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1.
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
2.
This research examined how children's play varied as a function of the sex of the child, the sex of the play partner, and whether they played in dyads or groups. Children (mean age = 52 months) were observed during their free play. Data revealed that boys' same-sex play was more active-forceful, further from adults, and more stereotyped than girls' play, and that this pattern was generally exaggerated in groups versus dyads. Children rarely played only with children of the other sex (other-sex peers), but about one fourth of their interactions involved children of both sexes (mixed-sex peers). Compared with same- or dyadic other-sex play, mixed-sex play was more likely to occur near adults, and was intermediate in active-forceful and stereotyped activity choices. Findings confirmed that children's experiences in peer groups vary depending on the sex of the child and sex of play partners. 相似文献
3.
Alaina Brenick Melanie Killen Jennie Lee-Kim Nathan Fox Lewis Leavitt Amiram Raviv 《Early education and development》2013,24(6):886-911
Research Findings: An empirical investigation was conducted to test young Palestinian, Jordanian, Israeli-Palestinian, and Israeli-Jewish children's (N = 433; M = 5.7 years of age) cultural stereotypes and their evaluations of peer intergroup exclusion based upon a number of different factors, including being from a different country and speaking a different language. Children in this study lived in a geographical region that has a history of cultural and religious tension, violence, and extreme intergroup conflict. Our findings reveal that the negative consequences of living with intergroup tension are related to the use of stereotypes. At the same time, the results for moral judgments and evaluations about excluding peers provide positive results about the young children's inclusive views regarding peer interactions. Practice: These findings indicate that practitioners working with young children should focus on inclusion in peer contexts. Curricula, media, and social intervention programs must begin in early childhood before children begin to use stereotypes in peer situations, particularly when children from other cultural and ethnic backgrounds play together. 相似文献
4.
The present study concerns ethnic, age, and gender playmate preferences of deaf and hearing preschoolers who were observed during outdoor free play at their respective schools over a 7-month period. Hispanic, black, and white children were included. It was hypothesized that peer preferences would be less apparent among deaf children than among hearing children if these preferences were based on (a) language differences between ethnic groups (e.g., Spanish-English differences), age groups (e.g., verbal fluency differences), or gender groups; or (b) cultural values communicated by speech. Both deaf and hearing children preferred to play with children of the same ethnicity, gender, and age as themselves. In addition, play among children of the same ethnicity, gender, and age was qualitatively different from play among children of different ethnicity, gender, and age. The only effect of deafness was to decrease the amount of gender segregation that occurred. The results suggest that the development of ethnic, gender, and age playmate preferences is not dependent on intergroup language differences or spoken cultural messages. Several nonlinguistic factors that might contribute to early peer preferences are discussed. 相似文献
5.
Richard A. Fabes Erin Pahlke Carol Lynn Martin Laura D. Hanish 《Educational studies》2013,39(3):315-319
Concern has been raised that segregation of girls and boys into separate classes leads to increased gender stereotyping. We tested this in a sample of 365 seventh-grade students attending a junior high school that offers both gender-segregated (GS) and co-educational classes. It was found that for both boys and girls, the more GS classes they took in the fall, the more gender stereotyped they were in their responding in the spring (controlling for initial levels of gender stereotyping). We concluded that GS likely heightens the salience of gender in the classroom thereby reinforcing and increasing gender stereotypes. As such, we argue that GS is a misguided approach to addressing any educational difficulties girls and boys might be having. 相似文献
6.
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
7.
Eric W. Lindsey 《Early education and development》2014,25(3):277-294
Research Findings: Two forms of exercise play (toy mediated and non-mediated) and 2 forms of rough-and-tumble (R&T) play (chase and fighting) were examined in relation to preschoolers' peer competence. A total of 148 preschoolers (78 boys, 89 Euro-Americans) were observed during free play at their university-sponsored child care center. The gender makeup of children's play companions (same gender, other gender, or mixed gender) as well as the type of play that children engaged in was recorded. Sociometric interviews assessed how well liked children were by their classmates. Analyses revealed that toy-mediated exercise play with mixed-gender and same-gender peers was associated with boys' and girls' peer acceptance. Girls' non-mediated exercise play and boys' R&T chasing was associated with peer acceptance. Boys who engaged in R&T fighting with same-gender peers were better liked by peers, whereas boys who engaged in R&T chasing with other-gender peers were not liked by peers. Practice or Policy: The results suggest that child gender and the gender of one's playmate are important factors in associations between physical activity play and peer acceptance. 相似文献
8.
