The Cognitive Construction of Gender Stereotypes: Evidence for the Dual Pathways Model of Gender Differentiation

Abstract

The dual pathways model of gender differentiation suggests two possible pathways that examine the relationships between gender-typed interests and gender stereotypes: (a) an attitudinal pathway model, which suggests that stereotypes may shape interests for gender-schematic children, and (b) a personal pathway model, which suggests that personal interests may lead to the construction of stereotypes that are in line with one's interests (Liben and Bigler 2002). In Study 1, the personal pathway model was tested by pres e n t i n g c h i l dr e n in t h e U n i t e d S t a t e s ( N = 5 1 , M age = 3.99 years-old) with novel toys and assessing the congruence between interests and stereotypes. Results indicated a significant relationship between personal interests and stereotypes such that higher levels of personal interest in toys were associated with more congruent gender stereotypes-stereotypes in which the children endorsed the belief that the toy was only for same-gender children or for both genders. In Study 2, the attitudinal pathway was tested by presenting children in the United States (N = 57, M age = 4.03 years-old) with novel toys that were labeled as "for boys" or "for girls." Results indicated that genderschematic children (those who endorsed higher levels of cultural gender stereotypes), but not gender-aschematic children (those who endorsed lower levels of cultural gender stereotypes) were more interested in toys labeled as for their gender than toys labeled as for the other gender. Thus, the results demonstrate that the pathways between these two constructs may be dependent on environmental information, individual differences in personal interest, and gender schematicity as predicted by the dual pathways model.

Socialization of Gender Stereotypes Related to Attributes and Professions Among Young Spanish School-Aged Children

“…Regarding the relationships observed between the variables in this study, the complexity and multidimensionality of gender schemes are determined, as well as their differential application to different areas of life (Liben and Bigler, 2002d;Banse et al, 2010) and the existence of differences regarding the masculine and feminine schemes, in line with previous studies (Wilbourn and Kee, 2010;Siyanova-Chanturia et al, 2015). The correlational analysis shows a near absence of significant correlations between the measures included in the study, although the stereotyping processes analyzed are supposedly based on the common application of an underlying gender scheme (Bem, 1981(Bem, , 1983Weisgram, 2016). The only two measures that seem to correlate in a positive but moderate way when considering all the participants at a general scale are the assignment of male professions to men and female professions to women.…”

“…Developmental studies that have been carried out on this subject therefore seem to indicate that we are faced with a multidimensional construct that is acquired gradually (Liben and Bigler, 2002c;Halim et al, 2017), in interaction with the physical and symbolic environments that surround us, whose acquisition also influences cognitive (mainly flexibility and multiple categorization abilities) and motivational aspects of children (Bem, 1981;Bigler, 1995;Weisgram, 2016;Halim et al, 2017). Around the age of 3, children seem to clearly understand that the world is divided between men and women, and that they belong to one of those categories.…”

The Development of Children's Gender‐Science Stereotypes: A Meta‐analysis of 5 Decades of U.S. Draw‐A‐Scientist Studies

“…Stereotypes linking science with men might limit girls’ interests in science‐related activities and careers, as some theories of gender development would predict (e.g., Hyde, ; Martin & Ruble, ). For instance, girls may avoid activities that they consider appropriate for boys but not girls, as some correlational and experimental studies have suggested (e.g., Bian, Leslie, & Cimpian, ; Weisgram, ). Girls might also underperform on evaluative tests in male‐stereotyped domains such as mathematics and science (Galdi et al., ; but see also Flore & Wicherts, , for evidence of publication bias in this stereotype threat literature).…”

The Gendered Family Process Model: An Integrative Framework of Gender in the Family

“…With regard to the direction of effects in the association between gendered cognitions and behavior in parents and children, experimental studies clearly show that cognitions guide behavior (e.g., Bradbard & Endsley, 1983 ). Only a few studies provide evidence for the other direction in which behaviors change cognition, by showing that children’s own preferences for novel toys influence their ideas about whether a particular toy will be liked by girls or boys (Martin et al, 1995 ; Weisgram, 2016 ). According to GSTs, both directions are possible, but the idea of cognitions guiding behavior is most strongly proposed in earlier versions of GST.…”