Building a Pink Dinosaur: the Effects of Gendered Construction Toys on Girls’ and Boys’ Play

Play with building toys such as LEGO® sets promotes spatial learning in children. The present study examined the effects of the color of the bricks (either pink or blue) and the femininity/masculinity of the object built on boys’ and girls’ play with LEGO® sets. Children (n = 116, M _age  = 7.27 range = 5–10) were given the opportunity to build with LEGO® brick sets, both instructed and free play tasks. For the instructed task, the type of object (feminine: cat; masculine: dinosaur) and color of the bricks (pink, blue) were counterbalanced across participants. Their play was coded for accuracy of following the instructions and time to complete the task. In the free play task, brick color (pink, blue) was counterbalanced across participants, and structures were coded for femininity/masculinity and the number of bricks used. Overall, children took longer to build a feminine object with blue bricks than with pink bricks. In the free-play task, boys built more masculine objects than girls did, regardless of the color of bricks they were given. Results showed that boys completed the LEGO® tasks faster than did girls, controlling for interest in and experience with LEGO® play. These findings suggest that toy color and type can impact how children interact and play with toys.     

“Girls Can’t Play Ball”: Feminist Counseling Using A League of Their Own

This commentary reviews A League of Their Own, a film that provides a fictional account of the lives of women who played in the first year of the All-American Girls’ Baseball League. Set during World War II-era America, the film offers a look into the gendered lives of women seeking careers in traditionally masculine fields. The authors review the movie from a feminist media lens, with specific emphasis on how the two main characters, Dottie and Kit, ascribe to and defy gender stereotypes and gain voice and agency. Specific implications are pulled from the analysis to be used in the context of counseling women, including empowerment of female clients and establishing career identity.     

Developmental Trajectories of Girls’ and Boys’ Delinquency and Associated Problems

Developmental trajectories in delinquency through adolescence were studied along with family and peer relationship problems. Drawing from eight waves of data over seven years, we conducted trajectory analyses with a sample of 746 students (402 girls; 344 boys). Analyzing girls and boys together, a five-class model emerged: 60% of the adolescents rarely reported delinquency; 27.7% reported low initial levels with moderate levels of delinquency over time; 6% in the late onset group reported initially low and rising levels of delinquency; 5% in the early onset group reported moderate initial levels which increased and then decreased in later adolescence. A small group of only boys (1.3%) labeled chronic reported high initial levels of delinquency that increased over time. Group comparisons revealed problems in internalizing, parent and peer relationship problems. The findings provide direction for early identification and interventions to curtail the development of delinquency.     

If “Boys Will Be Boys,” Then Girls Will Be Victims? A Meta-Analytic Review of the Research That Relates Masculine Ideology to Sexual Aggression

In feminist sociocultural models of rape, extreme adherence to the masculine gender role is implicated in the perpetuation of sexual assault against women in that it encourages men to be dominant and aggressive, and it teaches that women are inferior to men and are sometimes worthy of victimization. Many researchers have linked components of masculine ideology to self-reports of past sexual aggression or future likelihood to rape. Thirty-nine effect sizes were examined in this meta-analysis across 11 different measures of masculine ideology to determine how strongly each index of masculine ideology was associated with sexual aggression. Although 10 of the 11 effect sizes were statistically significant, the 2 largest effects were for Malamuth's construct of “hostile masculinity” (e.g., Malamuth, Sockloskie, Koss, & Tanaka, 1991) and Mosher's construct of “hypermasculinity” (e.g., Mosher & Sirkin, 1984), both of which measure multiple components of masculine ideology including acceptance of aggression against women and negative, hostile beliefs about women. The next strongest relationships concerned measures of agreement that men are dominant over women and measures of hostility toward women. Scores on general measures of gender-role adherence, such as the Bem Sex Role Inventory (Bem, 1974), were not strong predictors of sexual aggression. Sociocultural models that link patriarchal masculine id eology and situational factors to sexual aggression should prove most predictive in future research.     

Girls Try,Boys Aim High: Exposing Difference in Implied Ability,Activity, and Agency of Girls Versus Boys in Language on McDonald’s Happy Meal Boxes

The present research investigates subtle yet powerful differences in the language present on cultural artifacts marketed for girls and boys. Through a content analysis of the verbs written on the girl-oriented and boy-oriented sides of all 56 McDonald’s Happy Meal boxes distributed between 2011 and 2019 in the United States, I uncover stark differences in the implied ability, activity, and agency levels of boys versus girls. The mixed methods nature of my exploration allows for statistical testing coupled with analysis of the language in context, revealing pervasive, nuanced differences that bolster our understanding of the complexity of the messages being relayed to children about what is appropriate and expected for boys versus girls. Central findings include the subtle, yet pervasive implication that girls are less active, less powerful, and in need of more detailed instruction and help, and they draw on a narrower set of skills as compared to boys. Through differential language, boys are also challenged at a qualitatively different level than girls and are assumed to have greater levels of ability (e.g., girls “try” and boys “aim high”). Girls’ agency is directly questioned, implying a lack of general confidence in the child’s ability to succeed, which is not the case for boys. Such subtle messages perpetuate insidious gender stereotypes and reinforce inequities in power and privilege.

