Gender Segregation and Gender-Typing in Adolescence

Mehta, Clare M.; Strough, JoNell

doi:10.1007/s11199-010-9780-8

Cited by 60 publications

(49 citation statements)

References 62 publications

(91 reference statements)

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“…For example, single‐sex education impacts emerging notions of gender (e.g. Lee & Bryck, ; Measor, ), and the individual's own constellation of friends affects gender identity (Mehta & Strough, ). Parents' implicit attitudes and beliefs about gender also shape children's conceptions (Croft, Schmader, Bock & Baron, ).…”

Section: Discussionmentioning

confidence: 99%

The development of implicit gender attitudes

Dunham

Baron

Banaji

2015

Developmental Science

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The development course of implicit and explicit gender attitudes between the ages of 5 and adulthood is investigated. Findings demonstrate that implicit and explicit own-gender preferences emerge early in both boys and girls, but implicit own-gender preferences are stronger in young girls than boys. In addition, female participants' attitudes remain largely stable over development, whereas male participants' implicit and explicit attitudes show an age-related shift towards increasing female positivity. Gender attitudes are an anomaly in that social evaluations dissociate from social status, with both male and female participants tending to evaluate female more positively than male.

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Section: Discussionmentioning

confidence: 99%

The development of implicit gender attitudes

Dunham

Baron

Banaji

2015

Developmental Science

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“…They highlighted the role of gender stereotypes in the development of those gender‐typed characteristics. Furthermore, gender segregation also influences gender‐typing, as indicated Mehta and Strough (). Gender segregation was related to greater reference‐group identity, cooperative orientation, and communicative responsiveness in adolescent girls.…”

Section: Gender Differences In Thriving Indicators and Pydmentioning

confidence: 90%

Positive youth development, thriving and social engagement: An analysis of gender differences in Spanish youth

Gómez-Baya

Reis

Matos

2019

Scandinavian J Psychology

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The framework of Positive Youth Development (PYD) arose from a strength‐based conception of the transition to adulthood. Although previous literature has provided evidence for some PYD correlates, little is known about gender differences in PYD and its outcomes in thriving and social engagement, which could improve interventions” effectiveness. Thus, this study aimed to examine gender differences in PYD dimensions (i.e., competence, confidence, connection, caring, and character), individual thriving (i.e., psychological adjustment, academic adjustment, and healthy lifestyles) and social engagement, and to examine the associations between them. Data from the ‘PYD in a Cross‐National Perspective Project” in Spain were collected by administering a paper‐based self‐report to students from high school and university. Results showed greater scores in connection, caring, and character in women, as well as greater social engagement and academic adjustment. Men presented higher competence and confidence, more frequent physical activity and better psychological adjustment. In addition, more PYD was related to greater social engagement, better psychological and academic adjustment, and healthier lifestyles. Some practical implications for program design may be derived, which underscore the need to promote the five PYD dimensions equally in female and male youths in order to improve their individual thriving and social engagement.

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“…Sex segregation emerges early in life and by preschool, about half of children's interactions are with same‐sex peers, about 30% involve mixed‐sex groups (i.e., at least one boy and one girl), and fewer than 10% involve only other‐sex peers (Fabes, Martin, & Hanish, ). Even though interest in other‐sex peers increases in adolescence, same‐sex preferences strongly persist through preadolescence and adulthood (Mehta & Strough, , ).…”

Section: Sex Segregation In Childrenmentioning

confidence: 99%

The Role of Sex of Peers and Gender‐Typed Activities in Young Children's Peer Affiliative Networks: A Longitudinal Analysis of Selection and Influence

et al. 2012

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A stochastic actor-based model was used to investigate the origins of sex segregation by examining how similarity in sex and time spent in gender-typed activities affected affiliation network selection and how peers influenced children’s (N = 292; M age = 4.3 years) activity involvement. Gender had powerful effects on interactions through direct and indirect pathways. Children selected playmates of the same-sex and with similar levels of gender-typed activities. Selection based on gender-typed activities partially mediated selection based on sex. Children influenced one another’s engagement in gender-typed activities. When mechanisms producing sex segregation were compared, the largest contributor was selection based on sex; less was due to activity-based selection and peer influence. Implications for sex segregation and gender development are discussed.

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Gender Segregation and Gender-Typing in Adolescence

Cited by 60 publications

References 62 publications

The development of implicit gender attitudes

The development of implicit gender attitudes

Positive youth development, thriving and social engagement: An analysis of gender differences in Spanish youth

The Role of Sex of Peers and Gender‐Typed Activities in Young Children's Peer Affiliative Networks: A Longitudinal Analysis of Selection and Influence

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