“Girls Are as Good as Boys at Math” Implies That Boys Are Probably Better: A Study of Expressions of Gender Equality

Although “Girls are as good as boys at math” explicitly expresses equality, we predict it could nevertheless suggest that boys have more raw talent. In statements with this subject‐complement structure, the item in the complement position serves as the reference point and is thus considered more typical and prominent. This explains why “Tents are like houses,” for instance, sounds better than “Houses are like tents”—people generally think of houses as more typical. For domains about ability, the reference point should be the item that is typically more skilled. We further propose that the reference point should be naturally more skilled. In two experiments, we presented adults with summaries of actual scientific evidence for gender equality in math (Experiment 1) or verbal ability (Experiment 2), but we manipulated whether the reference point in the statements of equality in the summaries (e.g., “Boys’ verbal ability is as good as girls’”) was girls or boys. As predicted, adults attributed more natural ability to each gender when it was in the complement rather than subject position. Yet, in Experiment 3, we found that when explicitly asked, participants judged that such sentences were not biased in favor of either gender, indicating that subject‐complement statements must be transmitting this bias in a subtle way. Thus, statements such as “Girls are as good as boys at math” can actually backfire and perpetuate gender stereotypes about natural ability.     

Gendered Racial Identity and Involvement with School

We studied the influence of three components of racial-ethnic identity (REI) on school involvement (including possible selves) in middle school with an African-American, low-income, urban sample. We explored the impact of one REI component, “awareness of racism,” and we hypothesized that the nature of the effect oftheother two components—positive ingroup “connectedness” and “embedded achievement”—would differ by gender because they offset gender differences in agency and relatedness. We developed a measure of REI (pilot N=139) and examined change in involvement over the eighth-grade year (study N=101) using hierarchical regression. For boys, the “connectedness” component of REI predicted improved grades, increased study time, better attendance, and more numerous strategies to attain academic possible selves; for girls, the “embedded achievement” component of REI predicted improvement in grades. Youth high in all three elements of REI became more concerned about school.     

Influences of Social Expectations of Gender,Gender Stereotypes,and Situational Constraints on Children's Toy Choices

Children, whose ethnic/racial backgrounds (primarily caucasian) and household compositions (primarily two-parent homes) reflected local population statistics, were videotaped playing with toy dishes and tools. The amount of time spent with each toy was calculated to determine whether this varied as a function of children's perceptions of social expectations of gender, awareness of gender stereotypes, and situational constraints (no information, gender-typed information unrelated to the toys, gender-typed toy labels). In study 1, the toy choices of girls and boys with perceptions of having one or more familiar people who thought cross-gender-typed play was “bad,” were influenced by gender-typed toy labels. However, only boys with perceptions of having one or more people who thought cross-gender-typed play was “bad,” were somewhat influenced by gender-typed information unrelated to the toys. Furthermore, in study 2, boys' (but not girls') perceptions of having one or more people who thought cross-gender-typed play was “bad,” independent of an awareness of gender stereotypes predicted the amount of time boys spent with cross-gender toys. The discussion highlights the utility of measures of children's perceptions of others' social expectations of gender in gender research. Additionally, the discussion highlights the complex relationships between such perceptions, situational constraints, and different socialization that girls and boys experience in the domain of toy play.     

Genetic and environmental influences on individual differences in masculinity, femininity, and gender diagnosticity: analyzing data from a classic twin study

Analyzing data from Loehlin and Nichols's (1976) classic twin study, we computed measures of Masculine Instrumentality (M), Feminine Expressiveness (F), and Gender Diagnosticity (GD). Quantitative genetic modeling analyses of within-sex individual differences in M, F, and GD indicated that: (1) Additive genetic factors contribute significantly to individual differences in M, F, and GD. (2) The environmental effects on M, F, and GD tend to be nonshared. (3) The genetic and environmental components of individual differences in M, F, and GD tend not to show gender differences. Finally, (4) the estimated within-sex heritability of GD (.53) is significantly greater than the estimated within-sex heritabilities of either M (.36) or F (.38).     

