Sex-role imitation in children: Effects of sex of child,sex of model,and sex-role appropriateness of modeled behavior

The qualifying influence of the sex-role appropriateness of observed behavior on children's same-sex imitation was investigated. In each of two studies employing a 2×2×2 design, girls and boys observed a live male or female model display appropriate (to the child's sex) or inappropriate behavior. Results that were consistent in both studies indicated an interaction between sex of child and appropriateness. Boys imitated less when exposed to the inappropriate than to the appropriate sequence. An interaction between sex of child and sex of observer was obtained on only one measure in Experiment I (girls responded more quickly to a female than to a male model). In this study, girls also displayed greater opposite-sex imitation than boys; in Experiment II, there were no differences between boys and girls in either same- or opposite-sex imitation. The results are discussed with regard to the same-sex hypothesis and the differential impact of sex-role factors on boys and girls.The authors wish to thank the children, parents, and staff of Forest Park Elementary School for their participation and cooperation in the conduct of this study. Special thanks are extended to Mr. Paul H. Daby, Principal. The contribution of the undergraduate models and experimenters is also acknowledged.     

Are boys better off with male and girls with female teachers? A multilevel investigation of measurement invariance and gender match in teacher–student relationship quality

Although research consistently points to poorer teacher-student relationships for boys than girls, there are no studies that take into account the effects of teacher gender and control for possible measurement non-invariance across student and teacher gender. This study addressed both issues. The sample included 649 primary school teachers (182 men) and 1493 students (685 boys). Teachers completed a slightly adapted version of the Student-Teacher Relationship Scale. The results indicated limited measurement non-invariance in teacher reports. Female teachers reported better (i.e., more close, less conflictual, and less dependent) relationships with students than male teachers. In addition, both male and female teachers reported more conflictual relationships with boys than with girls, and female teachers also reported less close relationships with boys than with girls. The findings challenge society's presumption that male teachers have better relationships with boys than women teachers.     

The influence of gender on occupational aspirations of kindergarten children

By updating and extending previous research on the effect of gender role socialization on occupational choices of children, this research found very sexstereotypical occupational preferences in a sample of 540 kindergarten children. The girls in the study selected occupations that averaged 87% female and the boys selected occupations averaging 84% male. The boys perceived a significantly wider range of vocational options than the girls. In a reversal condition, children were asked to pretend to be of the opposite sex. Most of the children selected occupations with sex ratios favoring their pretended sex; girls were slightly more stereotypic than boys. An unanticipated finding was the extremeness of reactions of the boys to the suggestion that they pretend to be girls. It is argued that current sex-role socialization fails to recognize the realities of the expanding participation of women in the paid labor force.     

Ethnic and sex differences in occupational stereotyping by elementary school children

As part of the formative evaluation of an educational television and print package, fourth-, fifth-, and sixth-grade public school Black, Hispanic, and Anglo children were surveyed regarding career choice and perceptions of the appropriateness of selected occupations for male and female adults and children. Responses were analyzed by ethnic membership and sex. Results indicated that in general Hispanic and Anglo girls chose more non traditional, higher-status occupations than Black girls. For boys, however, there was no clear interaction between sex and ethnic group in career choice. Girls and boys in all three ethnic groups indicated preference for careers stereotyped for their own sex, although girls—particularly Anglo girls—showed a greater tendency to cross sex-stereotyped lines. In addition, while both girls and boys in all three groups stereotyped as appropriate only for females those occupations regarded as traditionally female, traditionally male occupations were stereotyped more frequently by boys than by girls, who tended to consider them appropriate for both sexes. No differences appeared between ethnic groups in boys' responses to male and female adult occupations. In general Black girls tended to hold the most stereotypic views of job appropriateness, while Hispanic girls did not show a clear trend. Black boys tended to stereotype more than the other two groups with reference to child jobs on a boy-stereotype scale. Some differences also appeared in both boys' and girls' responses on the basis of a median split between high and low stereotypers on boy and girl child-job stereotype scales. In general, subjects who stereotyped child jobs tended also to stereotype adult occupations, suggesting a link between the child's current experience and the more remote world of adults. Implications of the findings and suggestions for future research are discussed.     

