Gender Labels and Early Sex Role Development

Thompson, Spencer K.

doi:10.1111/j.1467-8624.1975.tb03317.x

Cited by 26 publications

(27 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Because males and females are less segregated throughout their lives and tend to have more experience with one another than do Whites and Blacks, the stereotypes developed about women tend to be more complex, having a great many more subtypes (e.g., the feminist, the temptress, the caregiver, the housewife, or the professional woman; see Deaux & Lewis, 1984), compared to stereotypes about Blacks (Devine & Baker, 1991). Gender stereotypes may also be much more developed, nuanced, and multifaceted because gender categories are acquired much earlier in childhood (24 months) in comparison to racial categories (5 years; Thompson, 1975;Williams & Morland, 1976).…”

Section: Race Versus Gender Stereotypes: Differences and Implicationsmentioning

confidence: 94%

Affirmative Action in Theory and Practice: issues of Power, Ambiguity, and Gender Versus Race

Eberhardt¹,

Fiske²

1994

Basic and Applied Social Psychology

View full text Add to dashboard Cite

Section: Race Versus Gender Stereotypes: Differences and Implicationsmentioning

confidence: 94%

Affirmative Action in Theory and Practice: issues of Power, Ambiguity, and Gender Versus Race

Eberhardt¹,

Fiske²

1994

Basic and Applied Social Psychology

View full text Add to dashboard Cite

“…During this time period, children are learning to label other boys and girls accurately and to become aware that they themselves belong to one category or the other (Thompson, 1975). The timing of label acquisition is highly variable, with some children demonstrating the ability to label boys and girls as early as 24 months of age, whereas others fail to do so at 36 months or even later (Fagot & Leinbach, 1989;Fagot, Leinbach, & Hagan, 1986;.…”

mentioning

confidence: 98%

Gender labeling, gender stereotyping, and parenting behaviors.

Fagot¹,

Leinbach²,

O’Boyle³

1992

Developmental Psychology

120

View full text Add to dashboard Cite

Are gender labeling and gender stereotyping in 24-, 30-, and 36-month-old children related to each other and to mothers' sex-role attitudes and responses to sex-typed behavior in a free-play situation with their children? The gender stereotyping measure indicated that gender schemata include information that is metaphorically rather than literally associated with each sex. Children who understood labels for boys and girls displayed more knowledge of gender stereotypes than children who did not. Mothers whose children had mastered labels for boys and girls endorsed more traditional attitudes toward women and toward sex roles within the family. The same mothers also initiated and reinforced more sex-typed toy play with their children.

show abstract

“…Clearly, the combination of such sex-specific responses to young children's use of parental kin terms and adults' sexspecific management of appearance promotes children's acquisition of the grammar of adults' sex identification practices. The result, according to research evidence, is that by children's second birthday their categorical usage of parental kin terms is highly accurate in regard to sex (Thompson, 1975).…”

Section: The "Family" Categorization Devicementioning

confidence: 70%

Language Practices and Self Definition: The Case of Gender Identity Acquisition

Cahill

1986

The Sociological Quarterly

View full text Add to dashboard Cite

This article empirically explores possible relationships between language practices and the acquisition of gender identity. I propose a framework for analyzing the language of social identification underlying the usage of identifying categorical terms and then use this framework to analyze segments of interaction recorded in two preschools. On the basis of this analysis, I propose a distinctively sociological theory of gender identity acquisition and suggest that the proposed analytical framework may provide the basis for a more general sociological psychology.Influenced by the thought of George Herbert Mead, a number of sociologists and social psychologists have argued that verbal labeling has a profound influence on individuals' definitions of self (e.g.. Allport 1961, pp. 114-1 17;Foote 1951;Markey 1928; Strauss 1969). Yet, few (e.g., Denzin 1972; Hadden and Lester 1978) have systematically studied possible relationships between language practices' and the bestowal, appropriation and display of social identities. As a result, the promise of a sociological psychology which Berger and Luckmann (1966, p. 186) found in "the theoretical core of the thought of Mead and his school" has not been fully realized. The purpose of this article is to illustrate that investigation of relationships between language practices and selfdefinition can make an important contribution to the development as a distinctively sociological psychology. In order to d o so. possible relationships between language practices and the bestowal and appropriation of a particular identity-gender-are empirically explored. Due to both its biographical timing and significance, the process of gender identity acquisition is uniquely suited for this purpose. As John Money (1980, p. 33) has noted.

show abstract

Gender Labels and Early Sex Role Development

Cited by 26 publications

References 7 publications

Affirmative Action in Theory and Practice: issues of Power, Ambiguity, and Gender Versus Race

Affirmative Action in Theory and Practice: issues of Power, Ambiguity, and Gender Versus Race

Gender labeling, gender stereotyping, and parenting behaviors.

Language Practices and Self Definition: The Case of Gender Identity Acquisition

Contact Info

Product

Resources

About