Is School Feminine? Implicit Gender Stereotyping of School as a Predictor of Academic Achievement

One cause proposed for boys’ relatively lower academic achievement is a “feminisation” of schools that might result in a lack of fit between boys’ self-concept and academic engagement. Research so far has investigated math-male and language-female stereotypes, but no school-female stereotypes. Our study tested for implicit gender stereotyping of school and its impact on boys’ achievement in N?=?122 ninth-graders from a large city in Western Germany using the Go/No-go Association Task (GNAT). Gender role self-concept and grades in math (representing an academic domain stereotyped as male) and German (domain stereotyped as female) were assessed using written questionnaires. It was found that, overall, students associated school more strongly with female than with male, and that this association of school with female was related to boys’ academic achievement. The more strongly boys associated school with female and the more they ascribed negative masculine traits to themselves, the lower their grades in German were. Boys’ academic achievement in math was unrelated to the extent to which they perceived school as feminine and themselves as masculine. Girls’ grades in both German and math were unrelated to their gender stereotyping of school. These findings emphasize the importance of fit between a student’s gender, gender role self-concept and gender stereotyping of school for academic achievement. Strategies to improve this fit are discussed.     

3～8年级学生羞怯与心理适应之关系:一个有中介的调节模型检验

以1485名3-8年级学生为研究对象,借助同伴评价和自我报告,考察性别对羞怯和心理适应关系的调节效应以及同伴关系不良在上述调节效应中的中介作用。研究结果表明:(1)羞怯、同伴关系不良、孤独和抑郁的性别差异显著。女孩的羞怯水平显著高于男孩,而同伴关系不良、孤独、抑郁水平则显著低于男孩;(2)羞怯与同伴关系不良、孤独、抑郁呈较弱的正相关,而与自尊呈较弱的负相关;(3)羞怯与孤独、抑郁、自尊的关系受性别因素的调节,羞怯男孩面临的心理适应风险高于羞怯女孩;(4)性别对羞怯和孤独、抑郁、自尊关系的调节通过同伴关系不良这一中介因素而实现,间接效应占总效应的比例在25%至47%之间。这一结果表明,羞怯的适应价值存在性别差异,而同伴关系在其中扮演着重要的中介角色。     

Sex-typed motor behaviors of “feminine” boys,conventionally masculine boys,and conventionally feminine girls

The purpose of this study was to determine whether, in four commonly observed childhood behaviors, the gross impression conveyed by “feminine” boys is distinctive from that of conventional boys, and in the direction of conventional girls. Three samples of children age 4–10 years were included in the study: boys with atypical sexual identity (N=12); age-matched conventionally sex-typed boys (N=8); and age-matched girls (N=7). The children were identically costumed to conceal gender and were videotaped while throwing a ball, walking, running, and telling a story. Videotaped segments of behaviors were randomly presented to four raters who judged the sex of the child on a five point scale which ranged from very likely male to very likely female. The analyses indicate that the sample to which the child belonged was the most important factor in explaining the rating the child received. The “feminine” boys occupied an intermediate position, one that was neither distinctly “feminine” nor distinctly “masculine.”     

Personal Control, Self-Efficacy in Sexual Negotiation, and Contraceptive Risk among Adolescents: The Role of Gender

Adolescents’ sexual decision making is shaped by normative ideas about “appropriate” sexual roles for women and men; consequently, the motivation and ability to engage in safer sex may be different for adolescent girls and boys. The aim of this study was to explore how social–psychological resources influence the behavior of girls and boys within the highly gendered and inequitable domain of sexual relationships. I used data from the National Longitudinal Study of Adolescent Health (Add Health) to examine whether personal control and self-efficacy in sexual negotiation are associated with contraceptive risk (engaging in sexual intercourse or not using condoms) among adolescents and whether these associations differ for adolescent boys and girls. Results indicate that personal control and self-efficacy in sexual negotiation are significantly associated with safer sex behavior, and are often more important for girls than for boys in predicting contraceptive risk.     

Harsh parenting and academic achievement in Chinese adolescents: Potential mediating roles of effortful control and classroom engagement

This study examined (a) the potential mediating roles of effortful control and classroom engagement in the association between harsh parenting and adolescent academic achievement, and (b) the potential moderating role of gender. Sixth through eighth graders in rural China (n = 815, mean age = 12.55 years) reported on harsh parenting, effortful control, and classroom engagement. Parents also reported on each other's harsh parenting. Academic achievement was assessed by students' test scores and teacher-rated academic performance. Results of structural equation modeling revealed gender differences in patterns of association among the model variables. Harsh parenting was negatively and directly associated with academic achievement for both boys and girls. It was also negatively and indirectly associated with academic achievement via effortful control and classroom engagement sequentially, forming a common indirect “path” for boys and girls. The indirect negative effect of harsh parenting on boys' academic achievement was mainly realized through the mediator of effortful control, whereas this same indirect effect for girls was mainly realized through the mediator of classroom engagement. Jointly, effortful control and classroom engagement precipitates more indirect effects for boys than for girls in the association between harsh parenting and academic achievement. The discussion analyzes the potential “paths” from harsh parenting to adolescent academic achievement, as well as gender differences in these “paths.” The current study has implications for teachers and parents eager to improve students' classroom engagement and academic achievement.     

