’ gender assignment. The findings also showed that with age, girls’ play complexity increased linearly, whereas boys’ scores did not. A play substitution scale measuring play creativity or maturity showed no gender differences. The discussion highlights the role of perceptual salience in sex‐dimorphic toy preferences and behaviour and their application to educational issues. 相似文献
7.
Can young children, forming expectations about the social world, capture differences among people without falling into the pitfalls of categorization? Categorization often leads to exaggerating differences between groups and minimizing differences within groups, resulting in stereotyping. Six studies with 4‐year‐old children (N = 214) characterized schematic faces or photographs as falling along a continuum (really mean to really nice) or divided into categories (mean vs. nice). Using materials that children naturally group into categories (Study 3), the continuum framing prevented the signature pattern of categorization for similarity judgments (Study 1), inferences about behavior and deservingness (Studies 2 and 5), personal liking and play preferences (Study 4), and stable and internal attributions for behavior (Study 6). When children recognize people as members of continua, they may avoid stereotypes. 相似文献
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9.
Sarah P. McGeown 《Journal of Research in Reading》2015,38(1):35-46
The extent to which children's reading choices could be predicted by their motivation and gender identity was examined. Two hundred and twenty‐three children (average age 9 years 11 months) completed questionnaires measuring book reading choices, reading motivation, gender identity (identification with masculine and feminine traits) and a standardised reading assessment. Sex differences were found in children's reading motivation and reading choices. In addition, feminine traits were more closely associated with reading motivation and engagement with neutral books compared to masculine traits. Whilst children's sex predicted their choice of reading male‐ or female‐orientated books, the extent to which they identified with feminine traits was a better predictor in choice of neutral books. Results are discussed in relation to previous research examining sex differences in children's reading choices. In addition, implications for reading activities and choice of books available at school are discussed. 相似文献
10.
Herman Brutsaert 《Gender and education》2006,18(6):635-649
Drawing on survey data, this paper explores the association between early adolescents’ gender‐role identity and sense of peer group acceptance, and how this association may vary as a function of the gender context of the school. Two indicators of gender‐role identity were included in the analysis: in one measure the items reflect features of masculine and feminine stereotypes, while the other measures assertiveness in classroom situations. Support for the context framework was provided for boys only and then solely with regard to the first indicator; that is, boys highly endorsing feminine‐typed behaviours were found to experience lower levels of acceptance from peers in single‐sex schools but not in coeducational schools. As for assertiveness, it was found that highly assertive girls as well as boys report higher levels of peer acceptance, regardless of the gender context of the school. 相似文献
11.
Becky Francis 《牛津教育评论》2013,39(3):325-344
In spite of continuing patterning of curriculum subject preference and choice by gender, there has been little recent attention to the argument developed in the 1970s that children play with different toys according to their gender, and that these provide girls and boys with (different) curriculum‐related skills. The article describes a small‐scale empirical study that asked parents of 3–5 year old children to identify their child’s favourite toys and viewing material, and analysed responses according to children’s gender. The most frequently identified toys and viewing materials were subjected to content and discourse analysis, with the intention of identifying both educative aspects of content, and the gender discourses reflected. The article explores conceptual issues around categorisations of ‘education’ within toys and entertainment resources, positing the notion of ‘didactic information’ to delineate between overtly educational content and other social discourses. Analysis reveals toy preferences to be highly gendered, with boys’ toys and resources concentrated on technology and action, and girls’ on care and stereotypically feminine interests. Didactic information, and aspects developing construction and literacy skills, were identified in the selected toys and resources for boys, and were lacking in those for girls. All the toys and resources could be read as implicated in ‘gendering’: the various gender discourses, and other discourses around aspects of social identity reflected in the toys and resources are identified and analysed. The analysis presented suggests the value of reinvigorated attention to children’s toys and entertainment resources in terms both of the education they afford, and their role in the production of social identities. 相似文献
12.
May Ling D. Halim Diane N. Ruble Catherine S. Tamis‐LeMonda Patrick E. Shrout David M. Amodio 《Child development》2017,88(3):882-899
This study examined factors that predicted children's gender intergroup attitudes at age 5 and the implications of these attitudes for intergroup behavior. Ethnically diverse children from low‐income backgrounds (N = 246; Mexican‐, Chinese‐, Dominican‐, and African American) were assessed at ages 4 and 5. On average, children reported positive same‐gender and negative other‐gender attitudes. Positive same‐gender attitudes were associated with knowledge of gender stereotypes. In contrast, positive other‐gender attitudes were associated with flexibility in gender cognitions (stereotype flexibility, gender consistency). Other‐gender attitudes predicted gender‐biased behavior. These patterns were observed in all ethnic groups. These findings suggest that early learning about gender categories shape young children's gender attitudes and that these gender attitudes already have consequences for children's intergroup behavior at age 5. 相似文献
13.