Higher face recognition ability in girls: Magnified by own-sex and own-ethnicity bias

Earlier studies on adults have shown sex differences in face recognition. Women tend to recognise more faces of other women than men do, whereas there are no sex differences with regard to male faces. In order to test the generality of earlier findings and to examine potential reasons for the observed pattern of sex differences, two groups of Swedish 9-year-old children (n = 101 and n = 96) viewed faces of either Swedish or Bangladeshi children and adults for later recognition. Results showed that girls outperformed boys in recognition of female faces, irrespective of ethnicity and age of the faces. Boys and girls recognised Swedish male faces to an equal extent, whereas girls recognised more Bangladeshi male faces than boys did. These results indicate that three factors explain the magnitude of sex differences in face recognition: an overall female superior face recognition ability, the correspondence between the sex of viewer and the gender of the face, and prior knowledge of the ethnicity of the face.     

“Relational” vs. “Specific Stimulus” Learning in Discrimination

The problems of 514 male and female adolescents of 14 and 15 years of age were investigated using an open-ended questionnaire. While there was a high correlation between problem areas for boys and girls, boys reported more problems concerned with educational adjustment and girls more problems concerned with family adjustments. The mean number of reported problems by girls was significantly higher than those reported by boys. It was concluded that the problems of the Sydney adolescent are basically similar to those of adolescents in other Western cultures.     

Higher face recognition ability in girls: Magnified by own-sex and own-ethnicity bias

Earlier studies on adults have shown sex differences in face recognition. Women tend to recognise more faces of other women than men do, whereas there are no sex differences with regard to male faces. In order to test the generality of earlier findings and to examine potential reasons for the observed pattern of sex differences, two groups of Swedish 9-year-old children (n = 101 and n = 96) viewed faces of either Swedish or Bangladeshi children and adults for later recognition. Results showed that girls outperformed boys in recognition of female faces, irrespective of ethnicity and age of the faces. Boys and girls recognised Swedish male faces to an equal extent, whereas girls recognised more Bangladeshi male faces than boys did. These results indicate that three factors explain the magnitude of sex differences in face recognition: an overall female superior face recognition ability, the correspondence between the sex of viewer and the gender of the face, and prior knowledge of the ethnicity of the face.     

Interests and Leadership among Adolescents

The purpose of this study was to ascertain whether there is a differential relationship in the socialization of children with respect to gender identification when responses of children were examined with respect to race and sex (N = 596 fifth and sixth grade boys and girls). Strong father preference was found to have no effect on the choice a boy will make when choosing between male and female peers, during preadolescence, while a strong mother preference by a girl is related to the sex of the peers she chooses. Preadolescent girls who identify with their mothers chose girls with whom to interact in a variety of activities more frequently than they chose boys. A greater proportion of girls preferred to engage in activities with their mothers than boys preferred to engage in activities with their fathers. No differences were observed between racial groups in terms of girls' choices involving peers. Black boys, however, preferred to engage in activities with opposite-sex rather than same-sex peers to a greater extent than white boys.     

Sex differences and the own-gender bias in face recognition: A meta-analytic review

We review the literature on sex differences and the own-gender bias in face recognition. By means of a meta-analysis, we found that girls and women remember more faces than boys and men do (g=0.36), and more female faces (g=0.55), but not more male faces (g=0.08); however, when only male faces are presented, girls and women outperform boys and men (g=0.22). In addition, there is female own-gender bias (g=0.57), but not a male own-gender bias (g= ? 0.03), showing that girls and women remember more female than male faces. It is argued that girls and women have an advantage in face processing and episodic memory, resulting in sex differences for faces, and that the female own-gender bias may stem from an early perceptual expertise for female faces, which may be strengthened by reciprocal interactions and psychological processes directing girls' and women's interest to other females.     

Female attractiveness and eating disorders: Do children's television commercials play a role?