Beth Kurtz-Costes Kristine E. Copping Stephanie J. Rowley C. Ryan Kinlaw 《European Journal of Psychology of Education - EJPE》2014,29(4):603-618
We measured age and gender differences in children’s awareness and endorsement of gender stereotypes about math, science, and verbal abilities in 463 fourth, sixth, and eighth graders. Children reported their perceptions of adults’ beliefs and their own stereotypes about gender differences in academic abilities. Consistent with study hypotheses, fourth and sixth graders had a stronger tendency than eighth graders to favor their own gender group rather than report traditional stereotypes. On average, girls favored girls over boys in all three domains. Fourth grade boys favored boys in all three domains; middle school boys reported traditional verbal stereotypes and were on average egalitarian in beliefs about math and science. Children’s reports of their perceptions of adults’ stereotypes mirrored age and gender differences in their own stereotypes and were correlated with their own stereotype endorsement. In addition to showing beliefs favoring girls in verbal domains and a tendency for most age and gender groups to not endorse traditional math and science stereotypes, the results support a synthesis of developmental and social identity theories regarding individual differences in children’s stereotype endorsement. Children’s tendency to favor girls in verbal domains may contribute to gender differences in educational and career choices by pulling girls toward the humanities and social sciences and discouraging boys from pursuing those domains. 相似文献
9.
Following expectancy-value theory, we investigated the role parents' reading-related gender stereotypes favoring girls play in explaining students' reading-related competence beliefs, intrinsic task values, and achievement. Drawing on a sample of 1508 students (49% girls, age at T1: 10.89 years) from 60 schools in Germany, we collected data at the beginning of Grade 5 and in the second half of Grade 6 using parent and student questionnaires. Structural equation modeling yielded two main results: First, parents' gender stereotypes favoring girls in reading and their sons' reading-related competence beliefs and intrinsic task values were negatively related. Second, we found indirect effects from parents' gender stereotypes through boys' reading-related intrinsic task values and competence beliefs to boys' reading achievement. Our results provide evidence for the assumption that parents' gender stereotypes are important in the perpetuation of gender differences, as they may affect the development of children's competence beliefs, intrinsic task values, and achievement. 相似文献
10.
《Chinese Education & Society》2013,46(5):14-22
Home teaching materials generated in the social culture play an important part in the socialization of children's gender roles. They not only transmit to children the gender biases and role stereotypes that exist in the social culture, but also reproduce and consolidate these stereotypes and rationalize the gender biases in society. Family teaching materials must be reformed so that children may receive equitable gender education. 相似文献
11.
Past research has investigated the development of stereotypes surrounding race and gender in children; however, there is a lack of literature examining the development of children’s stereotypes of older adults. In this study, 163 children from four grades: first (n = 44), fourth (n = 49), fifth (n = 35), and eighth (n = 35) completed a new trait-rating questionnaire assessing their stereotypes of older adults. Children’s stereotypes of older adults were largely positive. Younger children described older adults in more positive, but more stereotyped, ways than older children. Older children’s views shared a stronger relationship with those of their parents and peers compared to younger children. Together, these results support both cognitive development and social influences as contributing factors to the formation of children’s stereotypes of older adults. 相似文献
12.
M Weinraub L P Clemens A Sockloff T Ethridge E Gracely B Myers 《Child development》1984,55(4):1493-1503
The onset and development of preschoolers' awareness of sex role stereotypes, gender labeling, gender identity, and sex-typed toy preference were explored in 26-, 31-, and 36-month-old children. Gender labeling, gender identity, sex-typed toy preferences, and awareness of adult sex role differences were observed in significantly more 26-month-old children than would have been expected by chance. Verbal gender labeling was observed in a majority of 26-month-olds, while verbal and nonverbal gender identity were observed in a majority of 31-month-olds. Nonverbal gender labeling and awareness of adult sex role differences were observed in a majority of children by 36 months. No evidence of awareness of sex differences in children's toys was found in the majority of children at any age. Awareness of sex role differences in children's toys was not related to awareness of adult sex role differences. Brighter children were more aware of adult sex role differences. Sex-typed toy preference was not related to awareness of sex role differences but was related to gender identity. Predictors of sex role development included the mothers' employment, and the father's personality traits, attitudes toward women, and sex-typed activities in the home. Implications for theories of early sex role development are discussed. 相似文献
13.
Urban Middle School Students’ Stereotypes at the Intersection of Sexual Orientation,Ethnicity, and Gender 
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下载免费PDF全文 Heterosexual urban middle school students’ (N = 1,757) stereotypes about gender typicality, intelligence, and aggression were assessed. Students (Mage = 12.36 years) rated Facebook‐like profiles of peers who varied by gender, ethnicity, and sexual orientation. Several hypotheses about how the gender, ethnicity, and sexual orientation of target peers intersect to shape stereotypes were tested. As predicted, a peer's sexual orientation determined stereotypes of gender typicality, with gay and lesbian students viewed as most atypical. As expected, ethnicity shaped stereotypes of intelligence, with Asian American students seen as most intelligent. Gender, ethnicity, and sexual orientation independently and jointly affected stereotypes of aggression. These results demonstrate the value of an intersectional approach to the study of stereotypes. Implications for future research and practice are offered. 相似文献
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15.
