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Substantial gender disparities in career advancement are still apparent, for instance in the gender pay gap, the overrepresentation of women in parttime work, and the underrepresentation of women in managerial positions. Regarding the developmental origins of these gender disparities, the current study examined whether children’s views about future career and family involvement were associated with children’s own gender schemas (gender stereotypes, gender identity) and parents’ career- and family-related gender roles. Participants were 142 Dutch families with a child between the ages of 6 and 12 years old (M = 9.80, SD = 1.48, 60% girls). The families had different compositions (1 parent, 2 parents, 1 to 3 children). Children completed a computer task assessing gender stereotypes about toys and questionnaires on gender identity (i.e., felt similarity to same- and other-gender children) and their views about future career and family involvement. Parents reported their occupation, work hours, and task division in the home, which were combined in a composite variable reflecting gender-typicality of career and family involvement. Generalized estimation equations were used to take into account dependency between family members. Results revealed that parents’, and especially mothers’, gender-typical career and family involvement was associated with children’s gender-typical views about future career and family involvement. In addition, children’s felt similarity to the same gender was associated with children’s gender-typical expectations about career and family involvement. These findings suggest that parents’ career, work hours, and task division in the home, together play an important role in how their children envision their future work and family roles. Children themselves also play an active role in developing this vision for the future by their own gender identity, specifically by how similar they feel to individuals of the same gender. To reduce gender disparities in the occupational and domestic domain, programs need to be designed that focus on parental role modeling in the family as well as children’s gender identity development.

Parental gender socialization refers to ways in which parents teach their children social expectations associated with gender. Relatively little is known about the mechanisms underlying gender socialization. An overview of cognitive and neural processes underlying parental gender socialization is provided. Regarding cognitive processes, evidence exists that parents’ implicit and explicit gender stereotypes, attitudes, and gendered attributions are implicated in gender socialization. Other cognitive factors, such as intergroup attitudes, gender essentialism, internal motivation for parenting without gender stereotypes, gender identity, and conflict resolution are theoretically relevant mechanisms underlying gender socialization, but need further investigation. Regarding neural processes, studies demonstrated that attentional processing, conflict monitoring, behavior regulation, and reward processing might underlie stereotypes and biased behavior. However, more research is necessary to test whether these neural processes are also related to parental gender socialization. Based on this overview, a framework is presented of neural and cognitive factors that were theoretically or empirically related to gender socialization.

BackgroundVariation in the longitudinal course of childhood attention deficit/hyperactivity disorder (ADHD) coincides with neurodevelopmental maturation of brain structure and function. Prior work has attempted to determine how alterations in white matter (WM) relate to changes in symptom severity, but much of that work has been done in smaller cross-sectional samples using voxel-based analyses. Using standard diffusion-weighted imaging (DWI) methods, we previously showed WM alterations were associated with ADHD symptom remission over time in a longitudinal sample of probands, siblings, and unaffected individuals. Here, we extend this work by further assessing the nature of these changes in WM microstructure by including an additional follow-up measurement (aged 18 – 34 years), and using the more physiologically informative fixel-based analysis (FBA).MethodsData were obtained from 139 participants over 3 clinical and 2 follow-up DWI waves, and analyzed using FBA in regions-of-interest based on prior findings. We replicated previously reported significant models and extended them by adding another time-point, testing whether changes in combined ADHD and hyperactivity-impulsivity (HI) continuous symptom scores are associated with fixel metrics at follow-up.ResultsClinical improvement in HI symptoms over time was associated with more fiber density at follow-up in the left corticospinal tract (lCST) (tmax=1.092, standardized effect[SE]=0.044, pFWE=0.016). Improvement in combined ADHD symptoms over time was associated with more fiber cross-section at follow-up in the lCST (tmax=3.775, SE=0.051, pFWE=0.019). Conclusions: Aberrant white matter development involves both lCST micro- and macrostructural alterations, and its path may be moderated by preceding symptom trajectory.

There is ample evidence that fathers and mothers react differently to misbehavior of sons and daughters. Relatively little is known about the mechanisms underlying this differential treatment. This set of quasiexperimental studies examined whether parental attributions about child misbehavior mediate the association between child gender and negative parenting practices, and whether this is different for fathers and mothers. Dutch parents (Study 1: N = 190, 65% mothers, 53% girls; Study 2: N = 287, 56% mothers, 50% girls) of 2-to 4-year-old children were presented with scenarios illustrating child misbehaviors and were asked to imagine their own child in the scenarios. Subsequently, parents were asked about their attributions of the child behavior (Study 1: intentionality, developmental level; Study 2; typicality) and their hypothetical reactions (Studies 1 and 2; negative parenting; Study 2; frustration) in each situation. Study 1 revealed that fathers attributed boys' misbehavior more to being intentional than girls' misbehavior. Fathers' intentional attributions also mediated the association between child gender and negative parenting reactions to child misbehavior. Study 2 revealed that mothers attributed boys' misbehavior more to being typical for the child than girls' misbehavior. For mothers, the association between child gender and negative parenting reactions to child misbehavior was mediated by mothers' typicality attributions and frustration. Thus, gender-differentiated attributions seem to underlie how Dutch fathers and mothers respond to boys' and girls' misbehavior. Yet, both the type of internal attributions and the underlying mechanism for this gender-differentiated attributional process differ for mothers and fathers. Public Significance StatementThis experimental research examined if and why fathers and mothers generally react more negatively to boys' misbehavior compared to girls' misbehavior. It was discovered that the different causes Dutch fathers and mothers attribute to boys' and girls' misbehavior play an important role in this. Fathers attributed boys' misbehavior more to being intentional and mothers attributed boys' misbehavior more to being typical for the child, which in turn predicted more negative parenting reactions to boys' misbehavior. These findings show that it is important to raise awareness in parents of the different causes they attribute to the misbehavior of boys and girls in order to foster more egalitarian parental treatment of boys and girls.

There is ample scientific evidence for the importance of parental gender socialization in children’s binary gender development. Surprisingly, little is known about the role of parents’ own gender identity in the binary gender identity development of their children. Therefore, the present study investigated the association between parents’ and children’s binary gender identity (i.e., similarity to same- and other-gender individuals) in a sample of 142 Dutch families with a child between the ages of 6 and 12 years old. The Dutch context is characterized by relatively high gender equality. Both parents and their children answered questions about their similarity to same-gender and other-gender individuals. Generalized estimating equations revealed that parents’ same-gender similarity and parents’ other-gender similarity were positively associated with their children’s same- and other-gender-similarity, respectively. In addition, more other-gender similarity in parents was associated with less same-gender similarity in girls, but more same-gender similarity in boys. Parents who reported high similarity with both genders were more likely to have children who also reported higher similarity with both genders. These findings indicate that parents’ own binary gender identity is related in general and specific ways to their children’s binary gender identity development. Parents should be made aware of their role in children’s binary gender identity development. Yet, more research on different types of gender identity in parents and their children is necessary.