The differential rate of eating disorders in males and females has been partially attributed to gender socialization. Media influences, even in children's programming, may contribute to the greater emphasis on physical attractiveness for girls compared to boys. Commercials from Saturday morning cartoon programming were analyzed for the number of male/female main and supporting characters, sex of narrator, sex of intended consumer, and appearance enhancement of person, doll, or animal. A majority of the commercials (60.6%) were for food products. Chi-square comparisons revealed significantly more male than female main characters and narrators in these commercials. Of those commercials (13.8%) scored for appearance enhancement, all male/female chi-square comparisons were significant with more female supporting characters, female main characters, female narrators, and female consumers. With the combined emphases on food and, for girls, on appearance, support for possible influences of commercials in eating disorders is noted.     

Why is cross-sex-role behavior more approved for girls than for boys? A status characteristic approach

Previous research has found that cross-sex-role behavior is less approved for boys than for girls in contemporary American culture. The investigation reported in this paper developed a general theory of the effects of status variables on evaluation of role behavior performance. Several propositions in the specific area of sex roles were tested empirically and all were confirmed. Subjects were 169 college students who responded to either a measure of disapproval of cross-sex-role behavior or a measure of disapproval of appropriate sex-role behavior. The results indicated that male-role behavior was more approved for both male and female actors, but that this difference was greater for boys than for girls. In addition, the results indicated that the cost in disapproval is greater for males who engage in cross-sex-role behavior than for females. Finally, the difference by sex of actor in approval-disapproval of female-role behaviors was larger than that for male-role behaviors. These results were discussed within the context of sex as a status variable. The general applicability of the propositions developed in the study was discussed. Also found were sex differences among subjects in response to cross-sex-role behavior and appropriate sex-role behavior.The author would like to thank Irv Gray, Barbara Wylie, and Gene Adams for their help in data processing and analysis. The comments received from those who read the earlier work of this author are greatly appreciated. Address correspondence to the author at Department of Sociology, University of Wyoming, Box 3293, University Station, Laramie, Wyoming 82071.     

A study of preschool children's linking of genitals and gender

The author describes a study that investigated what three- and four-year-old girls and boys know about the link between genital difference and gender difference by asking them to construct both a girl doll and a boy doll, using any of an assortment of anatomical features, including both male and female genitals. The results were interpreted as supporting the assumption of a normal early developmental period of psychological bisexuality; as contradicting the theory that when genital difference is discovered, girls are more distressed than boys about their genitals; and as evidence that both girls and boys envy the genital of the opposite sex.     

The Role of Harsh Discipline in Explaining Sex Differences in Conduct Disorder: a Study of Opposite-Sex Twin Pairs

In the current study, two hypotheses about the role of harsh discipline (HD) in explaining the sex difference in the prevalence of conduct disorder (CD) were evaluated: that boys exhibit more CD than girls because (1) they are exposed to more HD and/or (2) there is a greater association between HD and CD in boys. These hypotheses were evaluated in a sample of male and female adult twins from different families (N = 3,502) as well as a sample of adult twin brothers and sisters (N = 655) in order to examine the extent to which sex differences remained after controlling for between-family differences. Retrospective reports of HD experienced between ages 6–13 and DSM-IV CD symptoms experienced before age 18 were obtained via structured psychiatric telephone interviews. Boys reported higher mean levels of HD and CD than girls, both between and within families, and the results of model-fitting analyses suggested that differences in the use of harsh disciplinary practices for sons versus daughters may partially explain the sex difference in the prevalence of CD. Between families, the relation between HD and CD was greater for girls than boys, but within families, there was no evidence of a sex difference in the relation between HD and CD. Inconsistent between-family and within-family results suggest that factors that differ between families are confounded with sex differences in the relation between HD and CD. A more stringent test of sex differences involves eliminating these between-family differences by studying boys and girls within the same family.     

Exposure to violence and neighborhood affiliation among inner-city youth.