Alison Kelly 《Educational studies》1988,14(2):151-163
Sex stereotyping inventories were administered to pupils entering ten co‐educational comprehensive schools. The tests were repeated two and a half years later. Children's scores on the two occasions were positively correlated. Girls who saw themselves as masculine were slightly more likely than other girls to chose physical science, while girls who saw themselves as feminine were slightly more likely to chose biology. Boys’ self‐images were not linked to option choices. However, boys with a masculine self‐image achieved slightly worse in science than other boys of similar general ability, whereas girls with a masculine self‐image achieved slightly better than other girls. Sex‐typed children were less interested in science, and had a less positive image of science and scientists than other children. In general sex stereotypes were only weakly related to children's achievements in, choice of, and attitudes towards science, but they were more salient to girls than to boys. 相似文献
14.
Bronwyn Davies 《牛津教育评论》2013,39(3):229-241
In this paper, the discursive practices through which males and females are created as opposites and through which people become identifiably one or the other are analysed. It is shown how gender is created by individuals and within individuals as they learn the discursive practices through which to locate themselves as individuals and as members of the social world. Particular focus is given to the narratives through which children learn what it means to be male or female, and through which they become locked into (and thus limited by) masculine and feminine subject positions. The special place of the images and metaphors embedded in those narratives in constituting individual psyches, and in setting up patterns of belief and desire organised around a dualistic pattern of maleness and femaleness will be a central focus of the paper. 相似文献
15.
《Journal of moral education》2012,41(4):381-393
Abstract The relationship between poststructuralist theory and ethics or values in education is a complex and relatively unexplored one, yet in classrooms the ethical implications of theory are lived out daily in the relations between teachers and children. Teachers who are interested in bringing the insights of poststructuralist theory into their work with children still tend to refer back (consciously or otherwise) to the ethics of versions of liberal humanism in making value judgements. The incongruence which results can undermine changes that a teacher wants to bring about. One approach to this dilemma can be through narrative. Narrative, or story, is one of the “technologies of the self most available to teachers and children for the construction, regulation and care of selves (as knowers, as learners and as moral agents), including the ongoing construction of values associated with feminine and masculine gender identities. Deconstruction of children's classroom and lived narratives can make this process visible. This paper will explore the specific and differing values made visible in one story told by five children. 相似文献
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The likelihood of resisting gender‐stereotypic peer group norms, along with expectations about personal resistance, was investigated in 9‐ to 10‐year‐olds and 13‐ to 14‐year‐olds (N = 292). Participants were told about a stereotype conforming group (boys playing football; girls doing ballet) and a stereotype nonconforming group (boys doing ballet; girls playing football). Contrary to expectations from gender‐stereotyping research, participants stated that they would personally resist gender‐stereotypic norms, and more so than they would expect their peers to resist. However, expecting peers to resist declined with age. Participants expected that exclusion from the group was a consequence for challenging the peer group, and understood the asymmetrical status of gender stereotypes with an expectation that it would be more difficult for boys to challenge stereotypes than for girls. 相似文献
18.
JILL GOLDEN 《Gender and education》1996,8(3):323-336
Narrative is one of the primary ways of human knowing, both of the physical and social worlds and of the self. Feminist post-structuralist theory can give teachers insights into the ongoing processes by which children construct feminine and masculine gender identities through narrative. It can provide a framework within which they might begin to make a wider range of narrative positionings available to both girls and boys. The cognitive, ethical and imaginative implications of this process for classroom practice can be taken up in the work of critical imagination. Three strategies are suggested for teachers: the deconstruction of lived and told storylines; the development of a reflective ethical practice congruent with post-structuralist understandings of the self and the world; and the writing/telling/adapting of multitudes of stories that interrupt binary thinking. 相似文献
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JAN WRIGHT 《Gender and education》1996,8(1):61-80
This paper discusses the ways in which feminine and masculine subjectivities are constructed as complementary-that is, defined in opposition to one another. This concept will be explored in the context of secondary physical education through an analysis of open-ended interviews with students and teachers as they talk about themselves and each other in relation to physical activity and their expectations of masculine and feminine bodies. It will be argued that physical education is an important location in and through which bodies are inscribed with gender differences which contribute to the marginalisation of girls in relation to physical activity and help to inscribe the female body as lacking those qualities associated with the active male body. 相似文献