Cross-Sex and Same-Sex Assertive Bids in a Cooperative Group Task

Sgan, Mabel L.; Pickert, Sarah M.

doi:10.1111/j.1467-8624.1980.tb02639.x

Cited by 6 publications

(5 citation statements)

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“…In mixed-gender dyads, gender similarities may emerge because girls often change their conversation strategies in response to the gender of their partner. Girls tend to increase their use of low-affiliation strategies when interacting with a boy (Cherry-Wilkinson, Lindow, & Chiang, 1985; Goodwin, 1980; Sgan & Pickert, 1980). Boys' use of low-affiliation strategies, however, is similar when interacting with girls or boys (Leaper, 1991; Miller, Danaher, & Forbes, 1986).…”

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confidence: 99%

“…We assessed mutual-participation goals and high-affiliation conversations twice while preadolescents worked with a same- or an other-gender peer on a task at school. Many studies of gender and conversation have used one-time assessments and cross-sectional designs to assess the development of gender-related conversation strategies (e.g., Leaper, 1991; Sgan & Pickert, 1980). When multiple assessments of the same individuals have been made, comparisons across time have not been the primary focus (e.g., Sheldon, 1992).…”

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Goals as a mediator of gender differences in high-affiliation dyadic conversations.

Strough¹,

Berg²

2000

Developmental Psychology

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The present study examined whether gender differences in affiliative aspects (collaboration and cooperation) of dyadic conversations occur because girls are more oriented than boys toward goals focused on others. Preadolescents (11-13 years old; 51 boys, 53 girls) worked with a same- or an other-gender peer on a 4-week-long creative-writing task at school. Dyadic conversations and goals were assessed twice. High-affiliation conversations and mutual-participation goals were more prevalent in female than in male and mixed-gender dyads. Mutual-participation goals mediated gender differences in high-affiliation conversations. Control and task-performance goals did not differ by dyad gender. In mixed-gender dyads, conversation strategies and goals did not differ by gender. Implications of goals for understanding gender differences and similarities in conversations are discussed.

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confidence: 99%

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confidence: 99%

Goals as a mediator of gender differences in high-affiliation dyadic conversations.

Strough¹,

Berg²

2000

Developmental Psychology

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“…Sex has rarely been investigated as a predictor of interaction in small groups, particularly in mixed-sex groups (Maccoby & Jacklin, 1974), which were used in the present study. The results of the few studies of mixed-sex groups generally show no differences in interaction patterns between males and females (see, for example, Sgan & Pickert, 1980). Lockheed (1976), however, found an equal distribution of activity for males and females only when group members had prior experience with the material; when students had no prior experience, males tended to dominate group activity.…”

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confidence: 99%

Peer interaction and learning in cooperative small groups.

Webb

1982

Journal of Educational Psychology

188

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This study investigated the relationships among student and group characteristics, group interaction, and achievement in cooperative small groups. Seventy-seven students in two junior high school mathematics classrooms learned a two-week unit on exponents and scientific notation in mixed-ability or uniform-ability groups. Interaction in the groups was tape recorded. Three categories of interaction were related to achievement: receiving no explanation in response to a question or error (receiving no response or receiving only the correct answer) was negatively related to achievement; giving explanations and receiving explanations were positively related to achievement. Achievement and interaction in the group were related to group composition, sex, ability, and personality. Medium-ability students in uniform-ability groups showed higher achievement and received more explanations than mediumability students in mixed-ability groups. Boys showed higher achievement than girls. There was a curvilinear relationship between ability and achievement in mixed groups: Highs performed best, and mediums and lows showed similar achievement. High-ability students gave more explanations than lowability students. Introverted students outperformed extroverted students, but extroverted students received more explanations. The advantages of tape recording over other observational procedures are discussed.

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“…Similarly, in a series of studies, Wicklund and Braun (1987) demonstrated that people who are unsure of their abilities focus on the traits of those who are perceived as more competent in that domain. Several studies with children also suggest that increased interaction with boys can lead girls to adopt boys' more dominant styles of interaction (Miller, Donaher, & Forbes, 1986;Sgan & Pickett, 1980). An alternative explanation for the lack of difference between the target girls' total social interaction and number and duration of episodes of rmly taking a different perspective in the all-girls versus girls-in-minority playgroups is that in these two play contexts the target girls may not have activated their social identities as girls but rather as reciprocal friends.…”

Section: Discussionmentioning

confidence: 96%

Girls’ Expression of Their Own Perspectives in the Presence of Varying Numbers of Boys

Benenson

Bianco

Philippoussis

et al. 1997

International Journal of Behavioral Development

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directors of the nursery schools; and all the girls and boys and teachers who allowed us into their classrooms so that we might carry out this project. Finally, special thanks to Beth Landau and Julie Parsons, who served as research assistants at the schools and to Shari Aikins who helped with coding of the videotapes. q 1997 The International Society for the Study of Behavioural DevelopmentThis study was designed to examine the hypothesis that girls' expression of their own perspectives would decrease as the ratio of girls to boys decreased. In each of 12 classes, two target girls were observed in three contexts: with four other girls (all-girls group), with two other girls and two boys (girls-in-majority group), and with four boys (girls-in-min ority group). The number and duration of episodes in which the target girls clearly took a differing perspective from another child were analysed across the three contexts. Results showed a signi cant decrease in duration of episodes of rmly taking a different perspective from the all-girls to the girls-in-major ity contexts. However, there was no difference in duration of episodes of rmly taking a different perspective between the all-girls and the girls-in-mino rity contexts. In contrast to previous literature, ndings strongly suggest that girls' expression of their own perspectives is in uenced by several mechanisms and not simply the ratio of girls to boys.

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Cross-Sex and Same-Sex Assertive Bids in a Cooperative Group Task

Cited by 6 publications

References 6 publications

Goals as a mediator of gender differences in high-affiliation dyadic conversations.

Goals as a mediator of gender differences in high-affiliation dyadic conversations.

Peer interaction and learning in cooperative small groups.

Girls’ Expression of Their Own Perspectives in the Presence of Varying Numbers of Boys

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