Home, school, and playroom: Training grounds for adult gender roles

Etaugh, Claire; Liss, Marsha B.

doi:10.1007/bf00289754

Cited by 82 publications

(58 citation statements)

References 29 publications

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“…They are less likely to endorse stereotypes about occupations than are boys (Bussey and Perry 1982;Etaugh and Liss 1992). There is also evidence that parents may hold less rigid ideas about their daughters' gender transgressions than do parents do for their sons' gender transgressions (Fagot and Hagan 1991).…”

Section: Boys' and Girls' Gender Developmentmentioning

confidence: 91%

Individual Differences in Gender Development: Associations with Parental Sexual Orientation, Attitudes, and Division of Labor

2007

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Research on children of lesbian parents has suggested that such children are developing well, but questions have been raised about their gender development. In this study, we explored associations among parental sexual orientation, parental gender-related attitudes, parental division of labor, and children's gender development. Participants were 66 preschool children and their 132 parents from the East Coast of the United States. Thirty-three families were headed by lesbian and 33 by heterosexual couples. Parents who divided paid and unpaid labor more unequally had children whose occupational aspirations were also more traditional. Measures of children's gender development were generally unrelated to parental sexual orientation. Parents' attitudes and behaviors were more strongly associated with children's gender development than was parental sexual orientation.

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Section: Boys' and Girls' Gender Developmentmentioning

confidence: 91%

Individual Differences in Gender Development: Associations with Parental Sexual Orientation, Attitudes, and Division of Labor

2007

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“…They may have perceived the toys on a continuum from very desirable to less desirable rather than by gender stereotypes. Research has shown that girls tend to like male-stereotyped toys more than boys like femalestereotyped toys (see Bradbard, 1985;Eisenberg et al, 1982;Etaugh and Liss, 1992;Robinson and Morris, 1986). Since the participants had to name each toy, it was not a lack of familiarity with the objects that could account for the findings.…”

Section: Discussionmentioning

confidence: 85%

Children's and adults' recall of sex-stereotyped toy pictures: Effects of presentation and memory task

Cherney¹

2005

Inf. Child Develop.

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Gender schema theories predict a memory bias toward sexcongruent information. The present study examined how presentation of stimuli and encoding conditions influence gender schematic processing in children and adults. One hundred and sixty 5-to 13-year olds and adult males and females viewed 36 sex-stereotyped toy pictures that were presented in a static and dynamical way. Half of the participants were asked to memorize the pictures (intentional memory) and half were not told that they would be expected to later recall the pictures (incidental memory). Weak gender schematic processing was observed only during the incidental memory task. Children and adults recalled more static than dynamic gender-stereotyped pictures, and performance was superior in the intentional than in the incidental memory condition. Gender schematic processing was similar across the age groups. In addition, participants were more likely to recall male-stereotyped toys. Implications for gender schema theories and education are discussed. Copyright # 2004 John Wiley & Sons, Ltd.Key words: human sex differences; memory; stereotyped attitudes; gender schema Cognitions about gender have been shown to be pervasive and to influence children's and adults' behaviours, attitudes and memories (e.g. Fagot and Leinbach, 1993;Liben and Signorella, 1993;Martin and Dinella, 2002;Martin and Halverson, 1981;Signorella et al., 1993Signorella et al., , 1997Stangor and Ruble, 1987). For example, gender schemata often act to bias judgements and memories for gender-related information (Liben and Signorella, 1980;Martin and Halverson, 1981). One consequence that these gender schemata may have is that they may facilitate the encoding and retrieval of information that is relevant to one's own sex, and consequently interfere with the information that is not consistent with one's own sex. This selective memory for same-sex information has important implications for children's processing of curricular materials and instructions

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“…A greater difference between gender schematic and aschematic boys, as compared to gender schematic and aschematic girls, was expected since boys consistently hold more stereotyped views (e.g., Etaugh & Liss, 1992), avoid gender atypical behaviors (e.g., Fagot, Leinbach, & Hagan, 1986;Powlishta, Serbin, & Moller, 1993;Shell & Eisenberg, 1990), receive more reinforcement for gender typical behavior (e.g., Fagot & Hagan, 1991;Fisher-Thompson, 1993), and possess more stereotyped gender-typed toy preferences than girls (e.g., Carter & Levy, 1988;Martin & Little, 1990;Turner & Gervai, 1995).…”

Section: Hypothesesmentioning

confidence: 98%

Differential Effects of an Adult Observer’s Presence on Sex-Typed Play Behavior: A Comparison Between Gender-Schematic and Gender-Aschematic Preschool Children

Wilansky-Traynor

Lobel

2008

Arch Sex Behav

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The present study examined the differential effect of an adult observer's presence on the sex-typed play behavior of gender schematic and aschematic preschoolers. A total of 116 Israeli preschoolers (M age = 64.9 months) participated in the study. Children were classified as either gender schematic or aschematic based upon responses to a computerized measure of different sex stereotype components. Children's play behavior with gender typical and atypical, attractive and unattractive, toys was videotaped. An observer was present for half the children's play and absent for the other half's play. Observation status affected the aschematic, but not the schematic, children's play with gender typical toys. For example, observed aschematic boys spent a greater percent of time playing with the unattractive masculine toys compared to unobserved aschematic boys. This difference was not apparent for schematic boys. Additionally, a difference found for schematic boys was not apparent in schematic girls, i.e., when unobserved, schematic boys tended to spend a greater percent of time playing with the unattractive masculine toy than aschematic boys. Further, some differences were found for unattractive, and not attractive, toys. For instance, observed aschematic boys spent a greater percent of time playing with the unattractive masculine toy than did the unobserved aschematic boys. This gap was not found for the attractive masculine toy. Results are discussed with reference to the accessibility and complexity of gender schemas.

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Home, school, and playroom: Training grounds for adult gender roles

Cited by 82 publications

References 29 publications

Individual Differences in Gender Development: Associations with Parental Sexual Orientation, Attitudes, and Division of Labor

Individual Differences in Gender Development: Associations with Parental Sexual Orientation, Attitudes, and Division of Labor

Children's and adults' recall of sex-stereotyped toy pictures: Effects of presentation and memory task

Differential Effects of an Adult Observer’s Presence on Sex-Typed Play Behavior: A Comparison Between Gender-Schematic and Gender-Aschematic Preschool Children

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