Gender and computers. II. The interactive effects of knowledge and constancy on gender-stereotyped attitudes

A number of studies have failed to find that gender constancy (understanding that one's gender is permanent) predicts gender-typed attitudes and behavior. This study (run with a predominantly white sample) tests the hypothesis that gender constant children are motivated to master gender roles, but that how well they do so depends on their knowledge of gender stereotypes. We predicted that attitudes toward computer use (a stereotypically male activity) would be less positive only for 5–9-year-old gender constant girls who also had rich gender stereotypes. Predictions were confirmed, especially for girls whose constancy had recently increased. These data thus suggest that the clearest picture of gender role development emerges when both the unique and interactive effects of gender constancy and gender schema development are assessed. They also indicate that gender differences in computer attitudes can develop through self-socialization processes.This research was supported in part by research Grant No. R37 MH37215 and Research Scientist Development Award No. 00484 from the National Institute of Mental Health to the third author. The first two authors gratefully acknowledge the support of the James S. McDonnell Foundation. All authors would also like to thank Tom Alfieri, Faith Greulich, and Lisa Cyphers for their help at various stages of this project.