Physical,verbal, and relational forms of bullying among German students: age trends,gender differences,and correlates

A revised version of the Bully/Victim Questionnaire [Olweus, 1991] was given to 2,086 fifth–tenth grader students from schools in two German federal states. The results were analysed in terms of frequencies of self‐reports of different forms of bullying (physical, verbal, relational/indirect; for bullies and for victims), gender and grade differences. Overall, 12.1% of the students reported bullying others and 11.1% reported being bullied (victimisation). We classified 2.3% of the students as bully/victims due to their self‐report. Significantly more boys reported bullying others, regardless of bullying form, and significantly more boys than girls were classified as bully/victims. Although there was no gender difference for victimisation at all, boys reported significantly more often than girls being bullied physically. Besides, self‐reports of pure and overlapping forms of bullying behaviour (relational, verbal, physical) were analysed. With regard to age trends, students from middle grades reported the highest rates of bullying. Self‐reported rates of victimisation were higher for younger students, regardless of form of victimisation. Furthermore, class size was not linked to reports of bullying and victimisation. Results from logistic regression analyses emphasised that the variables “gender” and “grade” add significantly to the prediction of self‐reported bullying; “grade” and variables measuring impaired psychosocial “well‐being” of students at school (e.g., feeling of not being popular, negative attitude towards breaks) add significantly to the prediction of self‐reported victimisation. The results are discussed against the background of other study findings, accentuating the significance of gender‐ and age‐specific forms of bullying/victimisation. Aggr. Behav. 32:1–15, 2006. © 2006 Wiley‐Liss, Inc.     

The relationships among parental psychological control/autonomy support,self‐trouble,and internalizing problems across adolescent genders

This study aimed to explore the relationships among early adolescents’ perceived parental psychological control/autonomy support, self‐trouble, and internalizing problems as well as the potential gender differences in these relationships. Multiple‐group path analysis was performed on the data collected from 1,089 adolescents in Beijing junior high schools. Results revealed that parental psychological control (autonomy support) was associated with adolescents’ more (fewer) internalizing problems, and self‐trouble acted as a mediator in these two relationships. Moreover, only the indirect relationship between parental autonomy support and internalizing problems via self‐trouble was moderated by gender, with girls showing a little stronger indirect effect than boys, and specifically, it was the relationship between autonomy support and self‐trouble that existed gender differences, with girls showing higher coefficient than boys. The relationship between parental psychological control/autonomy support and early adolescents’ internalizing problems was discussed with regard to self‐trouble and gender differences.     

Effects of household sex composition on the salience of one's gender in the spontaneous self-concept

It was hypothesized that being a boy or a girl becomes more salient in a child's self-concept to the extent the other sex numerically predominates in the child's household. This prediction was based upon an information-processing, distinctiveness postulate that a person contemplating a complex stimulus (such as the self) selectively notices and encodes its more distinctive, information-rich aspects. The spontaneous self-concept elicited by nondirective “Tell us about yourself” interviews of 560 school children were scored for spontaneous mention of one's gender. As predicted, boys spontaneously mentioned their maleness more often when they came from households where females were in the majority; girls mentioned their femaleness more often when from households with male majorities; boys mentioned their maleness more often when from father-absent than from father-present homes. Incidental findings are that gender is more salient in the negation self-concept (“Tell us what you are not”) than in the affirmation self-concept (“Tell us about yourself”) especially for girls and that gender becomes increasingly salient as the child grows older.     

Evaluative expectations and the gender schema: Is failed inconsistency better?

Are evaluative assessments a part of the information that constitutes the gender stereotype? Two studies tested this question by presenting participants (50 female and 43 male college students, for whom English was their native language) with information that manipulated both the knowledge of gender roles and the evaluative assessments of performance in those roles. Participants tried to learn statements like “Jane is a good nurse” or “John is a bad nurse.” Memory for these relationships was then tested. Results indicated that when the person's name and the role were consistent with the gender stereotype, a positive evaluative connection made the statement easier to recall than a negative evaluative connection. However, an inconsistent name—role pairing was easier to recall when the evaluative connection was negative rather than positive. The results are interpreted as support for an evaluative bias that is part of the knowledge associated with gender differences.     

