Comparing the Perceptions of Gender Norms among Adolescents with Different Sibling Contexts in Shanghai, China

Abstract

Individuals’ gender development is influenced by the characteristics of personal and contextual environments. However, the role of sibling contexts in shaping gender norms has rarely been studied among Chinese youth at early adolescence as most of them were the only child. The aim of this paper is to compare perceived gender norms among adolescents aged 10–14 with different sibling configurations, to help inform and tailor guidance for sexual and reproductive health education in the future. We used the Global Early Adolescent Study baseline data collected from Shanghai, China. The sample for analysis was 1615 students. We used univariate analysis and multivariate ordinal logistic regression to compare perceived gender-stereotyped traits and gender role attitudes, stratified by age and sex. The results showed that sibling context was more influential for boys than girls at early adolescence in their gender socialization process. Among boys those who were with mixed-sex siblings scored higher on gender-stereotyped traits (ORonly-childvs. mixed-sex siblings = 0.67, 95% CI: 0.48–0.94, p = 0.019; ORsame-sex siblingsvs. mixed-sex siblings = 0.59, 95% CI: 0.37–0.96, p = 0.033). Younger early adolescents aged 10–12 who were the only child or who had mixed-sex siblings perceived more traditional gender role attitudes than those living with same-sex siblings (ORonly-childvs. same-sex siblings = 1.71, 95% CI: 1.06–2.75, p = 0.028; ORmixed-sex siblingsvs. same-sex siblings = 1.74, 95% CI: 1.03–2.94, p = 0.037). Comprehensive sexuality education with gender and power components being well addressed, both in and out of the family, is needed to provide extra gender-inclusive and gender-egalitarian environments for youth.

Perception of gender norms and its association with bullying behavior among adolescent students

“…Lastly, the study findings regarding the association between the perception of gender norms and some sociodemographic characteristics showed that the students’ endorsement of a sexual double standard, stereotypical gender traits, and stereotypical gender roles decreases with higher education of the mothers and when the mothers are employed. The positive effect of the mother’s education and having a working mother on the gender norms of both boys and girls had been reported in many studies [ 26 , 27 ]. In Shanghai, China, girls’ endorsement for stereotypical gender roles was negatively associated with their mothers’ employment status [ 26 ].…”

“…The positive effect of the mother’s education and having a working mother on the gender norms of both boys and girls had been reported in many studies [ 26 , 27 ]. In Shanghai, China, girls’ endorsement for stereotypical gender roles was negatively associated with their mothers’ employment status [ 26 ]. Also, in the USA, Bertrand’s study found that adolescents’ gender attitudes appear positively influenced by having a working mother [ 27 ].…”