This article summarizes and critiques recent trends in research and theory on the role of gender in adolescent development. First, gender differences in key areas of adolescent functioning are reviewed. Second, research on 3 constructs that are especially relevant to the investigation of within-gender individual differences in gender phenomenaFgender typing, gender stereotypes, and gender identityFis discussed. Third, trends in theories of gender differentiation are identified. Throughout, issues of conceptualization and of methodology are discussed, and directions for future research are offered.Adolescents face a number of unique developmental challenges, including coping with abrupt changes in their bodies, managing their sexual interests, forming new kinds of relationships, and planning their academic and occupational futures. Gender affects how youths manage all of these challenges.This article summarizes and critiques recent research on the role of gender in adolescent development. We start with an overview of sex differences in adolescence. We then discuss the status of three constructs that figure prominently in theory and research on gender differentiationFgender typing, gender stereotypes, and gender identity. Finally, we summarize recent trends in theory concerning the determinants of gender differentiation. We use the terms sex and gender interchangeably.
We review theory and research on the assessment, development, and consequences of individual differences in gender identity, as studied among ordinary school children. Gender identity encompasses children’s appraisals of compatibility with, and motivation to fit in with, gender collectives; it is a multidimensional construct. Five dimensions of gender identity are considered in depth: felt same-gender typicality, felt other-gender typicality, gender contentedness, felt pressure for gender conformity, and intergroup bias. A host of cognitive, affective, social, and defensive processes contribute to these forms of gender identity, all of which in turn affect children’s psychosocial adjustment. Felt same-gender typicality promotes self-esteem and protects children from harmful effects of stressors, but it is associated with negative attitudes toward other-gender peers and activities unless children feel at least somewhat similar to the other gender as well. Felt other-gender typicality distresses children who do not also feel same-gender–typical. The other three gender identity variables encourage self-serving behavior (e.g., dominance) if children view it as appropriate for their gender. Children who feel gender-atypical or discontent with their gender suffer considerable distress if they feel pressure for gender conformity. Gender contentedness may be a particularly powerful contributor to children’s adoption of gender-typed behavior.
We investigated whether gender identity influences preadolescents' tendency to single out gender-atypical peers for abuse. Data were gathered from 195 boys and girls (M age = 10.1 years) in the fall and spring of a school year. Children self-reported multiple dimensions of gender identity (intergroup bias, felt pressure for gender differentiation, felt gender typicality, gender contentedness); peers assessed each other's social behavior (gender nonconformity, aggression toward each classmate). Using multilevel modeling, we examined how children's attacks on gender-nonconforming peers (relative to their attacks on other peers) changed over the school year depending on their gender identity. There was modest support for the hypothesis that overconfident, arrogant gender identity promotes abuse of gender-atypical peers but considerable support for the hypothesis that insecure, self-questioning gender identity fosters this tendency. Implications for issues central to contemporary personality theory (e.g., Person × Situation interaction) are discussed. New and somewhat surprising information about the cognitive and behavioral characteristics of gender-nonconforming preadolescents is provided.
Adults with mild autism spectrum disorder (ASD) face challenges in romantic relationships. Healthy romantic relationships yield physical and mental health benefits important to improved quality of life, yet many adults with ASD do not experience successful romantic relationships precluding them from possible benefits. This is the first study that explores the effects of group counseling, using the protocol Relationship Enhancement 1 , for 38 adult ASD participants in treatment as usual and a modified condition. Social skills, empathy, and social support were measured pre-and posttreatment. Results indicate improvements in social skills and empathy in both treatment conditions.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.