Masculine girls and feminine boys: genetic and environmental contributions to atypical gender development in early childhood

In this genetic study of atypical gender role development, parents of 5,799 twin pairs, ages 3 and 4, rated their twin children's masculinity and femininity. Boys were selected as gender atypical if they were highly feminine (top 5%, 10%, or 15%) relative to other boys, and girls were selected if they were highly masculine relative to other girls. Gender-atypical boys and girls were each divided into 2 groups: fully gender atypical (e.g., feminine boys also low on masculinity) and partially gender atypical (e.g., feminine boys who are not low on masculinity). DeFries-Fulker (DF; J. C. DeFries & D. W. Fulker, 1985, 1988) extremes analysis yielded moderate group heritability and substantial shared environment effects for atypical gender role behavior. However, for fully gender-atypical girls, group heritability accounted for most of the variance, and shared environment had no effect. The results are discussed in light of past studies and potential implications for atypical gender development.     

Gender and situational differences in children's smiles,touch, and proxemics

It was hypothesized that gender differences in nonverbal behaviors which are often considered to be affiliative may represent systematic differences between males and females in self-presentation. Smiling, touching, and interpersonal distance were studied with 256 White adolescents and preadolescents, who were randomly assigned to same-sex grade-level pairs. Self-presentation was made more salient by asking each subject pair to pose for a picture depicting a social situation. Each pair illustrated one of two situations — a neutral situation and a “male-appropriate” situation that emphasized team spirit in an athletic competition. Girls smiled significantly more often than boys did and mutually touched each other more often, but there were no differences between the sexes in the overall amount of touching or proxemics. Instead, the social situation significantly determined the amount of touch and proxemics. Subjects' age and experimenter's sex were not significant variables.     

Functional cerebral lateralization in subtypes of disabled readers

This study investigated the functional cortical organization of reading-disabled boys and age-matched normal readers. Subjects were initially classified according to E. Boder's (1971a. In B. Bateman (Ed.), Learning disorders. Seattle: Special Child Publications. Vol. 4.) distinction between dysphonetic children (who make nonphonetic, bizarre spelling errors), dyseidetic children (who make phonetically acceptable errors, but do not respond to some words as “wholes”), and children who display normal error patterns (who make phonetically acceptable errors and respond to words as “wholes”). It was hypothesized that different types of reading disability would be associated with different patterns of lateralized brain function. This proposal was examined by testing subjects on three experimental neuropsychological measures—hemispheric time-sharing, conjugate lateral eye movements, and tactile directional perception. Conjugate lateral eye movements were disregarded as the control subjects failed to show predicted asymmetries on this measure. The two other measures were considered valid and demonstrated atypical lateralization in the reading-disabled groups. Lateralization of verbal and/or spatial functiosn differed among the reading-disabled groups and an attempt was made to relate these atypical patterns to the type of reading difficulties presented.     

Parental autonomy granting during adolescence: exploring gender differences in context

This study investigated the ways in which 2 indicators of parental autonomy granting, adolescents' decision-making input and parental knowledge of adolescents' daily experiences, differed as a function of contextual factors (i.e., parents' gender role attitudes or sibling dyad sex composition) and boys' and girls' personal qualities (i.e., gender, pubertal status, developmental status, or birth order) in a sample of 194 families with firstborn (M = 15.0 years) and second-born (M = 12.5 years) adolescents. Firstborns were granted more autonomy than second borns, especially in families with firstborn girls and second-born boys. Girls in families marked by traditional maternal gender role attitudes were granted fewer autonomy opportunities. Postmenarcheal second-born girls were granted more opportunities for autonomy than were premenarcheal second-born girls, but only in families with less traditional maternal gender role attitudes.     

Caring,Gender Role Orientation,and Volunteering

The current studies were conducted to examine two questions regarding the development of an ethic of care versus an ethic of justice, where the former is associated with being female and the latter is associated with being male. First, does gender role orientation in adolescence predict the ethical orientation one adopts better than gender itself does? Second, does adolescents' ethical orientation predict their volunteering behavior? To answer these questions, two studies were conducted. In Study 1, adolescents completed Bem's Sex Role Inventory (BSRI) and Jensen's World View Questionnaire (WVQ) which assesses ethical orientation. Girls and individuals high in femininity were higher on the ethic of care than were boys and individuals high in masculinity. In addition, individuals with a feminine gender orientation received higher care scores than individuals with an androgynous orientation. Regression analyses indicated that gender orientation accounted for more of the variance in the ethic of care than did gender. In Study 2, older adolescents completed Jensen's WVQ and were subsequently asked to volunteer in one of two settings: a personal setting or an impersonal setting. Individuals high in the ethic of care were more likely to volunteer and volunteered for more hours, but volunteered equally often in the two types of settings. Individuals who “apologized” for being unable to volunteer were higher on caring. The results are discussed in the context of Gilligan's theory of socialization to morality.