Depression, suicide ideation, and aggression among high school students whose parents are divorced and use alcohol at home.

106 high school students from a small rural high school completed the Children of Alcoholics Scale, Zaks and Walters' Aggression Scale, Beck Depression Scale, and a modified version of the Beck Scale of Suicide Ideation. Analyses of variance showed boys were not experiencing suicide ideation any more than girls; suicide ideation was similar across the four grades, but on aggression alcohol-dependent boys scored significantly higher than girls, and in Grade 9 boys' scores were significantly higher than those in Grade 10. The sophomores' scores on alcohol dependency were significantly lower than the freshmen's scores. Boys and children from divorced homes had higher scores on aggression than girls and children from nondivorced homes. Children from homes in which alcohol was used had higher depression scores than children from nonalcoholic homes. Freshman girls and sophomore boys had higher depression scores than senior boys and girls. A Pearson r of 0.28 between scores on alcohol dependency and suicide ideation was significant, but research is needed to understand better the associations of thoughts of suicide and drug-alcohol dependency among these high school students so strategies for prevention and intervention can be focused.     

Understanding Male Bias Against Girls and Women in Science1

Boys consistently have expressed more negative attitudes toward women in science than have girls. The basis of these negative male attitudes was explored in a sample of 159 male and 158 female science‐oriented high school students. The students participated in a science enrichment program in which positive information about women in science was provided. Consistent with theories of prejudice and stereotyping: (a) at the beginning of the program, more negative attitudes toward women in science were linked to lower science self‐confidence among boys, but not among girls; and (b) following the program, analysis of residual post‐scores (with pre‐scores controlled) indicated that changes in self‐confidence over the course of the program were related significantly to changes in attitudes toward women in science among boys but not among girls. Implications for girls’ and women's participation in science are discussed.     

Relations among religiosity, health, happiness, and anxiety for Kuwaiti adolescents

The present study investigated correlations among religiosity, health, happiness, and anxiety for 941 Kuwaiti adolescents. A convenience sample of male (n=408) and female (n=533) students (M age = 16.5, SD = 1.2 yr.) was randomly selected from secondary school students of different districts of the State of Kuwait. The Intrinsic Religious Motivation scale, the Kuwait University Anxiety Scale, and six self-rating scales assessing religiosity, strength of religious belief, physical health, mental health, happiness, and life satisfaction were applied to assess correlations among Kuwaiti adolescents. Analysis showed boys had significantly higher mean scores than girls on all measures except anxiety, on which girls scored significantly higher than boys. There also were significant and positive correlations among the variables, except for anxiety, which was significant and negative.     

The Role of Gender in Young Children’s Selective Trust of Familiar STEM Characters

Female characters are less likely to engage with science, technology, engineering, and math (STEM) content than male characters on young children’s television shows. The current study examined how preschool-aged children’s selective trust of male and female characters to teach STEM differed by child gender, and how trust relates to children’s character identification. Forty-eight 3- to 6-year-old children’s selective trust of male and female characters to teach STEM content, gendered character identification, and personal interest in STEM activities was measured. Boys and girls had similar interest in STEM and had greater identification with same-gender characters. Although boys had significantly greater trust in male characters, girls had similar levels of trust in male and female characters. Overall, children had greater trust of male characters to teach STEM content, but this effect was driven by boys, indicating identification and selective trust are related, but not identical constructs. The discussion considers how representations of female and male characters on television may impact children’s trust of educational media characters to teach STEM.     

Gender differences in idiosyncratic sex-typed self-images and self-esteem

The present study focused on the relationships between idiosyncratic sextyping and self-esteem. Idiosyncratic, feminine, masculine, and nonstereotyped sets of self-attributes, termed self-images (SI), rather than conventional masculinity, femininity and their interaction (androgyny), were used. Findings from two studies with two groups of 337 Israeli early adolescents boys and girls, and 280 male and female university students, using two instruments of sex-typed self-attributes (newly devised Self-Related Self-Image Scale and Spence Personal Attributes Questionnaire) and based on idiosyncratically defined sex images, supported our hypotheses. The findings showed that males' self-esteem was predicted significantly by their masculine SI, that females' self-esteem was predicted significantly by their nonstereotyped SI, and that the feminine SI predicted significantly the self-esteem of neither. Findings based on conventional sex role orientation scores supported former findings of significant relationships between masculinity and male and female self-esteem. The results showed that the self-esteem of male students, but not that of boys, was significantly predicted by their nonstereotyped SI too. Partial support was found for the hypothesis that more females than males are likely to redefine conventional masculine attributes as nonstereotyped. The whole set of findings were interpreted as indicating that self-esteem is dependent on socially rewarded and self-synchronized sex-typed attributes.Study 1 is based on the master's thesis submitted to Ben-Gurion University by the second author under the advise of the first one.     

