An experimental test of the effects of gender constancy on sex typing |
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Authors: | Andrea E. Arthur Rebecca S. Bigler Diane N. Ruble |
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Affiliation: | aDepartment of Psychology, University of Texas at Austin, Austin, TX 78712, USA;bDepartment of Psychology, New York University, New York, NY 10003, USA |
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Abstract: | This study provides an experimental test of the hypothesis that level of gender constancy understanding affects children’s sex typing. Preschool-age children (N = 62, mean age = 47 months) were randomly assigned to experimental lessons that taught that biological traits (including gender) are either fixed (pro-constancy condition) or mutable (anti-constancy condition). Posttests revealed that the lessons were effective; children in the pro-constancy condition showed higher gender constancy and appearance–reality distinction scores than did children in the anti-constancy condition. Sex typing did not, however, differ between treatment conditions at immediate and 3-month posttesting. |
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Keywords: | Gender constancy Sex typing Preschoolers Gender stereotyping Training Experimental methodology |
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