Examined the prediction of exposure to violence by neighborhood affiliation in a sample of 167 inner-city adolescents (107 girls, 60 boys) age 14 to 19 years. Measures of exposure to violence, emotional and behavioral problems, and demographic information as well as a new neighborhood affiliation measure developed specifically for adolescents were administered. Adolescents reported fairly high rates of exposure to violence, supporting other recent research. Boys reported experiencing and witnessing significantly more violence than girls. In multiple regression analyses, higher neighborhood affiliation predicted greater exposure to violence at a trend level (p = .06), even when age, sex, length of residence in one's neighborhood, and concurrent emotional and behavioral problems were controlled. These findings suggest that greater affiliation or attachment to one's neighborhood may be an important risk factor for inner-city youth that should be investigated in larger samples.     

Sex differences in genetic and environmental effects on aggression

The aim of the present study was to investigate the genetic and environmental factors influencing teacher and parental rated aggression in boys and girls, asking whether the magnitude of these effects is similar across rater and sex. The study is part of an ongoing nationwide twin‐family study of behavioral development and health habits carried out in Finland. The sample consisted of 1651 twin pairs (264 monozygotic male, 300 monozygotic female, 292 dizygotic male, 278 dizygotic female, and 517 dizygotic opposite‐sex twin pairs), representing subsets of five 11‐ to 12‐year‐old twin cohorts (b. 1983–1987). The data were collected using the teacher and parental rating forms of the Multidimensional Peer Nomination Inventory. Structural equation models of sex‐limitation assessed sex differences in genetic and environmental influences on aggression. The results suggested significant genetic, common environmental, and specific environmental effects on aggression in both boys and girls, but the best fitting model differed depending on the informant. For both ratings, boys showed lower levels of heritability and higher levels of common environment than girls. In addition, the teacher rating data also suggested the presence of either sex‐specific common environmental effects or sex‐specific genetic effects. Support is provided also for sibling contrast effects, either at the behavioral level or as a rater bias. Aggr. Behav. 29:55–68, 2003. © 2003 Wiley‐Liss, Inc.     

Gender differences in depression in children as a function of motivational orientation

Based on previous theoretical and empirical analyses, the present study examined two hypotheses. First, we hypothesized that children who have an extrinsic motivational orientation, i.e., children who perform schoolwork for approval or fear of evaluation, would be more depressed than intrinsics, who are generally more interested in learning and exhibit the desire to obtain mastery over challenge. Second, based on data showing that girls are more likely to be extrinsic than boys, we hypothesized that girls would also be more depressed than their male counterparts. The data proved strong support for the hypotheses. In our discussion, we highlight the need for further research to examine the causal relation among motivational orientation, gender, and depression to develop social-developmental theories and clinical interventions for depressed, extrinsic girls and boys.     

Comparison of male and female junior athletes' self-perceptions and body image.

Few studies have examined sex differences in body perceptions in sports where the pressure to display a certain physique is reduced. The aim of the present study was to investigate sex differences in physical self-perceptions and body image in junior athletes who are involved in sprint kayaking, a sport where a low body weight is relatively unimportant. 12 male and 13 female members (aged 13-17 yr.) of the British Canoe Union Junior Development Squad for sprint-kayak racing completed the Physical Self-perception Profile for Children and the Multidimensional Body-Self Relations Questionnaire. Multivariate analysis of variance indicated that girls reported significandy higher Sports Competence and lower Appearance Orientation scores than boys. This study has raised a number of issues surrounding the physical self-perceptions and body image of junior athletes involved in a power- and strength-based sport. It seems that male athletes may also experience pressures to conform to a male version of a 'beautiful body'.     

Smiling faces rated more feminine than serious faces in Japan

It has been reported that women and girls smile more frequently and more effectively than men and boys. It is expected that this correlation between femaleness and smiling affects the processing of faces, and consequently, smiling faces may be perceived to be more feminine. Participants viewed 30 photographs featuring smiling and serious facial expressions of both male and female subjects and rated them for femininity or masculinity. The result indicated that smiling faces significantly more frequently gave the impression of being more feminine. The interaction between the sex of the faces and their expression was not significant.