Distractibility and hypersensitivity

The present paper reports on the development of a modified problem checklist for use in normal samples of elementary school children. The two factors, Hypersensitivity and Distractibility, replicated over male and female samples. Hypersensitivity showed a significant grade effect, with a decrease between the first and second grade for both boys and girls. In contrast, boys scored higher than girls on Distractibility and there were no grade differences. Convergent validitiy data from peer judgments, in-class activity level, physical fitness measures, standardized achievement scores, and a comparison with another teacher judgment are presented. In addition, three Behavioral Problem Checklist (Quay & Peterson, 1967) dimensions, Conduct Problem, Personality Problem, and Inadequacy--Immaturity, were developed and their relationships to the independent measures, as well as to the new dimensions, are presented. The pattern of correlations of Distractibility was quite similar for boys and girls, with both being rated as Mean-Noisy by their peers. The findings for Hypersensitivity were somewhat weaker. Distractibility and Conduct Problem scores reflected a similar pattern of correlations with other variables; in a like manner, Hypersensitivity and Personality Problem scores reflected a similar pattern of correlations with other variables. Distractibility was related to an increased activity level and Hypersensitivity was related to a decreased activity level in young boys. The total number of behavior problems was related to a decrease in activity level for young girls. Older Distractible and Hypersensitive girls showed different patterns of activity level. It is proposed that problem behavior is more complex for older children and that Distractibility may be less influenced by the usual socialization process of school than is Hypersensitivity and may have some congenital antecedents.     

Parental child-rearing attitudes associated with Type A behaviors in children

The relation of Type A behaviors to parental child-rearing attitudes was assessed for 177 mothers, 153 fathers, and their children in preschools. Type A behaviors of children were measured on the Japanese version of the Matthews Youth Test for Health (MYTH), and parental child-rearing attitudes were measured on the Parents' Attitudes Test (PAT). Children were classified as Type A and Type B on the basis of their MYTH scores, and parental child-rearing attitudes in the two types were compared in a combination of parental sex (mothers vs fathers) and child's sex (boys vs girls). Analysis showed that especially mothers and fathers of Type A boys had less concern for their children than their peers whose boys were classified as Type B. The notion that boys showing Type A behaviors might develop Type A behavior patterns by striving to obtain more expression of concern or affection from their parents was presented.     

Effects of an Extracurricular Science Intervention on Science Performance, Self-Worth, Social Skills, and Sexist Attitudes of Taiwanese Adolescents from Single-Parent Families

A one group pretest-posttest design was used to investigate effects of an extracurricular science intervention on female and male junior high school students’ science performance, self-worth, social skills, and sexist attitudes. Twenty-eight 8th grade Taiwanese students (16 boys, 12 girls) from single parent families participated in this study. Student responses to a questionnaire measuring their self-worth, social skills, and sexist attitudes, and interviews and classroom observations used for triangulation and consolidation of qualitative findings revealed that girls improved significantly on several indices of science performance, and that both boys and girls decreased their sexist attitudes. Girls had significantly less sexist attitudes than boys at both pretest and posttest. Implications for practice and research are provided.     

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.     

Social Memory of Preschool Girls and Boys

In two experiments, 40 female and 40 male preschoolers attending a day-care center were shown photographs of children attending the center, and were asked either to name each pictured child (recall condition) or to point to the picture of the child as the experimenter said the child's name (recognition condition). In both experiments, girls and boys did not differ significantly in the number of correct identifications on either the recall or recognition tasks. The results do not support Feldstein's (1976) conclusion that preschool girls show better social memory than preschool boys.     

Individual differences in empathizing and systemizing in Japanese children: Psychometric properties of the children's versions of the Empathy Quotient (EQ) and Systemizing Quotient (SQ)

In the present study, children's versions of the Empathy Quotient (EQ‐C) and the Systemizing Quotient (SQ‐C) were administered to 626 Japanese children (313 boys, 313 girls) aged 6–15 years. The psychometric properties of both quotients were found to be satisfactory. Sex differences were found in the scores for both quotients. The girls scored higher than the boys on the EQ‐C, while the boys scored higher than the girls on the SQ‐C. Proportions of cognitive styles, which were determined by differences between the standardized scores of the EQ‐C and SQ‐C, showed clear sex differences. The proportion of participants whose cognitive style was classified as empathizing‐dominant was greater for the girls, while the proportion of participants classified as systemizing‐dominant was greater for the boys. No developmental changes were found in either the scores for the EQ‐C and SQ‐C or the proportions of the cognitive styles.     

