Cognitive factors in the development of sex-typed preferences

This study considered how children coordinate their understandings of gender identity and sex stereotypes to produce sex-typed preferences. Sex-typed preferences and gender constancy were assessed at ages 4 through 8 years on a cross section of urban black and white children (N=819). Findings verified that sex-stereotyped preferences are highly developed among young children prior to the period when gender constancy is fully developed. Additionally, by age 5, most children accurately attributed sex-stereotyped preferences to peers of the opposite sex. A distinction was made between a sex stereotype and a same-sex bias as a basis for a sex-typed preference. Gender constancy was shown to strengthen the same-sex bias as a determinant of a sex-typed preference, but this effect was context specific. Under certain conditions sex-stereotyped knowledge constrained the same-sex bias as a determinant of preferential choice.     

The relationship of maternal beliefs about sex typing to maternal and young children's behavior

Possible links between maternal beliefs about children's sex-typed behavior and familial characteristics, mothers' interactions with their young children, and children's cognitive functioning were explored. One hundred and thirty-two mothers and their two-year-olds were seen; familial social class, birth order, and child gender were selection-criterion variables. Sex-typed beliefs were assessed by asking mothers to rate a number of qualities and interests as to whether or not each was more likely to occur in or be characteristic of boys or of girls, or was equally likely to be characteristic of boys and girls. Mothers rated qualities for two different age periods—toddlerhood and middle childhood. Mothers and toddlers were observed in a free play setting for 20 min. Responsivity and type of behavior emitted were assessed. The Bayley Scale of Infant Intelligence was given at 24 months. The findings were as follows: First, gender and social class were related to maternal beliefs about sex-typed characteristics. Second, maternal sex-typed beliefs were negatively related to active toy play and distal interaction, with this relationship significant for daughters but not sons. Third, daughters of low sex-typed mothers were more responsive and more likely to seek comfort than daughters of high sex-typed mothers. Fourth, daughters of mothers who had strong sex-typed beliefs had lower IQ scores at 24 months than did daughters of mothers with beliefs less strong; this relationship was not found for sons. Research on cross-sex behavior and enhanced cognitive functioning was reviewed as it relates to these findings.     

Links between sex-typed time use in middle childhood and gender development in early adolescence

The authors studied sex-typing in the kinds (e.g., sports, handicrafts) and social contexts (same- vs. other-sex companions) of children's free time activities, and the links between sex-typed activities and gender development over 2 years. Participants were 200 White, working- and middle-class children (103 girls, 97 boys; mean age = 10.86 years). In annual home interviews, children rated their self-esteem, gender role attitudes and sex-typed personality qualities, academic interests, and school grades. During 7 nightly phone interviews each year, children reported on their activities. Boys were more sex-typed than girls in their peer activities, and children were least sex-typed in their activities with siblings. Sex-typed activities in middle childhood predicted individual differences in gender development in early adolescence.     

The relationships among gender concepts and cognitive maturity in preschool children

Several aspects of gender concept development were investigated in 60 children of mixed socioeconomic background ranging in age from 3 to 6 years. Tasks were designed to assess gender constancy, knowledge of sex stereotypes, differential memory and preference for sex-typed material, and gender categorization. Cognitive maturity was assessed with a conservation task and total recall on a memory task. Performance improved linearly with age on the gender concepts, individual children of both sexes learned the gender concepts in the same sequence, and cognitive maturity measures were positively related to performance on the gender concept tasks.This research was supported by grants from the Graduate School and the Women's Studes Program, Indiana University. An earlier report of this research was presented at the meeting of the American Psychological Association, San Francisco, August 1977. The author thanks John E. Bates and Candace Schau for their advice and help throughout the project.     

The development of the concepts of masculinity and femininity in young children

Sex-role concepts in 140 children aged 3 to 7 were assessed by means of an instrument that allowed children to categorize attributes as being characteristic of males only, females only, both males and females, or nobody. The children sorted attributes once for adult peer stimulus figures and once for peer stimulus figures. The relationship of gender conservation to the degree of stereotyping of children's response was also investigated. The overlap children saw between characteristics of males and females increased with age over the age span studied. Girls were less sex-typed than boys, particularly those girls whose mothers were employed. Gender conservation was associated with decreased sex-typing. The tendency of children to assign positive attributes to their own sex and negative attributes to the other sex peaked at age 5. Subjects overall were less sex-typed in their views of adults than peers.     

Predictors of re‐employment: A question of attitude,behavior, or gender?