     

High School Girls’ Experience of Victimization by Boys: Where Sexual Harassment Meets Aggression

School-based research into sexual harassment, on the one hand, and aggression (including bullying) on the other, originate from different disciplinary traditions, but are beginning to connect. We examined whether the sexual harassment of high school girls by boys can be regarded as a form of aggression. Year 8 to 10 girls from 5 coeducational high schools (N = 679) responded to a 24-item version of the Direct and Indirect Aggression Scale, including 6 new sexually toned items; participants indicated how often they experienced each behavior. Principal components analysis identified 4 components: direct aggression, psychological aggression, cyberbullying, and sexual harassment. The latter included the more intrusive sexually toned behaviors, whereas verbal sexualized insults were a component of psychological aggression—the component that most strongly undermined girls’ sense of safety at school. Research and policies on school peer victimization need to explicitly include sexual aspects, in recognition of the harmfulness of such “everyday” psychological aggression.     

Biopsychosocial and Physical Correlates of Middle School Boys’ and Girls’ Body Satisfaction

Boys (n?=?629) and girls (n?=?659) in grades 6 through 8 in the U.S. completed self-report measures of pubertal development, weight pressures, internalization, social appearance comparison, self-esteem, depression, and physical self-concept, and objective measures of cardiorespiratory fitness and BMI. Regression analyses revealed that gender moderated the strength of the relationships between the variables and body satisfaction (girls—Adj. R ²?=?.49; boys—Adj. R ²?=?.20), though BMI, pressures, physical self-concept, and self-esteem were related significantly for each gender. Girls were most affected by pressures related to weight loss, whereas gaining weight and musculature was most salient for boys. Future research needs to examine longitudinally how these variables contribute to the development of body satisfaction.     

Developmental Trajectories of Boys’ and Girls’ Delinquency: Sex Differences and Links to Later Adolescent Outcomes

This study examined gender differences in trajectories of delinquent behaviors over a 6-year period in adolescence and differential outcomes of these diverse developmental pathways. Participants were 754 children who were part of a longitudinal study of the development of early starting conduct problems. Four trajectory patterns were identified across grades 7–12: increasing, desisting, chronic, and nonproblem groups. Although the proportion of boys and girls varied across the pathways, both genders were represented on these trajectories. Boys were more represented on the chronic and desisting trajectories; girls were more represented in the nonproblem group. However, the proportion of boys and girls was similar in the increasing trajectory. Trajectory membership significantly predicted age 19 outcomes for partner violence, risky sexual behavior and depression, and the risk conferred on these negative adjustment outcomes did not vary by gender. The overall pattern was characterized by poor outcomes at age 19 for youth in both the chronic and the increasing trajectories. The major conclusion is that, other than base rate differences, developmental patterns and outcomes for girls mimic those previously found for boys.     

Academic Success of Mexican Origin Adolescent Boys and Girls: The Role of Mothers’ and Fathers’ Parenting and Cultural Orientation

To understand the role that Mexican origin parents play in their children's academic success, this study used structural equation modeling to evaluate the associations of parents' parenting practices (warmth, monitoring, harshness, and academic involvement) and cultural orientations (enculturation and acculturation) with their adolescents' grades, classroom behavior, and association with peers who get into trouble at school. Data were obtained from teachers, mothers, fathers, and male and female adolescents in 560 Mexican origin families living in the southwest U.S. Results indicated that mothers' and fathers' parenting practices and cultural orientations were linked to adolescents' academic outcomes. However, there were differences for boys and girls. Results are discussed in relation to parent and adolescent gender roles and implications for intervention.     

Adolescent Girls’ and Boys’ Science Peer Relationships and Perceptions of the Possible Self as Scientist

Girls tend to have less peer support for their science interests than do boys, which may contribute to gender differences in science motivation. The effect of science peer relationships on adolescents visions of their possible personal future lives as scientists was studied in 161 female and 163 male gifted high school students who participated in summer science enrichment programs. Student reports of having positive science peer relationships were associated with more positive expectations of the possible personal self as scientist prior to the programs, and both program-related and nonprogram-related science peer relationships were associated with changes in the possible self at posttesting and at 6 month follow-up. These relations held for both male and female students. At follow-up, girls reported a stronger social niche with fellow program participants and stronger science peer relationships than did boys. Implications of the findings are discussed within the larger gendered societal context for science achievement.     

Children’s Gender Stereotypes Through Drawings of Emotional Faces: Do Boys Draw Angrier Faces than Girls?