Perceptions of body image among Japanese and Croatian children of preschool age

This study examined the differences in current and ideal body size among 108 Japanese and 129 Croatian preschool children (M=4.9 yr.). Boys and girls in both samples showed similarities by selecting the figure representing their current body size. Significant sex differences were found in selection of an ideal figure in the Japanese sample but not in the Croatian group. Japanese girls showed greater preference for a thinner figure than boys. In selection of an ideal body size significant cultural differences were found only for boys: Japanese boys preferred thinner figures. Results relating to body discrepancy (Current minus Ideal figures) indicated that there were fewer satisfied Japanese girls than Croatian girls whereas for the boys, a significantly larger number of Japanese than Croatian boys wished to be heavier.     

Scholastic Attainment Following Severe Early Institutional Deprivation: A Study of Children Adopted from Romania

The relationship between severe early institutional deprivation and scholastic attainment at age 11 in 127 children (68 girls and 59 boys) adopted from institutions in Romania was compared to the attainment of 49 children (17 girls and 32 boys) adopted within the UK from a non-institutional background. Overall, children adopted from Romania had significantly lower attainment scores than those adopted within the UK; the children within the Romanian sample who had spent 6 months or more in an institution had significantly lower attainment scores than those who had spent less than 6 months in an institution, but there was no additional risk of low attainment associated with longer institutional care after 6 months. The lower scholastic attainment in the children adopted from Romanian institutions, as compared with domestic adoptees, was mediated by IQ, and to a lesser degree, inattention/overactivity. When these factors were taken into account, only small between-group differences in attainment remained.     

Gender-Role Cognition in Three-Year-Old Boys and Girls

Although the multidimensionality of gender roles has been well established, few researchers have investigated male and female roles separately. Because of the substantial differences in the ways male and female roles are portrayed in our culture, boys and girls may think and learn about these roles differently. The male role is more clearly defined, more highly valued, and more salient than the female role; thus, children's cognitions about these two roles may be expected to differ. The present study addressed the question of whether there is sex-typical variation in gender labeling, gender-role knowledge, and schematicity. Participants were 120 families; 15% were from minority ethnic groups, and 17% were single-parent families; 25% of the parents had a high school education or less. Results indicated that at 36 months of age, boys were less able to label gender and less knowledgeable about gender roles than were girls. Boys' knew more about male stereotypes than female stereotypes, whereas girls knew considerably more than boys about the female role and as much as boys about the male role. Boys and girls were found to be similar in gender schematicity. Traditionality of parental attitudes regarding child-rearing and maternal employment were not strongly related to children's gender cognition.     

The Costs of Type B Behavior: Females at Risk in Achievement Situations'

This study investigated the costs associated with the Type B behavior pattern in an achievement task completed by 84 male and female fifth- and sixth-grade students preselected for their Type A-B scores. We hypothesized that the achievement behaviors of Type B girls, in comparison to boys and Type A girls, would be most negatively affected by failure experiences. Hypothesis-testing strategies were assessed during a discrimination task that included eight training, four forced failure, and four success problems. Self-ratings of performance were obtained following failure and success experiences, and preference for challenge was measured. As expected. Type B girls in comparison to all other children showed the greatest decrement in their hypothesis-testing strategies during failure, appeared to have the most difficulty recovering from failure, were the only group to view their performance following success as poorer than other children's performance, and exhibited the least preference for challenge. These findings suggest that Type B girls are at risk in achievement situations.     

Sex differences in grade three students' attitudes toward physical activity.

The purpose of this study was to investigate the attitudes children have towards physical activity and whether boys and girls differ significantly. Sex differences were hypothesized on one or more of the subdomains of Grade 3 Children's Attitudes Toward Physical Activity inventory. The 46 boys and 51 girls ranged from 8 to 10 years of age. A multivariate analysis of variance indicated a significant effect for sex, and subsequent univariate analysis indicated that the boys had significantly lower scores than the girls on the Aesthetic subscale. Results were discussed in terms of attitides about activity in physical education classes and continued research with younger children.     

Gender‐specific factors associated with the suicidal ideation of children in Taiwan: A large‐scale cross‐sectional study

We examined the relationship between suicidal ideation (SI) and the depressed mood, life stress and parenting styles in children. A large‐scale survey was conducted including 5328 children from 65 elementary schools in Taiwan. SI was measured by asking children if any suicidal thoughts had occurred in the previous month. A series of regression models was analysed separately for male and female students. Compared with boys, girls demonstrated a higher proportion of SI. Among boys, SI was significantly associated with a high level of perceived environmental stress (adjusted odds ratio [aOR] = 2.61), a high degree of depressed mood (aOR = 2.39), authoritative (aOR = 1.72) and authoritarian (aOR = 2.53) parenting styles and two or more life‐stress events (aOR = 1.45). A high level of perceived environmental stress (aOR = 2.09), a high degree of depressed mood (aOR = 2.89) and an authoritarian parenting style (aOR = 1.76) were significantly associated with the SI in girls. Gender‐specific interventions aimed at preventing SI must enhance support systems at school and at home, particularly for students who suffer from a high degree of stress and depressed mood, and are subjected to an authoritarian parenting style.