This longitudinal study examined the predictive value of attitudes, personal‐related variables, job search behaviour, and demographic variables on re‐employment among 142 assembly workers who had been made redundant. Participants completed a questionnaire within a week after leaving their jobs, and another 15 months later. Results of hierarchical logistic regression revealed that gender (being male), was the strongest predictor of re‐employment. Willingness to relocate and desire to change occupation also increased the odds of re‐employment 15 months after dismissal. On the other hand ‐ having children at home and anonymous‐passive job‐search behaviour, which is more prevalent among women, decreased the odds for re‐employment. The study is contributing to research by revealing gender differences in job search behaviour and the importance of focusing qualitative differences instead of merely quantitative measures in job‐search behaviour. And even more important, despite attitude and job‐search behaviour, there is still differences that seems to be related to gender and family responsibility.     

Gender and Sex-Role Influences on Children''s Self-Esteem

This study examined direct and moderating influences of gender and sex-role orientations on children's general self-esteem. Moderating influences of these variables on the prediction of self-esteem were examined with respect to two sets of competence beliefs regarding school achievement: perceived capacities and perceived strategies for doing well in school. One hundred nineteen fourth-, fifth-, and sixth-grade children were assessed using the Perceived Competence Scale for Children (Harter, 1982), the Multidimensional Measure of Children's Perceptions of Control (Connell, 1985), and the Children's Personal Attributes Questionnaire (Hall & Halberstadt, 1980). Correlational and hierarchical multiple regression analyses indicated that upper elementary schoolchildren's general self-esteem is (a) marginally related to biological gender, with boys showing a slight advantage; (b) significantly related to masculinity and androgyny; and (c) predicted more strongly by perceived capacities to do schoolwork in girls than in boys, and by perceived (lack of) strategies for academic success in nontraditionally sex-typed children than in traditionally sex-typed children. Of the two nontraditionally sex-typed groups, androgynous children were found to have more positive school competence beliefs than were undifferentiated children.     

Changes in thinking about early sex role development

How do we learn to recognize ourselves and to live as beings endowed with gender? This paper discusses changes in our answer to this question over the last 15 years. As our methods of study have changed, we have been forced to see the development of sex role as an increasingly complicated process. This paper documents two studies that were attempts to bring together two methodologies: cognitive development and social learning. In the first study, 180 children were tested using the R. G. Slaby and K. S. Frey (1975, Child Development, 46, 849–856) gender identification interview. The findings documented that children's gender understanding followed the sequence predicted by L. Kohlberg (1966, in E. Maccoby (Ed.), The development of sex differences. Stanford, CA: Stanford Univ. Press): identity, stability, and constancy. However, the child's level of gender understanding was unrelated to the adoption of sex-typed behaviors. In the second study, a second group of 64 children, 20 to 30 months of age, were tested for understanding of gender labels, gender identity, and sex-typed behaviors. Sex of playmates and boys' play with feminine toys were related to understanding of verbal gender labels. Reasons for continuing problems of interpretation in the sex role area are discussed.     

The gender-stereotyped nature of christmas toys received by 36-, 48-, and 60-month-old children: A comparison between nonrequested vs requested toys

This research provides normative information on the gender-stereotyped nature of Christmas toys that children received from their parents. A list of over 500 toys was obtained from the parents of 86 children between the ages of 31 and 65 months. The toys were rated and placed into gender-stereotyped groups, and were categorized into child requested or nonrequested groups. It was found that the children had considerable input into the types of toys they received from their parents for Christmas, requesting approximately one half of the toys. Toys the children requested were judged to be more gender stereotyped than nonrequested toys. Very few boys received either requested or nonrequested toys considered stereotyped for the opposite sex. In contrast, one third of the girls received at least one toy judged to be stereotyped for the opposite sex. Also, boys appeared to develop sex-typed interests in toys at an earlier age than girls, and they requested 72%, 76%, and 75% gender-stereotyped toys in the corresponding age groups of 36-, 48-, and 60-months. The girls' sex-typed interests in toys lagged behind the boys', with girls requesting 29%, 51%, and 73% gender-stereotyped toys for the same age groups. In the nonrequested condition, parents selected types of toys judged to be traditionally more sex role neutral and emphasized musical instruments, art supplies, and educational toys for their sons and educational toys for their daughters.     

Does gender affect Bayley-III scores and test-taking behavior?