The present study was designed to examine the impact of display rules and gender-emotion stereotypes on French children’s depiction of sadness and anger in their drawings of a human face. Participants were 172 school-aged French children (74 boys and 98 girls), who attended state schools in a middle-class district of a southern French city. The exact age range was as followed: 6 years 2 months to 8 years 1 month. They were asked to draw the emotion felt by a character (either male or female) after being told a scenario eliciting sadness and a scenario eliciting anger. By never mentioning the emotion felt by the character, we expected children’s interpretation of these scenarios to be therefore influenced by their own gender and/or by the character’s gender. Results indicate that anger is depicted by more boys than girls in response to the angry scenario, for male as well as for female characters. Furthermore, among the children who did depict anger, the expressive intensity of the drawings was scored lower for children who were presented the feminine character than for children who were presented the masculine character. However, no effect of gender was found on the drawings produced in response to the sad scenario. These results are discussed in terms of the influence of display rules and gender-emotion stereotypes on children. We also suggest some methodological and clinical implications.     

Maternal Depressive Symptoms Predict Girls’ but Not Boys’ Emotion Regulation: A Prospective Moment-to-Moment Observation Study

Research on Child and Adolescent Psychopathology - We aimed to further the understanding of maternal depressive symptoms on temporal dynamics of child emotion regulation by applying the process...     

Distortions in Eyewitnesses' Recollections: Can the Postidentification-Feedback Effect Be Moderated?

Giving eyewitnesses confirming feedback after they make a lineup identification (e.g., "Good. You identified the actual suspect.") inflates not only their recollections of how confident they were at the time of the identification, but also other testimony-relevant judgments, such as how good their view was, how much attention they paid during witnessing, and how quickly they identified the suspect. We replicated this postidentification-feedback effect with eyewitnesses who had made false identifications (N = 156), adding critical conditions in which after the identification but prior to the feedback, some eyewitnesses were given instructions to privately think about their confidence, their view, and other matters. Other eyewitnesses were given the same thought instructions subsequent to the feedback manipulation. Prior thought served to mitigate the effects of feedback, but subsequent thought did not. In addition, even without feedback, privately thinking about confidence had some confidence-inflating properties of its own.     

Play Profile Constructions: An Empirical Assessment of Children’s Play in Psychodynamic Play Therapy

Play assessment can be used therapeutically to determine whether and how play would be an appropriate intervention mode for children with clinical diagnoses, and to track their therapeutic progress. However, detailed and standardized play protocols that can catalogue children’s play behaviors in psychodynamic therapy are not widely available. The aim of this study was to empirically construct profiles of play using items selected from the Children’s Play Therapy Instrument (CPTI), reflecting the complex play patterns of children with mental health difficulties. These constructed play profiles integrate quantitative items associated with cognitive, affective, social qualities of play, as well as children’s coping strategies. The initial session of 62 children in psychodynamic play therapy was recorded, transcribed and coded using the CPTI, and children’s play profiles were computed. The reliability of the play profiles, and their preliminary associations with children’s symptomatic and behavioral functioning were tested. Results showed that the play profiles showed good inter-rater reliability, internal consistency and their associations were in expected directions with the majority of the criterion measures. Given the limitations of the current empirical play measures in clinical settings, the preliminary validation provided in this study of the play profiles add a significant contribution to existing literature.     

“I’m Not a Pimp,but I Play One on TV”: The Moral Career and Identity Negotiations of Third Parties in the Sex Industry

Goffman described the moral career of stigmatized persons as a process by which an individual acquires a stigmatized identity. His analysis, which assumes that individuals recognize and adopt the normative framing of their behavior, glosses over individual identity negotiations. Drawing on 50 interviews with sex industry third parties, this article examines stereotype consciousness—defined as the interactional processes that lead individuals to recognize that they have a discreditable identity. We explore how participants negotiate their identities in response to the social and legal constructions of pimps, procurers, and traffickers, and examine their resistance to the stigmatizing stereotypes that characterize their work.     

“Where Could Paul Street Boys Play?” Child Psychotherapy As Co-Construction of A Playground

In this clinical paper, I present the development of the foundation of a child psychoanalytic treatment to explain in clinical terms what it means to build a “playground,” a place where a child could go to play. The aim of the paper, with references to Paul Street Boys, a famous novel by Ferenc Molnár, a Hungarian contemporary of Sándor Ferenczi, is to use the metaphor of the “playground” for describing how, thanks to his personal use of the setting, and thanks to the development of the relationship with the therapist, a traumatized child could gradually begin to build, together with the therapist, a place unknown in his past.     

Everyday Victimization of Adolescent Girls by Boys: Sexual Harassment, Bullying or Aggression?

School-based sexual harassment of adolescent girls by boys appears commonplace, yet aggression and bullying studies rarely yield sexualized material. This qualitative Australian study with 72 14- to 15-year-olds and 7 teachers aimed to discover whether interviewer use of neutral language in gender-segregated focus groups and interviews would yield material indicating that the victimization of girls by boys is sexualized. Verbal and indirect victimization were reported to be everyday occurrences, and almost entirely sexual. Findings are discussed in the light of definitions of sexual harassment, bullying and aggression. It is concluded that the term “sexual bullying” appropriately captures the gendered power structure underlying these behaviors. As such, they need to be understood, and become visible, more broadly than in terms of individual pathology.