Gender constancy: A methodological and theoretical analysis |
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Authors: | Carol Lynn Martin Charles F Halverson Jr |
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Institution: | 1. University of British Columbia, Canada 2. Department of Child and Family Development, University of Georgia, 30602, Athens, Georgia
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Abstract: | Two widely used tests of gender constancy, one verbal and one perceptual, were given to 26 4-to-6-year-old children. Children were classified at different levels of gender constancy, depending on which test was used. These discrepant results were not accounted for by the differences in the way the tests presented (verbally or visually), nor by the tests' differing definitions of gender constancy. The majority of the children answered gender constancy questions as though they were referring to a “pretend,” as opposed to a “real,” situation; such responses decreased scores of gender constancy on both tests. The theoretical and methodological implications of children spontaneously adopting a pretend mode of responding are discussed. |
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