The authors explored the emergence and antecedents of racial stereotyping in 89 children ages 3-10 years. Children completed a number of matching and sorting tasks, including a measure designed to assess their knowledge and application of both positive and negative in-group and out-group stereotypes. Results indicate that children start to apply stereotypes to the out-group starting around 6 years of age. Controlling for a number of factors, 2 predictors contributed significantly toward uniquely explaining the use of these stereotypes: race salience (i.e., seeing and organizing by race) and essentialist thinking (i.e., believing that race cannot change). These results provide insight into how and when real-world interventions aimed at altering the acquisition of racial stereotypes may be implemented. 相似文献
16.
Gaïd Le Maner-Idrissi 《European Journal of Psychology of Education - EJPE》1996,11(3):301-312
The goal of this study was to analyze the early manifestations of gender identity. Authors speculate that 24-month-old children do not know their gender identity and sex roles. However, most of the time, the methods used are not really suited to the cognitive capacities of young children. Other studies have shown that, in fact, children at this age seem to adjust their behavior according to the gender characteristics of the situation and the sex of the partner. We therefore hypothesized that if children are able to exhibit such behaviors, then an internal gender system exists, even if at 24 months the cognitive capacities are not well established. In order to establish the existence of such a system at 24 months, we designed an experimental situation which did not involve complicated representational systems. Mixed-peer dyads and unmixed peer dyads (24 months old) were videotaped while playing in a room with gender-stereotyped toys. The children’s attitudes towards the objects and the partners were observed. The results indicate that gender directs children attitudes at 24 months. 相似文献
17.
Charlotte Jones 《International Journal of Early Years Education》2019,27(2):153-169
This case study attempts to capture the way gender is constructed and experienced in the social world of the nursery school. It presents findings from a staff survey, structured and unstructured observations of one male’s and one female’s professional practice and one-to-one interviews with children aged three to four years. Despite practitioners’ reported intentions to challenge traditional notions of gender, construction of traditional gender distinctions was not problematised by staff and was upheld by comments of children. Children appeared to construct themselves in terms of gender stereotypes and were offered only limited alternative gender positions by the male and female practitioners. 相似文献
18.
Jennifer Earles 《Gender and education》2017,29(3):369-388
Children's literature helps young people make sense of gender. However, while books offer children the imaginative ability to create their own worlds, normative gender can manifest in characters and stories. The study described in this article draws upon ‘disruptive’ storytimes with 114 preschool children, interviews with 20 parents and staff, and observations at 20 preschools. Employing a feminist, queer approach, I develop two derivative books that switch a boy-hero for a girl and vice versa. These books are read to children in educational settings. This method interrogates gendered characters and stories’ attachments to such concepts as love, acceptance, bodily agency, and adventure. Results show how children interact with these characters and stories and how they use categorisation and narrative construction to make sense of gender. I focus on the gender discourses at play and moments of childhood discursive agency. Themes include literature, doing and being, positioning, bodies, and feminist tales. 相似文献
19.
Doreen Lupaschuk Carolyn Yewchuk 《International journal for the advancement of counseling》1998,20(4):301-318
Occupational aspirations of school children are undergoing changes as more men and women enter nontraditional spheres of work. Nevertheless, Papageorgiou (1982) reported that the overwhelming majority of a sample of upper elementary through high school students in Colorado regarded traditional gender roles as their only choice, and gender role stereotyping as placing serious limitations on career choices, particularly for females. In this article, we describe a replication of Papageorgiou's study in a western Canadian school district, with similar results. Gender-role stereotyping still appears to dominate the occupational aspirations of the majority of school children. Implications are drawn for counsellors interested in promoting career aspirations based on abilities and interests rather than gender-role stereotypes. 相似文献
20.
Kristina M. Zosuls Ryan D. Field Carol Lynn Martin Naomi C. Z. Andrews Dawn E. England 《Child development》2014,85(4):1663-1676
This research introduces a new construct, gender‐based relationship efficacy, which refers to beliefs about one's ability to relate to own‐ and other‐gender peers. Study 1 investigated 204 fourth graders (M age = 9.56) and confirmed that own‐gender and other‐gender relationship efficacy represent distinguishable aspects of preadolescents' social competency beliefs that are differentially related to outcomes with own‐ and other‐gender peers, including outcome expectancies and friendships with own‐ and other‐gender peers. Study 2 provided further evidence of the distinctiveness of relationship efficacy for own‐ and other‐gender peers among 403 seventh (M age = 12.48) and 453 eighth (M age = 13.50) graders and found gender and age differences. Developmental changes and implications for research on intergroup relationships are discussed. 相似文献