Developmental Differences in Children′s Gender Schemata about Others: A Meta-analytic Review

Signorella, Margaret L.; Bigler, Rebecca S.; Liben, Lynn S.

doi:10.1006/drev.1993.1007

Cited by 279 publications

(252 citation statements)

References 103 publications

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“…In addition, younger children are less flexible in their thinking about gender Ruble et al, 2006;Signorella et al, 1993) and tend to have more essentialist views of gender (Gelman & Taylor, 2000;Taylor, 1996) than older children and adults. These ways of thinking may lead younger children to perceive little within-group variability in gender categories.…”

Section: Self-perceived Gender Typicality and Gender Stereotype Endormentioning

confidence: 99%

Self-Perceived Gender Typicality, Gender-Typed Attributes, and Gender Stereotype Endorsement in Elementary-School-Aged Children

Patterson

2012

Sex Roles

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Section: Self-perceived Gender Typicality and Gender Stereotype Endormentioning

confidence: 99%

Self-Perceived Gender Typicality, Gender-Typed Attributes, and Gender Stereotype Endorsement in Elementary-School-Aged Children

Patterson

2012

Sex Roles

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“…Most studies that examined the development of gender flexibility used measures that presented participants with various characteristics and asked them to indicate whether the characteristics were associated with males, females, or both (e.g., Signorella et al, 1993). The present study examines the development of another aspect of gender development, namely gender discrimination.…”

mentioning

confidence: 99%

Gender Discriminatory Behavior During Adolescence and Young Adulthood: A Developmental Analysis

Lobel

Nov-Krispin

Schiller

et al. 2004

Journal of Youth and Adolescence

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The study investigated gender discriminatory behavior from a developmental perspective by examining 3 age groups: early adolescents, late adolescents, and young adults. In addition the study investigated the relationship between self-perception of traditionally masculine and feminine characteristics and gender discriminatory behavior across these 3 age groups. We predicted that due to gender intensification and conformity, that are characteristics of adolescence, adolescents would evidence greater gender discriminatory behavior than young adults. Early and late adolescent males and young adult males (n = 3233) were given a description of either an average or outstanding male candidate behaving stereotypically or counter-stereotypically and were asked to indicate their personal election choice, the likelihood that others would choose each candidate and how successful he would be should he be elected. They were also asked to indicate their affinity and perceived similarity to the candidate. In addition, they completed an adapted form of the BSRI [Bem (1974). J. , measuring their self-perception of traditionally masculine and feminine characteristics. As predicted, adolescents exhibited greater discriminatory behavior than young adults. No differences were found between the 2 stages of adolescence. In addition, feminine males evidenced less discriminatory behavior towards the counter-stereotypic male than the other gender role groups. The results are discussed within the framework of developmental changes.

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“…Si l'on reprend la revue de la littérature de Martin, Ruble et Szkrybalo (2002), on distingue dans le champ cognitif deux perspectives: l'approche cognitivo-développementale et la théorie du schéma de genre. La méta-analyse proposée par Signorella, Bigler et Liben (1993) au sujet du développement du « schéma de genre », retrace l'évolution de l'acquisition des stéréotypes genrés chez les enfants de 3 à 10 ans, et met en évidence une augmentation d'une rigidité vis-à-vis des normes de genre jusqu'à l'âge de 7 ans suivie par une période de relative flexibilité à l'égard des stéréotypes genrés. Le schéma de genre, permet l'organisation et la catégorisation des informations liées au genre (BEM, 1981;HALVERSON, 1981).…”

Section: Connaissance Et Développement Des Stéréotypes Associés Aux Dunclassified

Representações das categorias de sexo em crianças no contexto escolar

Morin‐Messabel

Ferrière²,

Lainé

et al. 2016

Cad. Pesqui.

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Na França, a questão da educação para a igualdade entre meninas e meninos na escola e da luta contra as desigualdades entre as categorias de sexo é muito presente, e esta pesquisa deve ser contextualizada tendo em vista o combate aos estereótipos no contexto escolar. Nosso interesse são os conhecimentos que as crianças desenvolvem, ao longo da primeira infância e da infância, a respeito dos brinquedos, vistos aqui como meios de socialização de gênero. Os resultados indicam um conhecimento precoce dos estereótipos associados a certos brinquedos, mas também variações segundo o tipo de brinquedo e a idade das crianças. As experiências de socialização no contexto escolar podem fornecer, por intermédio da ação dos professores através de interações pedagógicas e suportes lúdicos, experiências mais heterogêneas.

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Developmental Differences in Children′s Gender Schemata about Others: A Meta-analytic Review

Cited by 279 publications

References 103 publications

Self-Perceived Gender Typicality, Gender-Typed Attributes, and Gender Stereotype Endorsement in Elementary-School-Aged Children

Self-Perceived Gender Typicality, Gender-Typed Attributes, and Gender Stereotype Endorsement in Elementary-School-Aged Children

Gender Discriminatory Behavior During Adolescence and Young Adulthood: A Developmental Analysis

Representações das categorias de sexo em crianças no contexto escolar

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