Gender Stereotypes in the Family Context: Mothers, Fathers, and Siblings

Endendijk, Joyce J.; Groeneveld, Marleen G.; Berkel, Sheila R. van; Hallers-Haalboom, Elizabeth T.; Mesman, Judi; Bakermans‐Kranenburg, Marian J.

doi:10.1007/s11199-013-0265-4

Cited by 155 publications

(84 citation statements)

References 61 publications

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“…Parental behaviours, attitudes, or ways of emotional response are to a large extent acquired by their children. Moreover, our mothers and fathers are the first models of behavioural patterns that are consistent or inconsistent with social and gender roles and prototypes of parental care (Bochniarz, 2010;Endendijk et al, 2013). This is why both indirect and direct ways that parents influence their child are often believed to be among the determinants of how a child's attitude towards gender and sexuality will be shaped (Antill, Cunningham, & Cotton, 2003).…”

Section: Gender Stereotyping and Parental Attitudesmentioning

confidence: 99%

"Daughter and son: a completely different story”? Gender as a moderator of the relationship between sexism and parental attitudes

Lipowska¹,

Lipowski²,

Pawlicka³

2016

Health Psychology Report

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health psychology report · volume 4(3), 6 original article background During childhood, parents are the first and most important individuals who form the base of the content of gender stereotypes in children. A parent's expectations about the extent a child's behaviour should be line with gender stereotypes also depends on the intensity of a parent's sexism. A parent's sexism may be exhibited in parental attitudes. Hence, in our study we analysed the relationship between parental ambivalent sexism and parental attitudes within dyads of mothers and fathers with a special focus on the role of the gender of both parents and children. participants and procedureTwo hundred and ninety-four couples of parents of fiveyear-olds (153 girls, 141 boys) participated. The Ambivalent Sexism Inventory (ASI) was used to measure levels of sexism, and the Parental Attitudes Scale (SPR) was used to assess parental attitudes. resultsIn terms of the profile of parental attitudes, regardless of the child's sex, mothers and fathers scored highest for inconsequent and demanding attitudes, and lowest for overprotective and autonomy attitudes. The child's sex is also not important for the overall levels of parents' sexism -fathers exhibit higher levels of hostile sexism in comparison to mothers. Only the mothers' education level is important for levels of sexism -women with higher education exhibited the lowest levels of hostile sexism. The child's sex moderates relationships between parents' sexism and parental attitudes. In the case of mothers of sons, the intensity of benevolent sexism is negatively related to overprotective and demanding attitudes. The more educated the mothers of sons, the more demanding they were. For fathers of sons, the inconsequence attitude increases under the influence of both hostile and benevolent sexism. Among fathers of daughters, hostile sexism strengthens the overprotective attitude, while levels of both benevolent and hostile sexism as well as education influence the autonomy attitude. conclusionsThe gender of both the parents and the child moderates the relationship between sexism and parental attitudes. The role of sexism in shaping the attitude of mothers towards sons is the most prominent -it seems that it guards the 'manliness' of young boys.

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Section: Gender Stereotyping and Parental Attitudesmentioning

confidence: 99%

"Daughter and son: a completely different story”? Gender as a moderator of the relationship between sexism and parental attitudes

Lipowska¹,

Lipowski²,

Pawlicka³

2016

Health Psychology Report

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“…Fathers of pre-school children are more likely to engage in sex-typed socialization of empathy, with fathers of boys reporting less inclination to reinforce prosocial behavior and less affection toward their sons (Hastings et al, 2007). Fathers of young children in the Netherlands also exhibit more explicit gender stereotypes than mothers (Endendijk et al, 2013). …”

Section: Introductionmentioning

confidence: 99%

Child gender influences paternal behavior, language, and brain function.

Mascaro¹,

Rentscher²,

Hackett³

et al. 2017

Behavioral Neuroscience

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Multiple lines of research indicate that fathers often treat boys and girls differently in ways that impact child outcomes. The complex picture that has emerged, however, is obscured by methodological challenges inherent to the study of parental caregiving, and no studies to date have examined the possibility that gender differences in observed real-world paternal behavior are related to differential paternal brain responses to male and female children. Here we compare fathers of daughters and fathers of sons in terms of naturalistically observed everyday caregiving behavior and neural responses to child picture stimuli. Compared to fathers of sons, fathers of daughters were more attentively engaged with their daughters, sang more to their daughters, used more analytical language and language related to sadness and the body with their daughters, and had a stronger neural response to their daughter’s happy facial expressions in areas of the brain important for reward and emotion regulation (medial and lateral orbitofrontal cortex [OFC]). In contrast, fathers of sons engaged in more rough and tumble play (RTP), used more achievement language with their sons, and had a stronger neural response to their son’s neutral facial expressions in the medial OFC (mOFC). Whereas the mOFC response to happy faces was negatively related to RTP, the mOFC response to neutral faces was positively related to RTP, specifically for fathers of boys. These results indicate that real world paternal behavior and brain function differ as a function of child gender.

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“…to favor girls and, when measured at the beginning of grade 5, to predict boys' more negative reading self-concept at the end of grade 6 (controlling for previous self-concept and reading attainments). Other research has shown that gender related attitudes and stereotypes are transmitted across generations within families (e.g., Carlson, 2011; Endendijk, 2013; Farré and Vella, 2013; Hess et al, 2014). For instance, investigating 244 German families, Hess et al (2014) found that the more traditional fathers' gender role attitudes were, the more traditional were the attitudes of their sons and daughters 5 years later.…”

Section: Introductionmentioning

confidence: 99%

Reading is for girls!? The negative impact of preschool teachers' traditional gender role attitudes on boys' reading related motivation and skills

2015

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According to gender stereotypes, reading is for girls. In this study, we investigated the role of preschool teachers in transmitting such gendered expectations. We suggest that boys are less motivated to read in preschool, and less competent in reading 1 year later in primary school, if their preschool teacher holds a traditional gender role attitude than if the teacher has egalitarian beliefs. In 135 independent dyads of a female preschool teacher (N = 135) and one boy (n = 65) or one girl (n = 70) we measured teacher's gender role attitude, child's reading related motivation as well as precursors of reading skills in preschool, and child's reading skills at the end of first grade in primary school. As expected, the more traditional preschool teachers' gender role attitude was, the weaker was boys' motivation to (learn to) read while girls' motivation was unrelated to teachers' gender role attitude. In either gender, motivation in preschool predicted reading skills at the end of first grade.

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Gender Stereotypes in the Family Context: Mothers, Fathers, and Siblings

Cited by 155 publications

References 61 publications

"Daughter and son: a completely different story”? Gender as a moderator of the relationship between sexism and parental attitudes

"Daughter and son: a completely different story”? Gender as a moderator of the relationship between sexism and parental attitudes

Child gender influences paternal behavior, language, and brain function.

Reading is for girls!? The negative impact of preschool teachers' traditional gender role attitudes on boys' reading related motivation and skills

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