The developmental test Bayley-III is widely used in clinical and research settings, but there are no published gender-specific norms. The purpose of the present study was to investigate gender differences in Bayley-III scores in a sample of 55 typically developing children assessed repeatedly at ages 4, 7, 10, 13, 24 and 36 months, and to investigate gender differences in the test-taking behavior of the children as measured with the BRS at 36 months. The results of the study demonstrated gender differences at 24 and 36 months for the Cognitive Scale, at 10, 13, 24 and 36 months for the Language Scale and at 36 months for the Motor Scale. On a subtest level, gender differences were found for the Receptive Communication subtest at 13, 24 and 36 months and for the Fine Motor subtest at 7 and 36 months. In all cases where significant gender differences were found, girls achieved higher mean scores than boys. No gender differences were found in the children’s test-taking behavior at 36 months on any of the BRS scales, but independently of gender, higher Bayley-III Cognitive and Motor Scale scores were associated with more compliant test-taking behavior.     

The role of brothers and sisters in the gender development of preschool children

The study examined whether the sex of older siblings influences the gender role development of younger brothers and sisters of age 3 years. Data on the Pre-School Activities Inventory, a measure of gender role behavior that discriminates within as well as between the sexes, were obtained in a general population study for 527 girls and 582 boys with an older sister, 500 girls and 561 boys with an older brother, and 1665 singleton girls and 1707 singleton boys. It was found that boys with older brothers and girls with older sisters were more sex-typed than same-sex singletons who, in turn, were more sex-typed than children with other-sex siblings. Having an older brother was associated with more masculine and less feminine behavior in both boys and girls, whereas boys with older sisters were more feminine but not less masculine and girls with older sisters were less masculine but not more feminine.     

Sex typing and gender ideology: two facets of the individual's gender psychology that go together

Three studies tested the hypothesis that gendered personality dispositions are related to gender attitudes and gender discriminatory behaviors. In Study 1, sex-typed individuals were more likely than androgynous, undifferentiated, and cross-sex-typed individuals to accept gender rules designating culturally appropriate behavior for men and women. In Study 2, sex-typed individuals were particularly likely to pay attention spontaneously to the sex of job applicants and then to devalue the interview performances of women. In Study 3, only sex-typed men tended to endorse sexist language. As expected, sex typing and gender ideology go together. This relation between two facets of the individual's gender psychology indicates that some sex role inventories may tap more than expressivity and instrumentality.     

Early vocabulary development: Relationships with prelinguistic skills and early social-emotional/behavioral problems and competencies

The aim of this longitudinal study was to investigate early vocabulary development and its relationships with prelinguistic communication skills and social-emotional/behavioral (SEB¹) problems and competencies. The participants were 58 healthy Finnish-speaking children (30 girls, 28 boys). First, the concurrent relationships were investigated at the age of 18 months. Second, the relationships between prelinguistic communication skills and SEB problems and competencies at 18 months, and subsequent vocabulary scores at 24 and 30 months, were examined. Parental reports on early vocabulary (MacArthur Communicative Developmental Inventories; MCDI), prelinguistic communication skills (The Infant-Toddler Checklist of the Communication and Symbolic Behavior Scales Developmental Profile; ITC), SEB problems and competencies (Brief Infant-Toddler Social and Emotional Assessment; BITSEA) were gathered. Compared to boys, girls scored significantly higher on ITC Speech Composite at 18 months and expressive vocabulary measures at 18, 24, and 30 months. Vocabulary, as well as prelinguistic communication measures, correlated with SEB competencies at 18 months. Furthermore, vocabulary, as well as ITC Symbolic Composite and Total Score, correlated negatively with externalizing problem and SEB Total Problem scores. With regard to subsequent vocabulary development, all of the prelinguistic communication measures at 18 months correlated with vocabulary at 24 and 30 months. However, when accounted for gender and earlier vocabulary, only the associations with ITC Speech Composite and Total Score at 24 months remained significant. SEB Competencies at 18 months correlated positively, while externalizing problems at 18 months correlated negatively with vocabulary at 24 and 30 months, however, these associations did not remain significant, when accounted for gender and earlier vocabulary.     

