Development of gender role knowledge and gender constancy

Abstract

Research suggests that children's developing knowledge about traditional gender roles has a substantial influence on how they process information pertaining to gender. Euidence also shows that as children attain gender constancy, their behaviors become especially responsiue to gender-related information. Deuelobment of Gender Role Knowledge and Gender ConstancyCharles Stangor, Diane N . RubleGender is probably the most obvious way that individuals differ. In a sample of college students asked to name ways that people differed, 20 percent of those who mentioned a physical difference mentioned gender first (Stangor and Lama, 1986). Gender was mentioned more often than height, weight, age, or religion. Corresponding to this emphasis on gender differences are social norms serving to specify appropriate or normative behavior for men and women (gender roles), and gender stereotypes (sets of traits that are seen to differentially describe men and women). Our culturally defined gender roles are among the most pervasive (Ashmore, 1981) and strongest of any social norms in our society.Psychologists have studied gender roles and gender stereotypes,

Children's social identities

“…Thus, photographs of children engaged in gender-consistent activities are better remembered than gender-inconsistent ones (Martin & Halverson, 1981). Moreover, memory for gender-inconsistent depictions is often distorted, such that children's recollections often involve changing the sex of target (Carter & Levy, 1988;Signorella, Bigler, & Liben, 1997;Stangor & Ruble, 1987). Even for information that is neutral with respect to the categories under consideration (e.g.…”

Interracial contact and racial constancy: A multi-site study of racial intergroup bias in 3–5 year old Anglo-British children

“…Therefore, the present study measured children's racial constancy through tasks that examined racial identification, stability and consistency amongst 3-5 year old white British children. Social-cognitive theory contends that once children obtain racial constancy they are motivated to seek out information about appropriate behavior for their group (i.e., stereotypes) and to behave in line with their group membership (Bernal, Knight, Garza, Ocampo & Cota, 1990;Ocampo, Bernal & Knight, 1993;Semaja, 1980;Stangor & Ruble, 1987). Indeed, the emergence of racial constancy does seem to parallel the onset of racial in-group bias (Ruble et al, 2004).…”

Adult student perceptions of traditionally sex-typed toys

“…with age, research has demonstrated that gender knowledge is evident by 18 to 20 months (O'Brien & Huston, 1985;Strangor & Ruble, 1987). As mentioned, children seem to learn samesex roles earlier than cross-sex roles (Lewis & Weinraub, 1979;Liben & Signorella, 1987;Martin, Wood, & Little, 1990;Schau, Kahn, Diepold, & Cherry, 1980).…”