Sex typing in play and popularity in middle childhood

Sex differences in play behavior across the early elementary school years as well as the relation between sex-typed play and peer acceptance were examined. It was hypothesized that children who were more sex-typed in their play behaviors would be more accepted by their peers. The participants included 86 grade two children and 81 grade four children. Popularity was assessed using a rating scale sociometric measure. Sex-typed behaviors were measured by observing the children at free play. Results indicated significant age and gender differences in children's play behavior. Specifically, boys engaged in more aggressive and rough and tumble play as well as more functional, solitary-dramatic and exploratory play and tended to be involved more in group play, whereas girls produced more parallel and constructive play as well as more peer conversations. In grade 4, these differences were maximized such that boys produced more games-with-rules and girls exhibited more parallel-constructive activity. Second, results indicated that sociometric ratings and observed degree of sex-typing were not significantly related except in the case of fourth grade males. At the fourth grade level, a positive relation was observed between boys' acceptance by male peers and “masculine” or male-preferred play behavior as well as between boys' acceptance by female peers and “feminine” or female-preferred play.     

Male more than female infants imitate propulsive motion

Few experimental studies investigate the mechanisms by which young children develop sex-typed activity preferences. Gender self-labeling followed by selective imitation of same-sex models currently is considered a primary socialization mechanism. Research with prenatally androgenized girls and non-human primates also suggests an innate male preference for activities that involve propulsive movement. Here we show that before children can label themselves by gender, 6- to 9-month-old male infants are more likely than female infants to imitate propulsive movements. Further, male infants’ increase in propulsive movement was linearly related to proportion of time viewing a male model’s propulsive movements. We propose that male sex-typed behavior develops from socialization mechanisms that build on a male predisposition to imitate propulsive motion.     

Influences on communicative development at 24 months of age: child temperament, behaviour problems, and maternal factors

Within a longitudinal study using a large representative, community sample of infants recruited at mean age 8 months, we examined influences on infant communication development at 24 months, including child gender, shy temperament, behavioural and emotional problems, and several variables relating to maternal psychosocial health. On most developmental measures girls were in advance of boys and they also showed shyer temperament. Child gender, shy temperament and maternal psychosocial indices were associated with both vocabulary development as measured by the MacArthur-Bates Communicative Development Inventory (CDI), and communication and symbolic development assessed via the Communication and Symbolic Behaviour Scales-Developmental Profile (CSBS) at 24 months. No prediction was found using scores at 8 or 12 months, although moderate stability between measures between 12 and 24 months was evident. Predictors of 24 month outcomes were all concurrently measured variables, and included temperamental shyness, but very little variance in communication outcomes was explained. Children whose mothers were experiencing clinical levels of depression and life difficulties reported more child behavioural problems.     

Sex-typed responses in the Rorschach protocols of children with gender identity disorder.

A coding system was developed to measure sex-typed responses in the Rorschach protocols of children with gender identity disorder (n = 79). Their responses were compared to that of sibling (n = 25), psychiatric (n = 26), and normal (n = 28) controls. Results show that children with gender identity disorder gave significantly more cross-sex responses than same-sex responses, whereas the psychiatric and normal controls gave significantly more same-sex responses than cross-sex responses. The siblings did not differ in the number of same-sex and cross-sex responses. Results are discussed with regard to various assessment issues in the study of children with gender identity disorder.     

Client gender and sex-typed nonverbal behavior: Impact on impression formation

The influence of sex-typed nonverbal behavior of male and female clients on college students' perceptions was investigated. In a 2 × 2 × 2 factorial design, 156 male and female college students were exposed to a videotaped interview during which either a male or female client displayed either masculine or feminine sex-typed nonverbal behaviors. Subjects rated the perceived characteristics, prognosis for improvement, and problems of the client. Hypothesized main effects for client gender and sex-typed nonverbal behavior did not obtain. However, the hypothesized client gender by sex-typed nonverbal behavior interaction was found. This result was due primarily to a pervasive tendency to stigmatize the female clients displaying masculine sex-typed behaviors, in comparison to male clients displaying these same behaviors. Possible explanations and implications for these observed effects were discussed.     

Longitudinal Associations among Fathers' Perception of Coparenting,Partner Relationship Quality,and Paternal Stress during Early Childhood

This study examined the longitudinal and concurrent associations among fathers' perceptions of partner relationship quality (happiness, conflict), coparenting (shared decision making, conflict), and paternal stress. The sample consisted of 6,100 children who lived with both biological parents at 24 and 48 months in the Early Childhood Longitudinal Study‐Birth Cohort data set. The results showed that there are significant and concurrent associations between fathers' perceptions of the coparenting relationship and paternal stress, and between partner relationship quality and paternal stress. There was also a positive direct longitudinal association between partner relationship conflict and paternal stress. However, we found only one longitudinal cross‐system mediation effect: fathers' perception of coparenting conflict at 48 months mediated the association between partner relationship conflict at 24 months and paternal stress at 48 months. The family practice implications of these findings are discussed.